The concept of “professional development” in education
The professional development of teachers has been the subject of much research for over a decade (Day, 1999; Clement and Vandenberghe, 1999;). However, this area still looks complicated. On the other hand, as we will see later in this text, the term itself is multilingual because it denotes different terms and meanings. The concepts and theories that exist today are so diverse that it is difficult to identify them in a common direction. On the other hand, we find that the authors still disagree about exactly what should be included in each stage, as well as aspects of teachers’ professional development.
This conceptual and theoretical ambiguity includes limitations in understanding and skills in certain aspects of the teaching profession, and in explaining strong career development strategies.
Thus, other studies have shown that many aspects related to educational conditions remain important challenges in developing educational innovation plans or strategies, and in some cases difficulties can lead to abandonment. Occupation In this regard, the next difficult question remains. How would you view or describe professional development in education? By paying more attention to this topic, education can lay a solid foundation to enable informed analysis and action.
Professional development concept
Professional development acquires a polysemic character through many more or less equivalent terms used in the literature: further education improvement, pedagogical development career development, professional development continuous learning professional growth and so on. At this level, there is confusion between the meaning of the concept itself and the ways in which professional development can be achieved.
In terms of the true importance of professional development, Figure 1 shows the main perspective and presents a problem that arises when one needs to study, analyze or support professional development. In addition, it should be noted that it has many meanings in the scriptures and that the meanings vary according to the theoretical perspective that the author or writers follow: the developmental perspective and the perspective. with professionalism. In some cases, professional development is understood as growth or evolution with significant changes on the part of teachers.
A broader concept, based on the nature of the change experienced by actors, is that professional development is “how teachers develop in their current social environment, life and experiences, and existing cultural and educational settings”. In other cases, professional development is considered part of further training and development. The perspective here focuses on actor intervention mechanisms, mechanisms designed to facilitate and support their career development.
The On-Site Learning Seminars developmental approach is based on Piaget’s account of the child’s mental development. By combining successive steps, it is determined that each has its own characteristics. Each stage creates a successor, and the basics of the new stage seem more complex than the previous stage. It should be emphasized that the gradual movement that a person goes through, ultimately gives him the ability to analyze and understand the events that took place in a different way. Thus, individuals experience changes in attitudes, thoughts, judgments, and behaviors through their experiences. The perspective focuses on the specialization of teachers.
The perspective of professionalism offers two main directions for professional development. After defining the concept of specialization, we present these guidelines. This is the development of professional skills through the learning process and the development of professional skills through research or contemplation. The specialization is based on the acquisition of specific knowledge for a specific didactic task and therefore also describes the types of knowledge and sources of acquisition according to the different typologies proposed in the text.
Concept of specialization
The concept of pedagogical specialization exists in many works but remains less confused at the epistemological and epistemological level. Findings at a practical level. It must be understood that specialization in education implies strong theoretical and practical teaching and is based on teachers’ independence and position in relation to their professional responsibilities and decisions.
In any case, the most important thing is that all volunteer teachers must master the profession and face all the challenges of the profession responsibly in order to act as a qualified professional. It should be emphasized that professionalism is an approach to the ability to solve complex and diverse problems in one’s own way, within the framework of general and ethical goals, without following the precise approaches of others. So it can activate one or more professions of killing, autonomy and responsibility.