The effect of Formal Qualifications and Continuous Professional Development on Attitudes towards Self-Evaluation: A Study in Primary and Secondary Teachers in Greece

Background: In Greece, self-evaluation has been treated with skepticism by teacher unions and several political parties. Self-evaluation has to be promoted, according to the Ministry Decision 6603/ΓΔ4/20.01.2021. Investigating factors associated with teachers’ attitudes towards self-evaluation might be vital to successfully implement self-evaluation. To investigate the effect of formal qualifications and continuous professional development on attitudes towards self-evaluation in Primary and Secondary Education teachers in Greece. This qualitative study is part of a larger project, investigating several parameters as for their association with self-evaluation in 1.000 teachers in Greece. The independent variables analyzed were questions regarding the formal qualifications of teachers and continuous professional development. The dependent variable analyzed was attitudes towards self-evaluation. Multiple regression was applied, developing models to investigate the potential effect of those independent variables. As for the effect of formal qualifications on attitudes towards self-evaluation, the effect of having a second degree or post-degree qualification (p=0.043), having certification in ICT (0.000), having certification in a second language (p=0.000), having certification from the School for the Training of Secondary Education Officers or the School for the Training of Primary Education Officers (p=0.000), holding an MSc or Phd (p=0.000) and having published a book (p=0.048) was significant. The adjusted R square was 0.440. The effect of the overall model as significant (F=86,504, p=0.000). Regarding the effect of continuous professional development on teachers’ attitudes, there were significant effects for participation in annual workshops or seminars (p=0.000), being a member of continious professional development team in my school (p=0.000), being seminar lecturer in a University (p=0.001), participating in life-long learning programs (p=0.000) and participating in rating committees during exams (p=0.000). The adjusted R square was 0.483. The overall model had a significant effect (F=118,682, p=0.000). Negative attitudes towards self-evaluation might be a result of fear towards negative evaluation, due to a lack of formal qualifications and actions of continuous professional development. Supporting teachers through knowledge-transference practices, such as mentoring and coaching, is warranted

Preschool Teachers’ Perspectives on the Importance of STEM Education in Greek Preschool Education

Given the rapid development of technology and therefore of society in recent years, the need for education systems worldwide to modernize the methods and means used is a matter of necessity. In the present study, this modernization translates into the application of STEM education and deepens into the research of preschool teachers’ perspectives on the importance of STEM in Greek preschool education. Investigating teachers' perceptions is a complex process, through which we are examining the pedagogical methods they use in their classrooms, their knowledge of STEM approaches and the understanding of the usefulness of STEM education. It is well known that teachers’ perceptions can influence instructional choices. Therefore, it is necessary to investigate their perceptions of STEM education, in order to take action timely and explore the prospects for the school of future. In this dissertation, we are thoroughly investigating preschool teachers’ perspectives on their role in the classroom, but also on the importance of integrating the instruction of STEM disciplines in early years. The research findings show high percentage agreement in relation to the perspectives on the usefulness of STEM, but when it comes to analyzing responses regarding the implementations of STEM, teachers are hesitating to respond with absolute certainty. The presentation of an ideal situation however, is far from reality, as STEM education also requires a proper preparation and training for the kindergarten teachers. However, their positive perspectives on STEM can be the first step in integrating the element of innovation into pre-school education. Keywords: STEM, innovation, teaching methods, education curricula, teachers, perspectives. DOI: 10.7176/JEP/11-14-01 Publication date:May 31st 202

Gender and Sports Publications in School Newspaper Columns: The Greek Example

Sport is a basic element of social culture and a way of social expression, while it also constitutes a form of social education. Sport, however, also exhibits the most evident gendered characteristics of sports journalism since it constitutes a “male/male-dominated” field. What is the presence of boys and girls in the role of the sports editor/journalist? What sports issues are chosen by boys and girls and published in school newspaper columns? To what extent is the presence of the “male-dominated” sports domain and the sports news perpetuated/continued in schools’ newspapers? We analyze the publication content by gender in school newspapers, so as to determine in a qualitative and quantitative manner the basic parameters that define gendered sports discourse and its social components

Education and Social Exclusion of Children with Chronic Diseases: The School Reintegration

This research attempts to identify the conditions under which children with chronic diseases are reintegrated into formal education after they have been hospitalized for a long period. In addition, it attempts to probe the conditions under which the children are being taught during the home schooling period. Educational inequality is a thorny issue that concerns every education system. Many important social vulnerabilities affect the equal distribution of educational opportunities, but the education of children with chronic illnesses creates a double vulnerability, the results of which are most often truly tragic for the affected students and their families.  The research data was collected after a series of interviews with parents whose children had been hospitalized with a serious illness and teachers who had worked in hospital schools and in formal education. The findings of the research show that the reintegration of hospitalized children who have been absent for a long time from school is difficult and often causes anxiety due to the abusive behaviors they receive from their classmates. It is also emphasizes that the teachers of the formal education have serious lack of training related to the reintegration of children with chronic diseases as well as a holistic cooperation plan that should prevent the stigmatization related to the disease is necessary. Keywords: Social exclusion, School reintegration, Chronic diseases, Hospital education, Home schooling DOI: 10.7176/JEP/14-16-05 Publication date:June 30th 202

A VIEW ON THE GREEK SHADOW EDUCATION AT THE ERA OF THE ECONOMIC CRISIS. HOW DO PRIVATE TUTORS’ WORKING CONDITIONS ARE FORMED?

Shadow education is regarded by the majority of Greek students as a means to improve their school performance and maximize their chances of admission to higher education institutions. The financial crisis that struck Greece in 2009, has left its marks on all sectors of its economy; employers and employees in shadow education institutions have also been affected to a significant extend. The purpose of this study is to investigate private tutors’ working conditions as they have evolved in the period of the financial crisis. It is also examined the engagement of private tutors with financially vulnerable social groups and the degree at which the former alters their financial expectations in order not to exclude the latter from receiving complementary tutoring. Article visualizations

WORKING CONDITIONS OF UNIVERSITY TEACHERS DURING THE PANDEMIC - THE CASE OF GREEK UNIVERSITIES

The spread of the COVID-19 pandemic has drastically disrupted every aspect of human life including education. All around the world, campuses closed, and teaching-learning has moved online. Despite all these challenges, Higher Education Institutions (HEIs) have reacted positively and managed to ensure the continuity of teaching-learning, research, and service to society during the pandemic. This article highlights on major impacts of Covid-19 on HEIs in Greece and aims to capture in quantitative terms the working conditions of university professors during that period. This study thus employs a quantitative approach based on a survey design to purposively collect data from 219 tutors in order to discuss the implementation of online learning amid the COVID-19 pandemic in the Greek higher education context and investigate the challenges experienced by university teachers during this period.  Article visualizations