EVALUATION OF TEACHERS’ PROFESSIONAL COMPETENCE IN GREECE AND UKRAINE: PROBLEMS AND SOLUTIONS

Abstract

Professionalism of the teacher in educating modern generations of the society is considered as a number of the teacher’s competences providing the efficiency of his professional performance. Being an integrated phenomenon consisting of a numerous aspects to be taken into consideration, the teacher’s readiness to the professional activity must be objectively evaluated by school authorities, education executives, local councils, and finally the government. The article focuses on the peculiarities of evaluation of teachers’ professional performance in Greece and Ukraine. A key condition for the successful implementation of an evaluation system is the establishment of a relationship of trust between the state and teachers because without it any attempt is doomed to inactivity and in the end to be rejected. The evaluation system must clarify and prove that the purpose of the evaluation will be to improve the education provided to Greek citizens and will suggest the proposals for the successful implementation of the educational policy. It has been proved that the purpose of the evaluation is to improve the education provided to citizens and suggests the proposals for the successful implementation of the educational policy in both countries under consideration. There have been analyzed the teacher’s professional portfolio as one of the effective ways of confirming the pedagogical professional qualification in Ukraine. It has been grounded that a key condition for the successful implementation of an evaluation system is the establishment of a relationship of trust between the state and teachers.