Review article
VOCATIONAL TEACHER TRAINING IN CROATIA AND EUROPEAN COUNTRIES
Julijana Zrno
; Škola za tekstil, kožu i dizajn, Zagreb
Abstract
The reform of European educational system which started in
the 90s is marked by a new concept of teacher profession in the context of economic, social and political changes, as well as the Union’s development strategies. This concept changes the role, competences, training and further education of teachers. Having in mind that the modern teachers are organizers and managers of the teaching process, coordinators, mentors and motivators, and that their primary role is to help students develop all their physical and
mental potentials and help them reach their individual maximum, as well as continue their own permanent professional development in order to meet the requirements of the society, and that a profession is comprised of theory and practice of a field of knowledge, practical skill or a more complicated work process, one can conclude that it is necessary to ensure adequate training and further education of vocational teachers in pedagogical and didactical, as well
as vocational field. In order for teachers to do their job properly and efficiently, their education should be compatible to the expectations of the workplace.
European systems of vocational teacher training differ from one country to the other, there is no unique training model, but all the educational standards are compatible. Teacher training systems in developed countries are based on the concept of lifelong learning. They are made up of Initial Teacher Education and In-Service Teacher Training (permanent further education).
In most European countries, further teacher education is based on successive model. After undergraduate education in one or two subjects, the teachers proceed to a year of pedagogy education.
Keywords
Secondary education; vocational education; vocational teacher; vocational teacher training
Hrčak ID:
103413
URI
Publication date:
11.6.2012.
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