Hello, Dear Cli-Mates! Teachers' Pre-Survey Results Analysis

HELLO, DEAR CLI-MATES! ERASMUS+ (KA229) & eTWINNING PROJECT

PRE-SURVEY FOR TEACHERS REPORT ANALYSIS

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Hello, Dear Cli-Mates! is an Erasmus+ KA229 project and it is also carried out along with an eTwinning project with more schools from partner countries to support dissemination of our project goals.

The partner countries are Romania, Italy, Spain and Turkey.

The survey was conducted in Google Forms by Turkey (Özlem Çelik) as for task distribution in the project form.

The survey link was shared in Twinspace, school website and Whatsapp groups and project website, as well.

The survey was conducted to reveal the profile, expectations and background knowledge of partner teachers in the project as a pre-test.

There are 15 questions in the survey to evaluate the students’ background knowledge about project topic and goals and their profile.

45 teachers answered the survey from 10 schools in partner countries.

The graphics are provided below with percentages and numbers of teachers for each question and option.

The post-survey will be applied at the end of the project to reveal to what extent the teachers reached their expectations, and improved their experience and background knowledge regarding project goals related to climate change.

THE END Özlem ÇELİK (Turkey)

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QUESTION 1

45 teachers filled in our survey from 5 different countries. The teachers who will take part in eTwinning activities in our Project answered the survey. We have more participant teachers from Italy. The number of teachers has increased after we invited different schools into our eTwinning project which is set to conduct project activities in a more collaborative way and for better dissemination.

QUESTION 2

All of our Erasmus+ and eTwinning partners teach at public schools.

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QUESTION 3

The majority of our teachers work at secondary school level as in line with our project form. Also, some of our partner teachers work both in primary and secondary school level.

QUESTION 4

23 teachers work in city schools whereas 21 teachers work in village schools. Accordingly, it is clear that the number of city and village schools is almost equal in our project.

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QUESTION 5

There is diversity in teaching experience years of our partner teachers in the project. 13 teachers have been teaching for 11-15 years and 22,2% of the teachers have 6-10 years of teaching experience. 8 teachers have more than 20 years of teaching experience whereas just 5 teachers have been teaching for 1-5 years. The project activities will provide chances for less experienced teachers from more experienced colleagues regarding the aim of exchanging good teaching practices.

QUESTION 6

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As seen in the pie chart above, our project involves many teachers from different teaching disciplines. The majority of the partner teachers are teaching English, Science, Native Language, Literature and Maths. This will support the integration of climate change education into different school subject curricula. Students will study on the causes and effects of climate change from different perspectives and figure out how to act against the climate change in different areas of life.

The teachers will write the relevant curriculum goals in our Twinspace, Curriculum Integration section. So, it will be clear how climate change is integrated into our lessons.

QUESTION 7

According to the data above, 31 teachers out of 45 haven’t worked in any eTwinning projects before whereas 14 teachers are experienced in eTwinning projects activities. Therefore, the inexperienced teachers will be supported with the guidance by project coordinators and experienced teachers though clear instructions and rules in getting familiar with the Twinspace lay-out, section and tasks (e.g. joint products, mix-country teams).

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QUESTION 8

Most of the partner teachers (66,77%) haven’t worked in environmental projects before. Thus, our project will be a good guide to build stronger awareness how Erasmus+ projects can be a powerful tool in the fight against climate change and environmental problems and how project can be used as powerful techniques to equip students with target knowledge. We aim that the teachers will go on working on environmental projects even after the project ends.

QUESTION 9

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32 out of 45 teachers did not take part in Erasmus+ Key Action 1 or Key Action 2 projects before.

Therefore, the project activities and planning will provide good guidance and practice for inexperienced teachers to learn about the benefits and goals of Erasmus+ projects in realizing educational goals. 13 teachers are experienced in KA1 and KA2 projects, that is these teachers will support the inexperienced partners in collaborative activities.

QUESTION 10

26 teachers claimed that they consider climate change as a global issue and they take actions to stop or mitigate the causes and effects of climate change. They consider themselves knowledgeable about climate change, as well except for 19 teachers. The project activities will also trigger these teachers to discover how to act properly to cope with the causes and effects of climate change and guide their students accordingly.

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QUESTION 11

As derived from the chart above, almost all of the schools (93,3%) attach importance to activities and projects to cope with climate change and environmental problems. It means the partner schools are motivated and familiar with environmental projects. Accordingly, the school teachers are regarded to grasp and carry out the activities more easily.

QUESTION 12

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27 partner teachers stated that they have little information about Global and European policies founded against climate change such as Sustainable Development Goals (SDGs) and Paris Agreement.

9 of the teachers expressed that they have no information about these policies whereas the rest of the teachers, 9 of the participants know what the policies. These policies are important to take collaborative and sounder acts to mitigate or stop the causes and effects of climate change as an international oath. So, the partner teachers and students should know about them well. The project activities (e.g. presentations, lesson plans) The partner teachers and students’ background knowledge and experience will improve with the to-the-point project activities such as lesson plans on these policies, research work and presentations.

QUESTION 13

39 teachers claim that they integrate climate change issue into their classroom activities and curriculum. However, 6 of the partner teachers said that they do not involve climate change-oriented activities in their classes. With our present and new project activities, we aim to increase the number of class activities about raising awareness about the causes and effect of climate change. We will also open a Forum discussion page for students and teachers to suggest different activities to teach climate change. Therefore, teachers will have the chance to integrate various activities from different teaching disciplines into their curriculums.

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QUESTION 14 Do you integrate technology into your teaching? Can you explain briefly, please!:

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The teachers explained that they use technology in their classes but there is not a variety in the number and type of technology tools. The project activities will enable both teachers and students to use more educative web tools. Also, it can be deduced that since the teachers are familiar with the technology jargon, they will have not much difficulty in figuring out and teaching different eb tools to be used in our project plan.

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QUESTION 15 What are your expectations from the project activities? Why is it important for you?:

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In the final question, the participant teachers explained their expectations from the project as: -Be more experienced regarding what are the causes and effects of climate change and what they can do as both citizens and teachers against climate change -Improving students’ background knowledge about climate change and teach them how to act against climate change properly -Improving English as a foreign language, intellectual and digital skills -Exchange of good teaching and learning practices

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