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2 2022

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Support for teachers’ competences in the teacher training school model – a case study

Klemke-Pitek Monika

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2022

z. 159

143--155

Purpose: The aim of the article is to present model Teacher Training Schools in Poland on the example of the implemented project ”Teacher Training School in the commune of Rawicz" and to present recommendations in the field of supporting teachers’ competences participating in the project. Design/methodology/approach: The article presents the Teacher Training School model as an innovative system of supporting teachers' competences. Selected aspects of the Teacher Training School functioning established as part of the project co-financed from EU funds are presented. The conclusions from the diagnostic tests (carried out for 7 supported schools, teachers and principals) were indicated in the light of their expectations for forms of support aimed at the development of professional competences. Two diagnostic methods and tools were used in the research process: CAWI survey – online survey research addressed to 66 teachers, based on respondents completing an electronic questionnaire using the Microsoft Forms tool, and CATI survey – computer-assisted telephone interview, conducted by the interviewer with 14 principals and deputy principals of schools, according to a predefined script. Findings: The results of the diagnosis of the schools’ needs, of teaching staff in particular, made it possible to specify teachers’ expectations within four subject areas (mathematics, ICT, natural sciences and language) towards the willingness to learn methods and techniques, as well as tools and technical means supporting the learning processes. At the same time, conditions for maintaining the durability of the introduced changes and strengthening the obtained effects were identified from the point of view of school principals and deputy principals. Research limitations/implications: The assessment of the effectiveness of the impact of the Teacher Training School in the commune of Rawicz presented in the article will be possible only after the completion of the project as part of the ongoing project evaluation. 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 Rawicz”. Social implications: The implementation of model Teacher Training Schools in Poland will have a social dimension that will directly affect the development of teachers and indirectly increase the key competences of students. Originality/value: The presented model of the Teacher Training School as well as the conclusions of the conducted research constitute a recommendation for the needs of practical training of teachers from primary schools in Poland.

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

Klemke-Pitek Monika

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2022

z. 156

239--248

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.