Professional and Career Development of Vocational Subject Teachers as a Trend in the Lifelong Learning of Teachers

Abstract

This research study concerns the trends in the lifelong learning of teachers including self-education as a form of teacher personal development. It explores the importance, role and objectives of lifelong learning, andragogic pedeutology, as well as the trends and further education of possibilities of teachers in Slovakia with regards to the forms of learning, qualification education and continuing education. We present the findings of a research survey on the educational needs of secondary vocational school (SVS) teachers as one of the results of the KEGA 005 DTI-4/2013 project in the study. We also present the research objectives, research questions, research sample of SVS teachers, research methods and instruments. In addition to presenting the findings of the current and updated education needs of SVS teachers in the sample and their interpretation, we formulate the research conclusions on the educational needs of SVS teachers as one of the results of the KEGA 005 DTI-4/2013 project.

Appearance and Development of Short-Term Higher Education Vocational Training in Hungary

“…Due to Slantcheva-Durst (2014), Tamášová (2015) in order to understand the role of trainings, it is essential to get to know their history, especially because short-term higher educational trainings were transformed in several European countries, e.g. Belgium, Denmark, Spain, the Netherlands, Portugal (Kirsch & Beernaert, 2011).…”

Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?

“…Interventions to reduce (student) teachers' anxiety or distress would be highly relevant to teachers' perspective-taking tendency, and for students who may then be able to positively change their social behavior (Singh, Lancioni, Winton, Karazsia, & Singh, 2013) at university and in their lifelong professional learning as teachers (Geršicová & Barnová, 2018;Tamášová, 2015;Ütkür, 2019).…”

“…Teachers' empathic responses to students, interpersonal understanding, and constructive handling of conflict situations (e.g. Tamášová & Barnová, 2011) with students are precursors of students' learning and academic achievement (e.g. Gehlbach, 2004).…”

Öğretmen Adaylarının Yaşam Boyu Öğrenme Eğilimleri ve Öğretmenlik Mesleğini Seçimlerinden Duydukları Memnuniyetin Kariyer Geliştirme Arzularını Yordaması

“…Bununla birlikte meslekte sürekli gelişim ve ilerleme arzusu yaşam boyu öğrenme ile sağlanabilir. Bununla ilgili olarak öğretmenlerle yapılan araştırmalarda (Tamášová, 2015;Dută ve Rafailă, 2013;Zhou ve Tu, 2021) öğretmenlik mesleğinde ilerleme ve kariyer gelişimine katkı sağlaması yönüyle yaşam boyu öğrenmenin gerekliliği vurgulanmıştır. Ayrıca yapılan araştırmalarda (Tovkanets, 2018;Wang, 2018) öğretmenlerin mesleki gelişimlerini sağlamak için yaşam boyu öğrenmeye ihtiyaçlarının olduğu belirlenmiştir.…”