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QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS

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This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.

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QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS

  1. 1. IQAIST
  2. 2. GENERAL INFORMATION
  3. 3. Gender / Age
  4. 4. Work experience (years)
  5. 5. Level of qualification
  6. 6. Type of educational institution Preschool and Primary Education 31% Secondary and Higher Education 69%
  7. 7. Subject Others: religion or specific vocational subjetcts 0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00% 14.00% 16.00% 18.00% 20.00% Classroom teaching Mathematics Technical education, informatics Natural Sciences Social sciences and humanities Foreign languages Pre-school teacher School conselor Language and art Otros 18.75% 15.63% 9.38% 6.25% 18.75% 6.25% 3.13% 3.13% 6.25% 12.50%
  8. 8. IN-SERVICE TRAINING
  9. 9. How many in-service training programmes/events have you attended? The complete sample attended at several in-service training programmes in Spain (a total of 616 programmes). Only 4 people has participated in-service training programmes organized by EU institutions other than the ones in Spain
  10. 10. What types of trainings/events have you attended? 0 5 10 15 20 Plenary sessions Pedagogical workshops Examples of good practice Consultations-mentoring Training for trainers Distance learning Other (please specify)
  11. 11. Criteria to use when selecting in- service training programmes? Importance for your own job / professionalism Importance for the educational institution Personal growth and development Obligatory participation assigned by the educational policy 50.85% 11.86% 30.51% 6.78%
  12. 12. Topics and areas more represented 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
  13. 13. OPINIONS ON THE SELECTION OF IST
  14. 14. Most important aspects of an IST programme? • Practical information, contents and experiences useful for their work. • Applicable knowledge in the classroom. • Intercultural education. • Updated content. • Exchange of best practices between countries. • Special education. • Online English courses. • Level of knowledge of the speaker and popularity of the course. • Accessibility. • Personal interest. • Interactive tutorials material updated contents • Innovations on the labor market
  15. 15. Specific needs that should be addressed/satisfied by the IST programme • Easy accessibility • Courses for teachers of therapeutic pedagogy. • Courses of social integration, equality, responsibility,... • Multiple intelligence • The key skills. • Common targets in the education of the different countries of the UE. • Common matters for all regions which participate: organization, cooperation between the schools that participate. • More information about common topics • Integration of the new technologies in the education • The use of the software the didactic programming • On-line courses of foreign languages • Pedagogics
  16. 16. In what ways should the training programme be differentiated from other courses • They must be more relevants • On line learning • Very practical. • Intercultural. • The selection of teachers. • Oriented courses international aspects. • This courses must provide the educational models of the other countries. • Accessibility • The courses must be very practical for the direct application in the school • The acreditation
  17. 17. Aspects of a training programme to have an influence on your selection 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Training schedule- date Different sessions or periods of the course –Agenda Climate Season Location, venue Travel and access Training content Lecturers’ CV Validation and certification Social and cultural programme
  18. 18. Optimum participant number in the course The interviewees has different opinions, but the media on the number of participants is 19.
  19. 19. Type of training activities or experiences preferred • Activities related to special needs. • Activities related to social inclusion and education in values. • Educational robotics m-learning • Examples of good practices. • Practical work. • Current regulations. • Cultural exchanges with foreign schools. • Groups of work or seminars. • Logistics • Face-to-face courses with teachers • Activities with people which want learning and teaching • Creative and motivational activities adapted to the enterprise reality • Philosophy, art, science and culture • Activities that teach to be able to do really • TIC • Activities and trainings about motoring
  20. 20. Opinions and commentsabout how the process regardingthe activitiesof an in- servicetraining programmemight have an effect on your selection PHASE I- Pre-training: • Good speakers • Good planning • Specific information • To have clear the targets of the course. • Practical and interested contents • Clear and precise information • Attractive topic • To determine the educational needs • Interested contents • Consultation of contents and election of the speaker
  21. 21. Opinions and commentsabout how the process regardingthe activitiesof an in- servicetraining programmemight have an effect on your selection PHASE II- Implementation of the training : • Educative contents • Practical and theoretical contents • Attractive and participative methodology • Professional speaker with interesting material • On line • Participative • To be account the participant´s profile • Groups of work
  22. 22. Opinions and commentsabout how the process regardingthe activitiesof an in- servicetraining programmemight have an effect on your selection Phase III - Follow-up activities: • Practice • Exchange of the elaborated materials • Tasks and materials that can be used in the practice.. • On line. • Easy to resolve • Accessibility • Effective • Possibility of consultations • Interesting contents • Personal advising • Tutorials
  23. 23. Organizational aspects 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

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