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Critical quest for a contemporary 'holistic-transformative' model of teachers' professional development in the 21st century
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Sep 21, 2022
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2022-09-21 (1)
Keywords:
21st-century challenges transformative professionalism professional development models holistic-transformative model
Abstract
In the 21st-century globalized socio-educational context the ongoing emerging educational challenges trigger the discussion about the need to revise existent traditional models of teachers’ professional development. The abrupt and deep transformations in all domains of human life and activity raise de facto an extremely crucial question: “What kind of professional development model can respond to the 21st-century challenges in respect to, first and foremost, the teachers, and by extension, students, education and society in general?” To this end, the present article attempts a critical bibliographical review of teachers’ professional development in the 21st century through a critical analysis and comparative-analytic approach of professional development models dominating the previous century in order to highlight the need to promote a ‘holistic-transformative’ model able to respond to the meta-modern challenges and global trends towards supporting and empowering the 21st-century teacher in knowledge, skills as well as values via a continuous reflective and transformational process of personal and collective professional development. It’s a critical quest for a new ‘holistic-transformative’ model of professional development, pluralistic, multidimensional and reflective in nature, which combines synthetically the positive, progressive and dynamic elements of existent models regarding philosophy, process, context and activities, as it aims at lifelong professional learning and development towards achieving 21st-century teachers’ ‘transformative’ professionalism.
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Τζώτζου Μ., Πούλου Μ., Καραλής Θ., & Υφαντή Α. (2022). Critical quest for a contemporary ’holistic-transformative’ model of teachers’ professional development in the 21st century. Dialogoi! Theory and Praxis in Education, 8. https://doi.org/10.12681/dial.29134
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