Support for Teachers' Competences in the Teacher Training School Model - a Case Study

• Autorzy: Monika Klemke-Pitek
• Języki publikacji: EN

Abstrakty

EN

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 ( ICT, natural sciences and language) towards the wil lingness 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 f rom 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 a fter 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 i n Poland.(original abstract)

Słowa kluczowe

PL

Nauczyciele; Kształcenie nauczycieli; Doskonalenie zawodowe; Kompetencje

EN

Teachers; Education of teachers; Further education; Competences

• Czasopismo: Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
• Rocznik: 2022
• Numer: z. 159 Human Resource Management - Current Issues and Challenges = Zarządzanie zasobami ludzkimi - aktualne Problemy i wyzwania
• Strony: 143-155

Twórcy

autor

Monika Klemke-Pitek

• PBS University of Science and Technology in Bydgoszcz

Bibliografia

• 1. Application for co-financing of the project Teacher Training School in the commune of Rawicz, 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/.
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• 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 - 2nd edition, 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 - 2nd edition, 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 - 2nd edition, www.efs.men.gov.pl, 24.12.2021.
• 13. Operational Programme Knowledge, Education, Development 2014-2020 (2021).
• 14. Wysocka, J., Hajdukiewicz, M. (2015). Zapewnianie jakości procesu wspomagania szkół w rozwoju. Warszawa: Ośrodek Rozwoju Edukacji, 30.12.2019.

Identyfikatory

DOI

10.29119/1641-3466.2022.159.11