Professional development of teachers as the problem of comparative pedagogy

- Авшенюк, Н.М. (orcid.org/0000-0003-1012-005X) and Костіна, Л.С. (2014) Professional development of teachers as the problem of comparative pedagogy Comparative professional pedagogy, 2 (4). pp. 150-156. ISSN 2308-4081

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Abstract

Shows a compelling case for a better understanding of the causes of the growing interest in the professional development of teachers through the interpretation of the concept. The basic components of the concept of links to various information sources in terms of psychology, philosophy and pedagogy. To the task was logical in its execution, the authors studied the concept of "personal development", "professional development", "Professional development of teachers' series. Review of relevant literature, which is based on the study of Ukrainian and foreign sources, demonstrating different approaches to the concept under study ("process approach" and "systems approach") of convention and conformity. According to the authors, teacher education is a key issue for the leading sectors of any country in the world. Professional activities teachers should not focus only on the individual content, but also take into account the intellectual, spiritual, physical, moral, social and cultural health of pupils. Teacher Professional Development - is a powerful and effective long-term prerequisite to improve student achievement. In general, the studied concepts can be defined as a long-term complex process of qualitative transformation in education that are associated with the improvement of teachers and ensuring the success of students. The process of change is characterized by certain dominant structural components of common and individual requirements for teacher effectiveness of professional development is structured and provides leadership, knowledge, available resources, a high level of cooperation, appropriate job evaluation and support.

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