Institute for Social Studies – Zagreb Center for Education Research and Development CONTINUOUS PROFESSIONAL DEVELOPMENT: Teachers’ Perspective Prof.dr. Vlasta Vizek Vidović, F aculty of Philosophy, University of Zagreb Primošten, April 2007

Objectives of the Project “Development of Continouous Teacher Training Model” ( ) Examining the perception of various participants in the education process of the appropriateness of acquired knowledge and skills for competent performance of teachers’ profession (assessment of pre-service education and professional development) Comparison of elements of Croatian teacher education system with the systems of some EU countries and some transition countries

Methodology Levels of analysis: - conceptual, - comparative, - empirical Sources of data: c omparative analysis of documents on teacher training in Europe and Croatia questionnaires for:  Primary and secondary school teachers  Students of teacher training faculties/colleges  University professors in the area of education international best practice examples

Teachers– Research Participants 121 primary schools: 1334 class teachers 2134 subject teachers 32 secondary schools: 436 gymnasium teachers 608 vocational school teachers

Average Satisfaction with Acquired Knowledge and Skills during Pre-service Education Assessments represent the average in 20 areas of teacher work on the scale from 1 – not at all to 4 – fully Class teachersSubject teachers Gymnasium teachers Vocational school teachers

Areas Rated below Average: Primary School Teachers KNLOWEDGE AND SKILLS RANK Class t. RANK Subject t. Application of ICT in teaching11 Work with students with emotional and behavioral disorders 22 Work with students with learning difficulties33 Work with gifted students47 Knowledge of education legislation56 Communication and cooperation with parents65 Training on human rights and civil society78 Application of practical skills in teaching8- Duties of a homeroom teacher-4 Rank 1 denotes the worst assessment of contribution of pre-service education

Areas Rated below Average : Secondary School Teachers KNLOWEDGE AND SKILLS RANK Gymnasiu ms RANk Vocational Schools Work with students with learning difficulties 12 Work with students with emotional and behavioral disorders 23 Application of ICT in teaching 31 Duties of a homeroom teacher44 Knowledge of education legislation 56 Communication and cooperation with parents 68.5 Work with gifted students 78.5 Training on human rights and civil society 85 Developing environmental awareness 97 Application of practical skills in teaching 10 Rank 1 denotes the worst assessment of pre-service education contribution

Permanent Professional Development The most frequent forms of professional development (% of teachers who participated) and assessment of the quality of those forms of professional development (ranks) : Form of professional development PRIMARY SCHOOLS SECONDARY SCHOOLS %rank% Seminars62%261%2.5 Lectures61%352%2.5 Workshops55%148%1

Average Satisfaction with Contribution of Professional Development to Specific Areas of Work Assessments represent the average for 20 areas of teacher work on the scale from 1 – not at all to 4 – fully 2,43 2,26 2,19 2,24 1,00 2,50 4,00 Class teachersSubject teachers Gymnasium teachers Vocational school teachers

Areas of Professional Development Rated under the Average: Primary School Teachers KNOWLEDGE AND SKILLS RANK class teachers RANK subject teachers Application of ICT in teaching11 Knowledge of education legislation23 Work with gifted students3- Evaluation of education process and self-evaluation4- Work with students with emotional and behavioral disorders 55 Application of practical skills in teaching6- Work with students with learning difficulties76 Communication and cooperation with parents-4 Duties of a homeroom teacher-2 Training on human rights and civil society-7 Rank 1 denotes the worst assessment of contribution of professional development

Areas of Professional Development Rated under the Average: Secondary School Teachers KNOWLEDGE AND SKILLS RANK Gymnasiu ms RANK Vocational Schools Work with students with learning difficulties11 Work with students with emotional and behavioral disorders 22 Duties of a homeroom teacher33 Communication and cooperation with parents45 Knowledge of education legislation54 Training on human rights and civil society68 Developing environmental awareness76 Work with gifted students87 Application of ICT in teaching99 Rank 1 denotes the worst assessment of contribution of professional development

The Need for Post-graduate Education Should teachers be enabled to acquire post-graduate education at the university level in the area of educational sciences and met h odi cs ? Primary school teachers Secondary school teachers NO 32% DON’T KNOW 14% YES 54% NO 30% DON’T KNOW 14% YES 56%

Linking Professional Development with Promotion Do you think that professional development should be directly linked with promotion by introduction of credits for participation in professional development? Primary school teachers Secondary school teachers YEA 61% NO 39% NO 37% YES 63%

Areas that the Teachers Would Like to Learn More about as Part of Professional Development (ranks on the basis of frequency of reference for a specific group) AREAS OF TEACHER WORK PRIMARY SCHOOLS SECONDARY SCHOOLS Work with students with various difficulties in learning and behavior 13 Work with computer and application of ICT in teaching 22 Work with gifted students35 Application of new teaching methods and skills in teaching 41 Communication skills (cooperation with students and parents) 56 Manners of monitoring and evaluation of educational achievements 67 The latest findings and achievements in subject area 74

Final Comments Pre-service Education: Average assessments of the contribution of pre-service education to development of specific competencies are comparatively low for both primary and secondary school teachers (averages of most units are below the theoretical average value) The need for higher share of educational sciences and methodologies at university studies Lifelong / Continuous Professional Development: Planning should be based on monitoring the needs of primary and secondary school teachers, but also on the opinion of other stakeholders in the education system (parents, teachers, administrative and professional services, university, international expertise) The need for elaborated and regulated system of linking professional development with promotion