The RESPOND Teacher Professional Profile and Portfolio for Global Competence

Journal title CADMO
Author/s Davide Capperucci, Martin Dodman, Raúl Ruiz-Cecilia, Juan Ramón Guijarro-Ojeda
Publishing Year 2024 Issue 2024/1
Language English Pages 17 P. 86-102 File size 228 KB
DOI 10.3280/CAD2024-001006
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

This paper presents the first product of the RESPOND European Erasmus+ project on the mutually sustaining relationship between teacher professional development and overall school development. The focus is on the RESPOND Teacher Professional Profile and Portfolio for Global Competence, developed as a tool for building a teacher professional profile and promoting a self-assessment process within a framework of sustainable teacher professional development in professional learning environments and communities. The paper presents an overview of the RESPOND project, illustrates each of the components of the profile and portfolio, and concludes with a reflection on the aims and the intended impact of the tool.

Keywords: RESPOND, teacher professional profile, portfolio, global competence, sustainability.

  1. Ryff, C., Singer, B. (2008), “Know thyself and become what you are: A eudaimonic approach to psychological well-being”, Journal of Happiness Studies, 9, pp. 13-39.
  2. American Council on International Intercultural Education Conference (1996), Educating for the Global Community, A Framework for Community Colleges, Paper presented at the Stanley Foundation and The American Council on International Intercultural Education Conference, Warrenton, VA.
  3. Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022), GreenComp: The European sustainability competence framework. In: Y. Punie, M. Bacigalupo (Eds), EUR 30955 EN. Luxembourg: Publications Office of the European Union, https://publications.jrc.ec.europa.eu/repository/handle/JRC128040.
  4. Boix Mansilla, V. (2013), Educating for Global Competence: Learning Redefined for an Interconnected World. In: H. Jacobs, Mastering Global Literacy, Contemporary Perspectives. New York: Solution Tree.
  5. Boylan, M., Coldwell, M., Maxwell, B., Jordan, J. (2018), “Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice”, Professional Development in Education, 44 (1), pp. 120-139, https://shura.shu.ac.uk/15251/3/Boylan%20-%20Rethinking%20models%20of%20professional%20learning%20%28AM%29.pdf.
  6. Bronfenbrenner, U. (1979), The ecology of human development. Cambridge: Harvard University Press.
  7. Butler, J., Kern, M. (2016), “The PERMA-Profiler: A brief multidimensional measure of flourishing”, International Journal of Wellbeing, 6 (3), pp. 1-48, https://doi.org/10.5502/ijw.v6i3.526.
  8. Cardoso-Pulido, M. J. (2018), Estudio del bienestar docente del profesorado de lenguas en formación, Doctoral Thesis, Universidad de Granada (España).
  9. Cardoso-Pulido, M., Guijarro-Ojeda, J.R., Pérez-Valverde, C. (2022), “A correlational-predictive study of teacher well-being and professional success in foreign language student teachers”, Mathematics, 10 (10), 1720.
  10. Copur-Gencturk, Y., Thacker, I. (2021), “A comparison of perceived and observed learning from professional development: relationships among self-reports, direct assessments, and teacher characteristics”, Journal of Teacher Education, 72, pp. 138-151.
  11. Council of Europe (2001), Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe Publishing, www.coe.int/lang-cefr.
  12. Council of Europe (2018), Reference Framework of Competences for Democratic Culture, -- https://rm.coe.int/prems-008318-gbr-2508-reference-framework-of-competences- vol-1-8573-co/16807bc66c.
  13. Council of Europe (2020), Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion volume. Strasbourg: Council of Europe Publishing, www.coe.int/lang-cefr.
  14. Deardorff, D. K. (2006), “The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States”, Journal of Studies in International Education, 10, pp. 241-266.
  15. Dodman, M. (2016), “Researching the Sustainability of Teacher Professional Development”, Visions for Sustainability, 6, pp. 52-58.
