Typology of initial, formal in-service teacher training in Greece.

The PEK experience.

Eisagogiki epimorforsi Induction teacher training

GREECEPEKs: Regional In-Service Training Centers

PI: Pedagogic InstituteOEPEK: Organization of the In-Service Training of Teachers

INSET: In-Service Training

LIST OF ACRONYMS AND ABBREVIATIONS AND KEYWORDS

IEP: Institute of Educational Policy

NATs: Newly appointed teachers ITT: initial teacher training

induction

Teachers' Professional Development

Why is teacher professional development important?

The shift towards new active and learner-centered methods, the rapid developments in the application of new technologies in education, the changing skills needs in the labor market, and the demand for an increasingly diverse and properly trained workforce, require highly qualified teachers with manifold qualifications.

It has been acknowledged that: teachers are the school variable that influences the most student achievement (OECD, 2005). education reforms that do not take into account teacher education are condemned to failure (OECD, 1998). teacher professional development not only ensures that teachers are – and remain competent, but it also

allows to assure that they stay motivated through time (Eurydice, 2004). the cognitive level achieved by students is related to the competence of their teachers (Jarvis and Pell).

Continuing professional development for teachers progressively becomes a priority area in many European countries (European Commission and OECD, 2010). A huge variety of measures and forms – state programmes, training networks, new institutions, projects under European Social Fund (ESF), placements abroad, etc. support continuing professional development (Cedefop, 2011).

Europe is in a process of change with decisive influences on the way educational systems and policies are being shaped.

The teaching profession cannot stay intact to this new reality of

ageing workers,

global competition,

new demands in the labor market and

effects of the international financial crisis.

In their response to the European Commission’s Communication “Improving the Quality of Teacher Education”

(European Commission, 2007), Ministers of Education agreed that:

“High quality teaching is a prerequisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals …” (European Council, 2007).

Ministers in 2009 recognized that:

“The knowledge, skills and commitment of teachers, as well as the quality of school leadership, are the

most important factors in achieving high quality educational outcomes. Good teaching and the ability

to inspire all pupils to achieve their very best can have a lasting positive impact on young people's

futures. For this reason, it is essential not only to ensure that those recruited to teaching and school

leadership posts are of the highest calibre and well-suited to the tasks they have to fulfill, but also to

provide the highest standard of initial education and continuing professional development

for teaching staff at all levels. This in turn will contribute to enhancing both the status and

attractiveness of the profession” (European Council, 2009).

Organizations & legal entities responsible for ITT in Greece

PEKs

OΕΠΕΚ

Comprehensive teacher training organization.

This organization has under its supervision all the regional teacher training centers (PEKs) throughout

Greece.

It coordinates, designs the curricula for teacher training and sets the standards for certification, for

teaching and pedagogy.

PEKsRegional in-service Training Centers

There are 16 PEKs all around Greece – 3 in Athens, 1 in Piraeus, 2 in Thessaloniki and one in every capital of the prefectures

They operate since 1992 when a decentralization policy applied to the Greek school administrative system.

Apart from Eisagogiki epimorforsi , short-term programmes (40 hours) of various thematic units are realized there

concerning:

Recent developments in scientific, pedagogical, technological, politico economic domains Methodologies/ teaching strategies School life topics, such as: classroom management, multicultural issues, learning difficulties, etc. Computers and multimedia, Web 2.0 tools European programmes Counseling services/mechanisms in the school unit Project work Environmental education, health education, cultural activities, etc.

The Institute of Educational Policy (IEP)

The Institute of Educational Policy (IEP) was established in 2011 with Public Law 3966 (Government Gazette Α΄

118/24-05-2011).

It is a Private Legal Entity supervised by the Minister of Education, Lifelong Learning and Religious Affairs.

IEP operates for the benefit of public interest as an executive scientific body which supports the Ministry of Education,

Lifelong Learning and Religious Affairs, with main aim the scientific research and study of the issues related to primary

and secondary education, the transition from secondary to tertiary education, as well as the on-going scientific and technical support for the design and implementation of educational policy issues.

The structure of inductive teacher education in Greece

Inductive teacher education in Greece is one of the most important types of in-service training.

In the present state of things teachers, after their placement they start teaching and after 2 years they

gain the status of

permanent (in-service) teacher.

During the first year of this period, teachers follow the initial period of inductive training, consisting of

three stages lasting a

total of 100 hours.

Substitute teachers also have 30 hours of in-service training during the first days of September each year.

Training authority:The Ministry of Education in cooperation with the Pedagogical Institute (PI) and PEKS (Regional In-Service Training Centers) generally define the conceptual framework. The Institute of Educational Policy (IEP) has lately replaced the PI.

Place of training: Regional education centers (PEKs) and other training centers throughout the country.

Time of training:Annual/ in the first 10 days of September and throughout the school year (Friday afternoons and weekends) while teachers continue to work full time in schools.

