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The current stage of teacher professional development in the bilingual curriculum of a

private institution

Dana Dominique Bertram¹*; Juliana de Oliveira Vicentini2

1 Master of Education R. Tavares Bastos, 1002 – Pompéia; 50120-020 São Paulo, SP, Brasil
2 Postdoctoralat USP, PhD Applied Ecology. ESALQ (LES). Av. Pádua Dias, 11 - São Dimas, 13418-900
Piracicaba, SP, Brasil
*Corresponding author: bertram.danadominique@gmail.com

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The current stage of teacher professional development in the bilingual curriculum of a

private institution

Abstract

The continuous professional development of teachers is one of the most important

pillars in the ongoing development of education quality. There is a large scientific base of
characteristics of successful and effective professional development programs, such as a
sustained duration, relevant content, collaboration between teachers and active learning. One
of the formats proven most efficient is teacher-to-teacher learning, i.e., programs based on
peer learning within the school context. This case study assessed the current stage of
professional learning of the teaching staff of the bilingual curriculum of a private institution in
São Paulo in order to identify possible ways and conditions for the implementation of a teacher-
to-teacher learning program. The sample group was chosen by typicity, under the assumption
that the specific working conditions produce representative and at the same time especially
interesting results for wider contexts. Data collection was carried out via a digital questionnaire.
The questionnaire was composed of mixed questions, addressing four thematic axes, namely
1) the professional learning of teachers, 2) professional development programs, 3) the transfer
of the knowledge in the classroom practice, and 4) the desired settings of professional
development. The collected data was analyzed using content analysis. It was organized,
tabulated, and systematized in text and graphs. The analysis led to two main findings: (1) the
characteristics of effective teacher professional development have been mostly vindicated and
(2) that there is a wish amongst the individuals of the sample group of having more time for
collaborative professional development.
Keywords: Learning communities; School culture; Classroom management; Teaching
quality; Secondary education.

O estágio atual da formação continuada dos docentes do currículo bilingue de uma

instituição particular

Resumo

A formação continuada de professores é um dos pilares mais importantes do

desenvolvimento do ensino de qualidade. A formação continuada bem-sucedida e eficaz
possui diversas caraterísticas, tais como uma duração longeva, relevância dos conteúdos,
colaboração entre professores e aprendizagem ativa. Um dos formatos comprovados como
mais eficientes é a aprendizagem profissional entre professores, ou seja, programas
baseados na aprendizagem entre pares dentro do contexto escolar. Este estudo de caso
avaliou o estágio atual de formação continuada do corpo docente do currículo bilíngue de uma
instituição particular em São Paulo para identificar os possíveis caminhos e condições para a
implementação de um programa de aprendizagem entre professores. A amostragem foi
escolhida por tipicidade, pois as especificas condições de trabalho produziram resultados
representativos e relevantes para contextos similares. A coleta de dados foi realizada por um
questionário digital. O questionário foi composto por perguntas mistas, ou seja, abertas e
fechadas, abordando quatro eixos temáticos: 1) a formação dos docentes, 2) cursos de
formação continuada, 3) a aplicação do aprendizado e 4) as formas de formação continuada
desejadas. A análise dos dados coletados foi feita por meio da análise de conteúdo. Os dados
foram organizados, tabulados e sistematizados em texto e em gráficos. A análise gerou duas
conclusões principais: (1) as características de desenvolvimento profissional efetivo do
professor foram em sua maioria justificadas e (2) entre os indivíduos que compuseram a
amostra, existe o desejo de ter mais tempo para o desenvolvimento profissional colaborativo.
Palavras-chave: Comunidades de aprendizagem; Cultura escolar; Gestão da sala de aula;
Qualidade de ensino; Ensino básico.

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Introduction

Professional teacher development is one of the most important pillars for the ongoing
development of quality education (OECD, 2009; Imbernón, 2010; Hargreave, Fullan, 1991 and
2012; Kennedy, 2016; Stern, 2009). In global and national context, as well as in academic and
popular discourses, there are heated discussions about teaching methods, the contents to be
covered by the curricula and other aspects of teaching practices. It is up to the professionals,
i.e., teachers, to bypass the discussions and controversies, while preparing young people with
the necessary skills and knowledge for the future (Martins, Duarte, 2010). It is broadly accepted
that initial teacher training is not enough to ensure a sustained adequate teaching practice,
but, as in all professions, it needs continuous professional learning. One of the major
challenges is to find solutions that can be implemented in a profession that is not only
considered as one of the most important for a large part of society, but simultaneously brings
with it daily challenges that make it one of the most complex ones (Stern, 2009).
Since the early 1990s, academic research has focused on the professional learning of
teachers to ensure sustained quality in education (Darling-Hammond, Richardson, 2009;
Fullan, Hargreaves, 1991; Fullan, 1993; Imbernón, 2010; Borg, 2015; OECD, 2009; Silva 2009;
Timperley et al., 2008). Current trends present some basic concepts about what is needed for
professional teacher development to be effective, being: 1) relevance to teachers' everyday
practices, 2) an active methodology, which involves teachers and students, 3) collaboration
between teachers and schools, 4) modelling the application of new concepts or methodologies,
5) ongoing support by experts and coaching, 6) time for feedback and reflection, and 7) a
sustained duration, which enables implementation and reflection on learning (Gulamhussein,
2013; Darling-Hammond et al, 2017; Alvarado-Prata et al. 2010; Lipowsky, Rzejak, 2012; Borg
2015; Reusser, Tremp 2008; Druksen, Klassen, 2017; Morgan, Bates, 2018).
In short, professional learning programs for teachers should be relevant, collaborative
and active, of sustained duration, providing space for reflection and implementation, and based
on structural and scientific support. However, professional teacher development remains
predominantly offered in formats proven ineffective or without the necessary conditions, such
as isolated workshops or presentations without collaboration between teachers, modelling or
ongoing counselling to ensure implementation (Korthagen, 2017; Liebermann, 2000; Darling-
Hammond et al, 2009; Alvarado-Prada et al, 2010; Kwakman, 2002; Lipowsky, 2010; OECD,
2009; Richter, Marx, 2018; Stern, 2009).
Professional development of teaching staff is a key topic for educational leadership
since it ensures that the learning environment meets current standards of quality in education.
School leaders need to provide opportunities for professional development, inform the staff

