Teacher Self-Assessment of their Science and Technics Competences and Professional Development

Danijela Blanuša Trošelj,Petra Peić Papak,Darjo Zuljan

doi:10.18690/rei.14.1.73-92.2021

Danijela Blanuša Trošelj, Petra Peić Papak + Show 1 more

Open Access

https://doi.org/10.18690/rei.14.1.73-92.2021

Copy DOI

Abstract

In this paper, the authors present the results of an empirical study that formed part of the broader research project, "Culture of Educational Institution as a Factor in Co-Construction of Knowledge," at the University of Rijeka. The research was conducted on a sample of 317 elementary class teachers from Croatia and Slovenia. The authors sought to establish how class teachers assess their professionalism in practice; whether they show statistically significant differences in assessing their professionalism and professional development in practice at different stages of their careers.

Highlights

The modern educational process should undergo continuous development and change, along with the teachers and pupils who are affected by such changes
Teachers’ assessments of their professionalism and professional development in practice We sought to find out how teachers assess their own professionalism in practice
The initial period of education is important in the development of the science and technics competence of an individual and the shaping of his/her relationship to science and technics

Summary

Introduction

The modern educational process should undergo continuous development and change, along with the teachers and pupils who are affected by such changes. It is necessary first to define the key competences that a learner must have to be successful in modern society, including the need to develop more complex skills and adaptability, the ability of lifelong learning. The key competences for Lifelong Learning – A European Reference Framework (2006) are those which all individuals require for personal validation and development, an active civic life, social integration, and employment. These competences include Communication in the mother tongue; Communication in foreign languages; Mathematical competence and basic competences in science and technics; Digital competence; Learning to learn; Social and civic competences; Sense of initiative and entrepreneurship, and Cultural awareness and expression. All key competences are considered important because each contributes to a successful life in the knowledge society, and many of them overlap and are intertwined

Methods

Results

Conclusion