166 KB0 KB200520252017Kovač, MarjetaTul, Milošštevilka:1/2letnik:65str. 11-16ISSN:0353-7455COBISSID:5132209URN:URN:NBN:SI:doc-D82YQ9OPslFakulteta za športŠport (Ljubljana)continuing professional developmenteducational programmesizobraževalni programiphysical eduction teacherprofesionalizacijaprofesionalni razvojprofessionalizationsportstalno strokovno spopolnjevanješportučitelji športne vzgojeProfesionalni razvoj učiteljev športne vzgoje|In the present society, which has been often described as a knowledge society, teachers play an important role, hence they are required to possess different skills and competencies to those in the past. Europe has adopted the Lisbon strategy and two European programmes Education & Training 2010 and Education & Training 2020 as a collective response to challenges presented by globalisation, demographic changes and the creation of knowledge society. Both programmes were relatively successful, their most visible result being the transformation of educational programmes for teaching profession. European educational programmes should be directed from the paradigm of a teacher who taught towards the direction of a teacher who encourages and facilitates learning in students with the use of innovative methods and resources. Applying the project AEHESIS as a starting point, most of the European countries changed the physical education teacher education programmes. The researchers in the field of physical education point out that the openness to creation of interesting programmes and innovation in the teaching process, appropriate differentiation of goals according to the characteristics and abilities of the students, and the integration of new teaching technologies are important qualities of modern physical education teachers and their professionalization. It could be concluded that the qualifications acquired during the studying process are no longer sufficient for a quality work in practice. Such understanding forced the governments to focus their efforts on a constant improvement of professional competences, which necessitates a well-formed system of continuing professional development available to all teachersV današnji družbi, ki jo pogosto označujemo kot družbo znanja, imajo pomembno vlogo učitelji, ki za uspešno delovanje potrebujejo drugačne spretnosti in kompetence kot v preteklosti. Lizbonska strategija in programa Izobraževanje in usposabljanje 2010 ter Izobraževanje in usposabljanje 2020 predstavljajo skupen evropski odgovor na izzive globalizacije, demografske spremembe in vzpostavljanje družbe znanja. Pri tem sta bila oba programa bolj ali manj uspešna, njuna najbolj vidna posledica pa je preoblikovanje izobraževalnih programov za učiteljski poklic. Evropski izobraževalni programi naj bi bili usmerjeni od paradigme učitelja, ki dobro poučuje, v smer učitelja, ki dobro spodbuja učence, torej postaja pospeševalec učenja, večkrat z uporabo inovativnih metod in sredstev. Na podlagi izhodišč projekta AEHESIS, ki je preučeval različne poklice na področju športa, je večina evropskih držav spremenila programe izobraževanja učiteljev športne vzgoje. Raziskovalci poudarjajo, da so za današnjega učitelja športne vzgoje in njegovo profesionalizacijo pomembni odprtost za ustvarjanje zanimivih programov in inoviranje procesa poučevanja, ustrezna diferenciacija ciljev glede na značilnosti in sposobnosti učencev ter vključevanje novih tehnologij v pouk. Ob spoznanju, da v študiju pridobljene kvalifikacije danes ne zadoščajo več za kakovostno delo v praksi, morajo države spodbujati nenehno spopolnjevanje učiteljevih profesionalnih kompetenc, kar pa zahteva domišljen sistem stalnega strokovnega spopolnjevanja, dostopen vsem učiteljemTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za šport