Towards a conceptualized model of supporting teachers’ application process for acquiring professional qualifications

Abstract

Teacher professional evaluation and teacher self-evaluation have always been a challenge. Unfortunately, there are not enough opportunities to help teachers assess their professional development, developmental needs and levels of qualifications. The current study examines teachers’ expectations for the technical application to support the assessment of their professional development and qualification application process. The theoretical framework of the study is based on the concept of professionalism, which includes the expected qualification of a teacher and their lifelong professional development. The data for this paper were collected through semi-structured focus group interviews and analysed using qualitative inductive content analysis. The results clearly reveal the teachers' vision of the specific expectations and the need to create the technical application that supports the teacher in both self-analysis and self-assessment, as well as in the professional qualification application process. The creation of the technical application helps teachers in valuing their work, and defining themselves as learning professionals, while supporting their professional self-development and self-esteem.