Πρακτικές Προώθησης της Επαγγελματικής Ανάπτυξης των Εκπαιδευτικών σε Σχολική Βάση: Μια Μελέτη Περίπτωσης

Abstract

The article presents the findings of a case-study that explored teachers' views about the effectiveness of school-based staff development practices and their impact on teachers' feelings of self-efficacy to improve teaching and learning. The study took place in 2013 as part of the evaluation of an action plan concerning teachers’ professional development. Participants were all 10 teachers and the headteacher serving in a small primary school in Cyprus. The study used an anonymous questionnaire and interviews (focus groups) to sought teachers’ views about the issues under examination. The results confirm that schoolbased staff development opportunities are greatly appreciated by teachers, especially when they are linked to educational practice, such as peer observation and co-teaching. Furthermore, they underline the need for continuous support from experts and colleagues in implementing innovative practices in teaching and learning, as well as heads’ role in creating a supporting culture for learning and reflection in school.