PROFESSIONAL COMPETENCIES OF FOREIGN LANGUAGE TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS
The process of globalization and the development of a knowledge-based society has greatly influenced all spheres of social life, especially in the area of education that has a primary task, which is to enable an individual to live and work under these new conditions. This also requires new competencies and new, demanding tasks are being set before teachers on a daily basis, which is expanding their freedom of actions. They are required to improve the quality of the teaching process constantly by introducing various innovations in teaching and to undergo continuous professional development that needs to be a dynamic and durable process. In this respect, foreign language teachers have a particularly important role in trends related to the improvement of the quality of education and teaching.. Through their work, they create a teaching environment that supports the development of competencies necessary for life and work in the 21st century. There is no doubt that the need for continuous professional training of all those involved in the educational process is a necessity and obligation. So, this topic is certainly up-to-date and so far not many studies have been carried out about it, especially in Herzegovina-Neretva Canton elementary and secondary schools. Therefore, the purpose of this paper was to clearly highlight the professional competence and professional development of foreign language teachers, their attitudes and assessments related to the possibilities for continuous professional development and adopting new learning strategies. The main aim of the research was to gain insight into the attitudes of foreign language teachers towards the importance of continuous professional development and its impact on improving professional competencies. The research was conducted in elementary and secondary schools in Herzegovina- Neretva Canton, Bosnia and Herzegovina, on a sample of 91 foreign language teachers (English, German, Turkish, and French). The following methods were used: descriptive method and survey method. After conducting the research and the obtained data, analysis and interpretation of the results were performed.
Key words: professional competence, professional development, foreign language, foreign language teacher.
Anić, V. (2001). Rječnik hrvatskoga jezika. Zagreb: Liber.
Bognar, L. & Matijević, M. (2002). Didaktika. Zagreb: Školska knjiga.
Burcar, Ž. (2005). Stručno usavršavanje učitelja u funkciji podizanja kvalitete odgojno-obrazovnog procesa. Bjelovarski učitelj, 10 (1‒2), 14‒25, Bjelovar.
Craft, A. (2000).Continuing Professional Development: A Practical Guide for Teachers and Schools. London: Routledge.
Čedić, I. et al. (2007). Rječnik bosanskog jezika. Sarajevo: Institut za jezik.
Darling-Hammond, L. et al. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved April 16, 2019 from https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_BRIEF.pdf
Drakulić, M. (2013). Foreign language teacher competences as perceived by English language and literature students. Journal of Education Culture and Society No. 1_2013, 158-165.
Green, P. C. (1999). Building Robust Competencies: Linking Human Resource Systems to Organizational Strategies. San Francisco: Jossey-Bass.
Hassel, E. (1999). Professional development: Learning from the best. Oak Brook, IL: North Central Regional Educational Laboratory (NCREL).
Ivanek, P. (2016). Stručno usavršavanje nastavnika i obrazovno-vaspitna postignuća učenika srednje škole (doktorska disertacija). Banja Luka. Retrieved April 14, 2019 from https://fedora.unibl.org/fedora/get/o:50/bdef:Content/get
Jurčić, M. (2012). Pedagoške kompetencije suvremenog učitelja. Zagreb: Recedo. Kitić, S. (2007). An Introduction to Methodology in ELT. Niš: Filozofski fakultet u Nišu.
Mijatović, A. (1999). Ishodišta i odredišta suvrmene pedagogije. Zagreb: HPKZ. Previšić, V. (ur.) (2007). Kurikulum: Teorije, metodologija, sadržaj, struktura. Zagreb: Zavod za pedagogiju; Školska knjiga.
Vrkić Dimić, J. (2013). Kompetencije učenika i nastavnika za 21. stoljeće. Acta Iadertina, 10(1), 49‒60.
Law on Primary Education of HNK, Official Gazette of HNK, No. 5/00, 4/04, 5/04. Retrieved April 10, 2019 from: http://www.nasadjeca.org/attachments/article/7/Zakon%20o%20odgoju%20i%20osnovnom%20obrazovanju.pdf.
Law on Secondary Education of HNK, Official Gazette of HNK, No. 8/00, 4/04, 5/04 I 8/06.
Lončarić, D. & Pejić Papak, P. (2009). Profiliranje učiteljskih kompetencija. Odgojne znanosti, 11(2), 479–497. Rijeka: Učiteljski Fakultet Sveučilišta u Rijeci.
Richards, J. C. & Farrel, S. C. Thomas (2009). Professional Development for Language Teachers: Strategies for Teacher Learning. New York: CUP.
Scheerens, J. (Ed.) (2010). Teacher’s Professional Development: Europe in international comparison. Luxembourg: Office for Official Publications of the European Union.
Thornbury, S. (2006). An A to Z of ELT. Oxford: Macmillan Education. The Glossary of Education Reform, retrieved April 18, 2019 from: www.edglossary.org/professional-development/
https://grammarist.com/words/competence-and-competency/, accessed on 19 April 2019