Survey Questionnaire Evaluation training needs for ...Survey Questionnaire Report Partner: Teacher...

Lifelong Learning Innovation Transfer Project “TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations. Ref No: LLP/LDV/TOI/2007/PT/16

Survey Questionnaire Report Partner: Teacher Training Center Craiova, Romania

Survey Questionnaire Evaluation training needs for teachers

REPORT

Teachers’ Training Centre Craiova, Romania 17th December 2008



1. Abstract

2. Methodology

3. Participants

4. Data collection

5. Data analysis

6. Annex: Questionnaires (English and Romanian

versions)



1. ABSTRACT

Objective: The survey was to establish professional development needs in respect of evaluation processes that impact on all those involved in the learning process.

Design: using second version of the questionnaire.

Setting: Vocational schools in Dolj, Romania, Teacher Training Centre Craiova.

Participants: 87

Data application: 15 November ‐1 December 2008

Data collection: 2 December ‐10 December 2008

Data analysis: 11‐15 December 2008



3. Methodology of applying The questionnaires have been applied under the coordination of Victor Dudau, member of the project team. For each group of participating institutions, was established a contact person as fallowing: Oprescu Ersilia, Georgescu Vera, Mihai Rodica, Draghici Ani, Beldea Daniela. In the period of September ‐ October 2008 was done a pre test on 43 teachers from 5 vocational schools in Dolj, Romania. The report was discussed in the partners’ meeting in Predeal, 29 October ‐1 November 2008 and the questionnaire was modified. The paper questionnaires have been filled during face‐to‐face meetings with the participants. The collection and interpretation of the data have made by Victor Dudau together with Mihaela Radoi and Miana Barbu.

4.Participants Were prepared 100 questionnaires. The total number of the respondents is 87. All of them are graduates. The respondents have legal experience as following:

IVT in technical High schools

Alternative Vocational Training

Training centers providing adult training

Trainers Managers Trainers Managers Trainers Managers 72 4 ‐ ‐ 10 1

List of schools: - High School Amarastii de Jos - Agricultural School Groop Carcea - Vocational School Group Stefan Anghel, Bailesti - Vocational School Transportation Industry Group Railways Craiova - Vocational School Group Traian Vuia ,Craiova - Teachers’ Training Center Craiova - School Inspectorate Dolj Department



Data collection Question number

strongly agree rather agree rather disagree strongly disagree

cannot answer

1.1.1 8 59 15 0 5 1.1.2 15 57 10 1 4 1.1.3 5 51 25 3 3 1.1.4 14 56 13 0 4 1.1.5 9 64 9 0 5 1.1.6 17 64 4 0 2 1.1.7 25 55 5 0 2 1.1.8 13 47 19 1 7 2.1.1 18 56 9 1 3 2.1.2 4 46 22 0 15 2.1.3 11 48 15 1 12 2.2.1 23 56 4 1 3 2.2.2 27 56 2 1 2 2.2.3 17 64 2 0 4 2.2.4 17 61 7 0 2 2.2.5 12 67 5 0 3 2.2.6 16 57 9 0 5 2.2.7 18 55 7 0 17 2.3.1 26 55 5 0 1 2.3.2 11 53 10 0 3 2.3.3 18 54 7 0 8 2.4.1 5 51 22 1 8 2.4.2 4 25 29 4 25 2.4.3 11 28 31 2 15 2.4.4 0 18 32 3 34



DATA ANALYSIS

Question Number: 1.1.1 Inspection reports indicate that learning programmes

are appropriate to learners' needs.

strongly agree

9%

rather agree

68%

rather disagree

17%

strongly disagree

0%

cannot answer

6%

strongly agree

rather agree

ratherdisagreestronglydisagreecannot answer

Question Number: 1.1.2 There is an initial assessment of ability of every learner

on entry to the organization.

strongly agree

17%

rather agree

66%

rather disagree

11%

strongly disagree

1%

cannot answer

5%

strongly agree

rather agree


Question Number: 1.1.3 The initial assessment covers learners' expectations and

personal circumstances.

