Ετήσια επιμορφωτικά προγράμματα για εκπαιδευτικούς της Δευτεροβάθμιας Εκπαίδευσης

Περίληψη

This paper explores critically the case of university-provided in-service training for secondary teachers in Greece, using the experience of both tutors and teachers as they embark up on it. It draws upon an exploratory study carried out with twenty-two secondary teachers and twelve university teachers in the context of two university departments. The analysis focuses on two aspects of Kirkpatrick's (1975) conceptualization of the evaluation process: reaction evaluation and learning evaluation. The findings highlighted the limitations of the event-delivery model of professional development, in particular, the vexatious relationship between theory and practice. The paper concluded with a number of recommendations related to the need for greater involvement of teachers in the organization, formulation and delivery of in-service professional development.