EUROPEAN PRACTICES OF WORK-LIFE BALANCE AND WELLBEING OF TEACHERS

Abstract

The purpose of the article is to justify the developing of the course of professional training of teachers regarding the European practices of preserving the life balance and well-being of teachers.

Methodology. To achieve the set goal, we used the following research methods: analysis and generalization of normative documents that outline the specifics of the implementation of the education reform in the direction of improving the qualifications of teachers; empirical studies – pedagogical observations of the process of professional development at the Jagiellonian and Warsaw Universities (Poland), the Saxon Center for Higher Education Didactics (Germany), the Orff Institute (Mozarteum University) (Austria), theoretical modeling (creation of an author's professional development course for teachers) were carried out.

The scientific novelty of the study consists in the development of the author's program of the teacher training course, taking into account the European practices of preserving the life balance and well-being of teachers. Proposed methodical material on its organization and implementation.

Conclusions. It was determined that teachers need modern knowledge and teaching tools during their professional development, since they are the ones who transfer knowledge, skills and abilities to the general public. When updating approaches, it is important to focus on the experience of European countries that have significant achievements in this area. The author's teacher training course «European practices for preserving the life balance and well-being of teachers» has been developed, which includes modern innovative practices and methods of teaching teachers to form their vitality.