| Abstract [eng] |
Relevance of the research. Globalisation and rapid social change are the challenges of education system. The role of changing educational institutions demands new attitude of teachers that only a teacher who is engaged in constant learning is able to develop a person who will be a constant learner. The professional development needs of a teacher change depending on external and internal factors of education system. New skills needed for the modern teacher constantly appear and new requirements are created, therefore the teachers must constantly improve their qualification. The novelty/importance of the thesis. Theoretical basis of the thesis allows revealing the concept of professional development of pre-school education teachers, its requirements and impact on the quality of pre-school education. In practical terms, the collected and summarized data can help to make the process of professional development of the teachers of pre-school education institutions more efficient. The subject of the research is the professional development of pre-school education teachers and its correlation with the quality of education. Hypothesis. Favourable conditions are created for pre-school education teachers to improve their professional qualification and it drives positive changes on the quality of education. The aim of the research is to provide theoretical background and to reveal empirically the relation between professional development of pre-school education teachers and quality of education. The present research employs the following research methods: theoretical, quantitative, qualitative and statistical. The thesis presents the analysis of scientific and methodical literature as well as the documents regulating the education system on the grounds of which the concept of professional development of teachers and the forms of professional development are revealed; the challenges and requirements of pre-school education are conveyed; the concept of pre-school education quality is defined; the importance and impact of professional development of pre-school education teachers on pre-school education quality is grounded. The research data reveals that the pursuit of new knowledge and skills, desire to instil innovations in their activities and desire to meet the growing professional requirements are the factors that most induce the teachers to develop their professional skills. Courses, seminars, conferences and participation in methodological activities are the forms and ways that most fulfil the needs of professional development of the teachers. The inconsistency of the time of the professional qualification development events held and the working hours of the teachers is the main reason impeding the teachers to develop their professional competence. The heads of educational institutions state that the teachers also lack personal motivation to develop their professional skills. According to the respondents, sponsorship model of the professional development system and its organization should be revised. The analysis of research data supports the hypothesis that the quality of education depends on continuous professional development of the teacher, if sufficient conditions to develop professional skills are provided. |
