Skolotājam nepieciešamās kompetences

Namsone, Dace; Volkinšteine, Jeļena; Lāce, Gunta

doi:10.22364/ml.2018.6

Cited by 4 publications

(4 citation statements)

References 6 publications

(7 reference statements)

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“…Therefore, competence should be understood as a demonstrated ability to apply knowledge and skills (Leilands, 2009). Competence is complex, its development is related to the formation of a transfer for behavior in a new situation, in a new context, it cannot be reduced to a single skill or an isolated set of knowledge (Namsone, Volkinšteine, & Lāce 2018).…”

Section: Theoretical B Ac Kg R O U N D O F T H E Researchmentioning

confidence: 99%

Efficient management of school and teachers’ professional development – challenges and development perspectives

2023

pegegog

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Both the external socio-economic, safety and health conditions, as well as the changes implemented by the education sector (reforms of the curriculum content and approach, the shift of educational development strategy and organizational structure paradigm, technological changes, pandemic restrictions, shortage of teachers) are changing rapidly in the world, which forces educational institutions to raise the awareness of the teachers' professional competence potential in new working conditions and move towards the training of highly qualified, competent and excellence-oriented teachers -educational institutions have encountered the need to search for the most efficient ways to improve the quality and efficiency of the teaching process. Therefore, the goal of the study has been set to identify the teachers' professional development needs and the self-assessment of competences, determining the fundamental principles of efficient school administration. The research methodology is based on the theoretical research method (scientific and methodical literature analysis); empirical research method (survey of teachers in one of the comprehensive education institutions in Latvia); data processing and analysis methods. Analysing the data obtained in the study, it can be concluded that the factors influencing the teachers' qualitative and efficient professional development are the lack of a systematic approach in the country in general and the work overload. The teacher attends courses and seminars, but is unable to implement the acquired knowledge, insights and innovations in their daily work due to the lack of time, workload and responsibilities, as a result, teachers feel demotivated and are pessimistic about their future path in the profession.

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Section: Theoretical B Ac Kg R O U N D O F T H E Researchmentioning

confidence: 99%

Efficient management of school and teachers’ professional development – challenges and development perspectives

2023

pegegog

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“…Thus, the activity of a teacher is regulated by the determination of rights and obligations, a number of regulatory enactments, including the Education Law of Latvia, the Law on the Protection of the Rights of the Child of the Republic of Latvia, the regulations of the educational institution and the rules of procedure, etc. Pedagogical scientists point out that teaching, especially in primary and secondary education, is nationally defined in terms of both content and organisation, i. e., educational standards and guidelines, and the educational institution as the institution where the teaching takes place determines the teacher's professional activity and defines the basic structure of teaching and student relationships (Namsone, Lāce, Volkinšteine, 2018). The Latvian standard of the teaching profession also states: "[..] A teacher carries out pedagogical activity in one of the levels and types of education in accordance with the state education standards or the state pre-school education guidelines.…”

Section: The Legal Aspect Of the Education Processmentioning

confidence: 99%

Teacher as a Subject of Law in Legal Education Relationship

Erdmanis¹,

Mihailovs²

2022

Human, Technologies and Quality of Education, 2022

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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has decreased over the past five years, at the same time, these schools form the largest number of teachers, i. e. 21,573 teachers (2020). There were only 2,424 (Official statistics of Latvia, 2021), teachers in vocational education institutions in 2020, and 11,430 teachers in preschool education in the 2019/2020 academic year (Ministry of Education and Science, 2020). That is why general education teachers are the focus of this study. The teacher is both a participant in the pedagogical process and a participant in legal relations. This means that teachers are an important subject of law, who fulfil their rights and obligations. The teacher, together with other subjects of law – the parents of the student, the head of the educational institution, support staff, etc. – are responsible for the result of the educational process. The teacher is involved in professional activities both in the field of children’s rights and in the field of labour, in constitutional and administrative law. Therefore, it is important to know the main rights, duties and responsibilities of a teacher and proposals for improving Latvia’s regulation of Education law.

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“…Pasaulē šobrīd norit diskusija par skolotāju profesionālo kompetenci, tāpēc nav vienota redzējuma par to, kādam ir jābūt ideālam skolotājam un kādai ir jābūt skolotāja izglītībai, bet ir vienprātība par to, ka skolotāja kompetences rezultējas darbībā. Līdz ar to aktualizējas skolotāja prasmes vadīt atbilstošu mācīšanos, analizēt un reflektēt, sadarboties, lai skolēnu mācīšanās rezultāts būtu kompetence (Namsone, Volkinšteine, & Lāce, 2018).…”

Section: Insight In To the Theoretical Aspectsunclassified

“…Latvijā šobrīd tiek uzsākta kompetenču pieejas īstenošana mācību saturā, kur tiek aktualizētas skolotāja profesionālās kompetences, jo skolotāja darbība ietekmē skolēnu darbību, kas savukārt ir viņu topošās kompetences pamatā. Tiek atzīts, ka svarīga ir skolotāja gatavība plānot, sagatavot un vadīt mācību procesu (Namsone, Volkinšteine, & Lāce, 2018). Īpaši svarīgi tas ir darbā ar izglītojamajiem ar speciālām vajadzībām, kuri tiek uzticēti skolotājam.…”

Section: Introductionunclassified

The Provision of Support in Students With Special Needs: Teacher Reflection on Their Practice

Dzerviniks

2019

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Latvia is currently moving towards a competency-based approach to the curriculum, with the resultant need to update teacher professional competencies. A survey conducted by the project School 2030 in the second half of 2018 highlights the need for more personalised support to teaching/learning for each and every student. The teacher's capacity, therefore, to plan, prepare and lead the learning process is important.The question then arises: how to best support learning and effectively increase achievement for those learners with special needs. For the realisation of an inclusive approach to education, the teacher needs knowledge and understanding of the diverse needs of students, which need to be considered as part of the educational process.The aim of the study: to provide insight into diverse effective approaches to the education of students with special needs in inclusive settings.The research methods selected reflect the purpose of the study: analysis of regulatory documents, analysis of the scientific literature and teacher reflection on their practice.The main conclusion is that the provision of day-to-day support by competent teachers, as well as support at the educational institution level, results in students with special needs participating, being engaged, collaborating and achieving equally with the peers.This can only be achieved through the purposeful investment of hard and persistent work, utilising flexible learning opportunities and collaboration.

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Skolotājam nepieciešamās kompetences

Cited by 4 publications

References 6 publications

Efficient management of school and teachers’ professional development – challenges and development perspectives

Efficient management of school and teachers’ professional development – challenges and development perspectives

Teacher as a Subject of Law in Legal Education Relationship

The Provision of Support in Students With Special Needs: Teacher Reflection on Their Practice

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