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Continuing Professional Development in the Greek Early Childhood Education System
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Gregoriadis, Athanasios; Papandreou, Maria; Birbili, Maria – Early Years: An International Journal of Research and Development, 2018
Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the…
Descriptors: Professional Continuing Education, Early Childhood Education, Preschool Teachers, Kindergarten
Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction
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Amanatidis, Nikolaos – Education and Information Technologies, 2015
To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…
Descriptors: Foreign Countries, Elementary School Teachers, Inservice Teacher Education, Profiles
Primary Teachers' Particle Ideas and Explanations of Physical Phenomena: Effect of an In-Service Training Course
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Papageorgiou, George; Stamovlasis, Dimitrios; Johnson, Phil Michael – International Journal of Science Education, 2010
This paper presents a study concerning Greek primary school teachers' (n = 162) ideas about the particulate nature of matter and their explanations of physical phenomena. The study took place during an in-service training course where the effectiveness of a specially designed intervention was tested. A key feature was an approach based on the…
Descriptors: Elementary School Teachers, Scientific Concepts, Misconceptions, Intervention
Physical Education Teachers' Career-Long Professional Learning: Getting Personal
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Makopoulou, Kyriaki; Armour, Kathleen M. – Sport, Education and Society, 2011
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…
Descriptors: Foreign Countries, Evidence, Grounded Theory, Constructivism (Learning)
Unveiling Professional Learning: Shifting from the Delivery of Courses to an Understanding of the Processes
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Gravani, Maria N. – Teaching and Teacher Education: An International Journal of Research and Studies, 2007
This exploratory study is an attempt to shed light on the internal dynamics of secondary teachers' and academics' professional learning, its context and its occasions, in a course of a university-provided in-service professional development programme in Greece, using the experiences and perceptions of its participants. In investigating the above,…
Descriptors: Foreign Countries, Professional Development, Inservice Teacher Education, Program Development
The School-Teacher's Learning Community: Matters of Communication Analysis
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Hlapanis, Giorgos; Dimitracopoulou, Angelique – Technology, Pedagogy and Education, 2007
A distance learning educational program for in-service teachers from disperse islands was implemented in Greece. The program was designed to create and sustain a learning community within which learning would be achieved in both a formal manner (by implementing electronically supported courses) and an informal manner (through interaction and…
Descriptors: Distance Education, Foreign Countries, Inservice Teacher Education, Case Studies
Pedagogical Obstacles in Teacher Training in Information and Communication Technology
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Minaidi, Athina; Hlapanis, George Henry – Technology, Pedagogy and Education, 2005
Recognising the key role of the teacher for the application of technology in education, this study investigated the nature of the "epistemological obstacles" that hinder the acquisition of information and communication technology (ICT) skills by teachers. The research was implemented among a group of teachers who participated in a…
Descriptors: Participant Characteristics, Foreign Countries, Educational Technology, Performance Factors