TYPES AND FORMS OF POLISH LANGUAGE TEACHERS’ PROFESSIONAL DEVELOPMENT

Abstract

The authors substantiate the relevance of the researched problem. The author has revealed that the professional development of a teacher is considered by Polish scholars as a purposeful, planned and continuous process of life-long education, which consists in improving and changing his professional competences and qualifications, comprehensive personality development organized and implemented by specialized institutions in these fields. also in the process of self-education and self-improvement. Three directions of professional development of Polish language teachers in the Republic of Poland have been identified: advanced training courses offered by different institutions, in-school training and self-education activities.

Institutional forms of teachers’ training are most often identified with the establishment and functioning of the institutions providing various classes: postgraduate courses, qualification courses, workshops, trainings etc. Postgraduate education and qualification courses, in addition to updating and modifying different areas of teaching competence, also offer additional qualifications such as teaching another subject or conducting an educational course. Teachers' in-school improvement is a form that integrates a team of teachers around a joint vision of the school's goals and objectives. Teachers' in-service teacher improvement goals are usually formed by working groups that bring together competent people who are interested in a particular problem. The above mentioned forms of teachers’ training are supplemented by their self-educational activities.

Key words: professional development, Polish language teacher, advanced training courses, in-school training, self-education, Republic of Poland.