Reflecting upon the Greek state-school teacher’s changing role in the 21st century: an ‘ecosystemic’ approach


Δημοσιευμένα: Sep 5, 2021
Maria Tzotzou
https://orcid.org/0000-0003-1705-0410
Maria Poulou
https://orcid.org/0000-0002-8564-8812
Thanassis Karalis
https://orcid.org/0000-0002-1135-4547
Amalia Ifanti
Περίληψη

Abstract

In the 21st-century globalized context, education systems world-wide are challenged to respond to increasingly rapid and often unpredictable demands of the globalized society in an interdependent way towards achieving common education goals on a transnational level. In this globalized space, the Greek state-school teacher’s role evolves and changes towards thinking and acting both locally and globally, as an active participant of the global ‘ecosystem’. The purpose of this article is to reflect upon the Greek state-school teacher’s changing role in the 21st century taking into consideration the global educational context in conjunction with the changing state-school context in Greece as well as the characteristics, challenges and changes of the teacher’s role internationally identified, both conceptual and practical, through an ‘ecosystemic’ approach.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικά Συγγραφέων
Maria Tzotzou, University of Patras
PhD Student, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Maria Poulou, University of Patras
Associate Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Thanassis Karalis, University of Patras
Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Amalia Ifanti, University of Patras
Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Αναφορές
References
An, S. (2014). Preparing elementary teachers as global citizenship educators. Journal of Education, 194(3), 25-38, DOI: 10.1177/002205741419400304
Ananiadou, K., & Claro, M. (2009). 21st Century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, No. 41. OECD Publishing, DOI: 10.1787/218525261154.
Andreotti, V. (2006). Soft Versus Critical Global Citizenship Education. Policy and Practice: A Development Education Review, 3, 40-51. Retrieved November 2020 from https://www.developmenteducationreview.com/sites/default/files/article-pdfs/andreotti%20focus%204.pdf
Androusou, A. (2000). The intercultural dimension in education practice. In A. Vafeas et al. (eds) A multicoloured school. An experiences of intercultural education through art, Athens: Nisos (in Greek).
Banks, J. A. (2001). Citizenship Education and Diversity: Implications for Teacher Education. Journal of Teacher Education, 52(1), 5-16, DOI:10.1177/0022487101052001002
Banks, J., Chochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-Hammond, L., Duffy, H., & McDonald, M. (2005). Teaching diverse learners. In: L.Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232-274). San Francisco: Jossey-Bass.
Barker, C. M. (2000). Education for international understanding and global competence. Report of a meeting convened by Carnegie Corporation of New York. Retrieved April 29, 2007, from https://media.carnegie.org/filer_public/6d/b0/6db0fdc1-f2b1-4eea-982a-a313cea6822c/ccny_meeting_2000_competence.pdf
Bereris, P. (2001). For an intercultural education in a multicultural society. Athens: Apeiros Hora (in Greek).
Berthold, K. A., & Hoover, J. H. (2000). Correlates of Bullying and Victimization among Intermediate Students in the Midwestern USA. School Psychology International, 21(1), 65-78, DOI: 10.1177/0143034300211005
Clarke, M., & Drudy, S. (2006). Teaching for diversity, social justice and global awareness, European Journal of Teacher Education, 29(3), 371-386, DOI: 10.1080/02619760600795239
Cochran-Smith, M. (2004). Walking the Road: Race, Diversity and Social Justice in Teacher Education. New York, NY: Teachers College Press.
Council of Europe (2017a). Learning to Live Together: a Shared Commitment to Democracy. General Report. Conference on the Future of Citizenship and Human Rights Education in Europe, Strasbourg, 20 – 22 June 2017.
Council of Europe (2017b). Digital Citizenship Education. Overview and new perspectives (Volume 1). Council of Europe, Strasbourg.
Council of Europe (2019). Digital Citizenship Education Handbook. Council of Europe, Strasbourg.
Damanakis, M. (2005). European and Intercultural Dimension in Greek Education, in European Educational Research Journal, 4(1), 79-88, DOI: 10.2304/eerj.2005.4.1.7
Dantas, M. L. (2007). Building teacher competency to work with diverse learners in the context of International Education. Teacher Education Quarterly, 34(1), 75-94. Retrieved December 2020 from https://files.eric.ed.gov/fulltext/EJ795143.pdf.
Daws, J. E. (2005). Teachers and students as co-learners: possibilities and problems. Journal of Educational Enquiry, 6(1), 110-125. Retrieved November 2020 from www.ojs.unisa.edu.au/index.php/EDEQ/article/viewFile/505/374
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca, & R. Brandt (Eds.). 21st century skills: Rethinking how students learn (pp. 51–76). Bloomington, Indiana: Solution Tree Press.
