Continuing Professional Development in the Greek Early Childhood Education System
Saved in:
| Title: | Continuing Professional Development in the Greek Early Childhood Education System |
|---|---|
| Language: | English |
| Authors: | Gregoriadis, Athanasios (ORCID |
| Source: | Early Years: An International Journal of Research and Development. 2018 38(3):271-285. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Professional Continuing Education, Early Childhood Education, Preschool Teachers, Kindergarten, Inservice Teacher Education, Teacher Attitudes, Questionnaires, Student Educational Objectives, Foreign Countries, Statistical Analysis, Qualitative Research, Content Analysis |
| Geographic Terms: | Greece |
| DOI: | 10.1080/09575146.2016.1265486 |
| ISSN: | 0957-5146 |
| Abstract: | Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the 'Didaskaleio' training institute. Results showed that although Greek early educators express a positive attitude towards CPD, there are certain contradictions in their views regarding the way they perceive CPD and their expectations regarding CPD activities. Results indirectly reflect the changing context, the systemic weaknesses and the antinomies of Greek early childhood education. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2018 |
| Accession Number: | EJ1183600 |
| Database: | ERIC |
| Abstract: | Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the 'Didaskaleio' training institute. Results showed that although Greek early educators express a positive attitude towards CPD, there are certain contradictions in their views regarding the way they perceive CPD and their expectations regarding CPD activities. Results indirectly reflect the changing context, the systemic weaknesses and the antinomies of Greek early childhood education. |
|---|---|
| ISSN: | 0957-5146 |
| DOI: | 10.1080/09575146.2016.1265486 |
