Page 178 - Tina Vršnik Perše (ur.). Strokovni delavci v poklicnem in strokovnem izobraževanju in njihov profesionalni razvoj. Ljubljana: Pedagoški inštitut, 2015. Digitalna knjižnica, Documenta 10.
P. 178
ts the opinion of educators and the opinion of students on the teaching practice of
their teachers. In order to determine the factors which are associated with the professio-
nal development, also the differences among educators by education level, length of servi-
ce, area of work, financial an material conditions of the school, opportunities for further
in-service education and training and the type of program in which educators teach are
reflected. Comparatively, however, it also presents analyses of educators’ professional de-
velopment of some other segments of the education system.
As important characteristics to be associated with professional development, various
forms of further education and training, the training needs of educators, the demographic
characteristics of educators (e.g. the duration of employment in education or the type and
level of education) and the differences that arise between estimates of educators and their
students on ways of dealing with the subject matter are presented.
The authors summarize that in order to upgrade the concept of professional deve-
lopment it makes sense to introduce systemic solutions that must support individual cha-
racteristics and needs. The monograph highlights four main conclusions: (1) it is impor-
tant that the teacher directs his/her own professional development and that he/she is a
critical professional which means that he/she is aware of the importance of critical reflec-
tion on the own work and also realizes necessary changes, (2) since teachers’ professional
development is the integration of knowledge, competences, concepts and practice, it is ne-
cessary to conduct an in-depth research of the conceptions of educators and their transfor-
mation process, (3) the importance of adequate professional competence is reflected thro-
ugh the consistency of understanding the characteristics of teaching among teachers and
students and (4) for increasing the effects of a systemic approach to educators’ professional
development, it is necessary to promote lifelong professional development.
The authors concluded that in the future it is necessary to provide more systematic
care for the strengthening of the professional development of educators in vocational edu-
cation, at the level of further education and training as well as at the level of undergradu-
ate education and to connect that with the flexibility of educational opportunities in are-
as supporting educators.
178
their teachers. In order to determine the factors which are associated with the professio-
nal development, also the differences among educators by education level, length of servi-
ce, area of work, financial an material conditions of the school, opportunities for further
in-service education and training and the type of program in which educators teach are
reflected. Comparatively, however, it also presents analyses of educators’ professional de-
velopment of some other segments of the education system.
As important characteristics to be associated with professional development, various
forms of further education and training, the training needs of educators, the demographic
characteristics of educators (e.g. the duration of employment in education or the type and
level of education) and the differences that arise between estimates of educators and their
students on ways of dealing with the subject matter are presented.
The authors summarize that in order to upgrade the concept of professional deve-
lopment it makes sense to introduce systemic solutions that must support individual cha-
racteristics and needs. The monograph highlights four main conclusions: (1) it is impor-
tant that the teacher directs his/her own professional development and that he/she is a
critical professional which means that he/she is aware of the importance of critical reflec-
tion on the own work and also realizes necessary changes, (2) since teachers’ professional
development is the integration of knowledge, competences, concepts and practice, it is ne-
cessary to conduct an in-depth research of the conceptions of educators and their transfor-
mation process, (3) the importance of adequate professional competence is reflected thro-
ugh the consistency of understanding the characteristics of teaching among teachers and
students and (4) for increasing the effects of a systemic approach to educators’ professional
development, it is necessary to promote lifelong professional development.
The authors concluded that in the future it is necessary to provide more systematic
care for the strengthening of the professional development of educators in vocational edu-
cation, at the level of further education and training as well as at the level of undergradu-
ate education and to connect that with the flexibility of educational opportunities in are-
as supporting educators.
178
