Context guided instruction to develop reflection competence of education professionals

Kaçaniku, Fjolla; Gjelaj, Majlinda; Saqipi, Blerim

doi:10.1080/10714413.2019.1629813

Cited by 7 publications

(7 citation statements)

References 31 publications

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“…After carrying out the systematic literature review and checking the results obtained, as far as the areas of DigCompEdu are concerned, two characteristics stand out. On the one hand, point 1.3 Reflective Practice is not cited in any article, so a lack is identified that should be taken into account, since several authors consider reflective competence as a key competence for teachers and for improving current teaching (Allas et al, 2017;Beauchamp, 2015;Kaçaniku et al, 2019;Lane et al, 2014;Liu, 2015;Parada & Pluvinage, 2014;Pochulu et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Aiastui¹,

Arruti

Morillo

2021

AULA_ABIERTA

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Nowadays, we are facing a historical moment in which education practices are being transformed mainly due to the increase of technologies and their massive use at all levels of society, thus it is necessary to integrate them in educational contexts. In this context, the aim of this paper is to: analyse the level of technological competences of university professors. To this end, a systematic literature review based on the PRISMA methodology is carried out. The search was focused on WoS and SCOPUS databases. Initially, 815 documents have been retrieved and after applying the exclusion criteria 30 papers have been selected. The selected papers have been analysed in detail and the final conclusions have been structured according to DigCompEdu digital competence framework. The results show that the level of Digital Competences of University Professors (DCUP) is moderate and highlight aspects to improve: Reflective Practice is not cited in any article and Learner´s Empowerment and Facilitating Students' Digital Competence are the least referred. These aspects should be considered for future research. For this reason, it is recommended to carry out continuous training for university professors supported by the DigCompEdu framework.

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Section: Discussionmentioning

confidence: 99%

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Aiastui¹,

Arruti

Morillo

2021

AULA_ABIERTA

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“…HPS – teacher training institutions) located in five major cities throughout Kosovo. Before the ‘universification’ of ITE (Kaçaniku et al, 2019), teacher training institutions operated under the umbrella of the University of Prishtina (the largest university in Kosovo). However, each institution gradually developed into independent institutions operating under local Universities and became rather autonomous ITE institutions (Saqipi and Hoti, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Kosovo remains at a relatively early stage in its development to provide quality ITE. European initiatives are implemented formally as changes to legislation and policy (Saqipi, 2019) and programmes structures and content (Kaçaniku et al, 2019). A major problem characterising the ongoing reforms is that ITE institutions have not examined in-depth the education system and contextual dynamics regarding choices for undertaking such reforms.…”

Section: Introductionmentioning

confidence: 99%

Lost in translation? Improving quality in initial teacher education in the framework of European initiatives

Kaçaniku

2022

Policy Futures in Education

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Improving quality in initial teacher education in the framework of European initiatives entails a rather complex process as compared to that of higher education as a general study field. What adds to this complexity is the fact that teacher education continues to be treated as a national concern in all of Europe. This study provides evidence on features and tensions of translating European initiatives for improving quality in initial teacher education by examining the case of Kosovo. Findings from Kosovo, a small and ‘peripheral’ European context, can be of interest to contexts undergoing a similar transition. The study opted for qualitative research. The data was collected over three phases by conducting 15 interviews with six management staff and 28 interviews with 15 teacher educators. Findings build on debates concerning the future of European teacher education, demonstrating that tensions ensue between (external) European initiatives and (internal) local conditions that result in the mistranslation of transferred ideas into institutional practice. The loss in translation is attributed to contextual dynamics reflected at the macro-level (lack of ownership), the meso-level (fragmented organisational culture) and the micro-level (isolated individual and group cultures). The study concludes by endorsing context-oriented stakeholder-wide socialisation as a way forward for tackling and scaffolding local stakeholder tensions, contradictions and one-side approaches. Hence, context-oriented socialisation could address tensions by promoting local ownership, extending organisational culture and stimulating the development of collective values and cultures for a contextualised translation of European initiatives towards improving quality in initial teacher education.

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“…Since Kosovo is aiming to join European structures, discussions about teacher quality and raising teacher professionalism have become more relevant, triggering major reforms within teacher education (Kaçaniku, Gjelaj, & Saqipi, 2019;Saqipi, 2019Saqipi, , 2020). Programme reforms have followed Bologna Process objectives in order to ensure compatibility and comparability of degree structures by introducing ECTS and the three-cycle system as well as undergoing programme accreditation as a quality assurance mechanism (Kaçaniku, 2017(Kaçaniku, , 2020.…”

Section: Introductionmentioning

confidence: 99%

“…The aim of these projects was to advance student teachers' reflection and research skills (Kaçaniku et al, 2019;Saqipi & Vogrinc, 2016). All of the programmes integrated at least one research methods course (Saqipi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo

Kaçaniku¹

2020

CEPSj

Self Cite

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The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.

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Context guided instruction to develop reflection competence of education professionals

Cited by 7 publications

References 31 publications

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Lost in translation? Improving quality in initial teacher education in the framework of European initiatives

Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo

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