Keywords
educational quality monitoring
SWOT analysis
strengths
weaknesses
risks
opportunities
How to Cite
Abstract
The article analyzes the current practice of using the results of international large-scale assessments of educational quality for teachers’ professional development in Ukraine. It is noted that the data obtained often remain formal indicators for reporting purposes and do not become a basis for shaping individual educational trajectories of teachers. This leads to a gap between the declared results of educational quality monitoring and their practical application by teachers in professional practice. The methodological framework of the study is based on SWOT analysis. The empirical basis includes analytical reports on the results of international large-scale assessments (PISA, TIMSS, PIRLS, etc.), as well as national educational policy documents.
The article emphasizes that the strengths of the current practice of using international assessment results for teachers’ professional development in Ukraine include the integration of key recommendations from these studies into policy discourse and regulatory frameworks, institutional support, and strong scholarly reflection, which collectively contribute to highlighting and comprehensively addressing this issue. The identified weaknesses are associated with formalism in the use of results, insufficient readiness of teachers to interpret them, and limited resources. Among the opportunities are the development of individual educational trajectories, enhancement of teacher self-reflection, and the cultivation of a data-informed professional culture. It is found that the key threats to the effective use of international assessment results for improving teaching practice include the risks of bureaucratization, low teacher motivation, and weak integration of monitoring data into the professional development system.
Based on the SWOT analysis, priority strategies are formulated to improve teaching practice and stimulate teachers’ professional development in Ukraine, taking into account the specific features of the national education system and current challenges (martial law, limited funding, teachers’ psycho-emotional overload, etc.).
References
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