SHS Web Conf.
Volume 99, 2021International Scientific Conference “Delivering Impact in Higher Education Learning and Teaching: Enhancing Cross-Boarder Collaborations” (DIHELT 2021)
|Number of page(s)||7|
|Published online||08 March 2021|
Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices
Institute of Pedagogy, Psychology and Social Problems, 420039, Isaeva St. 12s, Kazan, Russia
In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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