Abstract
The basis of the project is the current trend of lifelong learning and individual personality development, as well as the requirement to increase the quality of education programmes for Further Teacher Education (FTE). The research project has been carried out based on the findings of D. L. Kirkpatrick and his four-level model of training effectiveness evaluation. The main methods employed in the research are a questionnaire survey and standardized interviews with heads of schools sending their teachers to these programmes. The main objective of the research is to apply the method for FTE effectiveness evaluation at the Faculty of Education of Palacký University Olomouc and verify the method in practice. Tentative research objectives involve determining how the programme is evaluated by its graduates, analysing and interpreting the results of the research in FTE evaluation, and suggesting possible measures for further improvement and innovation regarding implementation of the particular programme.
Highlights
A number of Czech universities currently have programmes for further education as a result of the current social needs
The aim of this study is to investigate the issue of Further Teacher Education (FTE) effectiveness evaluation
The main objective of the research is to apply the method for FTE effectiveness evaluation to the selected education programme implemented at the Faculty of Education of PalackýUniversity Olomouc and verify the method in practice
Summary
A number of Czech universities currently have programmes for further education as a result of the current social needs. The current economic and social changes require further retraining-, subject-, and innovation-related studies focused on enhancing, updating and supplementing education or enabling the performance of a new occupation. They require new approaches for acquisition of the necessary skills and competences, often key ones. According to European Commission policy must focus on quality. Quality: improving quality assurance, including monitoring and impact assessment, improving initial and continuing education of adult educators, and collecting the necessary data on needs to effectively target and design provision (European Commission, 2018)
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