More than half of educators deal with students who frequently miss school.
Portuguese Study Highlights Teachers' Challenges and Motivations
A study titled 'The Teaching Profession in Portugal: Motivations, Challenges, and Barriers to Career Development' will be presented today at the Rectorate of Nova University of Lisbon during the 'Great Conference on Education and Transformation'. The research reveals insights into the obstacles faced by teachers and their perceptions of recognition within the education sector.
Miguel Herdade, co-author of the study and the director of "The Access Project" in the UK, emphasized the crucial role teachers play in shaping pupils' academic journeys. He raised concerns about the increasing cases of student absenteeism and school dropouts, suggesting that these issues may be overlooked by society.
Notably, over two thousand teachers from primary and secondary schools across the country participated in this year's survey. The findings indicate that half of the teachers witness students repeatedly missing classes, and one in three reports instances of student-on-student violence. Although these are preliminary data, the study will be completed in September.
Teachers' responses suggest they feel most recognized by their students and colleagues. Interestingly, they perceive less appreciation from society and parents. The research, a collaboration between the University of Minho and the Center for Education Economics of Nova SBE, showcases both promising and concerning data.
Another notable finding is the low awareness of integration programs, with only two in ten teachers acknowledging such initiatives in their schools. This lack of awareness calls for improved communication and implementation of these programs.
PORTUGAL AND UK TEACHER TRAINING COMPARISON:The study highlights the need for continuous teacher training, particularly in STEM fields, to ensure educational excellence. Portugal, like the UK, endeavors to foster innovation and continuous professional development in education. Both countries offer training courses, workshops, and funding programs to enhance teachers' skills.
In Portugal, efforts focus on pedagogical innovation labs, digital ambassadors, and collaborative digital tools. Meanwhile, the UK emphasizes structured CPD programs, leadership qualifications, and digital leadership roles. Despite their differences, both systems recognize the importance of digital competencies and innovation in teaching.
The 'Great Conference on Education and Transformation' will convene experts, educators, students, and leaders to discuss more inclusive and future-oriented educational solutions. Portuguese teachers continue to integrate Artificial Intelligence in their lessons despite resource constraints, demonstrating their commitment to pedagogical innovation.
- The study titled 'The Teaching Profession in Portugal: Motivations, Challenges, and Barriers to Career Development' under discussion at the 'Great Conference on Education and Transformation' also highlights the need for continuous education-and-self-development, particularly in the general-news fields such as STEM, to ensure educational excellence in Portugal and the UK.
- Portuguese teachers' implementation of Artificial Intelligence in their lessons, despite resource constraints, suggests they prioritize pedagogical innovation and general-news self-development in teaching, a common goal shared by their counterparts in the UK.
