EXAMPLE OF GOOD PRACTICE TO SUPPORT THE TRAINING OF UNIVERSITY TEACHING PROFESSIONALS

This article submits for discussion the findings of a research conducted in 2013 about the good practices that supports the training of university teaching professionals. We used as a research method the survey based research. Without representing a panel sample, the selected subjects in the two samples belong to a small population, represented by university teachers that participated in the training program. The analysis targeted both participants present at the various organised events regarding training and exchange of experiences, as well as other specialist's categories that could have informed themselves regarding the project products, regarding educational resources initiated and executed during the project. The respondents of the two research phases are 604 teachers from 48 universities and, respectively 600 respondents from 49 universities. The purpose of the paper is to measure the impact degree of the main activities of the training program organized on a national level that aim to perfect the didactic competences of university teachers that participated. The methodological design of the research is structured around the following questions: What are the most relevant events presented in the project judging on the utility brought to the participants? What is the main motivation of the teachers' participation at the training courses? How do participants evaluate the e-learning portal used as a supplementary source of information? The obtained results indicate the fact that the training courses brought significant and obvious value. The second component that could produce favourable effects is the e-learning and informing. Other two event categories - national conferences and summer academies - have received similar evaluations and came third place. Regarding the participation motivation of teachers at the training courses, the following reasons were listed: program accreditation by the Ministry of Education, development of teachers' competences, the innovative aspect of the training program.本文研讨了2013年一项针对支持高校教学专业人员培训的最佳实践的研究成果。本研究采用问卷调查法作为研究范式。本次研究的两个样本均非面板样本，其选取对象均来自参与该培训项目的高校教师这一小型群体。分析对象既包括各类培训与经验交流活动的现场参与者，也包括通过项目产出物、项目期间开发并实施的教育资源了解该项目的其他相关专业人员。两项研究阶段的受访者分别为来自48所高校的604名教师，以及来自49所高校的600名教师。本文旨在评估国家级高校教师教学能力提升培训项目核心活动的影响程度。本研究的方法设计围绕以下问题展开：从为参与者带来的效用来看，项目中哪些活动最为相关？教师参与培训课程的主要动机是什么？参与者如何评价作为补充信息渠道的电子学习（e-learning）门户？研究结果显示，培训课程带来了显著且明确的价值。其次能够产生积极影响的组成部分是电子学习与信息告知环节。另外两类活动——全国性学术会议与暑期研修班——获得了相近的评价，位列第三。关于教师参与培训课程的动机，调研列出了以下几项：获得教育部的项目认证、提升教师教学能力、培训项目的创新性。