strongly agree

6%

rather agree

59%

rather disagree

25%

strongly disagree

3%

cannot answer

3%

strongly agree

rather agree




Question Number: 1.1.4 There is a regular schedule of review for every learner.

strongly agree

16%

rather agree

64%

rather disagree

14%

strongly disagree

0%

cannot answer

5%

strongly agree

rather agree


Question Number: 1.1.5 Indicators of improvement for the organisation include

information on learners' achievement.

strongly agree

10%

rather agree

74%

rather disagree

10%

strongly disagree

0%

cannot answer

6%

strongly agree

rather agree


Question Number: 1.1.6 Learning outcomes are identified as well as documented.

strongly agree

20%

rather agree

74%

rather disagree

4%

strongly disagree

0%

cannot answer

2%

strongly agree

rather agree




Question Number: 1.1.7 Learning outcomes are communicated to learners.

strongly agree

29%

rather agree

62%

rather disagree

6%

strongly disagree

0%

cannot answer

2%

strongly agree

rather agree


Question Number: 1.1.8 On completion of the learning programmes, an exit strategy is discussed with every leaver. strongly agree

15%

rather agree

54%

rather disagree

22%

strongly disagree

1%

cannot answer

8%

strongly agree

rather agree


Question Number: 2.1.1 The training of teachers for their role has been

evaluated for effectiveness.

strongly agree

22%

rather agree

64%

rather disagree

10%

strongly disagree

1%

cannot answer

3%

strongly agree

rather agree




Question Number: 2.1.2 There is a system or process in place for systematic

professional development.

strongly agree

5%

rather agree

53%

rather disagree

25%

strongly disagree

0%

cannot answer

17%

strongly agree

rather agree


Question Number: 2.1.3 The employee appraisal process identifies individual

professional development needs.

strongly agree

13%

rather agree

55%

rather disagree

17%

strongly disagree

1%

cannot answer

14%

strongly agree

rather agree


Question Number: 2.2.1 Teachers monitor curriculum developments in their own

subject.

strongly agree

26%

rather agree

64%

rather disagree

5%

strongly disagree

1%

cannot answer

3%

strongly agree

rather agree




Question Number: 2.2.2 Lessons are kept up to date with curriculum

developments.

strongly agree

32%

rather agree

64%

rather disagree

2%

strongly disagree

0%

cannot answer

2%

strongly agree

rather agree


Question Number: 2.2.3 Teachers consider the relevance of current

developments to their subject teaching.

strongly agree

20%

rather agree

74%

rather disagree

2%

strongly disagree

0%

cannot answer

5%

strongly agree

rather agree


Question Number: 2.2.4 Teachers research best practice in programme design

and delivery.

strongly agree

20%

rather agree

70%

rather disagree

8%

strongly disagree

0%

cannot answer

2%

strongly agree

rather agree




Question Number: 2.2.5 Teachers implement changes in programme design

according to best practice.

strongly agree

14%

rather agree

77%

rather disagree

6%

strongly disagree

0%

cannot answer

3%

strongly agree

rather agree


Question Number: 2.2.6 Teachers implement changes in programme delivery

according to best practice.

strongly agree

18%

rather agree

66%

rather disagree

10%

strongly disagree

0%

cannot answer

6%

strongly agree

rather agree


Question Number: 2.2.7 Teachers set realistic targets for the development of

their teaching.

strongly agree

20%

rather agree

63%

rather disagree

8%

strongly disagree

0%

cannot answer

8$

strongly agree

rather agree




Question Number: 2.3.1 Teachers evaluate their own practice. strongly agree

30%

rather agree

63%

rather disagree

6%

strongly disagree

0%

cannot answer

1%

strongly agree

rather agree


Question Number: 2.3.2 Teachers have identified how their subject or vocational area meets the needs of the community. strongly agree

24%

rather agree

61%

rather disagree

12$

strongly disagree

0%

cannot answer

3$

strongly agree

rather agree


Question Number: 2.3.3 Teachers take up professional development opportunities relevant to their organisations’ objectives. strongly agree

