TEACHER TRAINING FOR THE NEW ENTREPRENEURSHIP-FOCUSED CURRICULUM
DOI:
https://doi.org/10.18623/rvd.v23.5868Palavras-chave:
Curriculum, Reform, Professional DevelopmentResumo
Slovakia's primary schools are set to implement a new curriculum in 2026, and its success hinges on whether teachers are ready for the changes. This article zeroes in on technology teachers, specifically looking at their preparedness for the content overhaul in their subject and their drive to put these reforms into practice. With the content of technology education undergoing a fundamental shift – this research aimed to gauge teachers' readiness to teach the updated material. It also assessed their motivation to participate in further training to prepare for these changes, and explored their preferences regarding such professional development. The research was conducted using a custom-designed questionnaire that was sent to teachers. We analysed the respondents' answers (462 respondents) using descriptive statistical methods. Analysis of teacher responses revealed a strong intrinsic motivation for further education. However, they feel the current state-run training options are inadequate. Teachers are particularly keen on innovative distance or blended learning opportunities. Their preference is for training focused on new methods and teaching approaches in technology, especially hands-on activities in electrical engineering, electronics, and robotics that they can implement with students. Considering these perspectives is essential for successfully integrating the reform into teaching.
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