The aim of this paper is to analyze the professional development of teachers in selected educational contexts. The process can be analyzed from at least two perspectives. The first concerns promotion. The second determines thinking in terms of professional development and focuses on obtaining deeper background knowledge, better teaching skills and the ability to reflect upon one's teaching and their role in school education. The paper focuses on the second perspective. While ignoring the issues related to the procedure of professional promotion, the authoress analyses the extent to which teachers can develop their ability and skills in schools. Both specific conditions depending on the needs of individual teachers, as well as system requirements conditioned by the way schools are organized are subjected to evaluation. The authoress analyzes most frequent organizational and methodological solutions offered to teachers. Preliminary conditions relevant for developing training schemes aimed at teachers are formulated.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.