Teacher Professional Development in Focus …

Teacher Professional Development Teacher Professional Development in Focus …in Focus …

ReorganizingReorganizing the Existing In-Service the Existing In-Service Training Scheme in CyprusTraining Scheme in Cyprus

Yiasemina Karagiorgi & Loizos Symeou

Nicosia, October 14 2006

22

ContentsContents

IntroductionIntroductionTeacher Professional DevelopmentTeacher Professional DevelopmentThe Cyprus ContextThe Cyprus ContextThe Research DesignThe Research DesignFindings-ImplicationsFindings-ImplicationsConcluding PointsConcluding Points

IntroductionIntroduction

33

Aim of the project*Aim of the project*To diagnose teachers’ in-service training needs To diagnose teachers’ in-service training needs in Cyprusin Cyprus – address the potential development of in-service address the potential development of in-service

training in the training in the particularparticular educational system within the educational system within the frameworkframework of lifelong professional development of lifelong professional development

– lay foundations lay foundations for further studyfor further study on emerging on emerging directionsdirections

*supported by the European Commission*supported by the European Commission

IntroductionIntroduction

44

RelevanceRelevanceExternal pressure

Internal pressure

AssumptionsAssumptions

Contents

Teacher Professional DeveloTeacher Professional Developmentpment

55

International PerspectiveInternational Perspective

Continuum of ongoing, participatory learning … closely linked to the realities of classroom needs (Craig, Kraft & Du Plessis, 1998).

… Along ‘the 3 Is’ -initial education, induction and in-service continuous professional development- “characterized by iterations between theory, practice and research” (Dellanoy, 2000).

…From ad hoc, voluntary initiatives into organized, comprehensive, and sometimes mandatory programmes (International Labour Office, 2000).

Teacher Professional DeveloTeacher Professional Developmentpment

66

European PerspectiveEuropean Perspective

“Education and training of teachers” ►Quality of school education, (European Commission, May 2000)

“Educators and training” ► Lifelong learning (European Commission, June 2002)

“Percentage of teachers and trainers in continuous training” ► Education & Training 2010 (European Commission, July 2003)

Contents

The ContextThe Context

77

CharacteristicsCharacteristics

Centralized structures of educational administration, curriculum development and policy-making eg.

Teacher appointments, secondments, transfers, promotions by the Educational Commission

Dominant role of school inspectors

Top-down curriculum development and reform

Uniformity ~ equality of opportunity


88

Teacher TrainingTeacher TrainingPre-service Training

In-service Training

Cyprus Pedagogical Institute

Optional seminars

School based seminars

One-day workshops and conferences

Mandatory courses (promotions)

Inspectors


99

Problems of In-Service Training SchemeProblems of In-Service Training Scheme…Cyprus second last on “percentage of teachers having received education and training during the previous four weeks” (28 countries) European Commission, June 2002

… the content as well as the organisational structures of in-service training provided do not satisfy the needs of elementary school teachers to a great extent Charalambous & Michaelidou, 2001

…in-service programs can only satisfy a rather limited percentage of teachers Committee on Educational Reform, 2004

…in-service training scheme is insufficient due to lack of vision and organisation POED Work Committee for In-Service Training, 2004

…the compulsory training program has reduced intrinsic interest and relevance for teachers Theofilides et al., 2004

Contents

MethodologyMethodology

1010

QuestionnairesQuestionnairesPARTPART EMPHASIS ON THE BASIS OFON THE BASIS OF TYPE OF ITEMSTYPE OF ITEMS

Part 1 Part 1 Demographic and training background;

Agreement with Agreement with partnerspartners

SelectingSelecting

Part 2Part 2 Views in-service training in general (eg. motives for participation, and desired training format)

Literature (eg. Literature (eg. documents of documents of European European Commission)Commission)Agreement with Agreement with partnerspartners

SelectingSelecting

Open endedOpen ended

Part 3Part 3 Opinions on the Cyprus in-Opinions on the Cyprus in-service training system service training system in in particularparticular (eg. quality (eg. quality assurance, training assurance, training providers,legal framework) providers,legal framework)

