INSETROM PROJECT
TEACHER TRAINING EVALUATION REPORT
Barry van Driel, International Association of Intercultural Education, the
Netherlands
Dragana Nikolajevic, International Association of Intercultural Education,
the Netherlands
Fokion Georgiadis, International Association of Intercultural Education,
the Netherlands
Specific Objectives of Project
Objective 1: Help teachers become more aware of Roma culture,
challenges and stereotypes and to redefine their role as educators that
can facilitate Roma inclusion;
Objective 2: Assist teachers to develop their social and intercultural
competencies in order to reexamine the pedagogical tools they use for
creating an intercultural school environment that will respect ethnic and
cultural diversity;
Objective 3: Improve teachers’ social and intercultural competences in
order to communicate and work effectively with Roma parents;
Objective 4: Build a functional and efficient interface for cooperation
between Roma parents and school;
Objective 5: Motivate Roma parents to engage in school and become
active contributors to their children’s schooling; and
Objective 6: Develop European partnerships.
Evaluation Instruments
•
•
•
•
Pre-training questionnaires
Post-training questionnaires
Guidelines focus group discussions
Teacher journals
What we were attempting to
measure
• Previous experience
– Training
– Perceived challenges
– Teaching experiences with and about Roma
and confronting bias
– Relations between students and with students
and parents
• Confidence levels
• Reflections on training (also implementation)
Training of teachers: Training Modules
An overview
67 training modules
165 attendees at eight locations in seven participating
countries
developed by local trainers and academics, closely followed
the standard modules.
General themes of the modules:
Culture and enculturation
Roma history, culture, language, traditions
Stereotypes and prejudices
Intercultural/multicultural education, multicultural, multilinguistic schools
Curriculum design and adaptation
Teachers’ pre-training assessment
“How well trained do you feel you were in the past …?”
60%
To Te a ch Ro ma C hildre n
50%
% of
teachers
To Te a ch Abo ut Ro ma
Iss ue s
40%
30%
20%
10%
0%
No t a t a ll
No t W e ll
Teachers’ Responses
So me w ha t W e ll
Ve ry W e ll
Teachers’ pre-training assessment
Teachers’ assessment of their teaching materials regarding…
80%
Roma History
Roma Culture
70%
60%
50%
40%
30%
20%
10%
0%
Very
Inadequate
Somewhat
Inadequate
Somewhat
adequate
Very
Adequate
Teachers’ pre-training assessment
 Most frequent challenges working with Roma students: Attendance,
Roma children’s attitude, their attention span and preparation for
school, parent participation in school life of their children,
socialization and overcoming stereotypes and prejudices, integration
of Roma pupils into society.
 Greatest challenges teaching about Roma issues: lack of
adequate materials and in their concern that as a result of poor
training and knowledge they would end up dispelling prejudice;
some also noticed the issue of self-identity of Roma children.
 What kind of training would help when working with Roma students:
learning about Roma history and culture, communication and
cooperation with Roma parents, improving curricula and teaching
methods, ways to motivate Roma children.
 What would help when teaching about Roma culture and history:
teaching materials on Roma culture and history, expert literature,
magazines and films.
Teachers’ pre-training assessment
How would you describe the relationship between Roma and other children in
your classroom?
Relationship Between Roma and Non-Roma in The Classroom
70%
60%
50%
40%
30%
20%
10%
0%
Relationship Between
Roma and Non-Roma in
The Classroom
Not Good
Fair
Good
Very Good
8%
23%
64%
8%
Teachers’ pre-training assessment
How would you describe your relationship with the Roma-pupils’ parents?
Teac hers' relationship with Roma parents
40%
35%
30%
25%
20%
15%
10%
5%
0%
Teac hers'
relationship with
Roma parents
Not Good
Fair
Good
Very
Good
17%
39%
35%
9%
Teachers’ self assessment: pre and post-training
How confident do you feel when teaching Roma Children?
Very Confident
Pre-Training
Post-Training
Somewhat
Confident
Not Very
Not at all
60%
50%
40%
30%
20%
10%
0%
Post-Training
Pre-Training
Not at all
Not Very
Somewhat
Confident
Very
Confident
Post-Training
2%
11%
51%
36%
Pre-Training
8%
27%
50%
15%
Teachers’ self assessment: pre and post-training
How confident do you feel teaching about Roma issues?
Very Confident
Pre-Training
Post-Training
Somewhat
Confident
Not Very
Not At All
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Post-Training
Pre-Training
Not At All
Not Very
Somewhat
Confident
Very
Confident
Post-Training
5%
19%
42%
34%
Pre-Training
20%
48%
32%
0%
Teachers’ self assessment: pre and post-training
How confident do you feel about addressing any existing
stereotypes/prejudices towards Roma in your classroom?
Very Confident
Pre-Training
Post-Training
Somewhat
Confident
Not Very
Confident
Not at all
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Post-Training
Pre-Training
Not at all
Not Very
Confident
Somewhat
Confident
Very
Confident
Post-Training
9%
9%
47%
35%
Pre-Training
19%
34%
34%
13%
Teacher evaluations of the training modules and training overall
(post-training questionnaire) – SLIDE 1
Teacher Expectations
* Overall impression: INSETRom training was stimulating and interesting
* 48% of teachers - expectations were fully met/ 30% somewhat.
*Average score on a 1-4 scale was 1.82.
* Variations among countries
* Main criticisms: teachers expected more concrete tools, materials and examples
* Teachers expected more opportunities to share
* Yahoo Group for teachers rarely used.
Teacher evaluations of the training modules and training overall
(post-training questionnaire) – SLIDE 2
Rating of Modules
Variables:
Usefulness
Quality of Discussion
Flexible structure
Execution
Level of effort requested
Use of time
Frequency
Level of activity
Practicality
Applicability
Average teacher
scores
1.57
1.40
1.70
1.49
1.87
1.54
1.49
1.76
1.98
1.83
Conclusions:
Barriers and Lessons learned
Barriers
Low school attendance of Roma children causing them to fall behind
academically
Attitude that Roma parents have
towards school and Roma pupils’ lack of
care for school materials
Plans for overcoming the barriers
Will continue in the same manner to
resolve the problems
Partner with Roma parents, demonstrate
patience and cooperation with Roma
families; visit parents in their homes;
organize the school environment so that
children can leave their school materials
at school
Roma children’s learning difficulties
Be friendly, encouraging, approachable
Lack of cooperation from other Build team cooperation with all
teachers and other pupils
teaching staff
Lack of parental involvement
Roma culture
Partner with Roma parents, visit Roma
homes
Stay positive when facing potential
issues
Busy teacher schedules and constraints Use
the
holidays;
extracurricular
of curriculum and standard tests.
activities; new, more flexible curriculum
would help