Komparace odborných kompetencí učitelů odborných předmětů vybraných zemí EU
| Title in English | Comparison of professional competencies of teachers of vocational subjects in selected EU countries |
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| Authors | |
| Year of publication | 2021 |
| Type | Chapter of a book |
| MU Faculty or unit | |
| Citation | |
| Description | High demands are placed on quality vocational training. As the demands on the professional competencies of future employees increase, so do the demands on the institutions that provide training increase as well. Today, secondary vocational schools are often equipped with state-of-the-art technology and aids that bring students closer to the real environment of future employers. However, modern school equipment is not enough to ensure quality teaching. The main creator of the educational process is the teacher. The teacher of vocational subjects is the main mediator of the communicated information and is directly responsible for the didactic transformation of the content of the curriculum. In order for a teacher of vocational subjects to be able to convey the curriculum in a professional way, he must be equipped with professional competencies. The organization of vocational education of a specific member state of the European Union plays a key role in the scope of professional competencies for teachers. Due to the heterogeneity of education systems in the European Union, the professional competences of vocational teachers are viewed from different perspectives. The main goal of the chapter is to compare the requirements for professional competencies of teachers of vocational subjects in selected member states of the European Union. CEDEFOP statistics are used for comparison. The research should answer the question: What professional competencies are required of teachers in all EU countries surveyed? As a partial research question, it was determined: How is teacher education approached in selected EU countries? |
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