THEORETICAL BASIS OF PROFESSIONAL DEVELOPMENT AND ADVANCED TRAINING OF TEACHERS: APPROACHES TO EDUCATION IN THE CONTEXT OF GLOBAL EXPERIENCE

Abstract

The effectiveness of modern educational systems directly depends on the professional knowledge, pedagogical skills and value-oriented approaches of teachers, which determine the quality of the educational process and the individual and academic development of students. This study systematically analyzes the theoretical and practical aspects of the professional development of teachers. The theoretical foundations of professional development are based on competency theories (Guskey's model of change, Villegas-Reimer's personal and institutional approaches), pedagogical principles (Darling-Hammond and McLaughlin's constructivist model, Borg's reflective improvement framework), and philosophy of Education (UNESCO's “four pillars” principle, competence-based education) (Guskey, 2002; Villegas-Reimers, 2003; Darling-Hammond & McLaughlin, 1995; Borg, 2015A; UNESCO, 2016). This theoretical framework emphasizes the strategic role of the professional level of teachers and the principle of lifelong learning in the quality of Education.
The practical application of theoretical principles in teaching based on competence-based training, innovative technologies (digital platforms, problem learning) and assessment of the quality of Education (measurable indicators, multilevel monitoring) is investigated. State educational standards, reflective self-assessment (professional portfolios, introspection) and out-of-production training (mentoring, collegiate cooperation) contribute to the sustainable development of teachers.
Analysis of international experience professional development models of Finland, Canada, New Zealand and Turkey are compared with the results of PISA 2022. Finland, Canada and New Zealand have a school and university-based model that differs from region to region, while Turkey is distinguished by its high performance. The indicators of Azerbaijan at PISA 2018 (read: 389, science: 398, mathematics: 420) show the potential of adapting these practices to Azerbaijan. Azerbaijan's" state strategy for the development of Education " (2013) supports systemic reforms with a special focus on competency-based education.
Improving the qualifications of teachers is a key factor in improving the quality of the education system. Education in Azerbaijan can accelerate this process by adapting international experience to local realities and using innovative strategies.