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THE PROJECTWORK: GENERAL MODEL OF TECHNOLOGY TEACHER PROFESSIONALIZATION

The professionalization of technology teachers is pervasive to many problems such as: i) lack of appropriate qualification and competences frameworks ; ii) selection and training problem ; iii) inadequate introducing into the teaching process ; and iii) the inability to properly maintain professional autonomy and status. These problems are further complicated by the dynamics and diversity of technical and technological subjects and areas that teachers should normally deal with. This paper presents a project-developed model of the profession and the professionalization of technology teachers, based on the scientific reaches and recommendations of the European Union. The model represents the hybrid of inherited and contemporary theories, and makes it a chronological structure based on the levels of professionalization: selection, educational, qualification and social. These levels should chronologically follow each other and do not have the same durability. The core of the model consists of competence framework and professional standard, which should be moderated by professional selection and quality assurance mechanisms. The Competences Framework consists of strongly integrated general technological, methodical, managerial, and teaching competences, which are associated with evaluative, collaborative, communicative, professional-development and reflexive competencies. The Professional Standard contains the expected competencies and the instruments and procedures for their initial and periodic verification, as well as mechanisms that will support the professional autonomy of the teachers as a guarantee of their permanent development. Although the presented model may not be able to meet the diversity of each system of education and the technology teaching area as a whole, we believe it is the generic basis for the professionalism of each technology teacher. It can therefore be the starting point of the process of professionalising technology teachers and, because of openness, to be a good basis for adapting to the particularities of each education system.

model of profession, technology teacher, teacher professionalism, technology teaching area, technology education

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