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about it and create the necessary conditions for professional development to become effective
in the everyday teaching practice. School leadership can, at its best, foster a working
environment in which continuous professional development is valued, visible in the everyday
practice and sustainable.
This case study assessed the current stage of continuing education of teachers of the
bilingual curriculum of a private school in São Paulo, aiming at identifying possible ways and
conditions for the implementation of a professional development program at the institution.

Material and Methods

The research project is a case study (Yin, 2015; Gil, 2008) which analyzed the current
stage of continuing education of the sample group, composed of teachers of the bilingual
curriculum of the co-participative institution. A case study is a research method that, to better
understand problems in complex, real-life situations, focuses on a specific case rather than the
entire population and thus can understand deeply the interrelationships between different
factors. The research deals with a general problem (professional teacher development) but to
generate a more detailed understanding, it focuses on a specific group (the teachers of this
institution's bilingual curriculum) within its complex reality (Gil, 2008, Yin, 2001).
The case study was implemented in the bilingual curriculum of a private education
institution in the state of São Paulo. It is a well-established private school with over ten
thousand students, offering all levels of basic education (kindergarten, elementary and high
school) and the national Brazilian as well as German diplomas. The bilingual branch in which
the research was implemented has around 700 students enrolled and a teaching body of
around 50 teachers. Most of them are German nationals who came to Brazil to work for the
school during a period of 2 to 8 years.
This group is especially interesting for this research because of several influencing
factors. On the one hand, the institution is dedicated to modern approaches to teaching and
has the necessary structures to establish an updated practice amongst their teaching staff,
such as awareness of its importance, as well as the financial and technological resources and
infrastructure to ensure it. On the other hand, in everyday school life, a possibility of
improvement in the continuing education of the teaching staff of the bilingual curriculum
became evident. There are several factors that could hinder the continued professional
development, such as a faculty composed mainly of foreigners working on short-term
contracts, which causes a large flux of professionals and, additionally, few options for external
continuing education due to the language barrier of the foreign teachers.

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Data collection

The data was collected by applying a questionnaire, qualifying therefore as extensive

direct observation (Marconi and Lakatos, 2003). The application of questionnaires is one of
the commonly used techniques to obtain data in case studies (Yin, 2015). The questionnaire
was applied in the absence of the researcher (Marconi, Lakatos 2003). This technique was
chosen because it allows data to be collected remotely, which was important as the research
was conducted during the global Covid-19 pandemic. In addition, it offered more time and
flexibility for participants to respond and provided anonymity and thus more security for them
(Marconi, Lakatos 2003). The questionnaire (see Appendix) consisted of 28 mixed questions
(some closed and some open questions), and addressed four thematic axes, namely 1) the
professional learning of teachers, 2) professional development programs, 3) the transfer of the
knowledge to classroom practice, and 4) the desired settings of professional development, all
formulated within the context of the sample group.
In the development of the questionnaire, the aspects defining the validity and operability
of the questionnaire were duly considered, as well as the content and sequence, wording,
form, and vocabulary of the questions. After the research was authorized by the PECEGE
ethics committee1 and prior to its application, a pilot of the questionnaire was conducted to
identify possible necessary adjustments (Marconi, Lakatos, 2003; Chaer et al 2011; Manzato,
Santos 2021). Four questionnaires, two in Portuguese and two in German, were responded in
the pilot with the result that no further changes were necessary before the application.
A term of informed consent was drafted, in which the teachers were invited to
participate in the research. The research only started after the participants had given their
consent. The questionnaire was applied via Google Forms, given that it is one of the most
advanced free platforms and is easy to use, besides the important fact that the co-participating
institution does not make use of the programs and platforms offered by Google, which further
guaranteed the confidentiality of the data.

Analysis

The data was analyzed using content analysis according to Bardin (2011), following the
three stages: Fist, pre-analysis, second, data exploration, and third, treatment, inference, and
interpretation of the results (Bardin 2011). The pre-analysis began with a reading of the
collected material, the formulation of the hypotheses and the preparation of the data for the
second stage. In this, the data was coded, and the units of records were identified. They were

