Psychological Determinants of Professional Pedagogical Competence in the Continuing Qualification of Teachers (Educational Reflections on Lifelong Learning)

Authors:

Pages: 89-102
DOI: https://doi.org/10.54664/IPMJ3611

Abstract:

In recent years, vocational training has become a central part of educational policy and educational reflections in general. Its theoretical modelling, practical application, and measurement standards are also essential to teachers’ continuous professional development. Their specific significance is a new research area for education service providers that still remains underdeveloped. There is a need for analysis of the dependence of how the questions of professional affiliation, the meaning of professional life, professional change, and especially professional competence as a subject of continuing qualification are reflected in educational practices through the professional competence of trainers carrying out continuing qualification of teachers. Quality is built by the trainer, and through the trainer in the continuous professional development of pedagogical specialists. Following this finding, as a strategic priority in substantiating the competence profile of the trainer, the thesis of reflexivity is positioned as an internal dimension that holistically integrates all his/her competencies at all levels and designs of conducting educational programmes in the continuing qualification of teachers.

Keywords:

continuing education; reflective practice; psychological foundations of professional development in the continuum.

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