CRITICAL BOOK REVIEW

COURSE. EDUCATION OF PROFESSION

PRODI S1 CHEMISTRY EDUCATION

BILLINGUAL

SCORE:

“TEACHING PROFESSION FOR 21ST CENTURY”

(Graham Donaldson, Milica Grahovac, Suzana Kirandishka, and friends.

2013)

NAME : ANNISA RAHAYU

NIM : 4203131045

LECTURER : RIZKI RAMADHANI

COURSE : EDUCATION OF PROFESSION

CHEMISTRY EDUCATION STUDY PROGRAMS 2020

FACULTY OF MATHEMATICS AND SCIENCE

MEDAN STATE UNIVERSITY

21 February, 2021
 FOREWORD

Assalaamu'alaikum warahmatullahi wabarakatuh.

First of all, I would like to thank Allah SWT for giving me health and
the opportunity to be able to complete this Critical Books Review task
well. My salawat and greetings also do not forget to give to our lord the
great prophet Muhammad SAW who has brought us from the dark ages
to the brightest ages.

I do not forget to also thank to Mrs. Rizki Ramadhani, S.pd, M.pd as

a lecturer in the Education of Profession course who has guided me in
completing this CBR assignment.

The purpose of this CBR assignment is to complete one of the six

types of KKNI assignments that must be completed by all Medan State
University students.

This CBR report contains analysis, reviews, and summaries as well

as the strengths and weaknesses of the book entitled "TEACHING
PROFESSION FOR THE 21ST CENTURY" by Graham D, Milica G,
Suzana K, and friends. Published in 2013. This report also contains the
full identity of the book.

I have compiled this report and I wrote it as well as possible, but if

there is still a lack of data, facts, and writing systematics, I apologize. I
really need constructive criticism and suggestions to increase my
insight and knowledge so that I can develop myself even better.

Hopefully this report is useful and can add insight to anyone who
needs information about the Teaching Profession for the 21st century.
That's what I can say, more or less I apologize.

Wassalaamu'alaikum warahmatullahi wabarakatuh.

Medan, 21 February 2021

Annisa Rahayu

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 TABLE OF CONTENTS

FOREWORD ................................................................................................................................................. I

TABLE OF CONTENTS ................................................................................................................................... II

CHAPTER I: PRELIMINARY ........................................................................................................................... 1

A. RASIONALIZATION OF THE IMPORTANCE OF CBR ................................................................................. 1

B. THE OBJECTIVES OF THE WRITING OF CBR ............................................................................................ 1
C. BENEFITS OF CBR .................................................................................................................................. 1
D. IDENTITY OF THE BOOK REVIEWED ........................................................................................................... 2

CHAPTER II: SUMMARY OF THE CONTENT OF THE BOOK ............................................................................ 3

A. THE TWENTY-FIRST CENTURY PROFESSIONAL.................................................................................................. 3

B. FRAMEWORK OF TEACHER COMPETENCES – ATEPIE APPROACH........................................................................ 6
C. FRAMEWORK OF TEACHER COMPETENCES – REGIONAL IMPLICATIONS ................................................................. 9
D. FRAMEWORK OF TEACHER COMPETENCES – COUNTRY PERSPECTIVES ................................................................ 11

CHAPTER III: DISCUSSION / ANALYSIS ....................................................................................................... 12

A. DISCUSSION OF JOURNAL CONTENT .................................................................................................. 12

B. ADVANTAGES AND LACK OF CONTENTS OF JOURNAL ARTICLES ........................................................ 12

CHAPTER IV: CLOSING ............................................................................................................................... 14

A. CONCLUSION ...................................................................................................................................... 14
B. RECOMMENDATION ........................................................................................................................... 14

REFERENCES .............................................................................................................................................. 15

