Profesionalni razvoj edukatora za nastavnike u Evropi i Mjanmaru

Abstract

The learning opportunities for teacher educators should respond to individual professional needs, but also prepare educators for new developments in (teacher) learning, (teacher) education and the teaching profession (Smith, 2003). To communicate the needs of society, the professional development and the lifelong learning of teacher educators are essential. This article aims to discuss the different approaches to the professional development of teacher educators, an overview of the European policies and country-specific studies, and observe and analyse professional development (PD) activities for teacher educators that create strategies to ensure quality education in Myanmar. It is found that compared to some European countries, it should provide opportunities for international professional networks and research projects to promote positive research culture. Moreover, sufficient financial support for developing a practical knowledge base for Myanmar teacher educators is needed. Finally, we present some suggestions for effective professional development pathways for teacher educators in Myanmar.