Focus group Focus group interviewsinterviews

RankingRanking

Likert-type ScaleLikert-type Scale


1111

Time Frame

March-April 2005

Sample

Proportional Stratified Sample of Schools

All levels (pre-primary, primary, gymnasium, lyceum, technical)

Return Rates

71 schools out of the 104 (68%)

765 teachers out of 1497 (51%)

Sample - Return RatesSample - Return Rates


1212

Demographic Profile of ParticipantsDemographic Profile of ParticipantsFrequency

(Ν)Percentage

(%)

School area UrbanSuburbanRuralNo reply

385128249

3

50.316.732.50.4

Age of students Pre-primary (3-6 years)Primary (6-12 years)Gymnasium (12-15 years)Lyceum (15-18 years)Technical (15-18 years)

62235206159103

8.130.726.920.813.5

Years in occupation 0-3 years4-10 years11-20 years21+ yearsNo reply

18822219214518

24.629.025.118.92.4

Position in education TeacherDeputy HeadPrincipalOtherNo reply

610111143

27

79.714.51.80.43.5


1313

AnalysesAnalyses

Descriptive statistics

Chi-square/Analysis of variance for associations between types of schools and teacher perceptions on training

► patterned responses of two groups

►2X2 contingency tables/Independent sample t-test analyses for comparisons between the two groups

Analysis of open questions into emerging thematic areas

Contents

OverviewOverview

Thematic Orientations to Teacher Needs

Alternative Forms of Development

Quality Assurance

Links to School Improvement

Multiplicity of Providers

Decentralization in Structures

Enhancement of Teacher Involvement

Contents

FindingsFindings

1515

0

100

200

300

400

500

600

700

Subject Date andplace of the

training

Lecturer Duration Opinion ofcolleagues

Others

Nu

mb

er o

f te

ach

ers

Which is essential while choosing a form of in-service training? (you can check up to two):

FindingsFindings

1616

Supporting my

teaching skills

Developing my

critical thinking

with regards to

practical

application of

educational

theory

Did not rankSupporting my

theoretical

background

I believe that in-service training should aim at (priority ranked as first):

FindingsFindings

1717

Open Question StatementsOpen Question Statements

Training contains lots of theory and little practice, while it should happen the other way around (questionnaire #550)

Seminars tend to repeat the theory without practical applications (questionnaire # 738)

It [the course I attended recently] was very informative but very distant from the cognitive levels of my students […] It offered general, academic knowledge (questionnaire #39)

Teachers should be able to develop their critical thinking (questionnaire # 232)

FindingsFindings

1818

School Needs

National Needs

Other Criteria

Did not rank

Teacher Needs

I believe that the content of in-service training should be specified according to

(priority ranked as first):

FindingsFindings

1919


In-service training should ideally be conducted in the school according to school needs… An appropriate training programme must be based on an evaluation of the existing educational reality at the school or system level. (questionnaire #21)

There are schools with certain problems such as school failure, behaviour problems, low achievement. It would be very helpful for the teachers of these schools if they had in-service training with regards to these particular problems so as to make them able to face them with more success. (questionnaire #614).

Thematic Orientations to Teacher NeedsThematic Orientations to Teacher Needs

Topic most important factor that influences teachers’ decision to participate in in-service training ►Teachers’ preferences in terms of topics seriously taken into consideration by the decision makers (to maximize teacher participation)

Teachers oriented towards the technical and reflective model of teacher education (Carr, 2004) ►Training oriented towards the development of teaching skills or educational philosophy of teaching application and not the acquisition of theoretical knowledge

Training context should be shaped primarily according to teacher and school needs ►Systematic school and teacher needs assessment to guide content specification

Implications

FindingsFindings

2121

What forms of in-service training do you prefer? (you can check up to four)

