01 SES 13 A, Professional Development Policies
The educational policies on professional development process had some drawbacks, mostly focused on the training. However, training is compared with a Cinderella left to chance. Most policies aim at training teachers by sending them to external courses - of various disciplines and fields - courses which bring together teachers from diverse backgrounds, but do not have significant impact in improving, changing teacher behavior. Teachers testify that the best thing is that these external courses foster relationships and collaborations, in other words, are very important for developing networking.
I have started this research with the following questions: 1) How is it possible to create a professional teacher, to help them grow and develop as a professional? and 2) What should teachers learn for them to act and to become professionals?
I tried to answer to these questions by analysing the official documents (Eurydice, OECD, PISA, TIMSS, the European Commission) for the identification both of development politics and professional training of teachers, but also the identification of the role of this process for the educational systems of the European countries. I have noticed the fact that the situation is not very different from one state to another, meaning that the field of education is poorly financed, though it is the basis of any other field of activity and, also that teacher's motivation to be professionals it's in a decreasing porcess.
Furthermore, I could notice the fact that there is a growing interest from the European states for increasing the importance of DP for teachers and some of these states have started a powerful financing program for this process. Romania is among the states whose teachers still attend lifelong learning courses, most of them financed by the European Union by different projects and grants. Moreover, the work brings into light the professional identity of teachers from EU, and this thing helps us notice the fact that teachers have a powerful professional identity; they can invest very many personal resources for their development and professional training. Most EU countries do not offer very much paid time for this matter and teachers prefer to do this during their week-end.
The empirical part of this paper was a comparative study of the perception of teachers in UK and Romania on the process of teachers training. The study used a qualitative interview method. Teachers were interviewed both in the UK (the Hertforshire) and in Romania (Iasi). Please note that we chose as participants in this study schools with good or very good reputation an results, from both countries, because ultimately we want to create a best practice guide for teachers in Europe.
Another aspect of this endeavor is the one which underlines that training and professional development increases in value in time and teachers understand the fact that in order to have good results, they should be the ones who offer high quality services, they should be the ones who have exceptional abilities for reaching this purpose.
The teacher training and professional development are considered essential mechanisms to motivate and increase professional performance (Cohen & Hill, 2001, Darling-Hammond & McLaughlin, 1995, Smith & O ' Day, 1991) The same as their students, teachers learn through experience, through reading and reflection, collaboration with other teachers, monitoring students' learning and sharing their experience.Today, the major problem is the "what and how to learn" and each issue of developing talent.
This learning will force teachers to move from theory to practice. A learning support for teacher requires investment in infrastructure reform - developing institutions that promote the idea of sharing learning and experience in teaching.
1. Adey, P., (2004), The Professional Development of Teachers, Ed. Kluwer Academic Publishers, London; 2. Arthur, J., Davison, J., Lewis, M., (2005), Professional Values and Practice. Achieving the Standards for QTS, Editura: Routledge Falmer, London; 3. Calderhead, S., Shorrock, S., (1997), Understanding Teacher Education, Case-studies in the PD of Beginning Teachers, Ed. The Falmer Press, London; 4. Eurydice (2008), Levels of Autonomy and Responsibilities of Teachers in Europe, Brussels: Eurydice; 5. Evans, M., (2013), Teacher Education and Pedagogy: Theory, Policy and Practice, Cambridge University Press, Cambridge; 6. Frost, D., (2006), The Concept of Agency in Leadership for Learning. Leading and managing, special issue on the Carpe Vitam Leadership for Learning Project, 12(2): 307-21; 7. Frost, D., (2013), Developing Teachers, schools and systems: Partnership approaches, în McLaughlin C., Teachers Learning Professional Development and Education, Cambridge University Press, Cambridge; 8. Ingvarson, L., Rowe K. (2008). Conceptualization and evaluating teacher quality: substantive and methodological issues. Australian Journal of Education, vol. 52, no. I, 2008, 5 – 35; 9. Lesne, M., (1977), Travail pédagogique et formation d’adultes, Ed. PUF, Paris; 10. Leach, J., Moon B., (2000) Changing Paradigsm in Teacher Education in Scott A., Moir J. F, Tomorrow’s Teachers – International and Critical Perspectives on Teachers Education, Cantebury University Press, New Zeeland; 11. Lomax, D., (1972), Education of Teachers in Britain, Editura: The Garden City Press Limited, Letchworth, Herdforshire, UK. 12. Maldarez, A., Wedel, M., (2007), Teaching Teachers. Procesess and Practices, Ed. Contnuum International Publishing Group, London. 13. Mazurek, K., Winzer, M., Majorek C., (eds.) (1999), Education in a Global Society, Ed. Allyn & Bacon, London 14. Ministry of Education (1957), Pamphlet No 34, The Training of Teachers suggestions for a three year training college course, 12-13; 15. Wubbels, T., (1993), Professionalism in Teaching. How to Save an Emangered Species in Hoz, R. Silberstein M. (eds.), Partnership of Schools and Institutions of Higher Education in Teacher Development, Editura: Ben Gurion University of Negev Press, London; 16. Zeikner, K., (2009), Teacher Education and the Struggle for Social Justice, Ed. Routledge, Abingdon;
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