r e p o r t diagnosis needs of teacher’s development forms in partner countries anna kiełb anna...
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R E P O R T
Diagnosis needs of teacher’s development forms in partner countries
Anna KiełbAnna WalkowiakMaria Płóciennik
Koszalin, 2006
Institutions taking part in the project
1. Centrum Edukacji Nauczycieli w Koszalinie (Poland) – co-ordinator
2. Centro de Profesore de Recursos de Talavera (Spain) – partner
3. Centro de Profesore de Recursos de Tomelloso (Spain) – partner
4. Pedagogiko Insituto Kyprou (Cyprus) – partner
5. Rigas Rajona Pademes Izglibas un Kultura Parvalde (Latvia) – partner
RESEARCH TARGETS
• Essential direction of educational activities in partner countries.
• Teachers’ reasons for taking up in-service training or other forms of development
• Criteria influencing the choice of a defined form.• Preferable forms, placed and dates of development.• Expectations concerning the results of the development
forms.
RESEARCH TOOLS
The questionnaire contains metric in which teachers defined the type of educational institution they work in their status (this element appeared only in the Polish) years in occupation function teachers take up
The questionnaire contains 7 multiple choice questions, out of which teachers were asked to choose 2. In the first4 questions they could also add their own suggestions or ideas not listed.In partner countries it was possible to change some of thequestions.
Questionnaire was mailed to a representative number
of schools (104) of all levels ie. pre-primary, primary,
secondary (gymnasium, lyceum) and technical education.
Return rates were considered satisfactory. Of the 1497
questionnaires that 765 were returned (51%).
ORGANISATION OF THE RESEARCHIn Cyprus
ORGANISATION OF THE RESEARCHIn Latvia
In Latvia the questionnaire with a request to participate
was sent to all 52 schools in Riga District (625 respondents).
It was sent in electronic version.
ORGANISATION OF THE RESEARCHIn Tomelloso in Spain
In-Service Teacher Training Centre of Tomelloso covers 497 questionnaires were collected (61% of the total). Out of that figure, only 444 questionnaires were processed.
ORGANISATION OF THE RESEARCHIn Talavera de la Reina in Spain
It was distributed to all the area, including pre-primary,
primary, special education, secondary and private
(concertados) schools. 708 teachers answered the
questionnaire.
ORGANISATION OF THE RESEARCHIn Poland
We put an on-line questionnaire on CEN’s
web side www.cen.edu.pl 532 teachers filled
in the questionnaire.
8%
21%
27%
21%
13%
19%
40% 41%
0%0% 0% 0% 0%
23%
36%
18%
9%
46%
19%
3%
23% 23%
Pre-primary primary school junior secondaryschool
high secondaryschool
other school no information
CYPRUS TOMELLOSO LATVIA TALAVERA POLAND
Respondents according to the type of school they work in
Respondents according to the years in teaching profession
25%
2%
38%
23%
18%
0%
42%
0%
19%
27%
0%
43%
3%
25%
19%
29%
21%
6%
20%
32% 29%
25%28%
19%
7%
0-3 years 4-10 years 11-20 years 21+ no information
CYPRUS TOMELLOSO LATVIA TALAVERA POLAND
80%
16%
4%
59%
13%
28%
76%
11%13%
81%
10% 9%
77%
15%
8%
teachers School heads others
CYPRUS TOMELLOSO LATVIA TALAVERA POLAND
According to the professional status
Results of research
In the first part of the questionnaire teachers were asked which direction of activities is believed to be a priority in their schools / institutions. Respondents could choose 2 out of l6 listed suggestions (in Cyprus 4 out of 18 suggestions).The following table shows the five most commonly chosen answers in partner countries.
1.Which direction of activities are believed to be prior in your school?
In all partner countries the following options were chosen: Supporting students motivation for learning Improving quality of education
In 3 countries teachers also pointed out:(Cyprus, Talavera, Tomelloso) Promoting use of computer and informative
techniques
In 2 countries teachers fund the following to be a priority in their schools: Introducing new methods and forms of teaching Preventing school failures Improving foreign language skills Promoting integration of pupils with special educational needs
1.Which direction of activities are believed to be prior in your school?
It is also important to show activities which are not
common in schools: shaping intercultural awareness stressing European dimension of education promoting co-operation in education teaching national and civil awareness.
