The impact of education quality monitoring results on teachers’ professional development: global practices and prospects for Ukraine

- Лукіна, Т.О. (orcid.org/0000-0002-3802-6666) (2026) The impact of education quality monitoring results on teachers’ professional development: global practices and prospects for Ukraine Український педагогічний журнал, 1. pp. 41-52. ISSN 2411-1317

Text Стаття_Лукіна_ТО_2026_01_41-52.pdf - Published Version Download (529kB)

Abstract

The article analyzes the impact of the results of international and national monitoring studies of education quality on teachers’ professional development in the global and Ukrainian contexts. It reveals contemporary practices of using educational data in pedagogical practice and educational policy. It is substantiated that over recent decades, monitoring studies (in particular TALIS, PISA, TIMSS, PIRLS) have transformed from instruments of assessment and accountability of education systems into a powerful resource for improving the quality of teaching and the continuous professional development of educators. Two key directions for the use of monitoring results are identified: as a source of information for identifying teachers’ professional needs and as a tool for the direct improvement of pedagogical practice based on the analysis of students’ learning outcomes and the educational environment. A review of international research on the use of education quality monitoring data for shaping evidence-based policy and developing a data culture in educational institutions has shown that the effectiveness of transforming assessment results into real changes in pedagogical activity depends on teachers’ level of data literacy, the existence of professional learning communities, and organizational support from educational institutions. It is substantiated that the collective use of data contributes to the formation of reflective pedagogical practice, the development of teachers’ research and analytical competencies, and improved student learning outcomes. The article outlines key changes in contemporary models of teachers’ professional development driven by the implementation of “data-driven” and “capacity-building” approaches, which involve the individualization of professional growth, strengthening teacher autonomy, and enhancing their ability to make informed decisions. It emphasizes the lack of systematized methodological and practice-oriented national developments aimed at integrating monitoring study results into teacher professional development practices and identifies prospects for Ukraine.

Item Type:	Article
Keywords:	teacher professional development; results; education quality monitoring; impact; pedagogical practice
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Monitoring and Assessment of the Quality of General Secondary Education
Depositing User:	професор Тетяна Олександрівна Лукіна
Date Deposited:	07 May 2026 14:48
Last Modified:	07 May 2026 14:48
URI:	https://lib.iitta.gov.ua/id/eprint/749127

Downloads

Actions (login required)

View Item