Ν %

workshops* 368 48.1

conferences* 284 37.1

short-time courses 456 59.6

post-graduate studies 188 24.6

on-line education 72 9.4

individual meetings in the school 99 12.9

teaching staff meetings* 96 12.5

experience exchange 389 50.8

others: Personal study and reflection 121 15.8

others: Counseling and support to teaching work 234 30.6

others: Involvement in school programs (projects)* 188 24.6

others: Development of research activity in the classroom 156 20.4

others: Participation in electronic networks for teachers* 206 26.9

others: other forms 5 0.7

*Differences between elementary/secondary teachers obtained at p< .05

Alternative forms of developmentAlternative forms of developmentTeachers need forms of development other than conferences and short time courses

►Training beyond taught seminars e.g.

advisory, planning and facilitating services

independent study

involvement in school development projects

classroom-based research (innovatory practices)

informal system of teacher education through networks

►Forms of development could vary according to self-reported preferences of each population.

Implications

FindingsFindings

2323

To what extent can the following measures reassure the quality of in-service training programmes?

Total

M SD

Accreditation of training programmes by an Accreditation of training programmes by an external bodyexternal body 3.293.29 1.081.08

Mechanisms for internal evaluation of training Mechanisms for internal evaluation of training programmesprogrammes 3.313.31 0.990.99

Evaluation of participation through projects or Evaluation of participation through projects or examsexams 2.692.69 1.151.15

Other measuresOther measures 2.692.69 1.361.36

*Scale 1=Not at all, 5=To a great extent

Quality assurance and efficiencyQuality assurance and efficiency

Participants in the study seemed in favour of mechanisms for accreditation, either external or internal

►Move towards quality assurance

A step towards mutual recognition of teacher education programmes within the European Union

Definition of criteria for teacher education programs (minimum standards)

Accreditation of programmes

Implications

FindingsFindings

2525

What makes you decide about your own in-service training or development? (you can check up to two)

Total

Ν %

needs of my school* 223 29.2

chance for better payment 23 3.0

the head’s suggestion 13 1.7

my own need to develop 613 80.1

need to get better-qualified 412 53.9

chance to change my job 12 1.6

chance to differentiate my work* 191 25.0

Others 11 1.4

*Differences between elementary/secondary teachers obtained at p< .05

FindingsFindings

2626*Differences between elementary/secondary teachers obtained at p< .05

What are your expectations concerning the effects of training? (you can check up to two)

Ν %

improving own knowledge* 369 48.2

improving my students’ knowledge 164 21.4

getting new skills 381 49.8

exchange of experience* 190 24.8

getting formal qualifications 29 3.8

getting additional qualifications 149 19.5

editing articles 18 2.4

meeting new people 24 3.1

improvement of school practice* 335 43.8

Others 6 0.8

Links to school improvementLinks to school improvement

Despite strong primary concerns for their own personal development (acquisition of new skills, improvement of knowledge), respondents also appear to link in-service training to school practices.

►Assessment of professional development programs to document their value (impact) to the school organisation, the individual teacher and ultimately the students.

►Establishment of school-based training to integrate teacher education with school improvement efforts.

Implications

FindingsFindings

2828

To what extent should the following organizations be involved in the provision of in-service teacher training?

Total

M SD

The Cyprus Pedagogical Institute 3.933.93 0.940.94

The University of Cyprus 3.903.90 1.021.02

The Ministry of Education and Culture 3.363.36 1.211.21

The School 3.253.25 1.131.13

Private Tertiary Education Institutions 2.692.69 1.171.17

Combination (partnerships) of institutions 2.682.68 1.311.31

Other Institutions-Organizations 2.662.66 1.311.31

*Scale 1=Not at all. 5=To a great extent

FindingsFindings

2929


Training should be provided by a body of high reputation and offered by respected educators, university faculty or others that are better than those who they teach. Personally, I don’t participate in low-standard in-service training. (questionnaire # 511)

Trainers should have the necessary qualifications. Trainers in no case should have fewer qualifications than the people they are supposed to teach (questionnaire # 487)

Trainers should not just have the typical qualifications or just background in an area but should have serious involvement in educational processes. (questionnaire # 502)

Multiplicity of providersMultiplicity of providers

Majority supports in-service training provision by the existing bodies or organisations

Teachers favour multiple providers

►Increase in providers

►Need for coordinator?

