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Focus on Developing New Dimensions of Learning and Effective Professional Development of Teachers

Daria Tot orcid id ; Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska

Puni tekst: hrvatski pdf 311 Kb

str. 197-217

preuzimanja: 497



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.

Ključne riječi

effective professional development of teachers, evaluation and self-evaluation of teachers, professional learning

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