Επιμόρφωση και επαγγελματική ανάπτυξη των εκπαιδευτικών: η περίπτωση της Πρωτοβάθμιας Εκπαίδευσης
Training and professional development of teachers: the case of Primary Education
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Keywords
Επαγγελματική ανάπτυξη ; Επαγγελματική ταυτότητα ; Επαγγελματισμός ; Επιμόρφωση εκπαιδευτικών ; Πρωτοβάθμια εκπαίδευσηAbstract
This study is a qualitative research on educators’ training and professional development. Through semi-structured interviews conducted with 10 (ten) teachers of Primary Education, an attempt was made to investigate their views and practices regarding their professional development, while raising the issues of professional identity and the effect on student outcomes. Teachers have generally shown a positive attitude towards their professional development and are aware of its importance in an ever-evolving society. The main issues that emerged from the data analysis are the need for more experiential training, the importance and necessity of training, the value of interacting with other members of the school community (colleagues, school leaders, trainers) as well as the value of work experience. At the same time, the influences on students' performance, the need for training in intercultural practices, inclusion and the use of ICT, and also the inability of the school system to deal effectively with emerging crises (such as the Covid-19 pandemic) emerged as key issues in the professional development of teachers. Future studies could focus on teacher-student interaction and its importance to teachers' professional development and identity, especially in the context of overlapping crises – namely the economic, immigration and pandemic crises.