Review article
https://doi.org/10.21857/y6zolb84gm
Focus on Developing New Dimensions of Learning and Effective Professional Development of Teachers
Daria Tot
orcid.org/0000-0002-8530-0875
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Abstract
Due to the digital and communicative revolution, as well as the influence of globalisation and the application of market principles in education, the post-modern age for teachers is a challenge in the community that teaches and creates the potential for innovation and knowledge society (Hargreaves and Lo, 2000). There are however certain obstacles in the form of efforts to seize professional autonomy by prescribing centralised curricula and pressure on external testing and evaluation. Due to the complex nature of the teaching profession, teachers are engaged in finding a balance between their own desire to learn and adapting to education-related situations in practice. Unlike the traditional dimensions of professional learning, the new ones contribute to the personal and professional growth and development of teachers through their active participation, while providing the ability to generate knowledge and ideas that contribute to better quality teaching. It is about teachers who are reflexively engaged and continuously improving, affecting thereby the school structure and cultural texture. This paper gives an overview of diverse approaches to new dimensions of learning and professional development of teachers by giving the cultural and inductive approach an advantage in terms of increasing the teachers’ influence and engagement within their own formal and informal professional developments.
Keywords
effective professional development of teachers; evaluation andself-evaluation of teachers; professional learning
Hrčak ID:
235779
URI
Publication date:
12.2.2020.
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