Continuous teacher training

1. Continuous training of teachers at higher education institutions (HEIs)

Continuous professional development of teachers at higher education institutions (HEIs) refers to the systematic, planned and permanent acquisition of new knowledge, skills and competences that enable teachers to grow professionally and adapt to the demands of modern education. In the dynamic context of higher education, where scientific, social and technological frameworks are constantly changing, continuous professional development becomes a key element in ensuring the quality of teaching and the relevance of study programs.

Teachers are encouraged to continually reflect on their own practice, monitor new trends in pedagogy and technology, and actively incorporate innovative teaching methods into their work. This not only improves their own competencies but also raises the level of student engagement and success, creating a stimulating and contemporary educational environment.

Training encompasses various forms of formal, non-formal and informal learning, from participation in professional workshops, online courses and conferences, to the exchange of practices within teaching communities. Special emphasis is placed on digital competences, the development of evaluation approaches, inclusive teaching methods, and communication and mentoring in the higher education context.

With institutional support, through a clear professional development strategy, assessment and recognition systems, and the availability of learning resources, continuous professional development becomes an integral part of the teaching role. This ensures that higher education remains relevant, innovative and aligned with the needs of society and the labour market.

Continuous professional development of teachers is essential for maintaining and enhancing the quality of higher education in a dynamic, digital and global context. It not only enables better teaching but also builds a sustainable culture of lifelong learning within the academic community.

2. Topics and contents of continuous improvement

In modern education, especially in the context of digital transformation and the implementation of online and hybrid teaching, continuous improvement is becoming not only desirable, but necessary.

Continuous professional development of teachers at HEI includes, among other things, pedagogical and didactic training, such as learning theories, active teaching methods, development of learning outcomes, assessment methods, constructive alignment with learning outcomes, etc. Also, part of the training includes digital competencies: using LMS systems (e.g. Moodle), working with multimedia content (recording lectures, creating e-materials), planning, developing and implementing online evaluations, e-learning, protection of (personal) data, and similar topics.

It is also necessary to work on the development of soft skills, such as communication, motivation, working with diverse groups of students, managing time and stress in a digital environment.

Teachers need to be further trained on how to align their practice with national and EU standards, either through adapting teaching practice to frameworks such as DigCompEdu, ESG standards, national digital education strategies, or guidelines at the level of individual universities or higher education institutions.

Why is continuous professional development important? Because it serves to improve the quality of teaching, encourages innovation and creativity in teaching, enables faster adaptation to changes (e.g., transition to online teaching), increases student satisfaction and engagement (for subjects taught by teachers who have undergone some form of such training), strengthens the professional identity of teachers and ultimately contributes to the international competitiveness of the higher education institution in which these teachers work.

How is it implemented at a higher education institution? It is most often implemented by teaching improvement centres at the HEI (e.g., an e-learning center) through educational activities such as workshops, webinars, online courses, etc. Such training may be mandatory (e.g., for newly hired employees) or encouraged as part of career development for other teachers with more years of service (at some HEIs, such training is linked to career advancement).

3. Types of teacher education at HEI

Teacher education at a higher education institution (HEI) can be organised in different ways, depending on the goals, content, available resources and preferences of the participants. It is important to ensure a variety of formats to make education accessible, effective and flexible. In addition to the HEI itself, teachers at HEI can receive education from the University Computing Centre (SRCE, more information at the link), the Croatian Academic and Research Network (CARNET, more information at the link) and the Coursera and edX platforms.

Below is an overview of the types of education for teachers at HEI, with a brief description, examples of activities and advantages.

1. Live education (face-to-face) takes place physically, in a classroom or workshop.

• Examples: Workshops on learning outcomes, teaching methods, evaluation.
• Strengths: Direct interaction, group work, immediate feedback.

2. Online education takes place via the internet – it can be synchronous, asynchronous or combined (e.g. synchronous online education in which recordings are made for participants who cannot participate in real time).

• Examples: Moodle courses, Zoom workshops, webinar series.

2a. Synchronous education takes place in real time, with participants and the lecturer present simultaneously.

• Examples: Video conferences, online workshops, live webinars.
• Advantages: Possibility to ask questions and discuss, feeling of shared learning.

2b. Asynchronous education takes place in such a way that participants access the content in their own time, without time limits.

• Examples: Recorded lectures, e-courses, forums, quizzes.
• Advantages: Flexibility, adaptation to individual pace, 24/7 availability.

3. Individual education which consists of independent training with mentoring, consultation or a guided plan.

• Examples: Creation of e-courses with the support of e-mentors, consultations with a methodologist.
• Advantages: Tailored to specific teacher needs, deeper learning.

6. Group/mass education is intended for larger groups of teachers, often in the form of workshops, seminars or MOOC courses.

• Examples: Cycle of workshops on digital tools, mass online courses for teachers.
• Advantages: Exchange of experiences, networking, standardization of practices at the institution level, large number of participants at once.

7. Blended models that combine the advantages of live and online education, i.e. synchronous and asynchronous elements.

• Examples: Online module and live workshop with practical creation of e-colleges.
• Advantages: Flexibility and interaction, application of what has been learned in practice.

4. Education for other HEI staff

Education for other staff of higher education institutions (librarians, non-teaching staff, administration, management and technical support staff) is just as important as education for teachers, especially in the context of digital transformation and the introduction of online and hybrid teaching.

Education for different groups of non-teaching staff at HEI according to the tasks they perform:

Librarians

The focus of education for librarians should be digital services, e-resource management and information literacy (among many others).

Examples of training for librarians are:

• using digital collections management systems (e.g. Dabar, Koha)
• customer advice in an online environment
• open access, copyright, scholarly publishing.

Administrative and technical staff

The focus of education for administrative and technical staff should be on digital administration and business, communication and information security.

Examples of training for administrative and technical staff are:

• work in systems such as ISVU, ISSP, SharePoint, e-Citizens
• introduction of digital signatures, e-invoice, e-documentation.

Administration (deans, vice-deans, secretariats, heads of services and centers, heads of departments)

The focus of education for people in management positions should be on strategic management of digital transformation, quality management and projects.

Examples of training for management staff are:

Planning and implementing e-learning at the institution level 
Monitoring and evaluating online and hybrid teaching
Using analytics tools (e.g. LMS reports, data dashboards).

IT support and system administrators

5. Conclusion

An effective teacher education program should combine multiple formats to accommodate different learning styles, availability and levels of prior knowledge. Diversity of approaches contributes to inclusiveness, motivation and ongoing professional development. Successful implementation of online and hybrid teaching requires trained and coordinated support from all HEI participants. Education of non-teaching staff is also crucial for the functionality, reliability and sustainability of a digital education system, as is teacher education.