Teachers’ (Dis)satisfaction With Continuing Education

Abstract

S u m m a r y Teachers' satisfaction with continuing education is one of the key components for a better development and harmonization of continuing education in accordance with contemporary demands and changes in educational systems. The goal of the research was to determine the level of teachers' satisfaction with continuing education. The research comprised 153 participants, teachers in primary education, from different regions (six counties: 1. Split-Dalmatia, 2. Šibenik-Knin, 3. Zadar, 4. Istria, 5. Zagreb and 6. Brod-Posavina). Evaluating the satisfaction with the quality of continuing education, most of the participants (44.4%) are both satisfied and dissatisfied with continuing education. It is interesting that, when analyzed by regions, there is no statistically significant difference in evaluations of education provided by the Ministry of Science, Education and Sports and education provided by the Education and Teacher Training Agency, but there are differences in evaluations of non-government associations. Teachers want the contents of continuing education to be in accordance with contemporary educational topics and applicable in practice. One of the most influential factors (54.4%) affecting the selection of continuing education of teachers is the personal professional development plan. Nearly 30% of primary education teachers consider themselves not to be competent enough to develop and monitor basic competences in students. Although most of the participants consider themselves highly competent in development and monitoring of competences that are set by the European Council, it is interesting that there are competences that none of the participants has listed as those that he or she develops most with his or her students (technological knowledge and digital competence).

Using Kolb's Learning Model in Structured Types of Professional Education and Training for Teachers

“…Research studies in this area have shown that many types of teacher professional development are insufficiently effective in supporting changes in teaching practice and student progress (Darling-Hammond, Hyler, Gardner, 2017;Bilač, Tavas, 2011;Strugar, 2012). Darling-Hammond, Hyler and Gardner believe that high-quality professional development needs to do the following: a) focus on the content of the curriculum; b) involve active learning; c) foster cooperation among participants; d) use practical examples of good practice; e) provide professional support focused on individual needs of participants; f) provide feedback and encourage reflection on one's own teaching practice; g) ensure sufficient time for studying, practising, reflecting and implementing new strategies and other changes in one's teaching practice (Darling-Hammond, Hyler, Gardner, 2017).…”