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 CHAPTER I: PRELIMINARY

A. RASIONALIZATION OF THE IMPORTANCE OF CBR

Books are a source of reading, which can add insight into science,
become entertainment, and books can also influence a person's mind.
Books containing science (Science) widely used by people of all ages.
In general, the book is used as a learning medium. So books that are
used as learning media must have appropriate content and their
contents must be sourced from clear and reliable sources. However, in
reality there are some books whose contents do not match. Therefore,
this is where the reader plays an important role in being able to criticize
the book. Criticizing a book means looking for and finding out whether
there is an error in the book or not. The function of a book critique is so
that what is written in the book is in accordance with the existing truth
and can be a good source of learning In this Critical Book Report, the
book I will criticize is a Teaching Profession For The 21st Century book
written by Graham Donaldson, Milica Grahovac, Suzana Kirandishka,
and friends.

B. THE OBJECTIVES OF THE WRITING OF CBR

 Understand and analyze the advantages and disadvantages of a book.

 Complete one of the KKNI tasks in the Educational of Profession course.

 Review the contents of the book.

 Search and find the information contained in the book.

 Train yourself to think critically in finding information provided by each

section of the book Teaching Profession For The 21st Century

 Develop the ability to see the strengths and weaknesses of a book.

 Make corrections on a work.

C. BENEFITS OF CBR

 Improve the ability to analyze errors and the strength of a book

 Students are more creative in finding information about the book being
criticized

 Encourage writers to improve the quality of their work

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  As material for improvement for writers through works that have been
criticized by others.

 Helping all groups in knowing the essence of research results contained in

a book.

 Become material for evaluation in making a book in the next publication.

D. IDENTITY OF THE BOOK REVIEWED

1. Title of book : Teaching Profession For The 21st Century

2. Author : Graham D, Milica G, Suzana K, and friends.

3. Publisher : Centre for Education Policy

4. City of publication : Belgrade

5. Amount of Pages : 96 pages

6. ISBN Number : ISBN 978-86-87753-09-9

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CHAPTER II: SUMMARY OF THE CONTENT OF THE BOOK

A. THE TWENTY-FIRST CENTURY PROFESSIONAL.

In a Green Paper on teacher education in Europe, the European

Union Thematic Network suggests that ‚...teaching as knowledge
transmission or teaching as a craft may well have become obsolete.
There are many cogent arguments that these new conceptions will have
to be replaced by more dynamic conceptions oriented on a new
professionalism in general and pedagogical professionalism in
particular‛ (Green Paper on Teacher Education in Europe, 2000). The
same publication talks about the need for ‚state of the art‛ knowledge
as part of more dynamic career-long teacher education. A European
Commission Staff Working Document (Supporting the Teaching
Profession for Better Learning Outcomes, 2012) included amongst its
conclusions the following two statements: ‚The teaching professions
now face rapidly changing demands, which require a new set of
competences.‛ ‚Europe’s teaching professions have an exceptional
impact on education‛. The evidence and argument above establishes
the centrality of high quality teaching to successful learning and this in
turn requires skilled and well-educated teachers who continue to grow
and develop professionally throughout their careers. The challenge is to
be clear about what we mean by good teaching and good teachers and
to create suitable tools to support consistent high quality across the
teaching force. Teaching should be recognised as both complex and
challenging, requiring high standards of professional competence and
commitment. The need for a stronger focus on teacher knowledge,
skills, values and dispositions is a feature of the developing thinking
across the world. The European Commission, for example, in a 2004
statement (Common European Principles for Teacher Competences and
Qualifications, 2004) identifies the need for teachers to have extensive
subject knowledge, a good knowledge of pedagogy, the skills and
competences required to guide and support learners, and an
understanding of the social and cultural dimension of education.

How Does Teacher Learn and Develop Professionally?

Evidence suggests that externally-imposed educational change has
only limited impact. An individual teacher’s past and current
experience is very powerful in determining their day-to-day practice in

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the classroom. Yet Wikman’s research suggests that much of teacher
knowledge is tacit, intuitive, situation bound and the result of chance.

Growth and Development Throughout a Career?

