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Continuing Professional Development in the Greek Early Childhood Education System

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Title: Continuing Professional Development in the Greek Early Childhood Education System
Language: English
Authors: Gregoriadis, Athanasios (ORCID 0000-0002-3026-6614), Papandreou, Maria (ORCID 0000-0003-0353-4182), Birbili, Maria
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
FullText Text:
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  Data: Continuing Professional Development in the Greek Early Childhood Education System
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  Data: <searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3026-6614">0000-0002-3026-6614</externalLink>)<br /><searchLink fieldCode="AR" term="%22Papandreou%2C+Maria%22">Papandreou, Maria</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0353-4182">0000-0003-0353-4182</externalLink>)<br /><searchLink fieldCode="AR" term="%22Birbili%2C+Maria%22">Birbili, Maria</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Years%3A+An+International+Journal+of+Research+and+Development%22"><i>Early Years: An International Journal of Research and Development</i></searchLink>. 2018 38(3):271-285.
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  Data: 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
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  Data: Y
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  Data: 15
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  Label: Publication Date
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1080/09575146.2016.1265486
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  Data: 0957-5146
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: 37
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  Data: 2018
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  Label: Accession Number
  Group: ID
  Data: EJ1183600
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        Value: 10.1080/09575146.2016.1265486
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      – Text: English
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        PageCount: 15
        StartPage: 271
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      – SubjectFull: Professional Continuing Education
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Content Analysis
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      – SubjectFull: Greece
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