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Romania IQAIST Research Report


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This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. The result for Romania can be read here.

Anul acesta am realizat o mica Cercetare in Proiectul IQAIST prin aplicarea CHESTIONARULUI PENTRU PROFESORI - ANALIZA NEVOILOR DE FORMARE. Rezultatele pentru Romania le puteti citi aici.

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Romania IQAIST Research Report

  1. 1. Research report Project IQAIST EUROPANET Association
  2. 2. About the research • the questionnaire was applied at Romanian national level through internet lists of discussions; • the period in which we gathered electronically all completed questionnaires was 1 complete week ( 7 days: Monday until Sunday inclusive);
  4. 4. General Information The survey was held among 33 teachers from 7 Romanian Counties. The age of the respondents varies. Almost all of them belong to the 30 - 39 and 40 - 49 age groups.
  5. 5. The figure on the left shows the work experience (years) of the teachers who participated in the survey. The figure on the right illustrates the level of qualification of the responding teachers. It appears clearly that 55% of them held a Bachelor Degree and 27 % have a Master Degree specialisation.
  6. 6. This figure indicates the type of educational institution to which the responding teachers belong to. So almost 67% of them work in secondary schools. Primary schools teachers are less represented in this survey.
  7. 7. The figure indicates which subject the percentage of responding teachers teaches at the educational institution involved.
  8. 8. The sample has shown significant difference of the experience regarding the attendance of In Service Trainings abroad. Only 10 teachers attended such a program abroad, 9 of the courses attended only by 2 teachers. The majority of the teachers that attended this type of meetings have only 1 attendance.
  9. 9. The figure shows that most of the teachers have attended either pedagogical workshops, exchanges of best practices, either plenary sessions. A high number of the respondents has attended other type of events.
  10. 10. The importance for professional and personal growth and development are the most important criteria when choosing training programs.
  11. 11. The figure shows that most of the teachers have for the most important aspects when choosing an IST are the EU IST programmes and EU funds, followed by Working with students with disabilities. On the third area of interest is the work with talented students.
  12. 12. Opinions on In Service training Qualitative Part of the research
  13. 13. Most important aspects of an IST programme • Time schedule and agenda – 11 • More practical work less theoretical – 11 • Applicability of information in real working environment – 8 • Competent lecturers – 7 • Exchange of experiences and best practices – 7 • Relevance for professional development - 7 • Training network – 5 • Relevance for personal development – 4 • Value of the course content – 4 • Clear objectives – 3 • Price – 3 • Online courses and digital materials – 3
  14. 14. Specific needs that should be addressed/satisfied by the IST programme • Exchange of good practices with professionals from other countries • Use of ICT at school • Up-to-date and innovative methods • New methods in working with children with special needs • Practicable knowledge and examples • Development of partnerships and exchanges with schools in Europe • Mediation of student-school-parent relation • European founds projects writing and management • School management
  15. 15. Ways in that the training programme should be differentiated from other courses • Up-to-date and applicable • Training content based on the real life scenarios and needs • ICT-supported • Innovative • Active participation • Entertaining • Internet-based or long distance training • Trainer competencies and skills • Relevance to the needs • Acquisition of concrete methods and tools • Diversity of participants
  16. 16. The importance of the aspects which might influence the selection of a training program by the teachers have been scaled from 1 (very poor) to 5 (strong influence). An average among all answers has been done. It appears that the most important aspects for selection are the training content, the validation and certification and the training length. Some average influence is expressed regarding the training date and travel and access to the course, as well as the lecturer’s CV, the social and cultural program which the training provider could offer and the location of the training.
  17. 17. Optimum participant number in the course The teachers have different opinions, but the media of the best number of participants in a training is 21.
  18. 18. Training activities or experiences preferred to be engaged in • Be able to do try-outs – 14 teachers • Instructional activities for Professional development – 10 teachers • Exchanges – 10 teachers • Information technologies related to the subject area – 9 teachers • Examples of education in different regions – 7 teachers • Up-to-date – 7 teachers • Training coaching – 5 teachers • Be able to participate actively and having fun – 4 teachers • Socio-cultural activities – 4 teachers • Understanding Learners’ Psychology – 4 teachers • Activities focus on EU projects – 4 teachers • Effective learning – 4 teachers • Motivating and encouraging – 3 teachers • Activities that improve communication skills – 2 teachers
  19. 19. Opinions & comments about how the process regarding the activities of an in-service training programme might have an effect on selection PHASE I - Pre-training • Well-designed training environment: 12 teacher • Provide rich training content: 11 teachers • Practical info: travel, training venue, date: 8 teachers • Effective communication with participants: 9 teacher • Needs assessment: 8 teachers • Skilful and competent trainers: 5 teachers • Prepared and well-equipped: 3 teachers • Flexible for different learning cultures: 3 teacher
  20. 20. Opinions & comments about how the process regarding the activities of an IST programme might have an effect on selection PHASE II - Implementation of the Training • Quality Training methods-techniques and programme syllabus: 15 teachers • Entertaining, practicable: 10 teachers • Training performance: 10 teachers • Practical and theoretical contents: 11 teachers • Educative contents: 7 teachers • The competence of the training institution: 5 teachers • Intriguing: 1 teacher • On line: 1 teacher
  21. 21. Opinions & comments about how the process regarding the activities of an IST programme might have an effect on selection PHASE III - Follow-up Activities • The validity of training: 1 teacher • Providing training materials: 8 teachers • Applicable: 6 teachers • Effective feedback: 7 teachers • Monitoring and evaluating: 7 teachers • Follow-up: 10 teachers