Sports Didactics in Latvian Education

The teacher’s work in the 21st century does not mean knowing everything and delivering this knowledge to students. We must move from knowledge delivering to the mode in which students develop the skills with which they are able to analyse a large amount of information and personalize education. We need a teacher who is able to change continuously. Every citizen of every state has the right to a quality education. Providing quality education that caters to students’ aptitudes and needs will be a primary challenge for lifelong learning, from early childhood education through to further and higher education. Quality is neither one-dimensional nor straightforward. Quality education is defined by its inputs (including students’ background, teachers’ qualifications, working conditions, class-size and investment in education); by the education process and by projected outcomes. A contextual approach to quality is never deterministic, as it depends on creativity and constant development. Quality education must be underpinned by credible educational research. The findings of such research should inform the theories and practice of teaching. Research should also draw on the actual professional experience of teachers. This should culminate in an inseparable link between education and research which would help to generate new understandings and knowledge and improve pedagogical skills.