Bolje obrazovanje za bolji svet!
A better education for a better world!
The Center for Professional Development is part of the Institute for Contemporary Education and as such, its goal is the improvement of the education process through the organization and launching of professional development programs for current and future education professionals, with the implementation and promotion of the latest educational technologies.
The Center was founded in April 2018, and has already realized a series of activities by organizing a conference, professional meeting, several seminars, training programs and workshops, as well as personal development courses.
In the upcoming months, CPD is planning the organization of:
The Professional Development Catalog for Educators of the Institute for the Development of Education includes two of our approved programs for school years 2018/19, 2019/20, 2020/21.
The programs in question are:
1) Project-oriented instruction (Catalog number 374)
2) Implementation of virtual reality in the teaching process (Catalog number 1008) All our programs are carried out within a day, they are worth 8 credit points and will be realized starting with September 1, 2018.
Professional development and in-service training of education staff is regulated by the Bylaw on Continuing Professional Development of Teachers and Education Staff.
This Bylaw defines these terms as follows:
“Professional development is a complex process that implies continuous development of competencies of teachers, preschool teachers and expert associates in order to increase the quality of their work, and improve the development of children, pupils and students, i.e. their level of achievement. An integral and obligatory part of professional development is in-service training which involves acquiring new and refining existing competencies vital for the improvement of the education process, training, upbringing, expert work and childcare”.
Article 2. Bylaw on Continuing Professional Development of Teachers and Education Staff.
Professional development and in-service training may occur both through channels of formal education organized by official schools, faculties, etc, and through non-formal channels, realized in the forms of seminars, training programs, conferences, professional meetings, workshops, webinars, mentoring, etc, but also through informal education, i.e. through reading and analysis of professional literature, Internet, TV shows dealing with educational issues, through evaluation and research of one’s own teaching practice, and the teaching practice of others, through the writing of professional and scientific papers, etc.
In-service training is a lasting process. It is not an isolated event, but rather a recurrent process extending from the very first day in the classroom as a teacher until retirement. It is actually lifelong learning. In-service training is not just an obligation specified under the Law on the Education System Foundations, but a personal need of every individual who possess awareness of their own actions and the importance of their chosen profession.
The teacher, together with all other employees in education has a significant role in the development of their pupils’ personality, and can greatly contribute to the versatility of pupil development, to the benefit of the pupils themselves, but also to the benefit of society as a whole whose active member the pupils will become, making the world a better place.
To be able to adequately perform complex activities the teaching job requires, one must possess a range of competencies, including professional knowledge and skills, knowledge of teaching methodology, but also excellent communication skills and a highly developed system of moral values and principles.
Teacher competencies are generally defined as a “capacity of an individual demonstrated through the execution of complex activities in educational work”, whereas additional information can be found in the official document about competency standards: Bylaw on Standards of Competencies in Teachers’ Profession and Their Professional Development.
The teacher has always been and will always be a role model for his pupils, but also a role model in society, so it is important that he or she becomes aware of that fact that they, as individuals, are able to initiate significant changes, for themselves, their pupils, schools, but also for society as a whole.
Because of this, the teacher must have a positive attitude toward personal advancement and growth, and understand that if he doesn’t learn and move forward as an individual, he can only regress. School cannot change if the teacher doesn’t learn, change and progress, both as an individual, and as part of a team.
Recommended and desirable teacher competencies have been classified into four groups as follows:
Professional development programs are designed for teachers who are already employed in the education system, and for trainees who are preparing for a teaching career.
Programs of our CPD and ICE are also aimed at students who want to gain first-hand experience and the knowledge required for the teaching job by attending programs of professional and methodological practice, as well as additional extracurricular activities.
Our programs are designed both for young people (pupils and students) and for adults who want to improve their knowledge and skills through our training programs, workshops and other forms of development, in order to change their lives for the better.
Welcome to our in-service training programs!
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