Academic Centrehttps://doi.org/10.22364/htqe.2024.04 | 51-62 | PDF
In-Service Teachers’ Education Field Preferences in their Final Papers
Liga Aboltina, Ineta Helmane
University of Latvia, Latvia
Abstract
Education is essential to keep up with the constantly developing world. The quality of education systems relies heavily on teachers. Teachers need training, resources and support to do their jobs effectively. It is crucial to train and recruit qualified teachers to ensure the success of the education system. In Latvia, the necessities for the professional development of teachers are determined by the Education Development Guidelines 2021–2027. The article analyses theoretical materials concerning the essence of in-service teacher training. Within the framework of in-service teacher training implemented in the Faculty of Education Sciences and Psychology at the University of Latvia, one of the main priorities of which is to promote the professional development of pre-school and primary school teachers, it was possible to analyse empirical data on teachers’ preferences in the context of in-service teacher training. The main findings reveal teachers’ need to engage in professional development and their preferences when choosing an educational field, including teaching and research. Empirical research can inform in-service teacher training practices and help develop programmes that better meet the needs of teachers in the classroom. In-service teacher training is crucial to enhance the education workforce’s professional development and to improve the quality and effectiveness of the education system.
Keywords: in-service teacher training, primary school, pre-school, preferences, professional development.
In: Human, Technologies and Quality of Education, 2024. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2024. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2024. 564 p.
ISBN 978-9934-36-301-6
https://doi.org/10.22364/htqe.2024