Abstract:

Lifelong learning of pedagogical staff is associated with the requirement of systematization, professionalization and institutionalization. The professional development of teachers is focused on the goal of increasing the quality of education and the level of students' educational results. Part of the lifelong training of pedagogical staff is undergraduate training, adaptation process in school, continuing education, professional development of teachers, self-education, development of teacher work, development of teachers' thinking, actions and feelings. The paper deals with the issue of lifelong education of teachers of technical subjects after completing their university studies and starting employment. The professional development of teachers of technical subjects is a permanent process aimed at reflecting on constant changes in technique and technology. Part of the published study is the analysis of the career system of pedagogical staff, the definition of career levels and positions. The analysis is based on the results of the OECD TALIS research focused on lifelong teacher education and also presents the results of a survey aimed at finding out how, at what level and by what means Slovak universities participate in lifelong learning. To obtain the data needed to verify the validity of the established hypotheses, a natural pedagogical experiment was used as the main research method, the questionnaire method and statistical methods for processing the research results. At the end of the article is a discussion of the findings and the resulting recommendations for pedagogical practice.

Keywords:

Lifelong learning, technical education, professional development, teacher of technical subjects, career system.