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2015 » Papers » Volume 2 » EARLY EDUCATION. PROFESSIONAL STANDARDS,
COMPETENCIES AND INDICATORS 1. EARLY EDUCATION. PROFESSIONAL STANDARDS,
COMPETENCIES AND INDICATORS Authors: Trif Letitia Volume 2 | DOI: 10.12753/2066-026X-15-141 | Pages: 335-339 | Download PDF | Abstract
Professional standards of teachers in early education had as main landmark learning and development standards for children from birth to 7 years old. They are formulated by UNICEF experts in international documents and disseminated in European countries. The main goal is to create a positive context for teacher professional growth and enhance the quality of educational practices. Therefore the teacher must have a whole range of skills that ranging from the way they think about the child, infancy and infant education, individualization of learning, an integrated approach to child development, the way they act and interact with both the child and the family, to teaching skills related to organizing the educational environment, learning and assessment strategies used. Also, learning assessment targets the teacher's skills of evaluation. These skills promote the principles of authentic assessment based on the use of alternative assessment strategies: child observation and recording of data on his progress, using the child's individual portfolio, positive feedback, using multiple sources of information and contexts for assessing the child's performance, self assessment. To cover the whole range of skills, some areas have been identified for which were developed standards and indicators that facilitate professional development, self-reflection skills, self-assessment and career management skills. In this approach, we propose to use a tool for assessing the professional skills of teachers in early education aiming to provide professional support to identify his professional goals, strong points and weak points those requiring improvement in practice and to develop a concrete action plan. | Keywords
Professional standards, skills, indicators |
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