The document summarizes continuing professional development for teachers in Catalonia. It provides statistics on the number of training activities, participants, and hours. Training is non-compulsory and usually outside school hours with no cost to teachers. It benefits teachers' careers. Priorities include supporting school projects, improving teaching competencies, and training teacher trainers. Training is organized at multiple levels - centralized, decentralized, and within individual schools. The goal is to improve student performance through better teaching.

1. CONTINUING
PROFESSIONAL
DEVELOPMENT FOR
TEACHERS IN CATALONIA

2. - The training is always non-compulsary, with the only exception of some
specific programmes:
Training for school management or new teachers,
and the activities are mainly developed outside the teachers’ school
timetable
- It has no cost for the teachers
- It has benefits for the teachers concerning their professional career:
Economic promotion, becoming a headteacher, applying for a post in
another school, …….
- Yearly specific instructions
Main features

3. Global figures
• Activities: 7,088
• Granted places: 146,710
• Total number of teachers: 106,352
• Teachers who have attended at least a training activity: 77,977
2011-2012

4. Indicators
• Percentage of particpation: 73.3%
• Percentage of teachers with a certficate: 65.9%
• Number of training hours attended per teacher : 44.7
• Average of training hours offered per teacher: 32.8

5. Priorities
A- To support the pedagogical projects of schools in order to
achieve better educational results and an improvement in the
schools processes.
B- To improve the professional competences of teachers in order to
achieve better teaching practices.
C- To improve the professional competencies of the teacher trainers
and advisors working in educational services.

6. Organization and planning of the training
External
19%
Centralized
39%
Decentralized
42%

7. Types of training
For the teachers of the same Advising activities
school Internal school training
Workshops School
Network of internal school training training
Coordination seminars
Managing teams training
Workshops
Courses
Seminars Individual
Workgroups training
For the teachers of different
schools
Lectures, round tables,...

8. Priority programmes: Teacher
training at school
Advising
activities
To achieve an increasing in the students’ educational performance
Internal school training
(Formació interna de centre - FIC)

9. Internal school training
(Formació Interna de Centre - FIC)
Pathways and instructions
Self-analysis tools
Training materials
Instructions and evaluation tools
To achieve an increasing in the students’ educational performance by means of
consolidating better teaching techniques/principles
Collective process based on
reflection and internal development
To know about what can be improved
and identify it
To benefit from the experience and
know-how of teachers in the same
school

10. Decentralized training: Area-based training programmes (PFZ)
Territory
Barcelona Comarques
Baix Llobregat
Catalunya Central
Maresme-Vallès Oriental
Girona
Vallès Occidental
Lleida
Tarragona
Terres de l’Ebre
Consorci d’Educació de Barcelona

11. Area-based training programmes (PFZ)
- The training activities offered give an answer to the needs
stated by the schools and teachers of a specific area.
54%46%
Training adressed to
teachers of different schools
Training adressed to teachers
of the same school
Which aims?

12. Area Educational Services
• They group/coordinate all the professionals who advise
schools
• The area educational services were established by the
Departament d’Ensenyament to help schools and
teachers in their pedagogical and educational tasks
• They are responsible for managing the training in their
areas
• There are 72 educational services.

13. Evaluation & achievement
- The teachers are active participants in the training activities, not
just attendants.
- Some tasks have to be performed to have an achievement
certificate.
- There should be an immediate transfer to the classroom situation,
mainly in the school training activities.
- There should also be a deferred and sustainable transfer.
- Trainers and coordinators are asked to evaluate /mark both the
participants’ achievement and the proofs of the transfer into the
classroom (activities).