SOCIETAL PERCEPTIONS ABOUT BEING A GOOD TEACHER IN LATVIA
DOI:
https://doi.org/10.17770/sie2017vol1.2392Keywords:
competency-based teaching, contemporary teacher, sustainabilityAbstract
Teacher is one of the most responsible professions in the world because the teacher builds a sustainable society. There is an ongoing discussion about a professional competency of the teacher and changes in the requirements for teachers in the acquisition of knowledge, skills and attitudes required from teachers. There are numerous researches being carried out about the professional competency of teaching competency. The professional teaching standard that was ratified in 2004 is outdated but the new teaching standard is not designed yet because policy makers cannot come to an agreement about what a good teacher needs to know. For the changes to take place, the main aim of the study is to explore and to analyze societal opinion about the notion of a good teacher and competencies required for a good teacher. The research was carried out from May, 2016 until September with a participation of 160 respondents from different age groups. To ensure the validity of the study the authors used a questionnaire. Acquired data indicate that there exists a significant difference between the opinion expressed by the school age children and the opinion of adults. By describing the ideal of a good teacher pupils pay more attention to personal features of a teacher but adults pay closer attention to the skills and knowledge needed for a teacher.
References
Anspoka, Z. (2014). Tradicionālais un inovatīvais mūsdienu pedagoģiskajā procesā: dažas problēmas un risinājumi [Traditional and innovative in the pedagogical process nowadays: Some problems and solutions]. Proceedings of the International Scientific Conference “Society. Integration. Education”,1, 347-355.
Badjanova, J., Iliško, D., & Drelinga, E. (2014). Holistic approach in reorienting teacher education towards the aim of sustainable education: The case study from the regional university in Latvia. Procedia-Social and Behavioural Sciences, 116, 2931-2935.
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. Retrieved on 15th January 2017 from: http://mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf.
Blūma, D. (2012). Izglītība un panākumi. Izglītības attīstības tendences 21. gadsimtā [Education and achievements. Developement of education in the 21st century] 12 – 19. Retrieved on 9th August 2016 from
Caena, F. (2011). Literature review Teachers’ core competences: requirements and development. Retrieved on 11th November 2016 from http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf
Conway, P., Murphy, R., Rath, A., & Hall, K. (2009). Learning to teach and its implications for the continuum of Teacher Education: a nine-country cross-national study. Retrieved on 15th December 2016 from
Duffy T. M. & Jonassen, D. H. (1992). Constructionism: New implications for instructional technology. In T. M. Duffy & D. H. Jonassen (Ed.). Constructionism and the technology of instruction: A conversation, (pp. 1-16). Hillsdale, NJ: Lawrence Erlbaum.
Edwards, C. (2011). Teacher and learner, partner and guide:The role of the teacher. In C. Edwards, L. Gandini, and G.Forman (Ed.).The hunderd languages of children:The Regio Emilia experience in transformaton. 3rd ed. (pp. 147-172), Santa Barbara, CA.
European Commission (EK). (2011). Policy approaches to defining and describing teacher competences. Retrieved on 15th December 2016 from
European Commission (EK). (2013). Supporting teacher competence development for better learning outcomes. Retrieved on 15th December 2016 from
http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/teachercomp_en.pdf.
European Commission/EACEA/Eurydice (2015). The teaching profession in Europe: practices, perceptions, and policies. Eurydice Report. Luxembourg: Publications Office of the European Union.
Hattie, J. (2003). Teachers make a difference. What is the research evidence? Australian Council for Educational Research conference, October 2003. Retrieved on 11th November 2016 from http://research.acer.edu.au/cgi/ viewcontent .cgi?article= 1003&context=research_ conference_2003.
Izglītības un zinātnes ministrija (IZM). (2011). Pedagogu tālakizglītības vajadzību izpēte [Study of needs of further education of pedagogues] Retrieved on 11th November 2016 from http://petijumi.mk.gov.lv/sites/default/files/file/IZM_ Petijums_par_pedagogu_talakizglitibas_vajadzibam_2011_maijs.pdf .
Jurgena, I., Cedere, D., & Keviša, I. (2015). Innovative and traditional elements in the work of academic staff: the Views of pre-service teachers. Journal of Teacer Education for Sustainability, 17 (2), 74-91.
Kaļķe, B. & Baranova, S. (2015). Image of the University faculty in the view of student teahers. Proceedings of the International Scientific Conference “Society. Integration. Education”,1, 186-197.
LIZDA. (2016). Teacher in the middle of numerous challenges - changes the teaching profession is undergoing in higher institutions taht trains teachers Retrieved on 9 December 2016 from http:// http://www.lizda.lv/?jaunums=1502.