21%

rather agree

62%

rather disagree

8%

strongly disagree

0%

cannot answer

9%

strongly agree

rather agree




Question Number: 2.4.1 Teachers are aware of current developments in the European VET System (e.g. Lisbon goals, Mobility, Europass). strongly agree

6%

rather agree

59%

rather disagree

25%

strongly disagree

1%

cannot answer

9%

strongly agree

rather agree


Question Number: 2.4.2 Teachers neither know the objectives nor the content of the EQF/ ECVET. strongly agree

4%

rather agree

29%

rather disagree

33$

strongly disagree

5%

cannot answer

29%

strongly agree

rather agree


Question Number: 2.4.3 Teachers use European instruments in their professional practice. strongly agree

13%

rather agree

32%

rather disagree

36%

strongly disagree

2%

cannot answer

17%

strongly agree

rather agree




Question Number: 2.4.4 In my opinion, the EQF‐Framework has no relevance in the teachers' day‐to day work. strongly agree

0%

rather agree

22%

rather disagree

35%

strongly disagree

4%

cannot answer

39%

strongly agree

rather agree




SURVEY COMMENTS General comments: The questions are not formulated in a very clear manner, leaving space for interpretation. Some questions are not formulated well. The questions do not fully apply to the situations. The questions refer to general situations and do not reflect situations specific to each type of school unit, profession. Many questions from this seminar are not in compliance to the current situation. Evaluation of the students The current system of national evaluation of students is not as performant in comparison to the evaluation and selection of each school unit. It requires the distribution of financial and time resources that are too large. In the evaluation of students there is a lot of subjectivism and not always we can obtain an objective evaluation. The desire to appreciate as good as possible the professor or the school makes the degree of exigency to be different. The present evaluation system does not sufficiently stimulate the school performance, the accomplishment of school progress for each student. The initial training The initial formation should represent the basis for the profession of professor. It should follow the improvement of the evaluation competences, to agree with the reality from the system of education and with its objectives, to lead to an efficient teaching process. The graduates are better prepared and from a theoretical point of view and less prepared from a methodical point of view. The quality of formation within a form of education, as the long distance education is not satisfactory. There is no initial selection based on the evaluation of aptitude for this profession. The system of financing of the education and the level of salaries make the profession of professor unattractive and this is why not all the didactic staff has the necessary aptitudes and competences. The pedagogical practice accomplished by the students is not sufficient and not very well organized. There will be a small number of assistants to the class and of teaching to



the class. The methodology classes are not adapted to the concrete requirements to the class. The knowledge is more theoretical and less adapted to the reality of the pre‐university system of education. The continuous training The continuous training is necessary for the adaptation of the new requirements and improves the system of education. New methods are presented and there is also an exchange of experience, the teachers have the opportunity to learn from the experience of the colleagues. The continuous training is necessary for the adaptation of the novelties and exchanges in education. Many teachers do not go out of the patterns in which they were initially formed and are not receptire to change; this is why the continuous training should be obligatory. It is necessary to make a real training in compliance to the requirements of the system of education and to follow the application of the knowledge assimilated. There is no monitoring programme concerning the effect of the training in the subsequent didactical activity. There is a multiple offer of formation, but it does not cover the needs and requirements of formation. Sometimes there is too much theory and less practice and too little things cannot be applied in the activity at the class. Not all teachers understand correctly the role of continuous formation. Not always the participants to the formation are correctly motivated, many of them go through the training programmes only to accumulate evaluation points and do not have an intrinsec motivation coming from the need and wish of improvement.There is a lot of formalism in the content and development of training and the certificates obtained do not always cover the knowledge and competencies accumulated. There is no clear definition of the statute of trainer. The evaluation of teachers The appreciations done through the results stimulates the teachers from the personal and professional point of view may determine the promotion in career. There are no correct evaluation standards and criteria with the proper indicators. The financial interests determine the increase of the interest of teachers for the evaluation. Due to the preoccupation to find a modality as objective as possible of evaluation, this process has sometimes a formal character. There is too much bureaucracy and the preoccupation to produce papers in order to proof the activity consumes a lot of time and energy for the teachers. The measuring and quantification of progress is largely



artificial. Attention is given mainly to the formal proof, the insignificant aspects and less attention is given to the activity in class. There is not enough credibility for the self appreciation. The extracurricular activity is not very highlighted. The unique criteria, as well as the results in class do not take into account the conditions (school specificity) where the teachers unfold their activity. There are not differentiated criteria in connection to the education unit and the level of students. The progress made by the students is not taken into account in the evaluation of the teacher. There is no evaluation from the beneficiaries (students, parents). The seniority in education represents an underrated criterion in the evaluation and promotion in carrier. The process of evaluation does not identify the individual needs of professional development.



