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Introduction
Any educational institution should be focused precisely on the professional and personal growth of the student and the staff. Psychologists state that the primary core of a person is his uniqueness, essence, and integrity. Therefore, it is necessary to create appropriate conditions for revealing all qualities. The social environment creates firm motives for cognition and gaining professional skills critical for sufficient life in society (Didion et al., 2019). Instructors and peers have a great influence on the student’s motivation and the development of their potential. The teaching staff is obliged to identify effective initiatives for the professional growth and discover an effective system for assessing their achievements.
Incentives for Learning
An engaged person strives for the ongoing acquisition of knowledge, which is constantly enriched and leads to changes in various areas of the personality. The curriculum should encourage this initiative and create essential conditions for flexible personal development and gaining experience (Kalinowski et al., 2017). The professional growth of a student will be effective if the central role in the learning process belongs to the students themselves. He must be aware of himself as an independent, self-organized person with supportive and emphatic backing from the teaching staff. Educational institutions should stimulate and encourage the desire of the student to be a free thinker more than any formally acquired knowledge, skills, and abilities (Zhaohui & Anning, 2020). The best approach, in this case, is the teacher reference example.
The Importance of Teacher Evaluation
Adequate pedagogical assessment plays a principal role in the development and growth of students. Instructors take part in an objective explanation to the learner of the realities of the world and its rules, which is critical for proficient (Yangambi et al., 2021). Parents cannot always give a matter-of-fact assessment, but teachers should become impartial but fair mentors with an exclusively sober view of reality. To provide adequate support on this matter, the teacher should be emotionally stable, well-motivated, and involved in the learning process.
Conclusion
Being in an active educational environment determines the teacher’s and student’s professional growth and stimulates their transition to higher levels of development. The principal contradiction that encourages the students’ scholarly activity (if there is proper motivation) is the contradiction between their abilities and the inner necessities for personal development and professional activity (Gore et al., 2017). In some cases, this state of affairs can cause negative feelings and dissonance in the student. However, the correct approach to learning will only serve as an additional incentive to overcome the barrier. Such an approach may be achievable only due to the high professionalism and sincere willingness to help on the teacher’s behalf.
References
Didion, L., Toste, J., & Filderman, M. (2019). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), pp. 1–38.
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 68, pp. 99–113.
Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students’ academic language proficiency across the curriculum: A systematic review.AERA Open. Web.
Yangambi, M. (2021) Teacher professional development and student achievement in a developing country. Creative Education, 12, pp. 22–23.
Zhaohui, C., & Anning, A. (2020). Impact of teachers’ professional development on students’ academic performance in higher education. International Journal of Advanced Education and Research, (5)2, pp. 50–57. Web.
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