De Luca L, Nocentini A, & Menesini E. (2019). The Teacher's Role in Preventing Bullying. Front Psychol., 10, 1830, DOI: 10.3389/fpsyg.2019.01830.
Didaskalou, E., & Millward, A. (2001). Greek teachers’ perspectives on behavior problems: implications for policy makers and practitioners. European Journal of Special Needs Education, 16, 289-299. DOI: 10.1080/08856250110074427
European Commission (2011). Literature Review. Quality in Teachers’ professional development. Author: Francesca Caena. Brussels: European Commission, June 2011.
European Commission (2013). Supporting teacher competence development for better learning outcomes. Brussels: European Commission.
European Commission/EACEA/Eurydice (2019a). Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Commission/EACEA/Eurydice (2019b). Digital Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
Eurydice (2012). Citizenship Education in Europe. Brussels, Belgium: The Information Network on Education in Europe, DOI: 10.2797/83012
Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14(7), 709-722, DOI: 10.1080/13603111003778536
Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: a study of Portuguese teachers, European Journal of Teacher Education, 37(1), 91-105, DOI: 10.1080/02619768.2013.763791
Fullan, M. (1993). The professional teacher. Why teachers must become change agents. Educational Leadership, 50, 12–17.
Guo, L. (2014). Preparing teachers to educate for 21st century global citizenship: Envisioning and enacting. Journal of Global Citizenship & Equity Education, 4(1), 1-22. Retrieved October 2020 from https://journals.sfu.ca/jgcee/index.php/jgcee/article/view/121/168
Harris, S., & Petrie, G. (2004). A study of bullying in the middle school. NASSP Bulletin, 86 (633), 42-53. Retrieved October 2020 from https://files.eric.ed.gov/fulltext/EJ783805.pdf
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49, DOI: 10.1016/0742-051X(94)00012-U
Holden, C., & Hicks, D. (2007). Making global connections: The knowledge, understanding and motivation of trainee teachers. Teaching and Teacher Education, 23(1), 13-23, DOI: 10.1016/j.tate.2006.04.031
Ibrahim, T. (2005). Global citizenship education. Mainstreaming the curriculum? Cambridge Journal of Education, 35(2), 177-194, DOI: 10.1080/03057640500146823
Kalliotis P. (2000). Bullying as a Special Case of Aggression: Procedures for Cross-Cultural Assessment. School Psychology International, 21(1), 47-64, DOI: 10.1177/0143034300211004
Kirkwood-Tucker, T. F. (2002). Teaching about Japan: Global perspectives in teacher decision-making, context and practice. Theory and Research in Social Education, 30(1), 88–115, DOI: 10.1080/00933104.2002.10473180
Kochenderfer-Ladd, B., Pelletier, M. E., & Ladd, B. K. (2008). Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization. Journal of School Psychology, 46(4), 431-453, DOI: 10.1016/j.jsp.2007.07.005
Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307, DOI: 10.1080/713693162
Larsen, M.A., & Faden, L. (2008). Supporting the Growth of Global Citizenship Educators. Brock Education Journal, 17, 91-104, DOI:10.26522/BROCKED.V17I1.102
Longview Foundation (2008). Teacher preparation for the global age: The imperative for change. Silver Spring, MD: Author. Retrieved October 2020 from file:///C:/Users/Mary/AppData/Local/Temp/Teacher_Preparation_for_the_Global_Age.pdf
Loomis, S., Rodriguez, J. & Tillman, R. (2008). Developing into similarity: global teacher education in the twenty‐first century, European Journal of Teacher Education, 31(3), 233-245, DOI: 10.1080/02619760802208288
Luksha, P., Cubista, J., Laszlo, A., Popovich, M., & Ninenko, I. (2018). Educational Ecosystems for Societal Transformation. Published by Global Education Futures. Retrieved October 2020 from http://www.globaledufutures.org/images/people/GEF_april26-min.pdf
Maastricht (2002). Maastricht Global Education Declaration: European Strategy Framework for Increasing and Improving Global Education to 2015. Europe-wide Global Education Congress, November 17, 2002. Retrieved October 2020 from http://lapas.lv/biedri/files/resources/13901692895614_gegs-app1.pdf
McLean, L., & Cook, S. (2011). Viability for sustainability: Two sides of the coin for global education in a faculty of education. International Journal of Development Education and Global Learning, 3(2), 39-56. Retrieved October 2020 from https://www.scienceopen.com/document_file/6cff3ee7-b8fe-4c40-aca4-ec68eea41043/ScienceOpen/s4.pdf
McWilliam, E. L. (2009). Teaching for creativity: from sage to guide to meddler. Asia Pacific Journal of Education, 29(3), 281-293, DOI: 10.1080/02188790903092787
Nagda, B., Gurin, P., & Lopez, G. (2003). Transformative pedagogy for democracy and social justice. Race, Ethnicity and Education, 6(2), 165-191, DOI: 10.1080/13613320308199
OECD (2015a). Helping immigrant students to succeed at school-and beyond. Retrieved October 2020 from https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and- beyond.pdF
OECD (2015b). OECD Skills Outlook 2015: Youth, Skills and Employability, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264234178-en.
