Page 73 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 73
teachers’ professional development
achievement and attitudes to school authority. Therefore, a straightforward
relationship is implied whereby improving educators’ competencies on a
schoolwide level that imply improving students’ educational experience
would reduce these ESL risk factors. These competencies relate to the indi-
vidualisation of teaching, working with mixed classes and the efficient use
of ICT (Peklaj, 2010).
A review of the literature confirms that teachers’ and other educa-
tors’ social and emotional competencies (such as relational competence,
communication competence, cooperation competence and competence of
self-reflection) are vital for their performance and were significant predic-
tors of overall innovative teaching performance as reported by the teachers
themselves together with their educational and technological competencies
(Durlak et al., 2011; Koster et al., 2005; Pantic & Wubbels, 2010; Zhu, 2013)
and in that sense also vital for preventing ESL. As indicated, an innovative
teaching performance, social, emotional and communication competen-
cies along with an understanding of ESL phenomena are some of the most
important factors that can reduce the proportion of students who consider
the classes uninteresting, of those without good relationships with teachers
and those with poor academic achievements, which are among the key rea-
sons for ESL according to Burke (2008). The CPD programmes should fo-
cus on tackling these.
Conclusions
Teachers’ professional development is a concept that, even though it is to-
day an important issue, only began to develop in the late 20th century. This
issue is being addressed by research, policy and practice and is therefore
one of the fastest developing concepts regarding teachers and other educa-
tors and their work. According to research (Day, 2007; Hargreaves, 2005;
Huberman, 1997), educators are shaping their professional identity and
work performance during their professional careers and several stages are
reported. Whatever model of CPD is taken into consideration, when devel-
oping programmes for the professional development of educators different
needs reflecting their professional development phase should be considered
as a major concern for the developers. The combination of different modes
of CPD (such as training courses, action research, self-reflection etc.) seems
to be the most appropriate way to address the specifics of each teacher or
educator and each education system.
73
achievement and attitudes to school authority. Therefore, a straightforward
relationship is implied whereby improving educators’ competencies on a
schoolwide level that imply improving students’ educational experience
would reduce these ESL risk factors. These competencies relate to the indi-
vidualisation of teaching, working with mixed classes and the efficient use
of ICT (Peklaj, 2010).
A review of the literature confirms that teachers’ and other educa-
tors’ social and emotional competencies (such as relational competence,
communication competence, cooperation competence and competence of
self-reflection) are vital for their performance and were significant predic-
tors of overall innovative teaching performance as reported by the teachers
themselves together with their educational and technological competencies
(Durlak et al., 2011; Koster et al., 2005; Pantic & Wubbels, 2010; Zhu, 2013)
and in that sense also vital for preventing ESL. As indicated, an innovative
teaching performance, social, emotional and communication competen-
cies along with an understanding of ESL phenomena are some of the most
important factors that can reduce the proportion of students who consider
the classes uninteresting, of those without good relationships with teachers
and those with poor academic achievements, which are among the key rea-
sons for ESL according to Burke (2008). The CPD programmes should fo-
cus on tackling these.
Conclusions
Teachers’ professional development is a concept that, even though it is to-
day an important issue, only began to develop in the late 20th century. This
issue is being addressed by research, policy and practice and is therefore
one of the fastest developing concepts regarding teachers and other educa-
tors and their work. According to research (Day, 2007; Hargreaves, 2005;
Huberman, 1997), educators are shaping their professional identity and
work performance during their professional careers and several stages are
reported. Whatever model of CPD is taken into consideration, when devel-
oping programmes for the professional development of educators different
needs reflecting their professional development phase should be considered
as a major concern for the developers. The combination of different modes
of CPD (such as training courses, action research, self-reflection etc.) seems
to be the most appropriate way to address the specifics of each teacher or
educator and each education system.
73
