The aim of this research is to determine the characteristics of the questionnaire for teacher burnout. In this study, Teacher Burnout questionnaire developed by Wrench et al. was used. The survey was conducted in May 2022. The sample consisted of 103 teachers. Cronbach alpha was 0.974. The results showed that the surveyed teachers experience low burnout (M = 31.53, SD = 17.89). Although being a mentor or the years of experience did not prove to be a statistically significant parameter, it is noticed that teachers who are not involved in mentoring activities express a higher feeling of burnout than mentors. Teachers who have between 11 and 30 years of experience show the signs of burnout; even young teachers (up to 5 years of service) report feeling burnout to some degree. The obtained results should be seen as indicators for next changes in the Serbian education system in terms of reducing the demands placed on teachers, especially administrative tasks. Therefore, the main recommendation is aimed at the education policy makers to take into account as many parameters as possible when introducing new changes, especially an underlying risk for teachers’ burnout.
Keyword(s) : professional development
Professional Competence of the Teacher of Pre-professional Pedagogical Training of School Students: Development of Level Indicators
The relevance of the problem is determined by the general trends of pre-university education in the Russian Federation and the need to ensure the professional self-identification of school students in social and pedagogical professions, the creation of a network of psychological and pedagogical classes, which makes it essential to assess the teachers’ readiness to implement the ideas of pre-professional pedagogical training of school students. The purpose of the article is to develop and describe the level indicators for a teacher of pre-professional pedagogical training of school students. As the leading approach to the problem evaluation, a systemic approach was used, which made it possible to study the professional competence of a teacher within the context of the complex pre-professional training system. We have studied the professional competence of the teacher at the metasystemic level (following Belkina and Tsirulnikova’s classification, in which the subsystemic (intrapersonal) level, infrasystemic level (educational institutions), systemic level (social institutions) and metasystemic level (social and cultural pedagogical space) are distinguished in the system of pre-professional pedagogical training of school students). We regard teacher’s professional competence as a causal superstructure of universal pedagogical competencies acquired by students of psychological and pedagogical classes. As a result, the structure of the competence of the teacher of pre-professional pedagogical training of school students has been defined, competence levels have been identified, indicators for each level have been developed and described. The proposed materials fill to a certain extent the gaps existing in scientific studies in regards to the content and indicators of the competence of the teacher (trainer) of pre-professional pedagogical training; they may be applied in further scientific and methodological development of diagnostic tools and training programs for teachers of pre-professional education.
Technology for Assessing the Level of Competence Formation of a Graduate of Technical University
The main idea behind this research is to create and use a system for managing the quality
of university education based on criterion scoring and monitoring of professional student
development, the comparison of information received with the graduate requirements specified in
the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the
adjustment of didactic conditions for professional and personal student development based on
these indicators. The availability of such information provides the possibility to compare the actual
student development with FSES HE requirements for a particular field of education. It also gives the
opportunity to modify the educational process and identify “gaps” in contents, technologies and
other characteristics of educational process and make the appropriate changes.
The technology that is used to evaluate the maturity level of a future engineer’s competence does not
represent the evaluation of education quality as such. However, it creates a continuously updating
database for implementing such evaluation. It is used to determine the effectiveness of contents,
methods, means and forms of educational activities, etc. The suggested technology can be applied
as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering
failures in educational process management. By assessing the gaps in students’ knowledge, skills and
thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps
and “defects”.