Chestionar Evaluarea nevoilor de formare pentru profesori

Proiect de transfer al inovatiei educatiei pe termen lung “TEVAL 2” Model innovator de evaluare in organizatii de educatie si training. Nr de referinţă: LLP/LDV/TOI/2007/PT/16

Acest studiu are rolul de a stabili nevoile de dezvoltare profesională în ceea ce priveşte evaluarea impactului avut de catre toţi cei implicaţi în procesul de învăţare

Acest chestionar este confidential persoanelor fizice, iar rezultatele publicate nu vor fi identifica participantii.

Modelul TEVAl 2 este în curs de dezvoltare si are ca subiect practicieni/profesorii care lucrează în şcolile profesionale, colegii şi organizaţii de formare profesională, în linii mari, de educaţie sau de formare a persoanelor de peste 16 ani, a celor deja integrati într‐un mediu de lucru.În sensul de continuitate şi coerenţă, cuvântul "profesor" este utilizat întru totul, se poate aplica şi la alte definiţii profesionale, cum ar fi "antrenor" şi "tutore".Parteneriatul TEVAL 2 este recunoscător pentru cooperare în cercetare, şi ofera tuturor participanţilor garanţiei că atributia lor este importanta, contribuind la evoluţia proceselor de gestionare, monitorizare şi de livrare a educaţiei şi formării profesionale în Europa. ".

Va dura aproximativ 15 minute sa raspundeti acestui chestionar. ‘’ Validitatea acestei cercetari depinde de cât de clar şi onest sunt formulate raspunsurile dumneavoastra’’



PARTEA 1 PROCESUL DE INVATARE IN INSTITUTIE 1.1 Este predarea efectivă sau sistematică?

Vă rugăm să exprimaţi cât de puternic sunteţi de acord sau nu sunteţi de acord cu fiecare din următoarele afirmaţii, prin plasarea unui marcaj de selectare în caseta corespunzătoare.

1.1.1 Rapoartele de inspecţie arată că programele de învăţare sunt corespunzătoare pentru

"nevoile"cursanţilor.

Foarte de acord De acord Nu sunt de acord Puternic dezacord Nu pot sa raspnd

1.1.2 Există o evaluare iniţială a capacităţii fiecarui elev la admiterea in institutie.


1.1.3 Evaluarea iniţiala a cursanţilor acoperă aşteptările şi circumstanţele personale.


1.1.4 Exista un program regulat de examinare pentru fiecare elev.


1.1.5 Indicatorii de îmbunătăţire includ informaţii privind realicarea procesului de învatamant.


1.1.6 Rezultatele învăţării sunt identificate şi studiate.


1.1.7 Rezultatele învăţării sunt cominicate elevilor.




1.1.8 La încheierea programelor de învăţare,este discutata o strategie de fianal cu fiecare participant .


Vă rugăm să completaţi mai jos, dacă simtiti ca întrebările de mai sus nu se aplică în întregime situaţiei sau necesita a fi comentate pentru un oarecare motiv:

PARTEA a 2‐a PROFESIONALISMUL 2.1 Sunt profesori instruiţi şi pregatiti în mod eficient?

Vă rugăm să exprimati de cât de puternic sunteţi de acord sau nu sunteţi de acord cu fiecare din următoarele afirmaţii, prin plasarea unui marcaj de selectare în caseta corespunzătoare

2.1.1 Formarea profesorilor pentru rolul lor a fost efectiv evaluată.


2.1.2 Există un sistem sau proces sistematic, în locul dezvoltarii profesionale.


2.1.3 Angajatul procesul de evaluare identifică nevoile individuale de dezvoltare profesională.



2.2 Profesorii promoveaza subiectul conţinuturilor şi metodele de predare? 2.2.1 Cadrele didactice monitorizează evoluţia curriculum‐ului obiectelor lor.


