1. SWOT Analysis - teacher education system in Poland Zespol Placowek Edukacyjnych Olsztyn

2. S (Strengths) – characteristics of the team that give it an advantage over others, makes the advantage of an analyzed object W (Weaknesses) - are characteristics that place the firm at a disadvantage relative to others; barriers, faults of an analyzed object O (Opportunities) - Conditions external to the school that are likely to have a positive effect on achieving the objectives. T (Threats) – Conditions external to the analyzed object that are likely to have a negative effect on achieving the objectives.

3. Strengths: pedagogical second degree studies – the studies of the first degree -3 years, the studies of the second degree. -2 years. This educational system enables teachers to chose studies, according to the real students' preferences a great number of theoretical classes features a good merit preparation a great number of practical classes, students practices possibility of lifelong learning with financial support, an easy access to education and education institutions, variety of majors and in-service training

4. Weaknesses: instability of education law, permanent changes cause chaos, teachers are lacking motivation in conforming the rules, which are changing very quickly There are no limitations or restrictions on admitting students to universities; the number of graduates of professional pedagogical studies is higher than the needs unequal standards of education at universities

5. Weaknesses: considerable lack of important for teachers - educational contents; universities provide merit preparation on one hand but don't provide appropriate programs, modern methods of education, methods of students assessment and selection of didactic resources for teaching on the other. Polish colleges arent doing enough to help graduates to organize didactic programs, workplace, and individual assessment system; they don't teach how to cooperate with parents, solve educational problems

6. Weaknesses: teachers select training courses in a desultory way (there is no one unified training system) students practices boil down to observation; Insufficient number of teacher practices for research staff

7. Opportunities: widely expanded network of educational institutions - professional training centres, private and public high schools, teacher training colleges, widely expanded system of postgraduate education highly qualified staff and well - prepared teachers training centres teachers jobs in high demand numerous teachers centres and institutions provide students practices

8. Opportunities: restricted entry in all fields of pedagogical studies or student recruitment process redesign in order to select the best candidates increase the number and the types of compulsory on-the-job training – professional training programs implementation, improve the quality of practical education e. g. more restrictive exams expanding pedagogical and psychological education among students will help them to gain mental abilities needed to solve educational problems

9. Opportunities: increase the number and the types of compulsory on-the-job training – professional training programs implementation, improve the quality of practical education e. g more restrictive exams expanding pedagogical and psychological education among students will help them to gain mental abilities needed to solve educational problems

10. Opportunities: the main objective of the subject didactics is to teach academic teachers different directly applicable student - activating methods and modern therapy methods change of obsolete law regulations - Teacher's Charter which contains privileges limiting laws and requirements for employers and unables to pay raise in salaries for the most experienced teachers

11. Threats: teachers recruitment should be based on a negative selection no specified teachers recruitment system that could ensure selection of potentially the best candidates candidate teachers too easily obtain their academic degrees defensive attitudes of teachers toward system of professional teachers support high costs of trainings covered by the teachers, too little local government financial support

12. THANK YOU FOR YOUR ATTENTION