2. What makes you decide about your own in-service training or development?
In all countries there are two main factors that decide about teachers’ own in- service training:
needs of the school I am working in
wanting to get better qualified
In four countriesteachers also pointed out: my own need to
develop
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Needs of the
school I am
working in
Chance for better
payment
The head’s
suggestion
My own need to
develop
Wanting to get
better-qualified
Chance to change
my job
Others
Cyprus Talavera Tomelloso Latvia Poland
Teachers in partner countries have very similar motivation for their own development.
3.What is essential while choosing a form of in-service training?
In all partner countries
the most essential was
the subject of the
training.
In 4 countries it was also
the date of the training. 0%
10%
20%
30%
40%
50%
60%
Duration ofthe w orkshop
Opinion ofcolleagues
Date andplace of the
training
Lecturer Subject Others
Cyprus Talavera Tomelloso Latvia Poland
In 3 countries teachers also pointed out the importance of duration of the workshop and lecturer.
4. What forms of in-service training do you prefer?
In three countries teachers pointed out: experience exchange workshops
In two countries: short – time courses qualification courses teaching body (only in Poland and in
Latvia)
0%
5%
10%
15%
20%
25%
30%
35%
40%
Workshops Conferences Qualification
courses
Post-
graduate
studies
On-line
education
Individual
meetings in
the school
Teaching
Body
Experience
exange
short-time
courses
others
Cy prus Talav era Tomelloso Latv ia Poland
In all country on-line education is not that popular.Individual meetings in school are also not common
5.Where should the training be held?
In all four countries
respondents think that
training should be held in the in-service
training centre in the school.
0%
10%
20%
30%
40%
50%
60%
In the school In the in-servicetraining centre
In a high school(academy,university..)
Any other localinstitution
Does not reallymatter
Cyprus Talavera Tomelloso Latvia Poland
For a big group of teachers it does not really matter.
6. When should the training be held?
Teachers would like to have a special training leave, but such a possibility exists only in Latvia. Only Polish teachers want to be trained at the weekends as that is usually the case.
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Weekend During holidays workdays in themorning
Workdays in theafternoon
During trainingholiday
Does not reallymatter
Cyprus Talavera Tomelloso Latvia Poland
The most preferable time chosen for teachers in 4 countries for their training are:•Work days in the morning (in working time periods), •workdays in the afternoon.
7. What are your expectations concerning the effects of training?
The three most commonly pointed out answers are:
getting new skill improving knowledge exchange of experience
0%
5%
10%
15%
20%
25%
30%
35%
40%
Improvingknowledge
Getting newskills
Exchange ofexperience
Getting formalqualifications
Gettingadditional
qualifications
Editingarticles
Meeting newpeople
others
Cy prus Talav era Tomelloso Latv ia Poland
Less often teachers stressed:• getting additional qualifications (In Latvia and
Poland)• getting formal qualification
In Cyprus there were two additional answers chosen: •improvement of school practice•improving my students’ knowledge
Priorityof activities In schools
1. Supporting students motivation for learning 2. Improving quality of education3. Promoting use of computer and informative
techniques
Teachers’ motivation for their own training
1. Needs of the school I am working In2. Wanting to get better qualified3. My own need to develop
Criteria while choosing a training form
1. Experience exchange2. Workshops3. Short – time courses4. Qualification courses
The place of the training
1. In the in-service training centre2. In the school
Expectations 1. Getting new skill2. Improving knowledge3. Exchange of experience
Similarities
Differences
The only differences are mainly due to the way teachers’
training is organized in partner countries and they include: the choice of the form of the training day and time of the training
CONCLUSIONS
1. Teachers’ needs in the field of their own training and development should be diagnosed as this lets training centres plan their activities according to such expectations.
2. The comparative research and study have clearly shown that teachers’ needs are very similar as far as topics and organisation of training are concerned.
3. The differences that occurred while carrying on the research are due mainly to different teachers’ training systems in partner countries
RECOMMENDATION
1. The priority activities in schools are the ones that support improvement of the quality of education and teachers' self-development and that’s why it’s a long-term activity. While attending any form of training teachers expect not only knowledge but also support to use new skills in school practice.
2. Supporting teachers’ and schools’ development should use and promote such forms of training that are based on teachers’ afterthought, everyday school practice, co-operation, consulting or research projects.
RECOMMENDATION
3. Motivating students as a training topic should also be included in the list of activities planned by a training centre.
4. Teachers’ in-service training centres should have an easy access to innovations, research results, bibliography of all kinds, international exchange as teachers need to have new skills.
5. As far as teachers’ demands are concerned, any training should preferably be held on weekdays in the morning or during appointed training leave; teachers also find it possible to attend such trainings on weekdays in the afternoon.
Thank you very much