Abstract: Ten years ago a new model of in-service training of teachers (INSET) was introduced in Serbia. Instead of state-driven delivery of teacher training, the newly established system had all key features of a quasi-market approach: openness to providers, some national steering, and a free choice of training programs by teachers. While opening up new spaces and opportunities in INSET, soon it became obvious that the new system was facing serious challenges, particularly in respect to quality and quality assurance. From the time of the inception of new INSET system, Institute for Educational Research from Belgrade was one of the biggest teacher training providers. In evaluating its training programs the Institute manly followed the nationally prescribed procedures which are seen to have limited informative value. In 2011 Institute embarked on the Open Society Foundation’s initiative ‘Strengthening the evidence based practice of educational Civil Society Organizations’ in order to support its own evaluative practices of training programs. That way both the quality improvement and accountability of this important service delivery would be reinforced, as well as ability to produce valid and systematic social data out of this service. As a result a Model of monitoring and evaluating in-service training of teachers was developed. The model was created around the key phases and aspects of teacher training: program, context, process and outputs and outcomes. The model was partly tested on one of the Institute’s training programs and the paper will elicit the lessons learned and possible paths to its further refinement.

 

About the Authors

 

Dejan Stankovic is a research assistant at the Institute for Educational
Research in Belgrade, Serbia. He holds MA degree in Psychology from the
University of Belgrade. His research interests include educational change,
school leadership and improvement, teacher professional development, and
educational evaluation.


Milja Vujačić holds a PhD in Pedagogy from the University of Novi Sad. She has broad experience in working in the various fields of education. Since 2005 she has been working at the Institute for Educational Research as a Research Associate. She participated in numerous national and international seminars and
conferences and published extensively in various national and international educational publications. Her research interests include inclusive education, teacher professional development and their implicit educational theories.

 

 
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Administration

This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.