2.2.2 Lecţiile sunt ţinute la curent cu evoluţia curriculum‐ului.




2.2.3 Cadrele didactice iau în considerare evoluţiile curente relevante pentru obiectul lor de predare.


2.2.4 Cadrele didactice studiaza cele mai bune practici în programul de proiectare si predare.


2.2.5 Cadrele didactice implementeaza schimbările din programul de proiectare conform cu cele mai

bune practici.


2.2.6 Cadrele didactice implementeaza schimbările din programul de predare conform celor mai

bune practici.


2.2.7 Profesorii stabilesc tinte realiste pentru dezvoltarea strategiilor de predare



2.3 Evaluează profesorii eficienţa şi impactul practicii profesionale asupra

elevilor,instituţiei şi intregii comunitaţi?

Vă rugăm să exprimaţi de cât de puternic sunteti de acord sau nu sunteti de acord cu fiecare din următoarele afirmaţii, prin plasarea unui marcaj de selectare în caseta corespunzătoare 2.3.1 Profesorii isi evalueaza propria activitate.


2.3.2 Profesorii identifica in ce mod obiectul sau aria lor profesionala interactioneaza cu nevoile comunitatii.


2.3.3 Cadrele didactice au oportunităţi de dezvoltare profesională relevante . Foarte de acord De acord Nu sunt de acord Puternic dezacord Nu pot sa raspnd




2.4 Sunt profesorii informati despre dezvoltarea europeana din domeniul VET?

Vă rugăm să exprimati de cât de puternic sunteti de acord sau nu sunteti de acord cu fiecare din următoarele afirmaţii, prin plasarea unui marcaj de selectare în caseta corespunzătoare.

2.4.1 Profesorii sunt la curent cu evoluţiile curente ale Sistemului European de Educaţie şi Formare Profesională VET(de exemplu, obiectivele de la Lisabona, de mobilitate, Europass).


2.4.2 Cadrele didactice nu stiu de obiectivele de conţinut, de la EQF / ECVET Foarte de acord De acord Nu sunt de acord Puternic dezacord Nu pot sa raspnd

2.4.3 Cadrele didactice utilizeaza metode europene in desfasurarea activitatii profesionale. Foarte de acord De acord Nu sunt de acord Puternic dezacord Nu pot sa raspnd

2.4.4 În opinia mea, cadrul EQF nu are nici o relevanţă în activitatea profesorilor de zi cu zi . Foarte de acord De acord Nu sunt de acord Puternic dezacord Nu pot sa raspnd


Partea a 3‐a Intrebari despre contextul national (2‐5 intrebari deschise)

Vă rugăm să raspundeţi la întrebările de mai jos si, daca simtiti ca raspunsurile necesita a fi comentate,va rugam sa scrieti opiniile si argumentele dumneavoastre.

3.1 Credeţi că sistemul de evaluare a elevilor de gimnayiu prin teze cu subiect unic asigură o bună selecţie⁄ evaluare a elevilor?

3.2 Consideraţi că formarea iniţială asigură o bună pregătire a profesorilor?Argumentaţi 3.3 Consideraţi că sistemul actual de perfectionare şi oferta de formare continua a profesorilor asigura

creşterea calitaţii în predare?Argumentaţi 3.4 Sistemul actual de evaluare a profesorilor este stimulativ si asigura promovarea in cariera pentru

acestia? Argumentati



INFORMATII DESPRE SURSA

Numele insitutiei

Tipul institutiei Scoala Vocationala sau Profesionala Colegiu Centru de formare (public) Centru de formare (privat) Intreprindere Altul(de mentionat)

Adresa

Tara

Functia detinuta

Initialele numeleui si prenumelui intervievatului

Varsta

Sex(m/f)

Nume persoana contact

Va multumim pentru cooperare! Parteneriatul proiectului TEVAL 2

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