Similar approaches have been adopted in an increasing range of

countries such as Australia, the Netherlands, and Northern
Ireland. Taken together, these developments point a clear way forward
for the teaching profession and have direct implications for the
selection, initial education and career-long learning of a potential and
serving teacher. Welljudged and clear standards can help to align
policy and practice and provide the basis for the formation and career-
long growth of such teachers.

The growing recognition of the potential contribution of competence

frameworks begs the question as to what is meant by the concept
While the specific content may vary with the
traditions, characteristics and policies of a country, it is important that
standards are clear and are ‘owned’ by teachers and the wider
academic world as well as their employers, national policy-makers and
the communities within which they work. Such frameworks, by
making explicit the values and complexities which underpin quality
teaching, can also enhance the perception of teaching as a learned
profession in the eyes of the wider public. Standards can be applied at
different career stages. – In initial teacher education, standards can act
as a guide both to the content to be covered and to criteria for
assessment.
This does not require a uniform approach across teacher education
providers but does establish a clear expectation that the pre-service
degree course will equip students with the knowledge, skills and
dispositions which the standards describe. The standards can signal
expectations about the complex and reflexive relationship between
theory and practice and encourage intelligent engagement with theory
in classroom settings.

The Regional Context

Strengthening the quality of teachers has been a constant focus of
education policies. A number of initiatives have been launched and
implemented for the development of standards of teacher
competences , systems for career advancement and systems for teacher
support and assessment. Within many national and international

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programmes aimed to strengthen the competences of teachers in pre-
primary, primary, secondary and higher education, a number of
professional development events have been organised to increase the
capacities of teachers in the application of contemporary models of
teaching and learning. As a result of these initiatives, the use of
contemporary forms of teaching and learning by teachers has been
gaining momentum, but the impression remains that it is still
insufficient.

A number of teachers still have a prime commitment to their work

Current professional development systems require further
improvement in order to meet the needs of teachers and help them
cope with the challenges of contemporary education. Investment in
professional development, and building an effective support system
based on standards, research, adult learning theories and best
practice, remains one of the key priorities for educational systems in the
Region. Pantic draws out existing evidence about the development of
teacher competences in the region.

Competences

While much of the work 22 Teaching Profession for the 21st

Century of a teacher will be governed by the overarching values
embedded in national policy, the diversity of the societies served by
schools will give rise to value issues which teachers should understand
and be equipped to respond to. The Framework makes clear the
responsibility of each and every teacher to promote the learning of all
pupils. If a teacher is, in effect, a partner in the young person’s learning
then the teacher is obliged to understand the background and needs of
that young person and to direct their teaching to overcoming barriers to
learning which are subject to influence by the school or the other
agencies that support young people and their families. The principle
here is the continuing responsibility of the teacher for all young people
in their charge rather than seeing some individuals as being the
responsibility of someone else.

The Framework also points to responsibilities for a teacher which

go beyond specific teaching duties. In particular, a teacher should see
herself/ himself as contributing to the development of the
curriculum, going well beyond implementing predefined curriculum

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 content.

The Twenty-First Century Professional

That means that they should provide an ongoing frame of reference
for professional growth and development throughout a career. In that
way they can be used for personal reflection and selfevaluation as well
as the basis for any formal system of professional review and
development which may be established. Classrooms should not be
closed boxes within which the teacher reigns supreme but alone. Rather
the educational process in a school should be conceptualised as a team
endeavour within which teachers learn from each other and from other
professionals that support young people and their families.
Continuous improvement in education is not an option but a
necessity. Teachers are central to that process; not simply as
implementers of externally devised approaches but as the key players
in ensuring relevant and high-quality education for all young people.
We need to be clear about what that means in terms of the capacities
and values which a teacher should acquire and develop continuously
throughout a career. A framework of teacher competences can guide
that initial formation and subsequent professional growth and help to
establish what it means to be a twenty-first century professional
teacher. The twenty-first century teacher is not simply the implementer
of someone else’s good practice but the creator of the conditions for
learning in their own individual and unique context.

