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Teachers’ Professional Development and Career Advancement. Limitations of the Current Model of Professional Competences Assessment

机译:教师的专业发展和职业发展。当前专业能力评估模型的局限性

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The study proposes the assessment of the teacher's level of professional development and career advancement and examines the limitations of the current competences assessment model, which implies the completion of the second didactic degree standards. The research has been conducted on a lot of 216 teachers specialized in different pre-university education fields and has aimed at the following objectives: to assess the cumulative development level for teacher's professional competences; to identify differences in the participant's professional development, dependent on gender and specialty; to point at limitations of the current model of assessment of teacher's professional competences. The research methods used have been document analysis (grade rolls), interview and statistical techniques. The research results contribute to the optimization of continuous teacher training programmes and to the improvement of their competences assessment strategies.
机译:该研究提出了对教师专业发展水平和职业发展水平的评估,并研究了当前能力评估模型的局限性,这意味着第二个教学学位标准的完成。这项研究是针对216名专门从事不同大学预科教育领域的教师进行的,其目标是:评估教师专业能力的累积发展水平;确定参与者的专业发展差异,具体取决于性别和专业;指出当前教师专业能力评估模型的局限性。所使用的研究方法是文献分析(成绩册),访谈和统计技术。研究结果有助于优化连续教师培训计划并提高其能力评估策略。

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