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Identifier

000426894

Title

Η καθοδήγηση και η συνεργατική μάθηση ως διαστάσεις ενδοσχολικής επιμόρφωσης : απόψεις εκπαιδευτικών πρωτοβάθμιας εκπαιδευσης της Περιφέρειας Κρήτης

Alternative Title

Mentoring and peer learning as in-service teachers' training dimensions : teachers' aspects in Crete's prefecture

Author

Παπανικολάου, Μαριλένα

Thesis advisor

Αργυροπούλου Ελευθερία

Abstract

School and education improvement is an object of continuous research in recent decades. Numerous surveys have concluded that improving educational results is closely depended on the teachers’ professional development and the leadership style that the school follows. Thus, the in-service teachers’ training is considered necessary, especially in the school environment taking into consideration the specific characteristics of each educational organization. One of the most efficient and appropriate methods used for in-teacher training is mentoring. Although mentoring has been a part of Greek educational legislation, it has not yet been officially put into practice. Through reflective activities, collaborative learning and opinion exchange, teacher professional development is promoted and the role of the school as a learning environment is enhanced, resulting in better educational outcomes for the students. At the same time, the development of teachers’ leadership skills and the change of their attitude concerning the way school is organized, reinforces the possibilities to maintain improvement, but also spread it. The present study deals with the examination of teachers’ perceptions and attitudes, as far as in-service training in the school environment and mentoring are concerned. Using qualitative methods of data gathering, as semi-structured interviews, we have collected data from 35 kindergarten and elementary school teachers, working in 14 schools, scattered all over the Prefecture of Crete. Content analysis and cross categorical text coding were used. The findings illustrate that the majority of teachers are positive towards the implementation of traditional mentoring in schools, not only for the new teachers but for the more experienced as well. Although they appear to be positive in the implementation of group collaboration and peer-group mentoring practices, they appear to have still a more concerned and reserved attitude.

Language

Greek

Subject

Distributed leadership

Mentoring

Peer learning

Peer mentoring

Teacher leadership

Διανεμητική ηγεσία

Ηγεσία του εκπαιδευτικού

Καθοδήγηση

Συνεργατική μάθηση