Participation in-Service Teacher Training- Creativity Cultivation Program

Abstract

The study aims at understanding the current condition of teachers participating in teacher cultivation programs for creative teaching as well as the in-service training and their willingness and opinions regarding the online education events. Their opinions on the education events that they participated in and their demands for such events are one of the characteristics of teachers' "professionalism," which is the constant pursuit regarding their growth in different fields under their career of teaching.

The studying method is the Census questionnaire for teachers. There were a total of 200 self-compiled questionnaires distributed and 177 questionnaires collected, with a collection rate of 88%. The questionnaire mainly focuses on exploring the differences between basic variants, including the current state and demand of teachers when participating in different education, as well as their age, marital status, living status, current condition of the servicing schools, academic history, seniority, positions, willingness for engaging in preschool education, and current condition of education, as well as the relativity of personal teaching demands and education demands.

Through the research, the study found that there are various types regarding the in-service education events for teachers, such as: 1. Most teachers are having no-credit education (using weekends or holidays to participate in programs held by department related to education); 2. Teachers having education with credits make use of winter and summer vacations to participate in education program held by colleges and universities. Therefore, through the study, we learned that teachers have diverse and robust demands for education events. Such events are organized on weekends or holidays, or are in the model of visiting and demonstration to make open selections for candidates; the events also provide academic certificates. Some education programs may require that the institutions and the teachers jointly assume the expenses or the institutions assume the expenses alone. However, such servicing institutions are not mandatory. According to the studying results, public/private elementary schools, kindergartens, teachers' academic degrees, and their duties for administrative affairs in schools have the most significant influences on teachers’ education willingness regarding their job.

The study shows the summary of teachers' education and provides references in relation to education programs for the in-service education department in the future, and may serve the essential information for further research.