Abstract
The globalisation process and the social changes associated with it demand the introduction of permanent changes and reforms in the educational systems. The teacher’s new role is undisputable. It is the challenge of modern times and social needs. In their new role, teachers should support both the students and their parents. Teachers should act as guides for their students and direct them in their individual processes of development, taking into consideration the challenges of the globalisation process. In my article, I would like to show how secondary school teachers are prepared for their work in Poland. I will also discuss the system of professional preparation, with particular attention given to secondary school teachers in Poland, to find an answer to the following question – does the system of teachers’ professional preparation really exist? In what way, if at all, does it take into account the specific character of work in a secondary school? I would also like to present the procedure of teachers’ professional advancement in Poland and its influence on the standards and quality of school work. My intention is to discuss the issue of professional preparation of secondary school teachers and to answer the question of how such teachers should be prepared for work to be successful in coping with the challenges of modern school as well as the challenges from the society. Another question I wish to answer is what kind of support and from whom teachers should be given so that they are able to fulfil their duties, particularly those related to motivating students to self-study and unassisted work and to coping with life in a global society. What will be essential for my considerations is the notion of a good teacher in the context of a social function that is expected from teachers these days.
Highlights
What kind of teacher does the modern society, and, in particular, the modern school need? Does the system of teacher education really meet the needs of the school, the society and the challenges of the modern world? Issues like these are considered and analyzed permanently regardless of the time when they are put under discussion
From the social point of view, the best and the simplest way to face such challenges is to invest in education and train teachers who will be able to meet the demands teachers who will be genuine guides for the students and who will support the parents and the local community, teachers who will manage the student’s individual development, who will take into account the students’ individual expectations, their potential, capabilities and predispositions., teachers who understand the parents, who get them involved into a direct cooperation with the school and, teachers who provide the students with physical, but first of all emotional and mental safety
Analysing the theoretical assumptions and confronting them with practice and the actual state, one can say that no organised system of teacher education for Secondary School teachers exists in Poland
Summary
What kind of teacher does the modern society, and, in particular, the modern school need? Does the system of teacher education really meet the needs of the school, the society and the challenges of the modern world? Issues like these are considered and analyzed permanently regardless of the time when they are put under discussion. Referring to and adapting the approach of Graham and Pelps (2003) to the issue of teacher’s role in the modern world, the teacher’s most important tasks include: (1) Understanding and working in a defined school system; (2) Developing skills as well as the applied strategies and methods; (3) Teaching in the context of extended existing programme; (4) Integrating theory with practice, (5) Responding to social demands and problems; (6) Creating an atmosphere that facilitates learning; (7) Working in a group as a team member; (8) Assessing and forming lifelong learning habits.
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