Transitional school-based program of teachers' professional development in Greece: the role of the Teachers' School Assembly and the School Advisor

Transitional school-based program of teachers' professional development in Greece: the role of the Teachers' School Assembly and the School Advisor

Nikolaos Graikos, School Advisor, Primary Education, Pieria (Macedonia, North Greece).

Abstract

The educational conditions in Greece are not ripe for fully participatory training models for teachers' professional development. According to the educational legislation, Greek teachers are not entitled to adequate training time. In addition, because of the past wrong programs of teachers' professional development, they have not acquired the necessary training culture. The main disadvantage of these centrally planned programs is that they do not take into account the real needs of the teachers. Therefore, the teachers' professional development proposals, that I analyze in this article, have a transitional character, combining international bibliographic standards and realistic capabilities of the Greek educational system.

Key words: teachers' professional development, communities of practice, action research, School Advisor

 

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