1 CAAE 46361821.1.0000.9927

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enumerated and then semantically categorized. In the end, the results were interpreted in a
controlled way through inference, considering all sides involved in the act of communication -
the sender (the participants), the receiver (the researcher), the message (the answers) and
the channel (the questionnaire) (Bardin 2011). The results were then interpreted to achieve
the general research objective (Marconi, Lakatos 2003), namely the identification of influential
factors in establishing successful and sustained teacher professional development practices
at the co-participative institution.
Pre-analysis: The main questions for the preparation of the data were set by the
thematic axes of the questionnaire, 1) the professional learning of teachers, 2) professional
development programs, 3) the transfer of the knowledge in the classroom practice, and 4) the
desired settings of professional development. For each of the four main questions, then,
subcategories were developed and indicators for each subcategory are identified during what
Bardin refers to as floating reading (“leitura flutuante”) (2011). During this phase, the
hypotheses, which were investigated and re-evaluated later, were drafted. This did not happen
merely based on the answers given, but always in consideration of the theoretical background
of the research (Bardin 2011). In this study, the answered questionnaires were read against
the theories on the characteristics of effective and appropriate teacher professional learning to
formulate the hypotheses and matching indicators.
Data exploration: After the subcategories and indicators were defined, coding units or
registration units were defined. It depends on the research design and the nature of the
material at hand which size the units are. It can be whole sentences, phrases or just words.
This study aimed at a semantic analysis of the answers and due to the relatively short answer
texts, words were chosen as registration units. For each hypothesis and its indicators, a list of
registered communication units was developed, and they were further classified and counted.
Treatment: With the data organized and coded, it allowed for inference and
interpretation. Inference, or logic deduction, is the very core of the analysis. It is the process
of using the formed categories, coded elements, and registration units to come to logical and
valid conclusions (Bardin 2011). The nature and quantity of registration units is used to deduct
and formulate valid conclusions about the hypotheses.
As mentioned above, the consideration of all sides involved in the communication
(Bardin 2011) is an important factor when interpreting the results. In this case, the working
environment, the design of the research and the context of the Covid19 pandemic were
carefully considered. The participants (the senders) and their answers (the messages) were
considered in the context of the situation and their relationship to the researcher (the receiver)
and the questionnaire (the channel). While the extensive direct observation (Marconi and
Lakatos, 2003) through questionnaires brought some undeniable advantages and anonymity

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to the participants, it also had the side effect that some questions were answered with less
detail and that further inquiries into interesting aspects remained impossible. Since the
directory of the branch made their interest and support of the study clear, there is the possibility
that the questionnaire was seen as a possibility to also send an indirect and anonymous
feedback to the employer about the way professional development is planned and supported
at the institution.

Results

Out of the fifty questionnaires sent out, twenty questionnaires were answered and
returned by 20 Aug. 2021, of which most (16) were answered by German teachers and the
remaining by Brazilian staff of the bilingual curriculum. The participants have been teaching
for 15,8 years on average, ranging from 1,5 years of experience up to 33 years. None of the
German staff responded to have obtained a postgraduate degree, but all Brazilian participants
responded to have one.
Only half of the participants answered to take part in professional development (PD) on
a regular basis (Figure 1).

Never took part in

PD.
2%
Took part in PD
within the last 6
months.
26%

Already took part

in PD.
40%

Took part in PD within

the last 12 months.
32%

Figure 1. Participation in professional development

Source: Original data from the research

However, 75% of the participants responded to have last taken part in a professional
development program within the last year and 60% within the last 6 months (Figure 1). The
vast majority of these were either internally organized by the school or regional programs, only

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one participant each answered to have taken part in a program offered by a university or by
an external training center.
In the following, the results are discussed in detail referring to the four thematic axes,
namely 1) the professional learning of teachers, 2) professional learning programs, 3) the
transfer of new knowledge into classroom practice and 4) the desired settings for professional
development.

Axis 1: The professional learning of teachers

The first axis refers to the questions how and why teachers educate themselves further
after initial teacher training. This concerns the teachers’ motivation for learning as well as which
methods of learning are rated as useful for their professional learning by the teachers.
The first hypothesis relates to the teachers’ motivation. Professional learning of teachers is
driven by intrinsic motivation out of their needs and interests. For this hypothesis, the following
units were chosen as indicators: 𝑎1 interest/interesting, 𝑎2 need, 𝑎3 weakness/deficit,
𝑎4 inspiration, 𝑎5 curiosity/curious, 𝑎6 motivation, 𝑎7 personal, 𝑎8 obligation/duty,
𝑎9 responsibility, and 𝑎10 topic.
Answers given to questions 17 (“What motivated you to participate in the professional
development courses?”), 23 (“What influences your decision to participate in professional
development?”) and 24 (“What does a professional development course have to offer for you
to consider it worthwhile?”) showed that a vast majority of participants named their personal
interests (𝑎1 ) and needs (𝑎2 ) as the most important factor to take part in professional
development (Figure 2).

