3. Development of schools
This chapter presents the main outcomes of mobility, with a special focus on mobility outcomes that related to institutional development of sending schools. This resulted from general objectives of the Erasmus+ programme, according to which the development of sending schools should form an important priority accompanying the support for the mobility of school education staff, and the benefits of mobilities should not apply to outgoing teachers alone. As this report mainly presents the results of the second phase of the survey5, the presented results first of all concern the outputs, which proved sustainable and significant in the wider context of the operation of analysed schools. Although the data collected in the first phase of research activity served primarily as contextual data, the comparison of the results of the two phases of the study helps to better illustrate the long-term impact of mobility on the sending organisation, its teachers and the school community as a whole. Change in attitudes Participation in training abroad had a significant impact on the changes in teachers' professional attitudes, especially if their international experience contributed to a greater openness of schools to learning about other cultures and contexts of education. Participants in the first phase of the survey often declared that the trips offered an opportunity to experience a different approach to education, which allowed them to look at Polish schools from a completely different perspective. Many participants noted that mobility had a major impact on the change in professional attitudes and habits related to their daily teaching. It often turned out that the changes described above also related to their own approach to duties performed. One of significant benefits of mobility was an increase in motivation to continue working with students. The second phase of the survey confirmed the declarations made earlier. Questionnaire respondents were asked about the impact of mobility on the overall development of their schools and their professional growth. The distribution of responses was quite similar, both in terms of benefits for individuals and for institutions. More than 75% of respondents declared that the impact of international training on their professional development and the 5. The results of the first phase of the survey are presented in more detail in: Pachocki 2016.
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