OECD (2016a). Skills for a Digital World: 2016 Ministerial Meeting on the Digital Economy Background Report. OECD Digital Economy Papers, No. 250, OECD Publishing, Paris, http://dx.doi.org/10.1787/5jlwz83z3wnw-en
OECD (2016b). Getting Skills Right: Anticipating and Responding to Changing Skill Needs, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264252073-en.
OECD (2018). Preparing Our Youth for an Inclusive and Sustainable World: The OECD PISA Global Competence Framework. http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
OECD / Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World. Asia Society: Center for Global Education, DOI: 10.1787/9789264289024-en
Olweus, D. (1999). Norway. In Smith, P.K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano,R., & Slee, P. (1999) (Eds). The Nature of School Bullying: A Cross-National Perspective. London & New York: Routledge (pp. 28–48).
Paleologou, N., & Evagelou, O. (2003). Intercultural pedagogy. Educational, teaching and psychological approaches, Athina: Atrapos (in Greek).
Parry, L. (2018). The Case for Teacher-Led Innovation. Childhood Education, 94(2), 4-9, DOI: 10.1080/00094056.2018.1451683
Pateraki, L., & Houndoumadi, A. (2001). Bullying Among Primary School Children in Athens, Greece, Educational Psychology, 21(2), 167-175, DOI: 10.1080/01443410020043869
Pereira, B., Mendonça, D., Neto, C., Valente, L., & Smith, P. K. (2004). Bullying in Portuguese schools. School Psychology International, 25(2), 241-254, DOI: 10.1177/0143034304043690
Perry, L. B., & Southwell, L. (2011). Developing intercultural understanding and skills: models and approaches, Intercultural Education, 22(6), 453-466, DOI: 10.1080/14675986.2011.644948
Peterson, P. L., Clark, C. M., & Dickson, W. P. (1990). Educational psychology as a foundation in teacher education: Reforming an old notion. Teachers College Record, 91(3), 322-346. Retrieved October 2020 from https://edwp.educ.msu.edu/research/wp-content/uploads/sites/10/2020/11/IP899.pdf
Pike, G. (2008). Citizenship education in global context. Brock Education Journal, 17(1), 38–49, DOI: 10.26522/brocked.v17i1.100
Pilon, A. F. (2010). Living Better in a Better World: Development and Sustainability in the Ecosystemic Model of Culture. OIDA International Journal of Sustainable Development, 2 (4), 25-36. Retrieved October 2020 from https://oidaijsd.com/wp-content/uploads/2019/03/02-04-03.pdf
Psalti, A. (2012). Bullies, Victims, and Bully-Victims in Greek Schools: Research Data and Implications for Practice. Hellenic Journal of Psychology, 9(2), 132-157. Retrieved October 2020 from https://pseve.org/wp-content/uploads/2018/03/Volume09_Issue2_Psalti.pdf
Psalti, A., & Constantinou, K. (2007). Bullying in Secondary Schools: The influence of gender and ethnicity. Psychology, 14(4), 329-345 (in Greek), DOI: 10.12681/psy_hps.23877
Rapoport, A. (2015). Global aspects of citizenship education: Challenges and perspectives. In Maguth, B., & Hilburn, J. (Eds.), The State of Global Education. Learning with the World and its People (pp. 27–40). New York, NY: Routledge.
Reade, C., Reckmeyer, W., Cabot, M., Jaehne, D., & Novak, M. (2013). Educating Global Citizens for the 21st Century: The SJSU Salzburg Program. The Journal of Corporate Citizenship, 49, 100-116, DOI: 10.9774/GLEAF.4700.2013.ma.00008
Rentzi, A. (2017). Development of strategic action plans for the inclusion of refugee children in the school units of Greece. In Proceedings of the 9th International Conference on Open and Distance Education (Volume 4, Part A, pp. 48-55). Athens, 23-26 Nov. 2017 (in Greek).