65,00%
Percentage of participants

40,00%

16,00% 16,00%

interests needs personal deficits professional duty

Named reasons for taking part in PD

Figure 2. Reasons for taking part in professional development

Source: Original data from the research

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65% of the participants mentioned interest at least once when describing their
motivation to participate in professional development (questions 17 and 23), often so in
combination with “personal” and “topic”, such as in “my personal interest in the topic” or
“personal interest” or “an interesting topic”. Needs were reported as the second important
factor with 40% of participants mentioning unit 𝑎2 . Furthermore, the participants’ own perceived
weaknesses or deficits (𝑎3 ) were mentioned as a reason to participate in professional
development with the same incidence as professional responsibility or duty (𝑎8 , 𝑎9 ) (16%).
While this underlines the importance of intrinsic motivation out of personal and professional
interests and needs, it also shows that other factors play a role in teachers’ partaking in
professional development.
Apart from the motivation for teachers’ learning, the methods of professional
development have a big influence on the success of the course and longevity of its contents.
The methods that were evaluated as most useful (a media of over 3,25 out of 4) by the
participants, were mostly the ones that meet the criteria established for effective teacher
professional development programs, namely relevance, collaboration, reflection of practices
and embeddedness into the work routine (Figure 3). Especially micro teaching (modelling),
reflection on classroom practice and peer feedback were evaluated by all participants as
extremely helpful and effective. Best practice was evaluated as most helpful by the
participants.
Interestingly, other collaborative methods such as group discussions were rated as less
useful and work in groups was rated the second less useful method. Coaching was rated less
useful than expected, too. However, it also had the lowest prevalence with only half of all
participants answering that they had experienced coaching as a method of professional
development at all. The most common methods were expert lectures, group discussions and
reflections on classroom practice.
Still, the responses seem to underline the theory that the professional learning of
teachers works best in collaborative, practice-oriented settings. Besides, they also show that
participants value the opinions of experts.

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Average Rating of Usefulness (bars) 4,00 1

Prevalence of Method (line)

3,80 0,9
3,60 0,8
3,40 0,7
3,20 0,6
3,00 0,5
2,80 0,4
2,60 0,3
2,40 0,2
2,20 0,1
2,00 0

Methods of PD

Figure 3. Methods of professional development

Source: Original data from the research

Furthermore, 90% of answers to question 24 mentioned at least one of the units

praxis/practical/practicable or applicability/applicable, often implicating that content easily
applicable in their lessons was the decisive factor in regarding a professional development
program as worthwhile.
Thus, professional learning of teachers is driven by intrinsic motivation out of their
needs and interests and works best in collaborative, practice-oriented setting.

Axis 2: Professional development programs

The second thematic axis relates to the design of professional development programs
for teachers. Based on current literature and studies in the topic, the study was designed based
on the premise that, in order to be effective, professional learning programs for teachers should
be relevant, collaborative and active, of sustained duration, providing space for reflection and
implementation, and based on structural and scientific support. This section discusses the
findings concerning these criteria. While the methods and contents are discussed in detail
under axes 1 and 3, the following two hypotheses refer to the time and duration needed for
successful professional development.

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The first hypothesis refers to the conditions of the professional development, namely:
For effective teacher professional development, providing sufficient time and space is
important. For this hypothesis, the following units were chosen as indicators: 𝑏1 : time 𝑏2 :
workload 𝑏3 relief 𝑐4 compensation/ compensate, and 𝑐5 substitution.
Questions 22 (“Describe how your employer supported your participation in the
training.”), 23 (“What influences your decision to participate in professional development?”)
and 25 (“Where and when do you think professional development should take place?”) showed
that apart from the interests and needs of the teacher, time and space were important factors
which could be influenced by the employer through support and planning.
40% of the participants related that their participation in professional development was
facilitated by the employer through relief (𝑏2 ) from lessons and substitutions (𝑏5 ) (Figure 4).
One participant elaborated that being substituted by colleagues indeed created additional
preparation work, but that this still facilitated their partaking. Three participants (15%)
mentioned that the employer had organized the courses and another four (20%) answered that
having professional development during time slots especially reserved for meetings and
trainings was a support for them. Only two participants reported to have not received sufficient
support from the institution. Other factors such as paid travel and hotel, discounts on fees for
external courses, a professional development portfolio and informing about offers were
mentioned by one participant each.

no support
received
10% reserved time-slots
20%
other forms of
support
15%

organization
15%

relief from lessons

40%

Figure 4. Received support

Source: Original data from the research

Eight participants mentioned time (𝑏1 ) or relief (𝑏3 ) as factors in their decision to take
part in professional development, making up 40% and thus a share equal to those who
responded that personal interest influenced them. Answers to question 25 allowed a closer

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look at the role time and workload (𝑏2 ) play for teachers. Nine participants (45%) answered
that professional development should take place during the regular working hours, only one
mentioned to prefer courses after work, in the evenings or on the weekends. While only one
participant mentioned the workload (𝑏2 ), another four mentioned that professional
development should happen in the beginning or end of the term, and not during more stressful
periods, making up to 25% who took the workload into consideration. Six participants (30%)
responded that the courses should be offered within or in proximity to the school, whereas
another six stated that the locality did not matter, as long as it was easy to reach. Two
responded to prefer online courses and another one mentioned them.
In short, the majority of participants answered that professional development programs
should happen during the working hours and not in addition to the regularly high workload
(preferably not close to time frames of exams and corrections). The location of the course
seemed to matter to a third of the participants, but not to the same extent as the time.
In contrast to other findings, a short duration for teacher professional development
programs is preferred. Questions 14 (“How many of these professional development courses
took place on more than one date or more than one block of dates (consecutive days)?”) and
15 (“Do you prefer professional development of short duration (1 to 3 days) or long duration
(more than 3 days)?”) gave a clearer picture.
Only one participant responded to prefer a long duration, while all other answered to
prefer a short duration (Table 1). However, half had not participated in a course with a long
duration, another quarter had only once participated in a course with a duration of more than
one day and the remaining quarter had participated in either two or three courses with an
extended duration. Thus, there was no significant correlation between having experienced long
duration courses and preferring either a short or a long one.

Table 1. Participation in long duration professional development and preferred duration

Participation in long duration professional development Preferred duration
more than once 5 short 19
once 5 long 1
never 10
Source: Original data from the research

Read against the answers for question 9, the picture becomes clearer. Question 9
asked for the preferred duration of teacher professional development. Half of the participants
responded this depended very much on the topic and the time frames given vary from less
than an hour to two days (Table 2).

