Naslov
Changes in the work of Croatian teachers after their participation in mobility projects

Autori
Degač, Đurđica

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, stručni

Izvornik
Evidence-based approach in Erasmus+. Impact assessment. Online research seminar / - , 2020, 1-16

Skup
Evidence-based approach in Erasmus+. Impact assessment. Online research seminar

Mjesto i datum
Varšava, Poljska, 18.11.2020

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Podatak o recenziji nije dostupan

Ključne riječi
teachers ; mobility projects ; professional development ; transfer of knowledge ; obstacles

Sažetak
The participation of educators, teachers, professional associates and principals in the Erasmus+ mobility projects is expected to have an impact on their future work, on work of their colleagues and on educational institutions in which they are employed. Under this assumption, the Department for Coordination and Quality Assurance of the Erasmus+ Programme (AMEUP) conducted a qualitive research in October and November 2019 with the aim of examining how participants transferred information, knowledge and skills after their mobility to their colleagues, how they implemented changes in their work with children and pupils and what are the obstacles they encountered on in the process. In addition, it was examined how participation in mobility projects affected their professional and personal development and what are the particularly relevant results of participation from their perspective. For this purpose, a questionnaire with open-ended questions was prepared and distributed to participants in mobility projects contracted by AMEUP in the school education sector from 2016 to 2018. The questionnaire was completed by 261 participants, with 15.3% of participants in the field of early childhood education and care, and 84.7% in the field of primary and secondary education. Thematic content analysis was applied in the analysis of answers. Results. Participants transferred acquired knowledge and experience to various bodies within the educational institution, but also outside the institution. To transfer their knowledge, they used main professional and pedagogical bodies, class councils, professional councils inside and outside the institution, as well as teams and working groups organized within the institution. Informal communication between colleagues and demonstration lessons also proved to be important. Different methods of transferring information with difference in depth of content were used. The transfer of knowledge in work with children and pupils was achieved indirectly by amending official documents of educational institutions, improving working conditions, raising the quality of work and creating a positive working environment, but also by implementing new content, approaches, pedagogical methods and techniques in the direct work. The latter includes, for example, greater application of ICT, changes in the criteria for monitoring pupils progress, changes in working with gifted pupils and with pupils with disabilities, initiating new extracurricular activities, projects and teams involving pupils. Obstacles reported by participants in applying and transferring knowledge are diverse and relate to material constraints and working conditions, financial and time constraints, high teacher workload, organizational difficulties, lack of motivation among colleagues and management, unwillingness to change, negative perception of mobility, difficulties in working with other employees, students and parents, language barriers and difficulties in translation, difficulties of principals in transferring knowledge, difficult integration of changes within the education system and insufficient autonomy of schools and teachers.

Izvorni jezik
Engleski

Znanstvena područja
Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA