In‐service training for teachers who work in full‐day schools. Evidence from Greece1

Abstract

The purpose of this paper is to examine teachers perceptions of the effectiveness of training for teachers who work in 'full-day' schools in the professional development of teachers and the implications for education policy. Through an empirical investigation this paper points out that recent education reforms regarding in-service teacher training cannot be considered as the most important positive influence on teachers' progression and consequently on meeting the learning needs of pupils in full-day schools. The lack of encouragement and motivation offered by the Greek school administration is linked to the unwillingness of Greek school teachers to participate in in-service training. As a result of the latter, there are teachers in full-day schools offering extra curricula activity who are without the appropriate knowledge and the skill of reflection, teachers who have not developed the qualifications to teach effectively. Thus, it is evident that teacher in-service training in Greece needs careful reconsideration by the Ministry of Education. All schools (all types) should have appropriately-trained teaching staff and teachers that adjust more easily to the social, technological and academic changes that naturally occur in the school environment. L'objectif de cette étude est d'examiner les perceptions des instituteurs au sujet de l'efficacité de la formation reçue par les instituteurs travaillant dans les écoles à horaire élargi sur leur développement professionnel ainsi que sur la politique éducative. Basée sur une approche expérimentale, cette étude constate que les reformes éducatives récentes concernant la formation des instituteurs lors de leur horaire de travail ne saurait avoir un impact positif et considérable sur leur progrès ni les aider à répondre aux besoins éducatifs des élèves des écoles horaire élargi. Le manque d'encouragement et de motivation de la part de l'administration scolaire grecque est étroitement lié aux réticences des instituteurs grecs de suivre une formation supplémentaire après leur nomination. Par conséquent, il y a des instituteurs dans les écoles à horaire élargi chargés d'animer des activités hors programme sans posséder ni les connaissances nécessaires ni la compétence de transmission, à savoir des instituteurs complètement démunis de toute aptitude qui leur permettrait d'enseigner efficacement. Il est donc bien évident que la formation des instituteurs en Grèce, après leur nomination, nécessite une réforme adéquate de la part du Ministère de l'Education. Chaque école, indépendamment de sa catégorie devrait être équipée d'un personnel formé et les instituteurs devraient s'adapter plus facilement aux changements sociaux, technologiques et académiques advenant dans le milieu scolaire.El objetivo de este artículo es analizar las percepciones de los profesores sobre la efectividad que tienen los cursos de formació n para profesores en activo en colegios de día completo, en su desarrollo profesional, así como sobre sus implicaciones en la política de educació n. A través de un est...

Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience

“…A historical development of the in-service training of teachers in Greece, which is optional, shows that in-service training courses did not meet the practical needs of schools (Saiti and Saitis 2006). Some recent research studies in Greece (Minaidi and Hlapanis 2005;Jimoyiannis and Komis 2006) ascertain that the problems of educational systems are largely problems of the educators themselves, relevant to their vocational development, the level of their further training and postgraduate courses as well as the drawbacks of their basic training.…”

“…Although there have been many education reforms in Greece regarding teachers' training policy in recent years and the number of training programmes has been increased, they have not been able to satisfy teachers' needs to a substantial degree (Saiti and Saitis 2006;Jimoyiannis and Komis 2006). In-service training is a means of responding to teachers' personal and professional needs and encouraging the development of autonomy.…”

“…Since then, many programmes for teachers' further training in ICT have taken place based on the model of education in training centres, seminar courses. The provision of in-service training currently takes place outside of working hours and several researches (Minaidi and Hlapanis 2005;Saiti and Saitis 2006;Jimoyiannis and Komis 2006) show that the teachers' attitude towards the ICT is characterized often by ambivalence. In-service teacher education is under increasing pressure in Greece in order to improve its performance and in order to adapt itself to the demand of the future.…”

“…The Greek education system does not seem much in favour of in-service teacher training. Since a large proportion of Greek schoolteachers shared the view that an allowance for teaching duties would make training programmes more attractive, it is crucially important for teachers' education to be promoted through the proper organisation of in-service training (Saiti and Saitis 2006).…”

“…Saiti and Saitis (2006) argue that the lack of encouragement and motivation offered by the Greek school administration is linked to the unwillingness of Greek schoolteachers to participate in in-service training. In Greece, in-service education is centralized and designated for a small number of participants at the beginning; it becomes decentralized later through the establishment of the Regional Training Centers (Papagueli-Vouliouris 1999).…”