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the pedagogical profession and their career goals; (e) conducting a survey
among pedagogical professionals on active aging.
The first survey analysed how students in the Faculty of education are pre-
pared for the profession after their initial training. Some international com-
parative measures to facilitate entry into the profession were also presented.
The second survey analysed the needs, opinions and attitudes of educati-
onal professionals and their attitudes towards active aging and the introduc-
tion of younger colleagues into the professional environment. Some measu-
res for active aging were also presented, as well as important questions about
the future of the teaching profession, the increasing interest in pedagogical
studies and the empowerment of older staff to improve their quality.
Research has shown that despite the increasing policy focus on active
aging and its rising rate in countries, older workers still face the challenges
of prolonged employment. Publicly provided career support in the form of
guidance and counselling is primarily targeted at young people entering the
labour market or serves as counselling support in the early stages of their
careers. The same applies to support for young people starting their care-
ers in education. From this point of view, they are supervised, but the que-
stion arises how well older educational and professional staff are supervised
when it comes to help with some basic problems, such as obsolescence of
skills/knowledge/didactic approaches/work with ICT, personality problems,
such as low self-esteem, problems in managing the class, difficulties in com-
municating with parents and stereotyping, and more. Guidelines for active
age management are still poorly represented in schools’ organizational sta-
ffing strategies. Policies often serve many different audiences without ad-
dressing programs that target different life stages and work environments.
This also suggests that there are few guidelines for the qualitative imple-
mentation of active age management, particularly for workplace guidance.
It follows that professionals and educators also often feel that their profes-
sion is not highly valued in society and that they do not feel adequately
prepared for their work.
Among the initiatives on how to address these needs, there is a strong
emphasis on pedagogical and practical training. Research conducted with
educational professionals shows the need for changes in pedagogical prac-
tice and internships. According to future pedagogical professionals as well
as already employed professionals in education, this is not enough. At the
same time, the role of mentoring should be strengthened. The latter requi-
res, on the one hand, a stronger involvement of educational institutions in
pedagogical faculties. On the other hand, it would be necessary to ensure
160
the pedagogical profession and their career goals; (e) conducting a survey
among pedagogical professionals on active aging.
The first survey analysed how students in the Faculty of education are pre-
pared for the profession after their initial training. Some international com-
parative measures to facilitate entry into the profession were also presented.
The second survey analysed the needs, opinions and attitudes of educati-
onal professionals and their attitudes towards active aging and the introduc-
tion of younger colleagues into the professional environment. Some measu-
res for active aging were also presented, as well as important questions about
the future of the teaching profession, the increasing interest in pedagogical
studies and the empowerment of older staff to improve their quality.
Research has shown that despite the increasing policy focus on active
aging and its rising rate in countries, older workers still face the challenges
of prolonged employment. Publicly provided career support in the form of
guidance and counselling is primarily targeted at young people entering the
labour market or serves as counselling support in the early stages of their
careers. The same applies to support for young people starting their care-
ers in education. From this point of view, they are supervised, but the que-
stion arises how well older educational and professional staff are supervised
when it comes to help with some basic problems, such as obsolescence of
skills/knowledge/didactic approaches/work with ICT, personality problems,
such as low self-esteem, problems in managing the class, difficulties in com-
municating with parents and stereotyping, and more. Guidelines for active
age management are still poorly represented in schools’ organizational sta-
ffing strategies. Policies often serve many different audiences without ad-
dressing programs that target different life stages and work environments.
This also suggests that there are few guidelines for the qualitative imple-
mentation of active age management, particularly for workplace guidance.
It follows that professionals and educators also often feel that their profes-
sion is not highly valued in society and that they do not feel adequately
prepared for their work.
Among the initiatives on how to address these needs, there is a strong
emphasis on pedagogical and practical training. Research conducted with
educational professionals shows the need for changes in pedagogical prac-
tice and internships. According to future pedagogical professionals as well
as already employed professionals in education, this is not enough. At the
same time, the role of mentoring should be strengthened. The latter requi-
res, on the one hand, a stronger involvement of educational institutions in
pedagogical faculties. On the other hand, it would be necessary to ensure
160