Rigby, K. (2004). Addressing Bullying in Schools: Theoretical Perspectives and their Implications. School Psychology International. 25(3), 287-300, DOI: 10.1177/0143034304046902
Rigby, K. (2005). Why Do Some Children Bully at School?: The Contributions of Negative Attitudes Towards Victims and the Perceived Expectations of Friends, Parents and Teachers. School Psychology International. 26(2):147-161, DOI:10.1177/0143034305052910
Robertson, S.L. (2008). Reflections on education, democracy and social change. Globalization, Societies and Education, 6(2), 101-103, DOI: 10.1080/14767720802058799
Rothwell, A. (2005). Think global, teach local. Innovations in Education and Teaching International, 42(4), 313-323, DOI: 10.1080/14703290500291875
Russell, C.A. (2016). System Supports for 21st Century Competencies. Asia Society. Retrieved October 2020 from https://asiasociety.org/files/system-supports-for-21st-century-competencies-2016_0.pdf
Sachs, J. (2003). The activist teaching profession. Buckingham: Open University Press.
Sapouna, M. (2008). Bullying in Greek primary and secondary schools, School Psychology International, 29(2), 199-213, DOI: 10.1177/0143034308090060
Smith, P. K., Nika, V., & Papasideri, M. (2004). Bullying and Violence in Schools: An International Perspective and Findings in Greece. Psychology: The Journal of the Hellenic Psychological Society, 11, 184-203.
Tawil, S. (2013). Education for “Global Citizenship”: A Framework for Discussion. UNESCO Education Research and Foresight (ERF) Working Papers Series 7, Paris: UNESCO.
Taylor, S., & Sidhu, R. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56, DOI: 10.1080/13603110903560085
Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170-178, DOI: 10.1016/j.lcsi.2019.03.009.
Townsend, T. (2011). Thinking and acting both locally and globally: new issues for teacher education. Journal of Education for Teaching, 37(2), 121-137, DOI: 10.1080/02607476.2011.558263
Tzotzou M. (2015). Major Training Programme for State EFL Teachers: A Reflective Training Model in the ‘New School’ Era. Conference Papers ‘EduDidactics 2015’, Vol. A, pp. 174-181.
Tzotzou, M. D. (2016). Content and Process of the Major Training Programme for State EFL Teachers in Greece: A Critical Review. Multilingual Academic Journal of Education and Social Sciences, 4(1), 13-23.
Tzotzou, M. (2018). Integrating Web 2.0 technologies into EFL learning in the Greek state-school context: A mixed-method study. Research Papers in Language Teaching and Learning, 9(1), 32-55.
UNESCO (2003). Teacher professional development: an international review of the literature. Paris, France.
UNESCO (2009). Stopping violence in schools. A guide for teachers. Paris, France.
UNESCO (2011a). Media and Information Literacy. Curriculum for Teachers. Paris, France.
UNESCO (2011b). Stopping Violence in Schools: A Guide for Teachers. Paris, France.
UNESCO (2013). Global Citizenship Education: An Emerging Perspective. An outcome document of the Technical Consultation on Global Citizenship Education, Seoul on 9-10 September 2013. Paris, France.
UNESCO (2014a). Global Citizenship Education. Preparing learners for the challenges of the twenty-first century. Paris, France.
UNESCO (2014b). Teaching Respect for All. Paris, France.
UNESCO (2014c). Unesco Education Strategy 2014-2021. Paris, France.
UNESCO (2015a). Fostering Digital Citizenship through Safe and Responsible Use of ICT. Bangkok, Thailand.
UNESCO (2015b). Global Citizenship Education. Topics and Learning Objectives. Paris, France.
UNESCO (2016a). Schools in Action, Global Citizens for Sustainable Development – A Guide for Teachers. Paris, France.
UNESCO (2016b). Schools in Action, Global Citizens for Sustainable Development – A Guide for Students. Paris, France.
UNESCO (2016c). Teacher’s Guide on the Prevention of Violent Extremism. Paris, France.
UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. Paris, France.
UNESCO (2018). Preparing Teachers for Global Citizenship Education: A Template. Paris 07 SP, France & UNESCO Bangkok Office.
United Nations (2016). International Migration Report 2015. New York.
Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research and practice. New York: Teachers College Press.
Zeichner, K.M. (2009). Teacher Education and the Struggle for Social Justice (1st ed.). Routledge. DOI: 10.4324/9780203878767
Zhao, Y. (2010). Preparing Globally Competent Teachers: A New Imperative for Teacher Education. Journal of Teacher Education, 61(5), 422-431, DOI: 10.1177/0022487110375802
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)