In-service training for teachers who work in full-day schools. Evidence from Greece

Abstract

The purpose of this paper is to examine teachers perceptions of the effectiveness of training for teachers who work in 'full-day' schools in the professional development of teachers and the implications for education policy. Through an empirical investigation this paper points out that recent education reforms regarding in-service teacher training cannot be considered as the most important positive influence on teachers' progression and consequently on meeting the learning needs of pupils in full-day schools. The lack of encouragement and motivation offered by the Greek school administration is linked to the unwillingness of Greek school teachers to participate in in-service training. As a result of the latter, there are teachers in full-day schools offering extra curricula activity who are without the appropriate knowledge and the skill of reflection, teachers who have not developed the qualifications to teach effectively. Thus, it is evident that teacher in-service training in Greece needs careful reconsideration by the Ministry of Education. All schools (all types) should have appropriately-trained teaching staff and teachers that adjust more easily to the social, technological and academic changes that naturally occur in the school environment. © 2006 Association for Teacher Education in Europe