The course provides a basic orientation in the field of professional development and in-service teacher education, introduces the basic concepts and theoretical basis of professional development of teachers and the current state of in-service teacher education in the Czech Republic and in selected European countries. It deals with quality criteria that are placed on professional development programs, works with selected types of professional development programs and resources for self-study. The focus is on the issue of beginning teachers and their professional support and development.
Aims: The student is familiar with the system of further education of pedagogical staff in the Czech Republic and related information sources, assesses the offer of the program according to basic quality criteria. Understands the researched professional difficulties of beginning teachers, knows the tools for diagnosing educational needs and ways of professional support.
1. Professional development and further education of teachers: basic concepts, theoretical background.
2. The teaching profession: requirements for the profession, models of profession development and research findings.
3. Institutional structure and current state of the issue in the Czech Republic, legislation.
4. Further education of teachers in selected foreign countries, TALIS survey.
5. Types of in-service teacher education, focus, principles and methods of adult education.
6. Management of professional development programs, quality criteria of the educational program
7. Beginning teachers, the most common professional difficulties, diagnostics of educational needs, tools for evaluating the quality of teaching, professional development plan.
8. Teacher self-education: selected sources and methods.
9. Mentoring and supervision in teacher education.
10. Individual and institutional support of a teacher at school.
Literature
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Banks, F., Mayes, A. S. (2001). Early Professional Development For Teachers. New York: Routledge.
Bassot, B. (2015). The Reflective Practice Guide: An Interdisciplinary Approach to Critical Reflection.New York: Routledge.
Day, Ch., Sachs, J. (2005). International Handbook On The Continuing Professional Development Of Teachers. Open University Press.
Hampton, G., Rhodes, Ch., Stokes, M. (2004). A Practical Guide to Mentoring, Coaching and Peer-networking: Teacher Professional Development in Schools and Colleges. New York: Routledge.
Tarrant, P. (2013). Reflective Practice and Professional Development. London: Sage Publications.