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Table 2. Preferred duration of professional development and relevance of the topic

(from) Hours (to) Days Specifics Mentions topic
2-4h 1 ✔
1
2 weekend
2h
3-4h morning
✔
1
3-6h

2
2
2h 2
2-8h ✔
0.5h 2 ✔
0.5-1.5h 3 ✔
1-2h 1 ✔
✔
✔
✔
4h
Source: Original data from the research

Of 10 participants who gave a time frame in days, most answered that two days would
be suitable. Those who gave values for time frames in hours mostly gave 2 to 4 hours as a
suitable duration. Some more elaborate answers such as “It depends entirely on the project. It
ranges from a micro-training of 30 minutes to a theatre workshop lasting several days.” and
“That depends on the content. For software training, 2-4 hours are often sufficient, whereas
pedagogical topics certainly need at least one day.” showed clearly that the duration is closely
connected to the content of the professional development.
To conclude, professional development programs for teachers need adequate time and
space. This can be attained by reducing the workload and, in contrast to other findings, by
limiting the professional development to a short duration. This, however, does not mean that
time for reflection and modelling can be left out. Rather, the time invested into professional
development needs to be proportionate to the benefits that the teachers expect from the
course.

Axis 3: Transfer of new knowledge into classroom practice

Apart from adequate time and space, professional learning is only successful if the
contents are later implemented in the everyday practices of teachers. The third axis
investigated the conditions required so that the learning from professional development

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programs is integrated into the participants’ classroom practice. According to literature and the
participants of this study, the key for this is relevance and modelling.
The first hypothesis is that, for effective teacher professional learning, relevance to the
everyday classroom practice and work routine is important. This hypothesis has been
measured by 𝑐1 :relevant/relevance; 𝑐2 :practice/practical; 𝑐3 :realistic; 𝑐4 :feasible/feasibility;
𝑐5 :uncomplicated; 𝑐6 : authentic.
Question 26 asked the participants to describe the conditions for the contents of
professional development to find their way into their classroom. While for this question, none
of the participants used relevant (𝑐1 ), 11 participants (55%) responded that the contents
needed to be practical (𝑐2 ) or “rooted in practice”, as one participant put it, and another 6
answers (30%) mentioned the need for them to be feasible (𝑐4 ) (Figure 5). Hence, in sum, 17
(85%) of the participants focused on the applicability of the contents. In addition, participants
used vocabulary such as realistic (𝑐3 ), uncomplicated (𝑐5 ), or authentic (𝑐6 ) to further stress
the importance of relevance to their everyday practice.
Only two participants mentioned none of the items above, of which one mentioned that
they would need to see a “personal gain” from the contents, which could also be understood
as an answer related to the relevance of the contents. The last answer stated that it needed
“good handouts and material to look up the contents afterwards”.

other factors
15%

practicability
feasibility 55%
30%

Figure 5. Factors that influence implementation

Source: Original data from the research

The second hypothesis of the third axis is that a phase of modelling is helpful for the
teachers to later integrate the new knowledge into their classroom practice It was measured
by the units 𝑑1 try/ trying out; 𝑑2 test; 𝑑3 practical/practice; 𝑑4 : situation; 𝑑5 : model/draft.

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Not only the contents need to be practical, but the professional development program
itself should also be designed towards practicality. When the teachers get the chance to try
out the contents during the program, they are more likely to understand the benefits and later
feel comfortable to use them inside the classroom. This rule has been verified by the
participants, of which 5 explicitly mentioned trying and testing (𝑑1 and 𝑑2 ) and, as mentioned
above, 11 had mentioned the practicability (𝑑3 ), which can be reached by phases of modelling.
One participant elaborated: “Throughout the course there should be a concern to provide the
participants with the opportunity to ‘draft’ situations of their daily practice for implementing the
contents, and if possible, discussing them with their colleagues.”
Thus, the participants confirm that a successful transfer of the new knowledge can best
be reached when the content is relevant to their everyday practice and by providing a period
of modelling, that is, a time and space to try out new concepts, within the professional
development program.

Axis 4: Desired setting of professional development

Finally, the desired settings and needs of professional development programs at the
co-participative institution were analyzed. Out of twenty participants, nine (45%) responded
that they were not satisfied with the offers by the institution (question 18), all of them having
responded the German questionnaire and thus being likely to be expat professionals. Among
the German questionnaires, this makes up a significant part of 56,25%. The following three
hypotheses consider the possibilities of improvement more closely by analyzing the final open
questions of the questionnaire (22 – 28).
At the school, there is a potential of improving the circumstances in which teacher
development is conducted. This hypothesis was measured with the units 𝑒1 : workload; 𝑒2 : time;
𝑒3 : support; 𝑒4 : distance; 𝑒5 :costs. A small majority of the participants related that they had
already experienced some degree of stress/trouble due to professional development being
offered or made obligatory during periods with an already heightened workload (Figure 6).
Another 20% stated that the time was the main or one of the main aspects they considered
when deciding on participating in professional development.

