Page 64 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 64
(such as Day, 2007; Huberman, 1997) that recognise several stages
of professional development. The understanding and supporting of
teachers and other educators at various stages of their professional
development is one of the key factors for improving the education-
al process and students’ experiences with their studies. Professional
development can be ensured through different approaches such as
seminar courses, supervision, self-reflection etc. and combinations
of several approaches seem to be the most effective for gaining com-
petencies for preventing ESL. The research has proven (Bradshaw et
al., 2008a, 2008b; Burke, 2008; Koster et al., 2005; Pantic & Wubbels,
2010; Trent & Slade, 2001; Zhu, 2013) that mostly professional de-
velopment in the field of improving the quality of students’ school
experiences, students’ decision-making competencies and prosocial
connections are the kinds of professional development programmes
that effectively prevent ESL. To make such improvements, the devel-
opment of teachers’ competencies for creating a supportive educa-
tion environment, such as social and emotional competencies, com-
munication competencies, discipline and cooperation are essential.
Key words: educators, teachers, professional development, early
school leaving
Introduction
The profession of teachers and other educators is nowadays considered
one of the most complex professions and its features and requirements are
changing and developing year after year. There is thus no straightforward
approach to achieving the competencies required for the optimal perfor-
mance as an educator. The Council of the European Union issued Council
conclusion on the professional development of teachers and school lead-
ers (2009) with regard to several previous Council conclusions, objectives,
decisions, resolutions and recommendations. This conclusion emphasises
that teachers’ knowledge, skills and commitment along with the quality of
school leadership are the most important factors for achieving high quality
educational outcomes. Further, given the increasing demands placed on ed-
ucators and the growing complexity of their roles, educators need access to
effective personal and professional support throughout their careers, par-
ticularly when they first enter the profession. Based on a Eurydice report
(European Commission, 2015), it was determined that both the European
Commission and the Council of the European Union stress the need to
64
of professional development. The understanding and supporting of
teachers and other educators at various stages of their professional
development is one of the key factors for improving the education-
al process and students’ experiences with their studies. Professional
development can be ensured through different approaches such as
seminar courses, supervision, self-reflection etc. and combinations
of several approaches seem to be the most effective for gaining com-
petencies for preventing ESL. The research has proven (Bradshaw et
al., 2008a, 2008b; Burke, 2008; Koster et al., 2005; Pantic & Wubbels,
2010; Trent & Slade, 2001; Zhu, 2013) that mostly professional de-
velopment in the field of improving the quality of students’ school
experiences, students’ decision-making competencies and prosocial
connections are the kinds of professional development programmes
that effectively prevent ESL. To make such improvements, the devel-
opment of teachers’ competencies for creating a supportive educa-
tion environment, such as social and emotional competencies, com-
munication competencies, discipline and cooperation are essential.
Key words: educators, teachers, professional development, early
school leaving
Introduction
The profession of teachers and other educators is nowadays considered
one of the most complex professions and its features and requirements are
changing and developing year after year. There is thus no straightforward
approach to achieving the competencies required for the optimal perfor-
mance as an educator. The Council of the European Union issued Council
conclusion on the professional development of teachers and school lead-
ers (2009) with regard to several previous Council conclusions, objectives,
decisions, resolutions and recommendations. This conclusion emphasises
that teachers’ knowledge, skills and commitment along with the quality of
school leadership are the most important factors for achieving high quality
educational outcomes. Further, given the increasing demands placed on ed-
ucators and the growing complexity of their roles, educators need access to
effective personal and professional support throughout their careers, par-
ticularly when they first enter the profession. Based on a Eurydice report
(European Commission, 2015), it was determined that both the European
Commission and the Council of the European Union stress the need to
64