The State of Professional Development Programme of Specialists in Correction and Development Training Centres regarding the Assessment of Quality Education among Pupils with Severe Multiple Disorders in the Republic of Belarus
In 1999, the Republic of Belarus began to educate children with severe multiple disorders (SMD). For this purpose, new special educational institutions – correction and development training centres (CDTC) – were opened across the country. Curricula for preschoolers with SMD appeared only in 2011, and curricula approved by the Ministry of Education of the Republic of Belarus appeared in 2014. Before 2011, teachers were more engaged in the care and supervision of preschoolers with SMD than in the actual educational process. Currently, changes are taking place in preschool education. The education of children with SMD should be built on a competency basis where the formation of their life competencies should play the leading role. The need to assess the quality of such education has emerged, and, consequently, the issue of professional training of specialists of CDTC in this direction. The aim of the article is to determine the possibilities of the system of professional development of teachers of specialized institutions on the issues of quality assessment of education of pupils with severe multiple disorders at the present stage in the Republic of Belarus. The basic methods in the study of this problem were questioning and content analysis. The experimental base of the study is represented by 63 state educational institutions “Centre for Corrective and Developmental Education” (Brest, Vitebsk, Gomel, Grodno, Mogilev, Minsk regions and the city of Minsk, Republic of Belarus), as well as 8 institutions providing professional development of CDTC personnel (Brest, Vitebsk, Gomel, Grodno, Minsk regions, the city of Minsk, Republic of Belarus). The study involved 345 respondents: 334 teachers of CDTC and 11 employees of professional development institutions. The study was conducted in 2020. The article presents the author’s view on assessing the quality of education of preschool children with SMD, highlights the results of the empirical study, and substantiates the possibility of changing the training of teachers of CDTC in the context of professional development institutions. The obtained data allow us to see a holistic picture of the modern system of professional development for special teachers on the problems of assessing the quality of education of preschool children with SMD, which further allows to adjust the training programs of professional development in specialized institutions (Academy of Postgraduate Education, Institutes of Education Development), to include the most popular topics in their content.
Professional Development of Teachers and Future Teachers: Factors and Challenges
The article discusses the features of professional development and self-development of teachers and students of pedagogical educational institutions in Russia, India, Brazil.
Russian researchers analyze the influence of activity of future teachers in digital environment on their professional development and self-development, as well as the relationship of professional development with students’ self-determination, namely, goal setting. Empirically, the relationship between the digital activity of students of the pedagogical magistracy and the desire for professional self-development was revealed, which, in turn, depends on the severity of the goals and their orientation on obtaining a teaching profession.
The study of Indian scientists is aimed at studying the quality of life of teachers on the effectiveness of professional development. It was found that the majority of Indian teachers has a low level of professional development. Factors that negatively affect the level of professional development were identified, namely: low financial status, unfavorable family environment, physical and psychological well-being, job security. Researchers also consider reasons for professional development, including lack of time, lack of accountability for professional development activities etc.
The Brazilian study examines the features of social perceptions of teachers about teacher education and their professional development. The authors depicted social perceptions of teachers about teacher education based on four categories: planning, didactic procedures; assessment and teacher-student relationship.
The article also provides recommendations for the successful application of pedagogical practice and the creation of an environment for the teachers’ professional development, taking into account the results of all three blocks by countries participating in this study.
Target Characteristics of Creative Young Professionals in the Field of Science and Higher Education
The article deals with the problem of rejuvenation of the staff potential in scientific organizations and
higher educational institutions through the selection and motivation of talented young specialists
to build their career trajectory in the field of science, high technology and higher education. The
authors provide a detailed description of the target characteristics necessary for successful work
in a creative environment. Based on original methods and building on the basic provisions of the
theory of motivational complex work activities and use of the MMPI diagnostic test, they define the
reference variant personality, and motivational profile of the scientist and compare it with the real
profiles of undergraduate and graduate students wishing or not wishing to continue their graduate
education with subsequent employment in a higher school or scientific organization. By logical
comparison of the reference and real profiles, the article came to the paradoxical conclusion that
people who are predisposed to scientific activity do not have aspirations to enter graduate school.
