{"id":1336,"date":"2017-01-05T17:51:26","date_gmt":"2017-01-05T17:51:26","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=1336"},"modified":"2017-01-05T17:51:26","modified_gmt":"2017-01-05T17:51:26","slug":"impact-evaluation-of-two-master-courses-attended-by-teachers-an-exploratory-research-in-angola","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=1336","title":{"rendered":"“Impact evaluation of two master courses attended by teachers: an exploratory research in Angola”"},"content":{"rendered":"

Betina Silva Lopes, Nilza Costa (CIDTFF) & Bernardo Filipe Matias (ISCED –\u00a0Lubango) | Problems of Education<\/strong> in the 21st century, Volume 74, 2016<\/strong><\/p>\n

Abstract:<\/strong><\/p>\n

“The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers\u2019 personal growth and changes of practices, as well as improved students\u2019 learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses\u2019 attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola.”<\/p>\n

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Betina Silva Lopes, Nilza Costa (CIDTFF) & Bernardo Filipe Matias (ISCED –\u00a0Lubango) | Problems of Education in the 21st century, Volume 74, 2016 Abstract: “The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-1336","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t