B. FRAMEWORK OF TEACHER COMPETENCES – ATEPIE APPROACH

Taking the constructivist approach as the starting theoretical

point and using relevant sources and examples of the best
international practice, the ATEPIE team of education experts
developed the Framework of Teacher

The next step was to determine the key areas and components of
teacher competence. A teacher who demonstrates these competences
will have the capacity to effectively prepare learners for work and life
in the 21st century.

The next step was obtaining teachers’ opinions on the preliminary

list. Three focus groups with a total of 30 class and subject teachers
from all participating countries were organised in order to check the

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understanding of the statements as well as to rate their relevance for
the successful performance of teaching tasks. The teachers did not have
any difficulty with understanding any of the items. The data analysis
showed that teachers perceive this framework as comprehensive and
applicable to their practice and that the offered indicators adequately
reflect the particular aspects of a teacher’s competence.

Areas and Indicators of Teacher Competences in the ATEPIE

Framework of Teacher Competences

A teacher needs to understand how children learn and the

developmental stages through which children progress as well as
individual differences among children to ensure that each child
develops to her/his full potential and develops the capacity for lifelong
learning. A teacher should be able to create a learning environment and
engage children in a learning process that recognises and builds on the
capabilities, interests, needs and other characteristics of each young
person. A quality teacher treats each child with respect and reflects on
her/his own beliefs, attitudes and actions in the classroom. A teacher
must help children to respect each other and to perceive individual
differences as assets and opportunities for learning.

Professional Development and Responsibility

In all aspects of her/his work, a teacher should be governed by the

standards and ethical principles of the teaching profession and
understand its social relevance and responsibility. As a part of her/his
career-long professional growth, a teacher should keep abreast of
recent developments in education theory and practice and engage in
various professional development opportunities.

School, Family and Community Cooperation

A teacher should have the competence to develop a partnership

with families based on mutual respect and trust, to establish quality
and effective two-way communication and to provide various kinds of
support to families in order to ensure every child’s development and
the fulfilment of her/his rights. A teacher should cooperate with
colleagues and other professionals and engage actively in the work of
various teams, acting as part of a professional community.

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 A Glimpse at National Standards vs. All standards models are
intended to assist teachers, education practitioners and
managers, professional bodies and ministries in achieving and
maintain quality in the field of education. More specifically, the model
of competences in Serbia is made for employees and institutions. It
should support teachers in self-evaluation and personal orientation.

It should help educational institutions to produce plansfor

professional development and the improvement of teaching practice
covering initial education, induction, professional training, career
advancement, as well as monitoring and evaluatingthe teachers’
work,It can also contribute to the development of national
priorities. The models of competences are broadly comparable, with
slight differences in the understanding of competence components and
in the domains of competences. Development. The new model offered
within the ATEPIE project is based on three competence dimensions
which include professional values.

For each of the six domains it prescribes the underlying beliefs each
teacher should possess and apply in her/his work. Respects universal
human and national values and encourages students to adopt
them, supports mutual understanding and respect, tolerance, respect
for diversity, cooperation and friendship and,through personal
examples affects the formation of a system of values and the
development of the positive qualities of students .

Framework of Teacher Competences – ATEPIE approach 39

Having in mind the initial definition of competence used, as the

ability to apply knowledge, skills and personal, social and
methodological skills in the workplace or in the course of learning, as
well as in the private and the professional development it is likely to
adopt a structure similar to ATEPIE FTC, but without the elaborated
aspect of values found in the Serbian approach.

Extensive involvement of the teachers and other stakeholders in

the preparation of the Framework has contributed to its being
comprehensive, conceptually clear and relevant to teachers as well as
other stakeholders in

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 In this sense, the ATEPIE model might be generally applicable as a
reference point to all countries participating in the project and as
common ground for the comparison of teacher education quality. In
these ways, it could support the further improvement of existing
national teacher professional development systems.