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Did not mention time

25%
Time as main factor for
20%
participation
55% PD during stressful time
periods

Figure 6. Time as a factor in professional development

Source: Original data from the research

This leads to the conclusion that the circumstances in which professional teacher
development is conducted at the school can be improved in terms of time (period and duration).
Neither costs for professional development courses nor the distance was mentioned by any of
the participants, expect for one who stated to be thankful for having had those expenses paid
for by the school. This hints at those factors not being present to most of the participants’
considerations about professional development, either because they are satisfied with those
aspects or because they, in fact, are not of importance since the development is usually paid
for by the school and within the school grounds or in the school’s proximity.
Another hypothesis was that, at the school, there is a potential of improving the offered
programs for teacher development is conducted. However, apart from one participant who
related that a program was offered too late, after they had already made themselves familiar
autonomously, and one other participant who referred to some programs having been less
helpful than others, none of the participants related a wish for a change in the topics, contents,
quality, nor the form of professional development courses offered by the co-participative
institution.
Finally, the staff expressed a wish for collaborative professional development in a
productive and constructive setting. As discussed earlier, the collaborative methods were rated
as very helpful by most of the staff. While almost all participants related that the school had
supported their participation in professional development programs by exempting them from
some of their lessons, answers to questions 27 and 28 showed that there was a strong wish
amongst the teachers for having more time and space to collaboratively learn and develop
their teaching further as well as for evaluating new methods.
All participants answered that they were open to work collaboratively with their
colleagues, but eight (40%) mentioned that they needed more time for this (Figure 7). Some
also mentioned the lack of time due to workload or the lack of colleagues with similar attitudes.
The same pattern became clear when asked about being willing to open the lessons for experts
or colleagues (peer feedback). Only one participant denied being open to welcoming visitors
to their lessons, since this would further increase stress. However, of those that answered

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positively, many stressed that this would need supportive structures. Interestingly, two of the
participants expressed a wish for continuity, e.g., answered that topics and contents should be
embedded into a wider context of school developments and be returned to.

wanting to work
collboratively mention time
71% 29%

Figure 7. Wish to collaborate with colleagues in PD and time

Source: Original data from the research

It is especially important here to consider the nature of the communication between the
sender and the receiver, as well as the channel used for the messages, and not only the
answers themselves, isolated. There is the possibility that the relatively high percentage of
participants who answered to being satisfied with the offers with “no” (question 18) is related
to a period of almost two school years within the context of the Covid-19 pandemic and thus,
a considerable challenge for teachers as well as for those responsible for planning and offering
professional development, internal and external to the co-participative institution.
All in all, while there is a potential to be optimize the planning of internal professional
development programs at the bilingual curriculum, it refers mainly to the time frame and period.
The staff answered to be, overall, content with the nature and content of the courses but wished
for them to be scheduled for time periods with a less demanding workload and to be granted
enough time to work collaboratively.

Conclusion

The analysis presents two main findings. Firstly, the characteristics of effective teacher
professional development have been mostly vindicated. A collaborative and practical approach
is highly valuated and was rated as most effective by the participants. While the teachers
wished for a continuous professional development program including phases of evaluation, all
participants preferred a short duration. Furthermore, the planning of professional development

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programs should consider periods of higher and lower workload. The time invested into
professional development needs to be proportionate to the benefits that the teachers expect
from the course. The research also showed that there is an opportunity of improvement in the
context of teacher professional development offers and programs at the bilingual curriculum of
the co-participative institution. The staff are highly motivated and consider it their professional
duty to further develop their abilities as teachers. They are very open to working in collaborative
settings amongst peers or with experts but wish for structures which allow them to do so. Those
structures would be enough time and a relief from excess workload that seems to otherwise
inhibit successful and rewarding participation in professional development. The topics, design
and quality of the programs offered, on the other hand, have been shown as being widely
appreciated by the sample group and to meet their needs and wishes.

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Appendix:

Questionnaire

English version

1. What is your academic degree?

2. For how many years have you been teaching
3. Do you hold a postgraduate degree?
[ ] Specialization [ ] Master's degree, also MBA or similar. [ ] Doctorate [ ] No
4. Have you already participated in professional development? [ ] Yes [ ] No
5. When was the last time you participated in a professional development course?
[ ] within the last 6 months. [ ] within the last 12 months. [ ] within the last 2 years.
[ ] more than 2 years ago. [ ] never.
6. What was the topic of the last professional development you attended?
7. The last training was offered by ...
[ ] the school where you work [ ]an external training centre [ ] university [ ]others: _
8. Indicate how often you have participated in the different types of professional
development: __ course, __ workshop, ___ seminar, __ lecture, ___ project.
9. What amount of time do you think is particularly appropriate for professional
development? _________
10. Do you regularly take part in professional development? [ ] Yes [ ] No
11. How many professional development courses have you attended in the last 2
years?
12. How many of these professional development courses were school-internal
trainings?
13. How many of these professional development courses were regionally organized?
14. How many of these professional development courses took place on more than
one date or more than one block of dates (consecutive days)?
15. Do you prefer professional development of short duration (1 to 3 days) or long
duration (more than 3 days)? [ ] short duration [ ] long duration
16. Select all areas in which you have already attended training courses
[ ] administration
[ ] Didactics/methodology in general
[ ] Subject didactics and methodology
[ ] DFU / Language-sensitive teaching
[ ] Inclusion and differentiation
[ ] School culture

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[ ] Performance assessment and evaluation

