Model teacher training schools in Poland - diagnosis of teachers' needs in the light of the research

• Autorzy: Klemke-Pitek Monika

Identyfikatory

DOI

10.29119/1641-3466.2022.156.17

• Języki publikacji: EN

Abstrakty

EN

Purpose: The aim of the article is to present model Teacher Training Schools in Poland and to demonstrate conclusions from the diagnosis of needs of supported schools in order to specify the forms of support for teachers included in the project. Design/methodology/approach: The article presents the assumptions of the Teacher Training School Model as an innovative system of supporting teachers' competences, which can be financed from EU funds. Selected aspects of the Teacher Training School functioning were presented for an exemplary project: “Teacher Training School in the commune of Barcin”, implemented in the period from January 01, 2021 until July 31, 2022. The conclusions from the diagnostic research (CAWI and CATI) of 7 supported schools, 65 teachers and 10 principals and deputy principals, in terms of their expectations for the forms of support planned in the project, were indicated. Findings: The results of the diagnosis of needs of supported schools allow to specify the forms of support for teachers and principals affected by the newly established Teacher Training School in the commune of Barcin. Research limitations/implications: The assessment of the effectiveness of the impact of the Teacher Training School in the commune of Barcin presented in the article will be possible after the completion of the project. Practical implications: The results of diagnostic tests, including the expectations of teachers and managers, allow for detailed planning of workshops and cooperation networks in the project „Teacher Training School in the commune of Barcin”. At the same time, the results may constitute recommendations for the process of training and practical improvement of teachers in the field of developing key competences for students. Social implications: The priority of educational policy in Poland is to ensure an effective system of education and continuous professional development of teachers which will respond to real needs of a school and will allow teachers to improve their professional competences and develop their workshop. Originality/value: The implementation of the model Teacher Training Schools in Poland will have a social dimension directly affecting teachers’ and indirectly pupils' key competences.

Słowa kluczowe

EN

diagnosis of needs; teachers; competences; project; training; workshop

PL

diagnoza potrzeb; nauczyciele; kompetencje; projekt; szkolenie; warsztaty

• Wydawca: Wydawnictwo Politechniki Śląskiej
• Czasopismo: Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
• Rocznik: 2022
• Tom: z. 156
• Strony: 239--248
• Opis fizyczny: Bibliogr. 13 poz.

Twórcy

autor

Klemke-Pitek Monika

• PBS University of Science and Technology in Bydgoszcz; Faculty of Management, Department of Innovative Organization Management

• https://orcid.org/0000-0001-8489-0247

Bibliografia

• 1. Application for co-financing of the project Teacher Training School in the commune of Barcin, implemented between 01/01/2021 and 31/07/2022.
• 2. Beyond Open/Closed Questions: Developing Language, Creativity and Thinking. State of New Jersey: Department of Education, http://www.state.nj.us/education/ece/pd/lal/l5/.
• 3. Dennison, P., Dennison, G., Gym, B. (1992). Simple Activities for Whole Brain Learning. Edu-Kinesthetics Inc.
• 4. Fila, J., Matuszczak, K., Rybińska, A. et al. (2015). Uwarunkowania i efekty wspomagania pracy szkół i przedszkoli. Raport z ewaluacji bieżącej projektów konkursowych Działania 3.5 POKL. Warszawa: Instytut Badań Edukacyjnych, www.ibe.edu.pl, 30.12.2019.
• 5. Fischer, J.M., Taylor, J. (2012). Wspieranie zespołów nauczycieli w procesie podejmowania decyzji. In: G. Mazurkiewicz (ed.), Jakość w edukacji: różnorodne perspektywy. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
• 6. Gocłowska, A., Soćko, J. (ed.) (2015). Jak samorząd może wspierać szkoły. Informacje o nowym systemie wspomagania. Warszawa: Ośrodek Rozwoju Edukacji.
• 7. Hajdukiewicz, M., Wysocka, J. (2016). Nauczyciel w szkole uczącej się. Informacje o nowym systemie wspomagania. Warszawa: Ośrodek Rozwoju Edukacji, 30.01.2019.
• 8. Hernik, K., Malinowska, K., Piwowarski, R. et al. (2014). Polscy nauczyciele i dyrektorzy na tle międzynarodowym. Główne wyniki badania TALIS 2013. Warszawa: Instytut Badań Edukacyjnych.
• 9. Kordziński, J. (2010). Koncepcja pracy i rozwoju szkoły. Praktyczne wskazówki dla dyrektorów placówek oświatowych. Warszawa: Wydawnictwo Verlag Dashofer Sp. z o.o.
• 10. Ministry of National Education (2019). Principles of cooperation between training schools. Appendix No. 15 to the Rules and Regulations of the Competition, No. POWR.02.10.00-IP.02-00-003/19. Support for the creation of Teacher Training Schools, www.efs.men.gov.pl, 24.12.2021.
• 11. Ministry of National Education (2019). Regulations of the competition, No. POWR.02.10.00-IP.02-00-003/19. Support for the creation of Teacher Training Schools, www.efs.men.gov.pl, 24.12.2021.
• 12. Ministry of National Education (2019). Teacher Training School Model. Annex 11 to the Competition Regulations, No. POWR.02.10.00-IP.02-00-003/19. Support for the creation of training schools, www.efs.men.gov.pl, 24.12.2021.
• 13. Wysocka, J., Hajdukiewicz, M. (2015). Zapewnianie jakości procesu wspomagania szkół w rozwoju. Warszawa: Ośrodek Rozwoju Edukacji, 30.12.2019.

Uwagi

PL

Opracowanie rekordu ze środków MEiN, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2022-2023).