C. FRAMEWORK OF TEACHER COMPETENCES – REGIONAL

IMPLICATIONS

Therefore, programmes for the improvement and modernisation

of teachers’
Despite the number of interventions undertaken in the countries in
the regionin the area of education in recent years, the processes of
teaching and learning still display weaknesses, such as the «lecture»
type of teaching that still prevails in the work with students. Improving
quality, especially the quality of the teaching process, necessitates new
directions, which the creation of education policies in the countries in
the region must undoubtedly follow. In this sense, all pedagogical
workers, especially teachers, find themselves at the centre of
contemporary endeavours for improvement in the quality and
efficiency of pedagogical work. The requirements that emanate from
the role of the teacher bring to the forefront her/his qualifications, i.
The evolving nature of education requires a creative educator, with
fundamental knowledge in her/his scientific field and sound and
appropriate pedagogical and didactical-subject knowledge, skills and
abilities.

Teaching Profession for the 21st Century

In light of the fact that formal certificate-awarding education can
hardly keep up with the dynamics of the new needs and of change, and
of the speed with which knowledge becomes outdated , the need for a
new architecture of the system for initial professional development
training and a system for professional development of the teacher is
more than evident. Education is a dialectic process, conditioned by
numerous and diverse factors, among which education professionals
stand out on account of their importance. , the improvement of the
quality and effectiveness of the education process aimed at
development of the individual and of society. Issues and problems
related to the professional development of teachers are of significance

9
not only for the quality of the education process, but for the overall
development of education.

Framework of Teacher Competences – Regional Implications

Higher Education Area was agreed by the Ministers in
Bergen. Academic curricula developers are required to create outcome-
based curricula that contain levels, descriptors of levels, descriptors of
qualifications, and learning outcomes, able to correctly take into
account the overall student workload translated into credits. The FTC
can facilitate the elimination of shortcomings in the current and past
set-up and functioning of teacher education and professional
development.
FTC can help teachers, employers, students and society in general
to fully understand teacher qualifications. This enabled the creation of a
framework of teacher competences which is universally applicable and
which reflects commonalities on a more generic level, creating also
possibilities and freedom for the application of specificities in each
individual country. FTC can contribute to improvements in the quality
and functionality of study and subject curricula in initial teacher
education. FTC can contribute to strengthening and modernising the
process of teacher education and professional development.
FTC facilitates the designing of competence-based curricula in
initial teacher education through clearly defined learning outcomes
which are necessary not only for effective organisation of the education
process but also reflect the needs of students, employers and society.

Teaching Profession for the 21st Century

FTC enables high compatibility between national qualifications and
the same teacher qualifications in the region and the broader European
area.

Standardising the quality of education service providers

it follows a bottom up approach, ensuring that all initial teacher
education curricula result in the desired quality. This is of special
significance in the process of the accreditation of existing and new
curricula, thus eliminating the situation where identical teacher
qualifications are obtained through study curricula which differ in the
end results. FTC enables the harmonisation and standardisation of
competences/standards for the same teacher qualification as a
requirement for all providers of education services which deliver

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 education and training for the respective qualification. This will be of
great help to teachers in a learning-outcome-based process of teaching
and learning.

Improving the quality and functionality of the curricula for the

Analysing the educational needs of teachers. The list of competences
provided in the FTC can be verified in the processes of establishing the
educational needs of teachers as an element of the processes of self
evaluation and of the development policies of educational facilities.
The Career development of teachers is a clear application of
FTC. The operationalisation of FTC through standards of
competences, i.e., their specification, enables the defining of levels of
complexity as part of a career promotion system. Countries
participating in the project display both similarities and differences in
their systems for career advancement, which is no way diminishes the
universality of the FTC.

