IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA
Journal Title: Problems of Education in the 21st Century - Year 2016, Vol 74, Issue 12
Abstract
The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers’ personal growth and changes of practices, as well as improved students’ learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identifed, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses’ attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola.
Authors and Affiliations
Lopes, BS, Costa, N, Matias, BF
Keywords
Related Articles
- EP ID EP35455
- DOI -
- Views 374
- Downloads 0
SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS
Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to rene...
TeachINg, learNINg, aNd kNowledge buIldINg: The caSe of The remoTe NeTworked School INITIaTIVe
The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building i...
ON SYNERGIES AND CONFLICTS BETWEEN THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030) AND RENEWABLE ENERGY SOURCES FOR EDUCATION OF AND BY SUSTAINABILITY
In September 2015 the United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 detailed Targets. Sustainability is understood in the wider sense by the document,...
TEACHER GENDER-RELATED INTERACTION IN UNIVERSITY CONTEXT
Gender equity has always been a broadly discussed issue. The number of studies and publications nowadays shows that this issue will prevail for a long period of time. There are controversies on gender equity in the Alb...
SOME INNOVATIVE APPROACHES TO TEACHING RUSSIAN AS FOREIGN LANGUAGE
When studying any of languages foreign to some person and not considering this process as simple as an acquiring certain knowledge and skills volume only, but to the contrary – regarding it as purposeful activity which e...