Implications

FindingsFindings

3131

050

100150200250300350400450500

In the school In the in-service

training centre

In a highereducationinstitution

Does not reallymatter

Any otherlocal institution

Other place

Nu

mb

er o

f te

ach

ers

Where, in your opinion, should the training be held? (you can check up to 2)

FindingsFindings

3232


Teachers need to upgrade their work in the classroom. If possible, the trainer should come into the classroom, suggest methods by involving the children and the teacher (questionnaire #70)

Seminars should be conducted in the classroom so that the results can be seen (questionnaire # 439)

Training should be offered at the local level and not centrally ie. in Nicosia (questionnaire # 558)

It would be better if seminars were equally distributed in all districts (questionnaire # 612)

Seminars should be accessible to all teachers (questionnaire # 565)

Decentralization in structuresDecentralization in structuresSchools and training centers are the most popular places for the provision of in-service training activities.

►Organizational models that divert from central provision

►Strengthening the local dimension eg. emergence of school clusters as local training areas with own centre or establishment of schools as fully integrated learning environments

Transfer training budgets from training institutions to schools or school districts, which can, in turn, determine the course content and select their training providers ???

Implications

FindingsFindings

3434

Voluntary ,

required f or

promotion

Voluntary (as it is

now)

Voluntary ,

leading to other

benef its

Other f ramework

No reply

Mandatory

I believe that in-service teacher training should have the following framework (priority ranked as first):

FindingsFindings

3535


“Teachers should be able to learn about the developments and the innovatory approaches in education voluntarily and without being forced as teaching is not just another job” (questionnaire #183).

“…Training is a fundamental chapter and should be faced seriously and methodically. Training needs continuity and planning. It can not be offered because it is demanded by somebody” (questionnaire # 562).

FindingsFindings

3636

I believe that to increase teacher participation in training, the following incentives should be established (priority ranked as first):

Scholarships

Connection to promotions

No reply

Reduction of teaching time

Salary increase

Other motives

FindingsFindings

3737


“I have 40 certificates of attendance and nobody takes them into consideration, neither the Ministry nor the Educational Committee. If each one was worth ½ credit, then they would be obliged to consider them” (questionnaire #233)

“We observe that some teachers are never trained in 30-35 years of service while others are trained on systematic basis. Which should be the motive of the second group if they receive the same evaluation as those that never receive training?” (questionnaire #47).

FindingsFindings

3838

0

100

200

300

400

500

600

700

Workday s in

the morning

Workday s in

the af ternoon

During

holiday s

Weekends Does not really

matter

Other time

Nu

mb

er o

f te

ach

ers

When should the training be held? (you can check up to two)

FindingsFindings

3939


“My opinion is that it is a mistake to offer seminars during afternoons. Lots of teachers have a difficult time to attend since they have other engagements” (questionnaire # 81),

“Most of the conferences take place during the weekend and attendance is difficult” (questionnaire # 443).

Teacher involvementTeacher involvementMore than 70% show preference to a voluntary training scheme while 1/3 of teachers favour links to career advancement. ►Voluntary training scheme with more incentives for participation (eg. salary increases or links to promotions)

Training during working time comes first in preference (followed by afternoons)

Teachers consider the relief from teaching duties as the strongest motive for participation.

►Training opportunities during working time or else, incentives for participation outside school hours e.g. credits for promotions.

Implications

Concluding PointConcluding Point

4141

Quality AssuranceLinks to School Improvement

Multiplicity of ProvidersDecentralization in Structures

The need for the Cyprus educational system to

…proceed to a multi-dimensional professional development scheme, incorporating different training forms in a holistic, long-term approach to continuing teacher professional development

Concluding PointConcluding Point

4242

The need for the Cyprus educational system to

…become directed not only to providers (national needs) but also to receivers of such training (school, teacher, student needs)

Contents

Thematic Orientations to Teacher NeedsAlternative Forms of Development

Enhancement of Teacher Involvement

Documents

Teacher Professional Development in Focus …