[ ] Use of technologies and media
[ ] Psychology
[ ] Other: _____
17. What motivated you to participate in the professional development courses?
18. Are you satisfied with the professional development provided by your employer?
[ ] Yes [ ] No
19. Was there any course that you could not attend? If yes, what prevented you from
attending?
20. Select all the methods of the course(s) you attended and rate their usefulness: [4]
particularly useful - [1] not useful
Expert lecture [4] [3] [2] [1]
Conference between experts [4] [3] [2] [1]
Providing literature [4] [3] [2] [1]
Micro Teaching [4] [3] [2] [1]
Group discussions [4] [3] [2] [1]
Best Practice [4] [3] [2] [1]
Visiting lessons [4] [3] [2] [1]
Group work [4] [3] [2] [1]
Reflections on classroom practice [4] [3] [2] [1]
Analysis of students' products [4] [3] [2] [1]
Providing teaching material [4] [3] [2] [1]
Providing study material for teachers [4] [3] [2] [1]
Coaching [4] [3] [2] [1]
Peer Feedback [4] [3] [2] [1]
Other Methods [4] [3] [2] [1]

If applicable: Please specify which other methods were used and rate their
usefulness.
21. How useful was the content of the professional development for your everyday
teaching?
22. Describe how your employer supported your participation in the training.
23. What influences your decision to participate in professional development?
24. What does a professional development course have to offer for you to consider it
worthwhile?

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25. Where and when do you think professional development should take place?
26. In your opinion, what are the preconditions for the content of professional
development programs to be transferred into everyday teaching?
27. Can you imagine developing your teaching in a collaborative way with colleagues?
If yes, what would you like to see? If not, why not?
28. Can you imagine opening up your lessons to colleagues and experts? If yes, what
would you like to see? If not, why not?

Portuguese version

1. Qual é a sua graduação?

2. Há quantos anos você leciona?
3. Possui pós-graduação? ( ) Especialização, ( ) mestrado, ( ) doutorado ( ) não possui
4. Você já fez cursos de formação continuada? ( ) Sim ( ) Não

5. Quando foi a última vez que você participou de um curso de formação continuada?
( ) seis meses ( ) um ano ( ) dois anos ( ) há mais de dois anos

6. Qual foi o tema do último curso?

7. O último curso foi oferecido pela ( ) escola em que trabalha, ( ) centro de formação
( ) universidade ( ) outro?

8. Indique o número de vezes que participou de cada tipo de formação continuada:

__ curso, __ oficina, ___ seminário, __ palestra, ____ disciplina, ___ projeto.

9. Qual carga horária de um curso de formação continuada você considera como mais
relevante? ________ horas

10. Você participa de cursos de formação continuada regularmente? ( ) Sim ( ) Não

11. Quantos cursos de formação continuada você participou nos últimos dois anos?
12. Quantos desses cursos foram cursos internos (oferecidos pela escola)?
13. Quantos desses cursos foram cursos regionais?

14. Você prefere cursos de curta (1 a 3 dias) ou longa duração (mais de 3 dias)?

( ) curta duração ( ) longa duração

15. Quantos desses cursos de formação aconteceram mais de uma única vez (única
vez podendo ser um único dia, uma única semana...) em vários períodos
diferentes? ____
16. Selecione todas as áreas às quais pertencem os cursos de formação que você
frequentou:

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( ) administração
( ) metodologias de ensino (geral)
( ) ensino da minha matéria
( ) metodologia de aprendizagem integrada de língua e conteúdo/ de ensino
bilingue
( ) inclusão e diversidade
( ) cultura escolar
( ) métodos de avaliação
( ) tecnologia educacional
( ) psicologia
( ) outros: _______
17. O que te motivou a participar dos cursos?
18. Você está satisfeito com os cursos de formação continuada oferecidos pela
instituição? ( ) Sim ( ) Não
19. Teve algum curso que você não pode participar? Se sim, o que te impediu de
participar dos cursos oferecidos?
20. Selecione os métodos do(s) curso(s) que você frequentou e avalie sua utilidade.
(4) – muito útil (1) não útil
palestra ou apresentação por especialistas [4] [3] [2] [1]
conferências entre especialistas [4] [3] [2] [1]
disponibilização de literature [4] [3] [2] [1]
microensino (microteaching) [4] [3] [2] [1]
discussões em grupos [4] [3] [2] [1]
exemplos de boas praticas [4] [3] [2] [1]
visitas às aulas de colegas [4] [3] [2] [1]
trabalhos em grupos [4] [3] [2] [1]
reflexão sobre a própria pratica [4] [3] [2] [1]
analise de trabalhos de alunos [4] [3] [2] [1]
disponibilização de material didático para alunos [4] [3] [2] [1]
disponibilização de material didático para professores [4] [3] [2] [1]
coaching [4] [3] [2] [1]
feedback entre colegas [4] [3] [2] [1]
outro: ______________________________ [4] [3] [2] [1]
21. Quão útil foi o conteúdo dos cursos na sua prática diária? Por favor comente. _____

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22. Descreve de quais maneiras a instituição facilitou sua participação nos cursos de
formação.
23. O que te influencia na decisão de participar de um curso de formação continuada?
24. O que um curso de formação continuada deve oferecer para que você o considere
valioso/ bem-sucedido?
25. Onde e quando você acha que um curso de formação continuada deve ser
realizado?
26. Na sua opinião, o que precisa ser feito para que os conteúdos de um curso de
formação continuada sejam implementados na prática cotidiana?
27. Você pode imaginar desenvolver ainda mais sua prática de forma colaborativa com
seus colegas? Se sim, o que você acha desejável? Se não, por que não?
28. Você consegue se imaginar abrindo suas aulas para colegas e / ou especialistas?
Se sim, o que você acha desejável? Se não, por que não?

