FORMATION OF TEACHERS’ COMPETENCES IN FURTHER EDUCATION
DOI:
https://doi.org/10.17770/sie2019vol5.3885Keywords:
further education, competence, learning, teacher, self-assessmentAbstract
The interest of contemporary society in improving the quality of education is mainly reflected in the issue of educational results - competences - and their provision in the learning process. Introducing the 21st Century educational standards, the development of competencies required for teaching become more relevant. International documents indicate that a teacher should have the ability to teach, effectively use technologies in learning, help students gain transversal competencies. The teacher should be able to participate in research, use innovation, reflect on his/her work, collaborate with colleagues and parents. It is the teacher’s duty to direct the student's individual development.
Latvian legislation offers wide opportunities for a person employed in education (especially in vocational and education of interests) to become a teacher. It is possible to work as a teacher after attending a short professional development course in education theory. In that case, competences in education (and the right to work at a school) is certified by the B-course certificate after basic training (72 hours total).
The goal of this study is to identify and characterize teacher’s competences in education as acquired by teachers during this course. Research methods are a content analysis of 210 questionnaires filled in by vocational education teachers after attending the course and content analysis of their self-assessment. The results of the research show that teacher’s competences are only partially formed and incomplete. The attitude towards the needs of the student's personality is inappropriate, there is a desire for an authoritarian style.
Downloads
References
Bertchy, F., Kunzli, C., & Lehman, M. (2013). Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability, 5, 5067-5080; DOI: 10.3390/su5125067
Garjāne, B., & Augškalne, I. (2012). Skolotāju kompetences un jauniešu pasaules uzskats. Scientific Journal of Riga Technical University. The Humanities and Social Science. History of Science and Higher Education.Vol.20, 64-67.
Homiča, A. (2009). Konstruktīvisma pieeja profesionālās fiziskās sagatavotības kompetences pilnveidē Latvijas policijas akadēmijas studentiem. Promocijas darbs. Latvijas sporta akadēmija, Rīgā. Available at (only in Latvian) https://www.lspa.lv/files/research/theses/A.Homica/Promocijas_darbs_1dala.pdf
Klišāne, J., Brante, I., Helmane, I., Turuševa, L., Rubene, Z., Tiļla, I., Hahele, R., & Maslo, I. (2006). Plaisa kompetences izpratnē teorijā un praksē. No Maslo, I (red.) No zināšanām uz kompetentu darbību. Rīga, LU Akadēmiskais apgāds.
Ministru kabineta Noteikumi par pedagogiem nepieciešamo izglītību un profesionālo kvalifikāciju un pedagogu profesionālās kompetences pilnveides kārtību. Nr.569 (2018). Available at (only in Latvian) https://likumi.lv/ta/id/301572-noteikumi-par-pedagogiem-nepieciesamo-izglitibu-un-profesionalo-kvalifikaciju-un-pedagogu-profesionalas-kompetences-pilnveides
Ministru kabineta Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem Nr.747 (2018). Available at (only in Latvian) https://likumi.lv/ta/id/303768
Nessipbayeva, O. (2003). The Competencies of the Modern Teacher. Towards a learning profession. The teacher competencies framework and the continuing professional development of teachers. Advisory Committee on Teacher Education and Qualifications, 148 - 154. Retrieved from: https://files.eric.ed.gov/fulltext/ED567059.pdf
Stanley, I., Leboeuf-Yde, C., Bruce, F. Walker, B.F. (2016). Similarities and differences of graduate entry-level competencies of chiropractic councils on education: a systematic review. Chiropractic and Manual Therapies. DOI: 10.1186/s12998-016-0084-0.
Supporting Teacher Competence Development for Better Learning Outcomes (2013). European Commission. Education and Training. Retrieved from: http://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf
Šteinberga, A., & Kazāke, D. (2018). Skolotāju kompetences struktūra un saturs. Sabiedrība. Integrācija. Izglītība. Starptautiskās zinātniskās konferences materiāli, II daļa, 487-494.
Tiļļa, I. (2005). Sociokultūras mācīšanās organizācijas sistēma. Rīga: RaKa.
Tondeur, Jo (2018). Enhancing future teachers’ competencies for technology integration in Education: Turning theory into practice. International Journal of Media, Technology and Lifelong Learning 14, 2, 216 - 224. Retrieved from
https://journals.hioa.no/index.php/seminar/article/view/2981/2884.
Zhanguzhinova, M. (2018). Studentu – topošo profesionālās izglītības pedagogu profesionālās kompetences veidošanās Kazahstānas augstākajā izglītībā. Promocijas darba kopsavilkums pedagoģijas doktora zinātniskā grāda iegūšanai. Available at (only in Latvian)
