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Viola Tamášová

zamerania. DOLISRA, J. (ed.). Práce pomáhajících profesí v oblasti zdravotnictví a sociální péče. Praha: Evropské vzdělávací centrum, 2010. pp. 81-85. HLÁSNA, S. Socio-Educational Training as an Innovative Form of the Lifelong Education of Teachers at Secondary Vocational Schools - Project KEGA no. 005DTI-4/2013. Acta Technilogica Dubnicae, 3, 2013a, 1, p. 94-96. HLÁSNA, S. Sociálno-pedagogický výcvik ako inovatívna forma celoživotného vzdelávania učiteľov stredných odborných škôl - Project KEGA n. 005DTI-4/2013. Jazykovedné, literárnovedné

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Zuzana Geršicová and Silvia Barnová

/osobn-rozvoj/pt-osbnostny-a-socialny-rozvoj_2012.pdf Štúr, I. (2013). Radosť zo školy. Rodina a škola, 61(5), 4. Tamášová, V. (2015). Professional and career development of vocational subject teachers as a trend in the lifelong learning of teachers. Acta Technologica Dubnicae, 5(1), 1-20. doi: 10.1515/atd-2015-0029 Tamášová, V., & Geršicová, Z. (2014). Sociálno-pedagogický výcvik ako inovatívna forma celoživotného vzdelávania učiteľov stredných odborných škôl II. Brno: Tribun EU. Turek, I. 2008. Didaktika. Bratislava: Iura Edition

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Nataliia Sysko

://www.cmec.ca/Publications/Lists/Publications/Attachments/34/ice46devca.en.pdf . 7. Day, S. (1999). Developing teachers: the challenge of lifelong learning . London: Falmer Press. 8. Day, Ch., & Sachs, J. (2005). The international handbook on the continuing professional development of teachers . Maidenhead: Open University Press. 9. Glatthorn, A. (1995). Teacher development: international encyclopedia of teaching and teacher education . London: Pergamon Press. 10. Hargreaves, A. (1995). Development and desire: a post-modern perspective: professional development in education: new paradigms and

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Dan-Cristian Dabija, Ioana-Nicoleta Abrudan and Cătălin Postelnicu

roles and functions to support adult education and lifelong learning?, Procedia - Social and Behavioral Sciences , 142, pp. 29-35. European Commission (2014) Strategic Framework – Education & Training 2020. Available online at http://ec.europa.eu/education/policy/strategic-framework/index_en.htm , accessed on June 10, 2015. Finsterwald, M., Wagner, P., Schober, B., Luftenegger, M. & Spiel, C. (2013) Fostering Lifelong Learning – Evaluation of a Teacher Education Program for Professional Teachers, Teaching and Teacher Education , 29, pp. 144

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Hanna Tovkanets

REFERENCES 1. Alleman, E., Cochran, J., Doverspike, J., & Newman, I. (1984). Enriching mentoring relationships. The Personnel and Guidance Journal , 62 (6), 329–332. 2. Commission of the European Comunities. (2000). A Memorandum on Lifelong Learning . Retrieved from http://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf . 3. Darling-Hammond, L. (2010). Recruiting and retaining teachers: turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction , 4 (1), 16–32. 4. Evropská komise

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Iris Memić-Fišić and Nina Bijedić

). E-learning in the 21st Century: Framework for Research and Practice. London: Routledge. Herring, Mary, Sharon Smaldino (2001). Planning for Interactive Distance Education: A Handbook (2nd edn.). Bloomington, IN: AECT Publications. Holmes, Bryn, John Gardner (2006). Elearning, Concepts and Practice . London: Sage Publications Ltd. Jarvis, Peter (2010). Adult Education and Lifelong Learning: Theory and Practice (4th edn.). London: Routlege. Kearsley, Greg (2005). Online learning: personal reflections on the transformation of education

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Ioana Gabriela Marcut and Stefania Kifor

. Veugelers (Eds.), Getting involved: Global citizenship development and sources of moral values (31-55). Rotterdam: Sense Publishers Dinicu A., Oancea R. (2017). Geopolitical E-Analysis Based On E-Learning Content. Proceedings of the International Conference E-Learning 2017, part of Multi Conference on Computer Science and Information Systems 2017, Lisabon, Portugal, pp. 105-112 Dolan, A. M. (2012). Reforming teacher education in the context of lifelong learning: the case of the BEd degree programme in Ireland, European Journal of Teacher

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Carlos Ceia

Publishing, 2017. Niemi, Hannele. “Research-Based Teacher Education for Teacher’s Lifelong Learning.” Lifelong Learning in Europe (2008): 61-9. Russell, Tom. “Has Reflective Practice Done more Harm than Good in Teacher Education?” Phronesis 2.1 (2013): 80-8. Web.< https://www.erudit.org/revue/phro/2013/v2/n1/1015641ar.pdf >. Scheerens, Jaap, and Sigrid Blömeke. “Integrating Teacher Education Effectiveness Research into Educational Effectiveness Models.” Educational Research Review 18 (2016): 70-87. Simons, Mathea. “Future Language Teachers as

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Irena Darginavičienė, Alvyda Liuolienė, Lora Tamošiūnienė and Vilhelmina Vaičiūnienė

.10.10.) http://www.questia.com/PM.qst?a=o&se=gglsc&d=95138987 Cook W. W., Leeds C. H., Callis R. (1951) Minnesota teacher attitude inventory : Manual. New York: Psychological Corp, p. 3. Cullen J., Hadjivassiliou K., Hamilton E., Kelleher J., Sommerlad E., Stern E. (2002) Review of Current Pedagogic Research and Practice in the Fields of Post-compulsory Education and Lifelong Learning . London: The Tavistock Institute http://www.tlrp.org/pub/acadpub/Tavistockreport.pdf accessed (2007.10.24) http

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Frank Kellenberg, Joel Schmidt and Christian Werner

References Boekaerts, M. (1999). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, v. 7, 2 (pp. 161-186). Deci, E. L. & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 56, 6 (pp. 1024-1037). Deci, E. L. & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. In Zeitschrift für Pädagogik. 02/1993, v. 39, (pp