German version

1. Was ist Ihr akademischer Grad?

2. Seit wie vielen Jahren unterrichten Sie?
3. Besitzen Sie einen postgradualen Abschluss?
[ ] Weiterbildungsstudiengang/Spezialisierung [ ] Master, auch MBA o.ä. [ ] Promotion
[ ] Nein
4. Haben Sie bereits an einer Fortbildung teilgenommen? [ ] Ja [ ] Nein
5. Wann haben Sie das letzte Mal an einer Fortbildung teilgenommen?
[ ] innerhalb der letzten 6 Monate. [ ] innerhalb der letzten 12 Monate. [ ] innerhalb der
letzten 2 Jahre.
[ ] vor mehr als 2 Jahren. [ ] noch nie.
6. Was war das Thema der letzten Fortbildung, an der Sie teilgenommen haben?
7. Die letzte Fortbildung wurde angeboten von ...
[ ]der Schule, an der Sie arbeiten [ ]einem externen Fortbildungszentrum [ ] Universität
[ ] Weitere: …
8. Geben Sie an, wie oft sie bereits an den unterschiedlichen Arten der Fortbildungen
teilgenommen haben: __ Kurs, __ Workshop, ___ Seminar, __ Vortrag, ___ Projekt
9. Welches Zeitpensum halten Sie für besonders angebracht für eine Fortbildung?
10. Nehmen Sie regelmäßig an Fortbildungen teil? [ ] Ja [ ] Nein
11. An wie vielen Fortbildungen haben Sie in den letzten 2 Jahren teilgenommen?
12. Wie viele dieser Fortbildungen waren schulinterne Fortbildungen (SchiLF)?

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Trabalho apresentado para obtenção do título de especialista em Gestão
Escolar - 2021

13. Wie viele dieser Fortbildungen waren regionale Fortbildungen (ReFo)?

14. Wie viele dieser Fortbildungen an mehr als einem Termin bzw. mehr als einem
Terminblock (aufeinanderfolgende Tage) statt?
15. Bevorzugen Sie Fortbildungen von kurzer Dauer (1 bis 3 Tage) oder langer Dauer
(mehr als 3 Tage)? [ ] kurze Dauer [ ] lange Dauer
16. Wählen Sie alle Bereiche aus, zu welchen Sie bereits Fortbildungen besucht haben
[ ] Verwaltung
[ ] Didaktik/ Methodik allgemein
[ ] Fachdidaktik und -methodik
[ ] DFU / Sprachsensibler Unterricht
[ ] Inklusion und Differenzierung
[ ] Schulkultur
[ ] Leistungsüberprüfung und -bewertung
[ ] Einsatz von Technologien und Medien
[ ] Psychologie
[ ] Weitere: _____
17. Was hat Sie dazu motiviert, an den Fortbildungen teilzunehmen?
18. Sind Sie zufrieden mit den Fortbildungen, die von Ihrem Arbeitgeber angeboten
werden? [ ] Ja [ ] Nein
19. Gab es eine Fortbildung, an welcher Sie nicht teilnehmen konnten? Wenn ja, was hat
Sie daran gehindert?
20. Wählen Sie alle Methoden der von Ihnen besuchten Fortbildung(en) und bewerten Sie
ihre Nützlichkeit: [4] besonders nützlich – [1] nicht nützlich
Vortrag oder Präsentation von Experten [4] [3] [2] [1]
Konferenzen zwischen Experten [4] [3] [2] [1]
Bereitstellung von Literatur [4] [3] [2] [1]
Mikro-Teaching [4] [3] [2] [1]
Gruppendiskussionen [4] [3] [2] [1]
Best Practice Beispiele [4] [3] [2] [1]
Unterrichtsbesuche [4] [3] [2] [1]
Gruppenarbeit [4] [3] [2] [1]
Reflexion über den eigenen Unterricht [4] [3] [2] [1]
Analyse von Schülerarbeiten [4] [3] [2] [1]
Bereitstellen von Unterrichtsmaterial [4] [3] [2] [1]
Bereitstellen von Weiterbildungsmaterial [4] [3] [2] [1]

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Trabalho apresentado para obtenção do título de especialista em Gestão
Escolar - 2021

Coaching [4] [3] [2] [1]

Kollegiales Feedback [4] [3] [2] [1]
Andere Methoden [4] [3] [2] [1]
Falls zutreffend: Bitte spezifizieren Sie, welche andere Methoden zum Einsatz kamen
und bewerten Sie deren Nützlichkeit.
21. Wie hilfreich waren die Inhalte der Fortbildungen für Ihren Unterrichtsalltag?
22. Beschreiben Sie, inwiefern Ihr Arbeitgeber Ihre Teilnahme an den Fortbildungen
unterstützt hat.
23. Was beeinflusst Sie in Ihrer Entscheidung, an einer Fortbildung teilzunehmen?
24. Was muss eine Fortbildungen bieten, damit Sie sie als lohnenswert erachten?
25. Wo und wann sollte eine Fortbildung Ihrer Meinung nach stattfinden?
26. Was sind Ihrer Meinung nach die Voraussetzungen dafür, dass die Inhalte aus
Fortbildungen in den Unterrichtsalltag übergehen?
27. Können Sie sich vorstellen, Ihren Unterricht auf kollaborative Art gemeinsam mit
Kolleg/innen weiterzuentwickeln? Wenn ja, was wünsche Sie sich? Wenn nicht,
wieso nicht
28. Können Sie sich vorstellen, ihren Unterricht für Kolleg/innen und Expert/innen zu
öffnen? Wenn ja, was wünschen Sie sich? Wenn nicht, wieso nicht?

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