DC FieldValueLanguage
dc.contributor.authorSaiti, Anna-
dc.contributor.authorSaitis, Christos-
dc.date.accessioned2024-05-10T10:39:23Z-
dc.date.available2024-05-10T10:39:23Z-
dc.date.issued2006-
dc.identifierscopus-33751325895-
dc.identifier.issn14695928-
dc.identifier.issn02619768-
dc.identifier.other33751325895-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/2334-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.relation.ispartofEuropean Journal of Teacher Educationen_US
dc.titleIn-service training for teachers who work in full-day schools. Evidence from Greeceen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/02619760600944779en_US
dc.identifier.scopus2-s2.0-33751325895-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume29en_US
dc.relation.issue4en_US
dc.identifier.spage455en_US
dc.identifier.epage470en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-33751325895&origin=inward&txGid=de1c3f3dfa4eb5da41d309ed8d01eefben_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-3882-9565-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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