Those who are professionally unfit for scientific activity, on the contrary, tend towards graduate
school. Based on the analysis of the causes of this situation, a number of proposals for improving
the system of professional selection and motivation of talented young professionals are formulated
and justified. They are mainly related to the development of diagnostic tests for career guidance and
the use of the postdoctoral institute. The authors suggest that the implementation of these proposals
will contribute to the rejuvenation and strengthening of the human resources of higher educational
institutions and scientific organizations in the Russian Federation.
Filipino Teacher Professional Development in the New Normal
The Covid-19 pandemic has posed various challenges particularly in the education sector where the
‘new normal’ experience is all about online interaction and distance learning. As the health protocols
enforce physical distancing measures, actual and personal interaction and engagements are limited.
As teacher professional development (TPD) becomes a melting pot of best practices and strategies
that work, teachers receive a perspective that helps them create their own professional vision.
The findings of this study revealed that for teachers, TPD is a route to enhance and upgrade their
knowledge and skills and professional growth, with teaching as a life-long learning process. Pre-
Covid-19 TPD programs included initiatives on content, pedagogy and technology, action learning,
graduate studies, leadership and management, and action research. During the pandemic, teachers
were exposed to webinars and training on online teaching and learning, technological capacity, and
mental health. Regardless of age and years of teaching experience, teachers have a mindset to grow
in the profession and be better educators. They want to unlearn the old, and relearn new knowledge
and skills because they want their students to learn according to their current needs and what the
world needs in the future.
Systematic Reviews on In-Service Training Effectiveness. A Prior Comparative Analysis of the Used Terms
The professional development of teachers has a definite impact on the improvement of the entire
educationalsystem (OECD, 2018; Darling-Hammond, 2017). Forthisreason, the main international
organizations – OECD (2013 ), European Commission (2012 ) – ask countries to establish
feedback and accountability procedures for in-service training (ITT), for the ‘
process by
which teachers engage in further education or training to refresh or upgrade their professional
knowledge, skills and practices in the course of their employment’ (UNESCO, 2019). Researchers
state that here are numerous factors to be considered in carrying out this work: the type and quality
of training, school climate, students’ skills, knowledge domain, etc. (Lipowsky & Rzejak, 2015).
After a brief presentation of howthe mostrecentsystematic reviews on the topic have been conducted
(Filges et al, 2019; Egert et al, 2018; Kalinowski et al., 2019), this article presents the results of a study
on the terms and constructs in use in the context of the researches into in-service teacher/continuing
professional training, impact/effect, and programs/instructions. The data and information collected
offer a comparative analysis (Esser & Hanitzsch, 2012), based on systematic reviews (Polanin et al.,
2019) and a meta-analysis, useful for setting up further meta-analytical investigations on the topic
especially in terms of the disambiguation of terms and the narrowing of the field.
The training of in-service teachers in many countries has been made compulsory and structural
and is conceived as an opportunity for growth and professional development for the entire school
community, and a strategic and functional logic forimproving the quality of the schoolsystem (Perla,
2019).
However, ministries of education do not yet have a univocal model and shared procedures
capable of describing and analysing the impact that the training provided has in the terms set out
in the European Commission (2020): output – results achieved immediately, i.e. increase in skillsfocus subject to training; outcome – wider benefits for involved teachers – improvement of teaching
practices of teachers involved in training; outreach – effects on the institutional and social context of
the school where and of the territory within which the teachers involved in the training.
Development of abilities begins from reflection-for-action
The case is presented for the role of anticipatory reflection in the development of graduate attributes
by employed graduates and in the enhancement of core study skills by students. An approach
initiated by reflection-for-action and the stimulus of subsequent evidence-based monitoring
leading into reflective review has been found feasible and effective. After relevant literature has been
considered, recent accounts of the approach and its impact are summarised, leading into a detailed
summary of the suggested scheme in a form which is independent of discipline and embodies the
assessment of outcomes. Attention is given to the emergence of constructive active experimentation
and metacognition by learners during the development process.
