Abstrakt
Being a part of a larger research, this study focuses on the Czech and Russian educational systems in terms of Continuous Professional Development (CPD). It is a secondary data analysis which draws a comparison between Czech and Russian teachers and puts an enlarged interpretation of the results on lower-secondary school teachers' CPD from the OCED's Teaching and learning International Survey (TALIS 2018).
The aim of this analysis is to provide and compare general information on CPD in terms of its content, form, impact on teaching practices and to review what types of CPD are crucial for Czech and Russian teachers in order to promote, sustain teachers' CPD and keep them up to date. The research also seeks to uncover the better CPD system of the two and promote dissemination to the less well-performing one.
In order to achieve the analysis objectives, the quantitative methods were employed. The study of CPD has identified both differences and similarities between the two countries.
The analysis has revealed that countries don't differ much in terms of types of CPD undertaken and participation rates are consistently high across the such activities as courses and seminars, reading professional literature and peer observation. The countries vary significantly with respect to online courses, participation in networks and observation visits to other schools (about 70% in Russia and 20% in the Czech Republic).
However, teachers need to be encouraged to take ownership of their professional development and consider it as a personal responsibility rather than a professional obligation.