scholarly journals TRENDS IN CONTINUING EDUCATION OF TEACHERS IN EUROPEAN EDUCATION SYSTEMS

Author(s):  
Malgozhata Kaminska

Continuing education of teachers is one of the most important challenges in the educational policy of the European Union. Primary education and professional development of teachers are considered as strategic factors in the achievement of educational indicators in the 2020 perspective. The article presents the main concepts that characterize continuous education on the background of the concept of continuous education. The provisions on education and professional development of teachers in European educational systems have been analyzed on the basis of research reports, strategies and communications from the Council and the European Commission. There is a growing awareness and sense that improving the quality of general and vocational education cannot take place without taking into account changes in teacher education and training. The level of professional qualifications of teachers is quite high, but initiatives are needed to improve teachers’ professional competences, especially in the area of pedagogical and practical education. The challenge remains to work towards the professional integration of young teachers and – as a result – to limit the outflow of teachers from the profession. This is closely related to the promotion of solutions that will help teachers develop their competence potential and gain new experiences through various forms of professional development. This also applies to non-formal learning and recognition of its effects.

2020 ◽  
Vol 8 (5) ◽  
pp. 3-8
Author(s):  
T. Danilova

The article considers a teacher as a subject of monitoring the professional readiness of future workers in the oil and gas industry, who has pedagogical subjectivity in its implementation. This quality of personality is characterized in the context of the teacher's monitoring competence. The structure of pedagogical subjectivity is determined by the features of professional readiness of workers in the oil and gas industry and its monitoring. It involves the relationship of theoretical, technological, and personal components. The article presents the results of a ascertaining experiment that established insufficient formation of structural components of pedagogical subjectivity in monitoring. The expediency of correcting the identified problem aspects and related professional development of teachers to monitor the professional readiness of future workers in the oil and gas industry is justified. It is assumed that the problem of their formation is characterized by industry specifics and is implemented by means of additional professional education.


2020 ◽  
pp. 34-37
Author(s):  
Svetlana Inozemtseva ◽  
Larisa Karaseva

In modern conditions, nursing is considered to be an essential component of the health care system. The range of functions of nursing staff has now been considerably expanded, and the degree of responsibility of nurses for the patient and the quality of the services provided by them has increased. In the current situation, the importance of continuing education of secondary medical workers on the basis of educational and methodological offices of medical organizations is increasing.


Author(s):  
Moira Hulme

The professional development of teachers has attracted much critical attention in each of the four nations of the United Kingdom since 2010. This chapter offers a ‘home international' comparison of policies to support the initial qualification and continuing education of teachers in the period following political devolution. A rationale is offered for cross-national comparison in this small and closely linked system. A comparison is offered of routes into teaching and the teachers' Standards in order to explicate divergent models of professionalism. By comparing policies across the Anglo-Celtic isles debate on the distinctive contribution of higher education to professional learning is enabled. Tensions are acknowledged within a policy ensemble that seeks to promote research excellence and teacher development.


Author(s):  
M. Franc

Upbringing leads to the necessity of establishment a dialogue in a pedagogical environment. At the present stage of the education development this aspect is considered as a modern tendency of humane pedagogy, which is connected with the philosophical principles of dialogue or intersubjectivity among educators. The pedagogical dialogue is defined as an open system of knowledge about the possibilities and consequences of communication between teachers, a teacher and a student, and students. The author points out the role and possibilities of modern dialogue in the process of interpersonal communication and educational partnership, which significantly affect the quality of the process of socialization and create new ways of professional development of teachers.


2011 ◽  
Vol 2 (3) ◽  
pp. 59 ◽  
Author(s):  
Naveed Sultana ◽  
Muhammad Imran Yousuf ◽  
Muhammad Naseer Ud Din ◽  
Sajid Rehman

The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.


Author(s):  
Karīna Brikmane

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.


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