Magdalena Stoyanova
Sofia University
https://doi.org/10.53656/ped2023-6.04
Abstract. Seeing the status and professional development of teachers, principals
and other pedagogical specialists has been the focus of the pedagogical academic
community in university environments for four years now. Answers to the questions
are still being sought in the various pedagogical faculties: How should teachers in the PNUP specialty prepare to be teachers, so that their professional competences
are built with a high quality of professionalization? How should educators evaluate future teachers in this process of university education? How does the quality of teacher preparation relate to institutional interaction and the quality of education?
An answer to these questions in the present exposition is sought in the proof of
the thesis that teachers become professionals when the subjects in the process of interaction that they manage are a starting point in the direction of their professional activities.
Keywords: initial professional training; social and civic competence; professionalization; criteria for university pedagogical education and qualification
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