We can conclude that the ATEPIE model of teacher competences

has a broad spectrum of application in the education systems of the
countries in the region. It gives, in the process, sufficient freedom in
respecting the specificities of each system, providing opportunities for
additional interventions towards greater specificity. The ATEPIE model
of teacher competences facilitates enhanced collaboration between the
countries in the region. The prospects lie in creating and strengthening
the basis for new initiatives, both in initial teacher education (teacher
and student exchange), provision of education services within
professional development, research and further development of the
framework, and recognition of teacher qualifications, as well as in
networking between education institutions and education workers
through the exchange of ideas, best practices, initiatives, joint
organisations and endeavours. The ATEPIE model of teacher
competences offers a language for understanding among education
experts, including teachers themselves, and the general public. Thus,
the role, function and status of teachers and their qualifications
becomes more transparent and focused on quality as the primary goal
of each education system and/or process.

D. FRAMEWORK OF TEACHER COMPETENCES – COUNTRY

PERSPECTIVES

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 CHAPTER III: DISCUSSION / ANALYSIS

A. DISCUSSION OF JOURNAL CONTENT

Based on the reviewed journals, we can see that there are many
challenges for teachers who teach in rural 3T areas. The lack of
facilities, learning resources, access to learning, etc. is the main source
of difficulty in providing proper learning to them. Moreover, with parents
thinking that school is not important, they are better off working as
farmers and ranchers than going to school. With their lack of knowledge
in Indonesian and English, it is also an obstacle for undergraduate
teachers to teach them lessons.

Those are the challenges that must be overcome by teachers, with

the aim that there is equitable distribution of proper education both in
the city and in the village. With this program and conducting this
research, it is hoped that the government will play a more active role in
the backwardness of Indonesian education in the 3T regions. It is also
hoped that it will open people's eyes and minds that there are still many
children who do not get a proper education.

Parents in rural areas should also be given socialization and notification

about the importance of going to school and the role of parents in
children's development during school for the success and future of their
children.

B. ADVANTAGES AND LACK OF CONTENTS OF JOURNAL ARTICLES

A. ADVANTAGES

This journal contains a lot of information that can open the hearts
and minds of the people and the government of the Republic of
Indonesia about the many 3T regions that do not get proper education
because of the difficulty of existing learning resources. This journal
contains valid data because it was carried out by direct survey methods
into the field and involved several respondents as teachers. This journal
is easy to understand and the contents are quite interesting to read.
This journal is suitable for reading by all ages. This journal is suitable
as a guide for teachers who will teach in rural areas.

B. LACKS

Lack of tables and figures that might make the data look more valid
and clear. In addition, the lack of images reduces the attractiveness of
the journal. The journal does not include how to solve the challenges
that occur when carrying out learning in the 3T area. This journal

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should include the location and name of the school that is the place for
the survey.

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 CHAPTER IV: CLOSING

A. CONCLUSION

The result of this study reveals that SM-3T teachers who have
taught in rural Indonesian schools have experienced several challenges
dealing with:

1 Infrastructure;

2 Source of learning;

3 Language barrier;

4 Parent mindset;

5 Inadequacy of teachers;

6 Student competence, and

7 Student mindset.

From those challenges, it can be concluded that education in rural

Indonesian schools is still far from adequate as the schools still face
many obstacles in teaching and learning process. Besides, rural
Indonesian schools still have far to go to be able to fulfill the
expectation of national education because they still try to solve
problems faced by teachers. However, the teachers who are willing to
make advancement in rural Indonesian schools could make a
difference in solving the challenges. Moreover, those challenges can be
used by the teachers, such as SM-3T teachers, to improve their
professionalism as they could experience conditions in rural Indonesian
schools which are different from the conditions in urban schools.

B. RECOMMENDATION

We recommend that you add pictures and tables to make it easier

to understand and look more attractive. We recommend that you
provide solutions to the challenges listed in the journal as an evaluation
and preparation of prospective teachers who will teach in rural areas. It
is advisable to include the name of the school, area and address of the
survey site so that the data displayed looks more valid. This journal is
suitable for reading by prospective teachers and teachers who will
teach in rural areas as an evaluation and preparation before teaching.

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 REFERENCES

Mia F, Joko N. 2018. TEACHING IN RURAL INDONESIAN SCHOOLS:

TEACHER' CHALLENGES. International Journal of Multicultural and
Multi religious Understanding. 5(5): 11-20.

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