What do teachers say? A quantitative-qualitative analysis of their reactions to a training experience
DOI:
https://doi.org/10.7346/-fei-XX-03-22_35Keywords:
Teacher education, Teaching innovation, Quantitative-qualitative analysis, Teacher continuous professional developmentAbstract
The paper presents the evaluation research that evaluated a training experience on teaching innovation involving middle and high school teachers. The paper focuses on the ongoing evaluation of meetings to share a learning-teaching cycle developed on a cognitive challenge addressed to students. The paper considers the results of quantitative and qualitative analyses that evaluated teachers’ reactions to meetings process and content, as well as in general and overall terms. The results conclude that the teachers’ reactions were very positive. The results also corroborate the training choices made, in line with the literature on key elements of effective teacher continuous professional development. Although the overall appraisal was positive, teachers nevertheless highlighted some critical aspects intrinsic and extrinsic to the training experience. The critical issues highlighted allow the definition of aspects to be improved in the future.
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