Search results for: Greece
Page 2/3 21 items
A Survey of Greek General and Special Education Teachers’ Perceptions regarding the Role of the Special Needs Coordinator: Implications for Educational Policy on Inclusion and Teacher Education
This article presents a study which explored the perceptions of general and special teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). The findings reveal that the participants believe that the SENCO should have both teaching experience in general schools and specialization in teaching students with special needs, and also be able to deal with all types of special needs.
Updated: Dec. 20, 2011
A Study of Greek Teachers’ Satisfaction with the Implementation of the European Pedagogical ICT License Pilot Course
This study presented a survey which examines Greek teachers’ satisfaction with the implementation of the European Pedagogical Information and Communication Technology License (EPICT) pilot course. The results demonstrated that course content, facilitators’ support, and collaboration among facilitators and teachers and among teachers themselves had a positive impact on teachers’ satisfaction.
Updated: Jul. 26, 2011
The major aim of this study is to expose attitudes, ideas, beliefs, feelings, and insights that veteran theatre teachers may have experienced in referring to their work, to their life career, and to their own selves. Analyzing the musings of experienced theatre teachers is a way to discover that there are identifiable parameters involved in the formulation of an experienced teacher's identity. Studying the identity of veteran theatre teachers is assigned, in this respect, to the role they play in the 'game' of teaching.
Updated: Dec. 07, 2009
In this article, a teacher action researcher describes how he investigated ways to enhance student engagement in the required reading. The article begins by setting research context in Greece, and goes on to describe the action research project. The author focuses on the students' active involvement in the process. The article concludes that, in an action research framework, the teacher-students negotiation organizes student intervention quite effectively and allows us to consult the student's voice.
Updated: Nov. 25, 2009
School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools
The goal of the study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The sample consisted of 707 Swedish and 451 Greek professionals. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools.
Updated: Apr. 27, 2009
The survey presented in this paper investigates teachers perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece.51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative research techniques. The findings indicated that the teachers were satisfied with both their participation to the course and the knowledge they acquired from the training.
Updated: Feb. 11, 2009
The paper examines the long-term effectiveness of in-service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context.The data are discussed in relation to strategies for optimizing teacher training services. Furthermore, implications are drawn for the implementation of change in a broader educational context.
Updated: Feb. 02, 2009
Teacher Behaviour and Student Outcomes: Suggestions for Research on Teacher Training and Professional Development
The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behavior and whether these types are related with different student outcome measures. The data stem from a study which was conducted in order to test the validity of the dynamic model.
Updated: Jan. 05, 2009
Unveiling Professional Learning: Shifting from the Delivery of Courses to an Understanding of the Processes
The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Updated: Jul. 30, 2008
The relationship between academics and practitioners are examined through a qualitative study of theory versus practice, propositional versus procedural and knowledge producers versus knowledge translators. The study aims at defining the space between the two groups to create partnerships and close the gaps between theory and practice in teacher education.
Updated: Apr. 30, 2008