THE DEVELOPMENT OF TEACHERS’ PROFESSIONAL COMPETENCE IN ASSISTING TEENAGERS WITH COMPLEX BALANCE PROBLEMS TO ACHIEVE SELF-MANAGED IMPROVEMENT

The decisive role of teacher education and qualifications (Kennedy et al. 2008) is central in optimizing education for the learners’ success. However, empirical investigations and review of the literature (Cochran-Smith & Zeichner, 2005) show that not only are the definitions of the related terms imprecise but also there are practical inconsistencies and unclear conceptions of teacher education (Harford, 2010, Collinson et al., 2009; Thurston et al, 2008; Latham & Vogt, 2007). Furthermore, the use of digital technologies popular amongst learners is restricted by teachers, who “even despite good digital readiness often are limited by inconsistent conceptualization of digital competencies” (Blayond et. al, 2017).This list of inconsistencies continues and incorporates teacher gaps in ability to assist adolescents with balance problems.

The aim and objectives of this article are to initiate a discussion and approbate the findings of a state research program on adolsents’ balance difficulties and a tool created for adolescents to address these difficulties through self-managed telerehabilitation. The implementation process has identified the need for a program for the further development of teacher competency in the research area, along with the need to test the program and discuss the findings and their intepretation.