INDIVIDUALNE POTREBE KAO PARAMETAR PROGRAMIRANJA USAVRŠAVANJA I RAZVOJA PROFESIONALNIH VRIJEDNOSTI NASTAVNIKA
INDIVIDUAL NEEDS AS PARAMETER OF THE PROGRAMMING OF TRAINING AND DEVELOPMENT OF PROFESSIONAL VALUES OF TEACHERS

Summary/Abstract: Openness and integrity in a widely-accepted approach to programming of teacher’s development is a precondition for maintenance needs of the entire educational processes. Those processes are conducted by teachers, managers, students and parents, and authority representatives or creators and funders of educational policies. Such openness and integrity becomes a part of the obligations of direct participants in educational processes, mainly teachers who have the ability to recognize their needs as well as the needs of other participants. Those kinds of programs will directly strengthen professional confidence in order to improve work as more qualitative thus ultimately achieving better results. The entire process of teacher’s vocational and professional specialization is impossible to achieve without the school management support and professionals within the ministry departments to supervise. Teacher’s development program shouldn’t be unified. It is of a high importance to approach individually due to teachers’ various characteristics such as degree of education, experience and title. Those needs can be identified by pure observation or analyzing teachers’ educational processes that have to achieve qualitative relations between them and their supervisors. Designing, implementation and development of teacher’s vocational and professional specialization is a complex process that commences with discovering of educational needs and finishes with its evaluation. For the needs of teachers’ competences in life-long learning in which a nominated discourse of needs as one of the programming parameters in teachers’ professional development is involved, a research was being carried out in high schools in the Federation of Bosnia in which students (166) and teachers (116) were questioned. On the basis of variables of divided subtests on the level of teachers’ consciousness about personal and professional values and its statistical importance, using Pierson’s correlation, the correlative difference between variables of nominated subtests was calculated. Descriptive analysis of variables that were directly related to the teachers’ professional values precisely carried out the conclusion that, according to selfevaluation of teachers, there is a high level of teachers’ awareness of their own professional values.

• Details
• Contents