Self-perception of teachers and managers of the impact of teachers’ professional development in Vietnam
The professional development of teacher is an indispensable requirement for a quality education system. This has been demonstrated not only by global innovative education but also by Vietnam’s educational development trends. This study was conducted among 293 teachers and managers at high schools in Vietnam. It aims to explore the formats that teachers used to improve their professional development, the frequency of using these formats and teachers’ self-assessments about their impact on professional developments. The findings revealed that high school teachers involved themselves in reading, and conducting or participating in research. Teachers expressed their view that professional development based on school’s characteristics or on creating a learning community within a school had the highest impact on professional development.
A regional system of targeted training of specialists for the electronics and telecommunications industry
The article explores the methodological basis of a model of a regional system of targeted training
for the electronics and telecommunications industry and its implementation using a technical
university as a backbone component of this system. An expert evaluation of the professional
activity of specialists was undertaken, and ways of increasing the efficiency of these enterprises were
formulated in the light of the requirements of the defense industry. This led to the development
of graduate competences required solve problems of manufacturing electronic products in an
innovative industry. The evaluation methodology and the functioning of specific systems over the
past few years are considered
Using Open Educational Resources and Technology-Enhanced Learning for Teacher Professional Development in Ugandan Schools
Remote areas with technological, environmental, and human barriers to education lack the innovative
practices to provide sustainable, consistent, and meaningful resources and training for educators.
Stakeholders, including investors, organizations, leaders, administrators, teachers, students, and
communities benefit from effective research-based strategies that limit the barriers and empower
new generations of educational inputs and outputs, citizens of the global community. This research
examined the effectiveness of an innovative approach combining concept, software, and hardware to
deliver teacher professional development. A quantitative, relational, non-parametric design reported
a significant increase in personalized professional development using open educational resources
and a content access point. This study established a relationship between the variables and moved
the research community forward toward causal evidence for innovative educational practices.
The role of the psycho-physiological characteristics of a person in his professional development
An important element in the professional development of the individual is professional selfdetermination.
It is important for a teenager to make his own choice, not the choice of his
surroundings. Identifying a predisposition to a particular profession will allow a person to decide
on her choice. We assume that it is possible to reveal the professional predisposition by studying
the psycho-physiological characteristics of a person, namely the frequency-specific characteristics
of the electroencephalogram of the brain. The paper analyzes the results of a pilot study aimed at
identifying professional predispositions through psychophysiological studies of the professional
skills and aptitudes of students in various fields; statistically significant correlations between
electrophysiological indicators, neuropsychological parameters and professional development are
described. Based on a theoretical analysis of the work on this topic, the idea arose of the need to
conduct a full-scale study on the study of the psycho-physiological characteristics of a person in
various professional fields and with different levels of academic achievement.
The study analyzed the indicators of alpha, beta, theta and delta rhythms during the subjects
performing tasks (exam, laboratory work, etc.), which are based on the GEF. The study revealed the
possibility of studying the professional inclinations and inclinations of students in various fields of
professional activity using a single methodology, which is based on the study of the EEG activity of
the brain.
Do changes in instructional time, professional development and age explain changes in reading comprehension at the country level? An exploration of PIRLS 2006 and 2016
Several international large-scale assessments in education take place every 3 to 5 years. PIRLS (the
Progress in International Reading Literacy Study) takes place every 5 years. If data from only one
moment are considered, it is difficult to explain differences in achievement between countries. But
we can also consider data from two (or more) years and focus on changes over time within each
of the participating countries. Following countries over a certain period in such a longitudinal approach
facilitates causal inferences on the effects of characteristics of educational systems.
In this study, we investigate the effects of instructional time for language and reading and of amount
of professional development of teachers on reading comprehension in Grade 4. We also study the
effect of changes in the average age of students. By accounting for the effects of age and schooling
we come to a slightly different ranking of countries in PIRLS. We use a difference-in-difference approach
with correlation matrices. One of our conclusions is that professional development of teachers
has an effect on the achievement level of students.