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The present paper reports on Hungarian-speaking teachers' experiences with in-service teacher-training courses provided by training centres in Romania - the Hungarian Teachers' Association of Romania and the Apáczai Csere János Teachers' House - as part of a broader questionnaire survey (n = 500). It examines levels of satisfaction and expectations concerning professional development courses, as well as the motivations for enrolling in such courses. The results indicate that both primary and secondary teachers, also teachers at different stages of their careers in terms of their teaching experience, found the training useful. Primarily, they are motivated by enhancing their knowledge on the subject they teach, improving their teaching skills, learning about new research and gaining credits. They prefer practical courses that encourage self-reflection and active participation. Both face-to-face and online formats are considered appropriate, yet the hybrid version is less so. [ABSTRACT FROM AUTHOR]

This study presents the partial results of a comprehensive research on the professional development of Hungarian teachers in Romania which were gained through adapting and complementing the questions related to the professional development of the 2018 OECD TALIS (Teaching and Learning International Survey). From 15 counties of Romania, 500 Hungarian primary and secondary school teachers1 completed the online questionnaire. The forms and topics of professional development were studied on a 5-year research period, before and during the COVID-19 pandemic (2017-2021). The results show that the most popular forms of professional development were attending training courses, reading professional literature, and visiting online professional social networking sites. Among the topics of professional development activities subject-specific knowledge and the development of competences necessary for the teaching of the subject were dominated. Teachers found those training courses the most efficient that were coherent and provided opportunities for the practical implementation of new ideas, for active learning and cooperation. In only a few cases were found differences between the opinions of primary and secondary school teachers, and between groups according to teaching experience. [ABSTRACT FROM AUTHOR]