Abstract
The main goal of this study is to research the impact of enrolment in Graduate
Programmes (GPs) on a set of Basic Education2 and High School3 teachers in
Portugal. We seek to understand whether teachers consider this training as an
added value, and the extent to which this is reflected in the improvement of
their professional performance, in the schools, and in their students’ learning.
Preliminary research results show, among other aspects, that the reasons why
teachers enrol in GPs are associated mainly with personal fulfilment issues.
Moreover, despite the fact that both teachers and school leaders recognize the
importance of GPs, they acknowledge that there are still few effects.
Programmes (GPs) on a set of Basic Education2 and High School3 teachers in
Portugal. We seek to understand whether teachers consider this training as an
added value, and the extent to which this is reflected in the improvement of
their professional performance, in the schools, and in their students’ learning.
Preliminary research results show, among other aspects, that the reasons why
teachers enrol in GPs are associated mainly with personal fulfilment issues.
Moreover, despite the fact that both teachers and school leaders recognize the
importance of GPs, they acknowledge that there are still few effects.
| Translated title of the contribution | The impact of post-graduate programmes on teachers and schools. Two case studies: : post-graduate teachers’ perceptions |
|---|---|
| Original language | Portuguese |
| Pages (from-to) | 238–256 |
| Number of pages | 19 |
| Journal | Ensaio: Avaliação e Políticas Públicas em Educação |
| Volume | 25 |
| Issue number | 94 |
| Publication status | Published - 1 Sept 2017 |
| Externally published | Yes |
Keywords
- Graduate training
- Teachers
- Impact assessment
- Curriculum