Systemic teacher continuous professional development as support of teaching practice

Eva Trnova 1 *
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1 Faculty of Education, Masaryk University, Brno, Czech Republic
* Corresponding Author
EUR J SCI MATH ED, Volume 2, Issue 2A, pp. 204-211. https://doi.org/10.30935/scimath/9645
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ABSTRACT

The gap between the teachers’ education and the teaching practice in school is a significant problem. This problem has many causes. Our experience and research have brought us to the conclusion that it is necessary to create systemic teacher continuous professional development (CPD). Teacher pre-service and in-service education with practical experience should be systematically linked. Teachers’ professional competences are finally formed through the combination of these three core parts of CPD. The outputs of our design-based research confirm this fact. We propose using the natural binding of three core parts of CPD and linking them systematically. We have found a set of current specific teachers’ competences that need to be addressed in science and mathematics education. These include in particular: education of gifted students, implementation of connectivism and IBSME etc. These competencies can be sufficiently established only within systemic CPD. In our study we present some specific examples of these competences.
Keywords: systemic CPD, teacher competences, teaching practice

CITATION

Trnova, E. (2014). Systemic teacher continuous professional development as support of teaching practice. European Journal of Science and Mathematics Education, 2(2A), 204-211. https://doi.org/10.30935/scimath/9645

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