Ieskats mācību procesa kvalitātes pilnveides stratēģijās

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The aim of the publication: to summarise the theoretical findings on pedagogical strategies for improving the quality of the learning process, is achieved by highlighting the importance of the organisation of the assessment process and feedback, as well as by describing the impact of pedagogical attitudes and beliefs in promoting students' motivation to learn. According to the aim of this publication, the article highlights the specificity of assessment strategies, the objectives and requirements of the assessment and the pedagogical potential of assessment implementation. The characterisation of feedback and learning motivation raises pedagogical prerequisites for didactic effectiveness in the learning process. The analysis of theoretical findings confirms that pedagogically competent implementation of assessment, feedback and motivation strategies promote teaching and learning, meaningfully developing students' minds and thinking skills, improves analysis of students' learning skills and motivation, and promotes students' awareness of the regularities of the quality of the learning process and self-growth. This significantly improves students' understanding of the importance of learning and develops attitudes which contribute both to students' individual achievement and to teachers' professional competence. Analysis of the pedagogical potential of learning strategies shows that the results of the learning process are always based on the cooperation between students and teachers, reflecting the quality of pedagogical activity and didactic interaction. The mutual trust between students and teachers in the learning process, cooperation and interaction based on respectful relationships and attitudes, contributes to personalised learning, and becomes a sustainable basis for the functioning of professional learning communities of teachers in educational institutions, which promotes and enhances professional synergies for the sustainability of education.