COMPARATIVE ANALYSIS IN THE PROFESSIONAL DEVELOPMENT OF TEACHERS: PROCESS AND ACTIVITY-BASED APPROACH
DOI:
https://doi.org/10.47390/SPR1342V4I12Y2024N77Keywords:
knowledge, cognitive strategies, practical experience, process, activity, generality, specificity, metacognition.Abstract
The fact that the role of a teacher in modern education should become a teacher of its creation, rather
than a transmitter of knowledge and content, is confirmed by the results of ongoing research, and advanced foreign
experiences that promote such methods today also exist, and it is very important to promote and put them into
practice. In the article, the essence of process-based teaching, i.e. PBL, in the continuous professional development
of teachers is researched, a comparative analysis with an active approach is presented, and a model is developed.
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