  16. Feder, L., Cramer, C. (2023), “Research on portfolios in teacher education: a systematic review”, European Journal of Teacher Education, pp. 1-18.
  17. Guijarro-Ojeda, J. R., Ruiz-Cecilia, R., Cardoso-Pulido, M. J., Medina-Sánchez, L. (2021), “Examining the Interplay between Queerness and Teacher Wellbeing: A Qualitative Study Based on Foreign Language Teacher Trainers”, International Journal of Environmental Research and Public Health, 18 (22), pp. 1-28.
  18. Hauerwas, L., Capperucci, D., Salvadori, I. (2023), Modeling global teaching pedagogies in virtual exchange. In: C. Ullom, N. Guler (Eds), At school in the world: Developing globally engaged teachers. Lanham: Rowman & Littlefield, pp. 238-254.
  19. Huber, J., Reynolds, C. (2014), Developing intercultural competence through education. Strasbourg: Council of Europe Publishing.
  20. Hunter, B., White, G. P., Godbey, G. (2006), “What does it mean to be globally competent?”, Journal of Studies in International Education, 10 (3), pp. 267-285.
  21. Kern, M. L., Waters, L. E., Adler, A., White, M. A. (2014), “A multidimensional approach to measuring wellbeing in students: Application of the PERMA framework”, The Journal of Positive Psychology, 10, pp. 262-271.
  22. Li, R., Liu, H., Chen, Y. et al. (2022), “Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience”, Current Psychology, 41, pp. 328-337.
  23. McCallum, F., Price, D., Graham, A., Morrison, A. (2017), Teacher Wellbeing: A Review of the Literature. Sydney: Association of Independent Schools of NSW.
  24. Mercer, S., Gregersen, T. (2020), Teacher Wellbeing. Oxford: Oxford University Press.
  25. OECD (2016a), Global competency for an inclusive world: Programme for International Student Assessment, https://www.oecd.org/pisa/aboutpisa/Global-competency-for-an-inclusive-world.pdf.
  26. OECD (2016b), Supporting Teacher Professionalism: Insights from TALIS 2013, https://doi.org/10.1787/9789264248601-en.
  27. OECD (2020), PISA 2018 Global Competence, https://www.oecd.org/pisa/innovation/global-competence/.
  28. OECD (2023), Review Education Policies. Overview: Teacher Professional Development, https://gpseducation.oecd.org/revieweducationpolicies/#!node=41732&filter=all.
  29. Pérez-Valverde, C., Ruiz-Cecilia, R. (2014), “Narrativas de la identidad docente en la formación del profesorado de lenguas extranjeras”, Andamios. Revista de investigación social, 11, pp. 215-234.
  30. Ramos, G., Schleider, A. (2016), Global competencies for an inclusive world. Secretary General of the OECD, https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf.
  31. Seligman, M. (2011), Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.
  32. Soland, J., Hamilton, L.S., Stecher, B. M. (2013), Measuring 21st century competencies: Guidance for educators. A Global Cities Education Network Report. RAND Corporation/Asia Society, https://asiasociety.org/files/gcen-measuring21cskills.pdf.
  33. Sterling, S. (2001), Sustainable Education – Re-visioning Learning and Change, Schumacher Society Briefing no. 6, Green Books.
  34. Van Roekel, N. P. D. (2010), “Global Competence is a 21st Century Imperative”, An NEA Policy Brief, PB28A, NEA Education Policy and Practice Department/Center for Great Public Schools, https://www.staffordschools.net/site/handlers/filedownload.ashx?moduleinstanceid=35909&dataid=37863&FileName=NEA%20Global%20Competence.pdf.
  35. Wiseman, C. (2017), “Integrating global competencies into the curriculum. In FRN National Symposium”, Proceedings from Teaching a New Generation of Students, https://bmccprodstroac.blob.core.windows.net/uploads/2018/06/Resume2023WisemanRvdNov.docx.
  36. UNESCO (2014), Global citizenship education: preparing learners for the challenges of the 21st century, https://unesdoc.unesco.org/ark:/48223/pf0000227729.

Davide Capperucci, Martin Dodman, Raúl Ruiz-Cecilia, Juan Ramón Guijarro-Ojeda, The RESPOND Teacher Professional Profile and Portfolio for Global Competence in "CADMO" 1/2024, pp 86-102, DOI: 10.3280/CAD2024-001006