Page 213 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 213
overview of innovative online tr ainings for educators
responsiveness. Thus, it may be beneficial to focus on participant character-
istics prior to an intervention (Roberts et al., 2014).
Based on the evidence and the scarce evaluation studies about cer-
tain platforms, the recommendation is to implement a combination of on-
line training and personal contact with the trainer or mentor and/or oth-
er participants since that provides an opportunity for implementing the
personalised materials and courses regarding the needs of the trainee and
also provides an opportunity for personalised improvement and the devel-
opment of communication competencies. Thus, the motivation for profes-
sional development and the interest in further participation in the training
are improved.
Conclusions and recommendations
Online or ICT-supported environments can simply provide easy access to
case materials that can be used for learning new content or methods, for
observing real-time situations and for (self)reflection and therefore con-
tain a motivation factor in themselves. The analysis of the existing infor-
mation regarding online or other ICT-based professional development pro-
grammes of educators has indicated more advantages than disadvantages
of its implementation. As described, the online and other ICT-supported
professional development programmes are well established and widely used
approaches to the professional development of educators. But although the
approaches have shifted a great deal from traditional to modern and are
more focused on the construction of knowledge and ICT-supported tech-
nologies, the contents of professional development programmes are still
mostly oriented to the traditional roles of the educators, mostly involving
competencies about certain issues (such as teaching content, didactics, dis-
cipline, special needs etc.) and only a few involve contents focused on pre-
venting ESL, such as understanding ESL, educators’ self-reflection, social
and emotional competencies and other.
The presented programmes are concentrated on several concepts, i.e.
the programmes in Aula Mentor (n.d.) are focused on child development,
the education of parents and families, sign language and drug use preven-
tion etc., Glow Connect (n.d.) stresses the sharing and developing of re-
sources, chiefly involving teaching content resources, OpeningUpSlovenia
focuses on developing innovative approaches, primarily regarding differ-
ent approaches for how to address the teaching content, Neopass@ction of-
fers resources on how to support students in the transition from education
213
responsiveness. Thus, it may be beneficial to focus on participant character-
istics prior to an intervention (Roberts et al., 2014).
Based on the evidence and the scarce evaluation studies about cer-
tain platforms, the recommendation is to implement a combination of on-
line training and personal contact with the trainer or mentor and/or oth-
er participants since that provides an opportunity for implementing the
personalised materials and courses regarding the needs of the trainee and
also provides an opportunity for personalised improvement and the devel-
opment of communication competencies. Thus, the motivation for profes-
sional development and the interest in further participation in the training
are improved.
Conclusions and recommendations
Online or ICT-supported environments can simply provide easy access to
case materials that can be used for learning new content or methods, for
observing real-time situations and for (self)reflection and therefore con-
tain a motivation factor in themselves. The analysis of the existing infor-
mation regarding online or other ICT-based professional development pro-
grammes of educators has indicated more advantages than disadvantages
of its implementation. As described, the online and other ICT-supported
professional development programmes are well established and widely used
approaches to the professional development of educators. But although the
approaches have shifted a great deal from traditional to modern and are
more focused on the construction of knowledge and ICT-supported tech-
nologies, the contents of professional development programmes are still
mostly oriented to the traditional roles of the educators, mostly involving
competencies about certain issues (such as teaching content, didactics, dis-
cipline, special needs etc.) and only a few involve contents focused on pre-
venting ESL, such as understanding ESL, educators’ self-reflection, social
and emotional competencies and other.
The presented programmes are concentrated on several concepts, i.e.
the programmes in Aula Mentor (n.d.) are focused on child development,
the education of parents and families, sign language and drug use preven-
tion etc., Glow Connect (n.d.) stresses the sharing and developing of re-
sources, chiefly involving teaching content resources, OpeningUpSlovenia
focuses on developing innovative approaches, primarily regarding differ-
ent approaches for how to address the teaching content, Neopass@ction of-
fers resources on how to support students in the transition from education
213
