Further education of secondary school teachers in the context of their professional development

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43670%2F22%3A43923350" target="_blank" >RIV/62156489:43670/22:43923350 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Further education of secondary school teachers in the context of their professional development

Popis výsledku v původním jazyce

The monograph deals with further education of secondary school teachers in the context of their professional development. It is divided into several parts. The objective of the theoretical part was to define and describe all relevant concepts, constructs, terms and categories that relate to the empirical part of the work and also form the basis of the whole work. Thus, the following theoretical areas were anchored: lifelong education and learning, a secondary school teacher in the Czech school system, motivation in the context of further education, further teacher education and their professional development. At the same time, in these chapters the author has attempted to describe their practical aspects and summarise specific findings from the research carried out in these areas. The next empirical part presents the results of the survey which had two specific objectives. The first was to describe and analyse the relevant factors and conditions for the further education of secondary school teachers today. The second objective was to identify the links between teachers&apos; attitudes towards further education, motivation for further education on the one hand and professional demographic characteristics on the other. The main areas that were examined in this context included teachers&apos; general attitudes and willingness to further education or their preferences, motivations, barriers and other factors related to further education. The professional demographic characteristics were gender, age, length of experience, teacher&apos;s professional field of study and type of school. A quantitative approach was applied to answer the research questions and test the working hypotheses. A self-constructed questionnaire was used to collect data and was distributed in printed form. The sample was constructed from secondary school teachers in the South Moravian Region of the Czech Republic using a random stratified sampling strategy. A total of 224 respondents from 12 secondary schools participated in the research. The respondents were found to have a highly positive attitude towards further education but a lower willingness to learn in their spare time and a relative reluctance to spend their own money on further education. Statistically significant differences in attitudes and motivation towards further education were found depending on individual occupational- demographic characteristics - in particular gender, age, length of experience and professional focus. This research was specific in its focus and the results point to possible directions for further research. The empirical part of the monograph was also supplemented by an overview study with the results of other surveys that focused on aspects of professional development or further education of secondary school teachers - teachers of 205 vocational subjects, teachers of practical subjects or teachers of general education subjects. The aim of these surveys was to determine teachers&apos; attitudes, opinions and motivation towards further education, to identify possible obstacles and, where appropriate, to describe other aspects of this issue, such as workplace conditions for professional development, attitudes of school management towards further education, and others. The results of these surveys yielded similar results. The monograph has provided new and valuable insights into the further education of secondary school teachers directly from respondents who are intimately familiar with the environment in which it is delivered, know the ways in which further education is organised in schools and have practical experience of it. Not only the results of the research investigation but also the findings from the theoretical part of the thesis can be a source of inspiration for educational institutions as well as for school leaders, school policy makers, educational companies or students of secondary and higher education institutions.

Název v anglickém jazyce

Further education of secondary school teachers in the context of their professional development

Popis výsledku anglicky

The monograph deals with further education of secondary school teachers in the context of their professional development. It is divided into several parts. The objective of the theoretical part was to define and describe all relevant concepts, constructs, terms and categories that relate to the empirical part of the work and also form the basis of the whole work. Thus, the following theoretical areas were anchored: lifelong education and learning, a secondary school teacher in the Czech school system, motivation in the context of further education, further teacher education and their professional development. At the same time, in these chapters the author has attempted to describe their practical aspects and summarise specific findings from the research carried out in these areas. The next empirical part presents the results of the survey which had two specific objectives. The first was to describe and analyse the relevant factors and conditions for the further education of secondary school teachers today. The second objective was to identify the links between teachers&apos; attitudes towards further education, motivation for further education on the one hand and professional demographic characteristics on the other. The main areas that were examined in this context included teachers&apos; general attitudes and willingness to further education or their preferences, motivations, barriers and other factors related to further education. The professional demographic characteristics were gender, age, length of experience, teacher&apos;s professional field of study and type of school. A quantitative approach was applied to answer the research questions and test the working hypotheses. A self-constructed questionnaire was used to collect data and was distributed in printed form. The sample was constructed from secondary school teachers in the South Moravian Region of the Czech Republic using a random stratified sampling strategy. A total of 224 respondents from 12 secondary schools participated in the research. The respondents were found to have a highly positive attitude towards further education but a lower willingness to learn in their spare time and a relative reluctance to spend their own money on further education. Statistically significant differences in attitudes and motivation towards further education were found depending on individual occupational- demographic characteristics - in particular gender, age, length of experience and professional focus. This research was specific in its focus and the results point to possible directions for further research. The empirical part of the monograph was also supplemented by an overview study with the results of other surveys that focused on aspects of professional development or further education of secondary school teachers - teachers of 205 vocational subjects, teachers of practical subjects or teachers of general education subjects. The aim of these surveys was to determine teachers&apos; attitudes, opinions and motivation towards further education, to identify possible obstacles and, where appropriate, to describe other aspects of this issue, such as workplace conditions for professional development, attitudes of school management towards further education, and others. The results of these surveys yielded similar results. The monograph has provided new and valuable insights into the further education of secondary school teachers directly from respondents who are intimately familiar with the environment in which it is delivered, know the ways in which further education is organised in schools and have practical experience of it. Not only the results of the research investigation but also the findings from the theoretical part of the thesis can be a source of inspiration for educational institutions as well as for school leaders, school policy makers, educational companies or students of secondary and higher education institutions.

Druh

B - Odborná kniha

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

ISBN

978-1-73993-784-3

Počet stran knihy

246

Název nakladatele

Sciemcee Publishing

Místo vydání

London

Kód UT WoS knihy

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