МАТЕМАТИКА И МАТЕМАТИЧЕСКО ОБРАЗОВАНИЕ
Date Issued
2009-04-01
Author(s)
Abstract
The paper consists of four general parts. After a brief review of the worldwide
responsible institutions for teachers’ trainings in the framework of their continuous
education, the paper will discuss the characteristics of national teachers’ training
programmes. Some of the educational systems prefer pedagogical skills, some of them
prefer ICT skills, but the best solution is in their integration. The ICT-enhanced skills
are also recognized as synergy between, so called, soft skills and ICT skills. Follows
examples of ICT support services in some European schools, as well as, the defined
main roles, and actors.
The last part discusses the different experiences of assessment and evaluation the ICT
competencies of teachers and the variety of teachers’ ICT certification.
The paper includes the Macedonian experience in the field of teachers’ continuous
education which is on the main crossroad taking into account the current mass
computerization of the Macedonian schools. In each chapter, the author gives some
proposals for improvement the use of ICT in Macedonian schools, as well as, for
increasing the teachers’ ICT skills and their implementation.
responsible institutions for teachers’ trainings in the framework of their continuous
education, the paper will discuss the characteristics of national teachers’ training
programmes. Some of the educational systems prefer pedagogical skills, some of them
prefer ICT skills, but the best solution is in their integration. The ICT-enhanced skills
are also recognized as synergy between, so called, soft skills and ICT skills. Follows
examples of ICT support services in some European schools, as well as, the defined
main roles, and actors.
The last part discusses the different experiences of assessment and evaluation the ICT
competencies of teachers and the variety of teachers’ ICT certification.
The paper includes the Macedonian experience in the field of teachers’ continuous
education which is on the main crossroad taking into account the current mass
computerization of the Macedonian schools. In each chapter, the author gives some
proposals for improvement the use of ICT in Macedonian schools, as well as, for
increasing the teachers’ ICT skills and their implementation.
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