Abstract:

In this paper, we will present some important aspects regarding the analysis on Romanian Teachers’ Training Needs on Information and Communications Technology (ICT). This analysis was made inside a project which generates significant results in the life-long learning of the teachers from all levels of the Romanian education system. The general objective of the project aims to increase the level of the teaching staff information, competences and abilities concerning the Information and Communications Technology.

The research aims to assess the training needs in the use of ICT, using specific instruments for data collection according to a methodology developed in this respect. Training needs analysis is performed in order to define the training programme. The findings of the analysis shall be used to develop the curriculum and distance learning module for the target group of teachers.

The methodology used for this research on identifying teachers’ training needs has been developed, based on the purpose and specific objectives of the project. This methodology examines the main aspects of organising and conducting data collection and processing, which have formed the basis of the research. According to the developed methodology, the survey aims to identify teachers’ training needs, priorities and recommendations, which shall be included in the curriculum of the training programme delivered by the project, in order to cause conceptual and practical changes in education.

The surveyed population had the following structure: most of the surveyed teachers were women (82.2%). This percentage of female teachers having answered the questionnaire also reflects the large number of women employed in the education system in Romania. The percentages of teachers inquired according to the education establishment where they work, have been relatively close.

The age structure of the inquired population (Romanian teachers) was set according to the following categories: teachers having less than 10 years of professional experience in the education system, then those having between 10 and 15 years of teaching experience, the third category including teachers having between 15 and 20 years of professional experience, and teachers with the largest teaching experience (over 20 years).

One of the aspects considered when setting up the courses structure given within a project is the participation of potential attendees in the associated training programmes. The relevance of the training programmes offered by the project, but also the availability and the need for training teachers in these fields is highlighted by the high percentage of polled teachers who have never attended an ICT course so far (almost 63%).

The main features of the ICT skills and e-learning current state of the surveyed teachers are focused on the following conclusion: Romanian teachers are not sufficiently skilled to be enabled to know and get acquainted with the operating mode of ICT tools providing facilities for converting teaching materials in accessible formats for various types of deficiencies experienced by disabled students; to use basic functionalities specific to presentation editing programs; to use search programs to access the information available in the virtual environment and communicate by electronic mail; to know and use ICT tools; to use basic functionalities specific to word processing programs; to use basic functionalities specific to spreadsheet programs.

Keywords:

Secondary education, teacher development, training programs.