E-Locus - Institutional Repository of the University of Crete - Ενδοσχολική επιμόρφωση - καθοδήγηση και ηγεσία : οι απόψεις των εκπαιδευτικών της Β/θμιας εκπαίδευσης της Περιφέρειας Κρήτης

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Identifier

000437718

Title

Ενδοσχολική επιμόρφωση - καθοδήγηση και ηγεσία : οι απόψεις των εκπαιδευτικών της Β/θμιας εκπαίδευσης της Περιφέρειας Κρήτης

Alternative Title

In-school training - mentoring and leadership : the opinions of teachers of secondary education in the region of Crete

Author

Κοτζάκη, Ειρήνη

Thesis advisor

Αργυροπούλου Ελευθερία

Reviewer

Ελευθεράκης Θεόδωρος
Οικονομίδης Βασίλης

Abstract

There has been a debate in Greece, during the last decades, about intra-school training, teacher guidance and mentoring in schools, as these terms are still in question. Aim of this study is to do a research in the views of secondary education teachers in the Region of Crete, regarding the practices of intra-school training, guidance, peer learning, and interaction in the process of maintenance and succession of school leadership. The research was conducted during the 2018-2019 school year, with the use of the interview method in the 4 Prefectures of the Crete island Region. Fifty Secondary and High School teachers, teaching diverse subjects, who took part, consented to answer the questions based on the interview protocol. The same protocol was divided into three distinct thematic axes. The first axe refers to the school principal and their role. The second to peer learning method, while the third axe to the use of mentoring in educator’s training. The answers were, then, analyzed into their thematic area, according to the techniques of thematic analysis described by Professor Dr Tsiolis (2017). The recorded results were noted and correlated to the theoretic part of our study. In that part we have examined the role of school principal, training as part of teachers’ professional life, peer learning, and mentoring. The conclusions of this study may indicate the need for systematic training and guidance in Greek schools. It might be true that there is, indeed, an unofficial training that takes place in schools between principals and teachers. However, an official one will be offering many more benefits to teachers, especially to those who are open to collaboration with peer or senior colleagues. As long as this training will be taking place in a context of mutual respect, trust, and understanding, yet not in an evaluative or a punitive one.

Language

Greek

Subject

Inrta-school training

Mentoring

Peer learning

Ενδοσχολική επιμόρφωση

Καθοδήγηση

Ομότιμη μάθηση

Issue date

2020

Collection