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2014 » Papers » Volume 2 » EXAMPLE OF GOOD PRACTICE TO SUPPORT THE TRAINING OF UNIVERSITY TEACHING PROFESSIONALS 1. EXAMPLE OF GOOD PRACTICE TO SUPPORT THE TRAINING OF UNIVERSITY TEACHING PROFESSIONALS Authors: Serbanescu Laura Volume 2 | DOI: 10.12753/2066-026X-14-123 | Pages: 441-445 | Download PDF | Abstract
This article submits for discussion the findings of a research conducted in 2013 about the good practices that supports the training of university teaching professionals. We used as a research method the survey based research. Without representing a panel sample, the selected subjects in the two samples belong to a small population, represented by university teachers that participated in the training program. The analysis targeted both participants present at the various organised events regarding training and exchange of experiences, as well as other specialist's categories that could have informed themselves regarding the project products, regarding educational resources initiated and executed during the project. The respondents of the two research phases are 604 teachers from 48 universities and, respectively 600 respondents from 49 universities. The purpose of the paper is to measure the impact degree of the main activities of the training program organized on a national level that aim to perfect the didactic competences of university teachers that participated. The methodological design of the research is structured around the following questions: What are the most relevant events presented in the project judging on the utility brought to the participants? What is the main motivation of the teachers' participation at the training courses? How do participants evaluate the e-learning portal used as a supplementary source of information? The obtained results indicate the fact that the training courses brought significant and obvious value. The second component that could produce favourable effects is the e-learning and informing. Other two event categories - national conferences and summer academies - have received similar evaluations and came third place. Regarding the participation motivation of teachers at the training courses, the following reasons were listed: program accreditation by the Ministry of Education, development of teachers' competences, the innovative aspect of the training program. | Keywords
teacher trainers; training needs; training directions; competence areas; educational services |
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