The Study Focuses On The Development Of Educator Profiles For Schools, Departments, And Organisations That Primarily Focus On The Education Of Future Teachers
Abstract
This study focuses on the significance of having clearly defined educator profiles at educational institutions that are responsible for the training of future educators. Presently, the researchers are in the process of developing a framework that would specify the essential skills that these programme teachers need to possess. To determine the characteristics ideal for educators, the study will investigate the specific requirements of teacher education as well as the challenges faced by those interested in becoming educators. The subsequent generation of instructors will be prepared with these characteristics once they have been used. The efforts that these profiles have made to raise the standard of teacher training courses have ultimately resulted in a teaching workforce that is both more efficient and more knowledgeable.
References
2. Earley, P. (2024). Competence frameworks and profiles for newly-qualified teachers. In Developing competent teachers (pp. 114-127). Routledge.
3. Kalimullin, A. M., & Sakhieva, R. (2024). Higher Professional Teacher Education. In Continuous Teacher Education in Russia: History, Current Practices and Future Directions (pp. 95-137). Emerald Publishing Limited.
4. Livingstone, K. & Flores, M.A. (2017). Trends in teacher education: a review of papers published in the European journal of teacher education over 40 years. EJTE, 40(5), 551-560.
5. Mifsud, D. (2023). Rethinking the concept of teacher education: a problematization and critique of current policies and practices. In Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice (pp. 1-23). Cham: Springer International Publishing.
6. Özdemir, N., Kılınç, A. Ç., Polatcan, M., Turan, S., & Bellibaş, M. Ş. (2023). Exploring teachers’ instructional practice profiles: Do distributed leadership and teacher collaboration make a difference?. Educational Administration Quarterly, 59(2), 255-305.
7. and professional development profiles. European Journal of Teacher Education, 46(4), 727-745.