Teacher Perceptions and Satisfaction Regarding a Continuous Teacher Training Course
DOI:
https://doi.org/10.35819/tear.v13.n1.a7173Abstract
This study is based on the following research problem: “How can a teacher education course make a significant contribution to the professional development of teachers?”. The aim of this study is to investigate the perceptions and satisfaction of teachers regarding a continuing education course for teachers. The study adopts an explanatory-qualitative perspective, and uses the participatory research method. A questionnaire was applied with questions about the participants’ satisfaction regarding the course content, technical and pedagogical support, and their perceptions regarding the contribution of the workshops to professional development, as well as possible topics that were not addressed. For data analysis, the content analysis methodology was used. The results were divided into sections, which present the participants’ perceptions regarding the topics covered, the applicability and professional contribution regarding the course content, and the satisfaction of the teachers regarding the organization of the training. It was found that a large majority of the participating teachers were satisfied with the training course, both regarding the content covered and the organization, assistance, and support provided by the program organizers. They also expressed positive perceptions regarding the contribution of the topics to their professional development. It was also possible to highlight the importance of training events like this, which offer opportunities to encourage teachers to seek innovation in their knowledge and deepen existing pedagogical practices in order to enhance their teaching performance.
Keywords: Pedagogical Practices. Active Learning. Digital Technologies.
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