The development of teachers’ professional competence within the conditions of modernization of the educational environment

Abstract

The academic paper has determined that the teachers’ competences can be considered as the result of Europeanization process, which has been formed in the education of teachers over the past 20 years. It has been investigated that the issue of teacher’s competence required a strong political commitment regarding the combination of the teacher’s competence and the teacher’s career models. It has been revealed that in EU countries there has been a transition from a static approach and a dynamic approach in the development of teachers’ professional competence. It has been revealed that both the development and implementation of the competence framework of teachers require taking into account the national and institutional context. This investigation is focused on the evolution of teachers’ competence frameworks based on policy documents. Their impact on teachers’ quality and, indirectly, on students’ performance can be explored in future research.

Professional development of elementary school teachers at the beginning of their careers: the role of project-based learning

“…However, teachers who have kept in touch with their professors, highly value their help. In order that all beginning teachers could have the same kind of follow up, we consider relevant to create induction programs or the figure of a mentor (Bezzina, 2006;OECD, 2011;Rudkevych et al, 2020) that establish a connection between the end of the program and the beginning of the profession. We consider that the joint work between universities and schools is extremely important, not only in the practicum period, but also in the professional integration phase.…”

“…Creating a school mentor, that provides guidance and supervision to beginning teachers, may be an important element in this integration, especially if there is coordinated work with ITE institutions, which would be able to monitor the process, ensuring the quality of the mentorship process. In order to develop teachers' professional competences, Rudkevych et al (2020) also support the active use of mentoring. However promising, Spooner-Lane (2016) states that the impact of mentoring on teaching practices remains unclear, due to the lack of research on this subject.…”

Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers

“…The authors highlight the need for this period to be more supported by schools' administrators and ITE institutions, taking into account the Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers insufficiency of an informal induction. In this sense, Rudkevych et al (2020) advocate the creation of a mentor who provides guidance and supervision to beginning teachers, constituting an important element in their professional integration. A study by Mitchell et al (2020) involving 2000 beginning teachers who agreed to participate in an induction program, highlights the importance of the synergy between mentor and teacher, as well as the structure of the program itself.…”