Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany

Christian Hofmeister,Matthias Pilz

doi:10.3390/educsci10070182

Abstract

For teachers in vocational education and training (VET), lifelong learning and related further training is important to meet the growing demands of the teaching profession. This paper analyses the perception of technology and e-learning of teachers in Poland, Italy and Germany. The innovative aspect of this study lies in its combination of general perceptions of online learning and technology on the one hand and findings in relation to a specific online Teacher Training Tool on the other hand. The aims of this study are to show the relevance of e-learning in teacher training and to measure the perception and acceptance of this form of further training by VET teachers. The results should provide support for the further design and development of online education formats for teachers. The evaluation was carried out using a quantitative cross-cutting study using a standardised questionnaire. The results of an online questionnaire show that the approach of online learning as a form of teacher training was met with great interest among VET teachers and that the perception of one’s own benefit from such a training option was positive. The quality of the online learning units is decisive for the acceptance of e-learning opportunities. One limitation of this study is that the diverse country-specific cultural aspects and systems of teacher training could only be taken into account to a limited extent. This paper enables international comparative research on teacher training to be integrated using e-learning formats.

Highlights

Over recent years, digitalisation has become an increasingly important focus of both European corporate policy [1,2,3,4] and vocational education and training [5,6]
Our evaluation focused on two aspects: teachers’ general attitudes to technology and e-learning, and their attitudes to a specific online Teacher Training Tool
The findings show clearly that less than one-third of the teachers surveyed had previously used findings show clearly that less than one-third of the teachers surveyed had previously onlineonline learning as a tool their in-service training,training, preferring formal training selfused learning as for a tool forown their own in-service preferring formal formats trainingand formats study

Summary

Introduction

Digitalisation has become an increasingly important focus of both European corporate policy [1,2,3,4] and vocational education and training [5,6]. The demands made of employees in their work—and, of vocational training—are evolving continuously as a result of digital processes [4]. Modern learning media and formats can be shown to have a motivating effect on students [7] The literature and research findings in this area tend to focus mainly on teaching or on how students learn using digital media and learning formats [12,13,14,15]. A key theme in teaching and learning

Objectives

Methods

Discussion

Conclusion