Latvijas Universitāte (LU). (2015). Konceptuālā diskusija par skolotāju izglītību Latvijā. [Conceptual discussion about teacher training in Latvia] Retrieved on 15th December 2016 from http://www.izm.gov.lv/images/aktualitates /2015/10122015/LU_10122015.pdf.
Latvijas ilgtspējīgas attīstības stratēģija līdz 2030.gadam (2010) [Strategy for sustainable development of Latvia till 2030] Retrieved on 11th November 2016 from http://www.pkc.gov.lv/images/LV2030/Latvija_2030. pdf.
Līduma, A. (2014). Bērnu attīstības iespējas pirmsskolas izglītības pedagoģiskajā procesā. [Opportunities for preschool children to develop in the pedagogical process] Education Reform in Comprehensive School: Education Content Research & Implementations Problems, 33-45.
Lieģeniece, D. (1996). Kopveseluma pieeja 5-7 gadus veca bērna audzināšanā. [Holitic approach in the upbringing of the 5-7 years old children]. Liepāja: LPA.
Lieģeniece, D. (1999). Kopveseluma pieeja bērna audzināšanā [Holisic approach in the upbringing of children]. Rīga: RaKa.
MacBeath, J. (2012). Future of Teaching Profession. Retrieved on 11th November 2016 from http://download.ei-ie.org/Docs/WebDepot/EI%20Study%20on %20the%20Future%20of%20Teaching%20Profession.pdf.
OECD. (2005). Teachers Matter - attracting, developing and retaining effective teachers. Retrieved on 9 December 2016 from http://www.oecd.org/edu/preschoolandschool/34990905.pdf.
Pētījums par pedagogu profesijas prestižu un iespējām to paaugstināt dažādu mērķauditoriju skatījumā (2007) [Research about the prestige of teaching vocation and a possibility to raise it as viewed by various groups f population] Retrieved on 15th December 2016 from from: https://www.researchgate. net/publication/259534439_PETIJUMS_PAR_PEDAGOGU_PROFESIJAS_PRESTIZU_UN_IESPEJAM_TO_PAAUGSTINAT_DAZADU_MERKAUDITORIJU_SKATIJUMA
Pipere, A, Veisson, M., Salīte, I. (2015). Developing research in teacher education fir sustainability: UN DESD via Journal of Teacher Education for Sustainability. Journal of Teacher Education for Sustainability, 17(2), 5-44.
Puškarevs, I. (2001). Attīstības psiholoģija [Developemental psychology] Rīga: RaKa.
Sobkin, V., Ivanova, A., Skobelitsina, K. (2013) The Attitudes of Preschoolers' Parents Toward School Education. Russian Education & Society, 55(7),79-89.
Svence, G. (1991). Attīstības psiholoģija[ Developmental psychology] Rīga: Zvaigzne ABC.
Tatar, N. (2014). Pre-service teachers’ beliefs about the image of a science teacher and science teaching. Journal of Baltic Science Education, 14 (1), 34-44.
UNESCO. (2016). Valuing Teachers, Improving their Status. Retrieved on 9 December 2016 from http://www.unescobkk.org/fileadmin/user_upload /apeid/TeacherEducation/WTD-Oct2016 BGK/WTD_Forum _2016_Summary _ Report.pdf.
Valsts izglītības satura centrs (VISC). (2016). Kompetenču pieeja mācību saturā
[Competency approach in the educational content] Retrieved on 12 November 2016 from http://visc.gov.lv/visc/projekti/dokumenti/esf_831_prezent.pdf.
Vidović, V. & Domović, V. (2013). Teachers in Europe - Main Trends, Issues and Challenges. Croatian Journal of Education,15, 3/2013, 219-250 Retrieved on 11th November 2016 from https://bib.irb.hr/datoteka/670665.CJE_Vol_15_Sp_Ed_No_3_2013_Vizek_Vidovic_Domovic4.pdf.
Walsh, D.J. (2002). Constructing an artistic self: A cultural perspective. In L. Bresler & M. Thompson (Ed.). The arts in children’s’ lives: Context, culture, and curriculum, (pp. 101-111). The Netherlands: Springer.
Zariņa, S., Drelinga, E., Iliško, Dz. & Krastiņa, E. (2016). Teacher’s Vocation and Students’ Attitudes Towards a Choice of Teacher’s Vocation. Proceedings of the International Scientific Conference “Society. Integration. Education,” 1, 265 – 274.
Downloads
Published
Issue
Section
How to Cite
