Learning Course for eTwinning Ambassadors Level 2

2Module 1 Professional Development; Block 3 task report template

Use this template to report on your Group assignment for Block 3 of the Module on Professional Development.

Names and countries of Ambassadors that worked on the Group assignment:

Svetlana Varbanova, Teodora Valova, Ambassadors, Bulgaria

OVERVIEW

Group discussions:

What did you think of the background information provided in the assignment introduction?

This theory is known in Bulgaria. Herzbergs motivator factors could be related with achievements, challenges at work, growth opportunity, with teachers practice in general. There are: attributed pay means of control, working conditions, work rules and general policy of the organization related to the hygiene factors. We consider that the theory gives a good basis for reflection on the occasion of motivating teachers. We can plan some arguments to motivate to work in the eTwinning portal.

What were the main ideas that came up in the group discussion?

In our small group discussed the theory of Herzberg in terms of what is happening in Bulgaria. We found that there are 4 types of combinations motivators and hygiene.Cases:1. High motivation, high care / it is a perfect case /.2. High care, low motivation / it occurs in mercenaries /3. High motivation, poor hygiene.4. Low motivation, poor hygiene.

This 3rd combination could also be observed in Bulgaria

As you probably know teachers in Bulgaria get the worst salary in the EU. The idea to underline and use the magnetism of eTwinning and motivate is good in general, but in Bulgaria teachers need special motivation. Furthermore, opportunities for training of Bulgarian teachers must be given and other attractive features of the program. We try to do this with attractive presentations. We are working in a Team of trainers in Bulgaria and offer a modular training with interactive presentations and practical tasks. Also we are presenting our own experience, success and carrier development.

What were the most interesting examples put forward during the discussions that support (or not) the background information?

We consider sometimes that the Headmasters create problems for teachers wishing to improve their skills in the programme. They create artificial barriers very often.

Implementation

How did you share the tasks within the group?

Skype, email, face-to-face

How did you communicate with each other?

Skype, email, face-to-face

In which steps did you organise your work?

Theoretical Presentations about programmeDiscussion of combinations between the two factorsBulgarian conditions and opportunities to realize Opportunities to use the programme for increasing the motivation of Bulgarian Teachers

Result

Why did you choose to present the information as you did?

Because we believe that Bulgarian ambassadors have good experience to be shared at European levelHow did you take into account the target group of this assignment?

We have always considered this debatable theory in the relations with target group.

Do you have any idea on how you could use this in your Ambassador activities?

We already have done many courses during the last 3 months in the frame of our modular training programme and plan. We consider that had a success to motivate teachers which was beginners. As a result of our work in Bulgaria started ..... new projects.

Reference material

Did you use any online & offline material other than the sources suggested in the task sheet? If yes, specify:

Yes, the Internet offers many opportunities. We used the additional materials in English, German, Bulgarian and Russian language and specialized literature - books on management, pedagogic books, SWOT analysis, Gardners Theory about multiple intelligences.