Duration:A year long/ 100 hours in total/ consisting of three phases - two weeks at the training centers and one week in schools1st phase lasts for 45 hours during the first 10 days of September/2nd phase lasts for 35 hours/ 3rd phase lasts for 20 hours

Trainers:Mostly school advisors and teachers with extra qualifications and/or long school experience/ university teachers also

Trainees:Newly appointed teachers during their probation period in schools or substitute teachersYears of experience and qualifications of teachers are not taken into consideration

Optimum number of participants per class:10-20

Initial in-service teacher training in Greece

Type of training: Mostly traditional, lecture type, face-to-face training sessions & within schools Centralized, homogeneous, at national level Obligatory Lifelong learning No distance education opportunités via satellite communication and internet technologies not systematic

Training subject: Update, develop and broaden initial Subject Matter Knowledge (SMK) Provision of new skills and professional understanding/Link Pedagogical Knowledge (PK) with practical

problems Acquisition of competencies in the use of ICTs Know how to self reflect and use alternative assessment and evaluation methods for lessons and

students Understanding the in- depth context of public schools (students, colleagues, administrators, laws, etc) Dealing with discipline problems in classes, etc

Financial parameters:Subsidized by the funds of Community Support Framework (80%) /European Union Structural Funds

(NSRF 2007-2013)Free of charge for the trainees Accommodation expenses and travel fees are paid back to the teachers /no lodging facilities at the

PEKsCost efficient, since training is short, and mostly school-based

Certification/promotion/salary increaseTrainees are given an official certificate of attendance /no examsThere’s no link btw PEK training and evaluation, promotion, salary increase, which are as it stands

automatic and based on teaching service years plus additional qualifications for leadership posts.

Evaluation parameters:INSET is evaluated during the 3rd stage of the programmeTeachers complete informal evaluation questionnaires by the end of their training

　

ITT phases

The 1st phase of ITT lasts for 40 hours and takes place at the beginning of the school year. During this phase the newly appointed

teachers have either lectures or workshops about: Organizational and Administrative aspects of Education ( the structure of the Greek educational system, learning how to

manage school units, code of ethics for civil servants, laws, role of principal, running of school/student /parent councils, etc./8 hrs

Pedagogical issues (basic principles of class administration, learning contract, multicultural classes, school discipline, learning difficulties, counseling services/mechanisms in the school unit etc)

The Methodology of teaching per subject (information about the curriculum/analytical programs and books, lesson planning, aims

& objectives, resources, how to get organised, up to date teaching methods & strategies, project work, pair & group work etc./ WORKSHOP

Assessment & evaluation methods, research work concerning students and teaching, portfolios, etc/ WORKSHOP ICTs & pedagogy of technology (mechanical skills and pedagogical applications of ICTs/ WORKSHOP )

The second phase of ITT lasts for 35 hours and takes place during November . Its subject is the methodology of teaching in the classroom (show

cases, methods by experienced teachers, observation of classes) and the solution of problems in the practice of teaching. It is implemented by

advisors, head masters of schools and experienced teachers/WORKSHOP S

The 3rd phase of ITT lasts for 20 hours and takes place at the end of June. The trainees present problems, experiences or good

practices they implemented throughout the school year and evaluate the initial training programme they attended. Issues are grouped

as follows: Pedagogical issues (5 hours) Teaching methods (5 hours) School cooperation with parents and the community/school staff cooperation (4 hours) Student assessment and evaluation of teaching (4 hours) Evaluation of the initial training programme (2 hours)

MODEL OF ITT IN GREECEScope Curriculum Advantages Disantvantage

Traditional

Model

All types of teachers:primary, & secondaryduring their probation period in schools.

1. Update of initial Subject

Matter Knowledge (SMK).2. Knowledge of the

national curriculum/analytical programs and books2. Link Pedagogical Knowledge (PK) with practical problems.3. Development of pedagogical practices in the use of ICTs.4. Help in understanding the in- depth context of public schools (students, colleagues, laws, administrators, school administration issues)5. Know how to self reflect and use alternative assessment methods.

1. Acquisition of a number of routines, in order to master specific aspects of the teaching practices.2. Incorporate both on and off-site school dimensions3. Practical field experience.4. Allow the development of a strong professionalidentity/important influence on the status of teachers.5. Renewal of pedagogic and technical knowledge, in the light of the rapid development of technology.6. Familiarization with life-long learning issues.7.Cost efficient.

1.General discontent among teachers: too much theory/ fragmented, unrelated to teaching practices.2. A more practical orientation towards on-the-job qualifying is needed.3. A fixed training program transferred to trainees by lecturers .4. Professional development that is imposed on them from the top/no needs analysis/channel for communicating national education policies.5. Limited opportunities for meaningful interaction and follow-up. 6. Little emphasis onresearch skills.7. Few studies about the content of the training they offer, and the sort of teaching they promote. 9. Sometimes teachers are forced to move long distances to attend their ITT especially when they are appointed to isolated areas - like remote islands, etc.10. Ts resist changes as they do not possess the skills or attitudes necessary to handle the new demands.

Conclusions Recommendations for the introduction of an effective school-based induction

programme.

Since ITT is an essential channel for communicating national education policies, the Ministry of Education generally defines its conceptual framework. The induction programmes experienced in Greece cannot fully address the needs of NATs or equip them with all the skills they need during the first years of teaching. This is also the international picture, suggested in the literature (OFSTED, 1992; American Federation of Teachers, 2000; Delannoy, 2000;

and

Duncombe and Armour, 2004).

ITT falls short of NATs expectations and there are significant gaps between expectations and outcomes. NATs consider that in-service training activities

are general rather than specific; focus on listening rather than doing; / too much theoretical input are a fixed training program transferred to trainees by lecturers generally have little provision for feedback/ follow-up communication and guidance is inadequate to foster the

integration of the new ideas and methods into daily instruction (Sapp, 1996); should favor more collaborative, interactive techniques and workshops

Teachers may go home with a new idea, but it is unlikely that their teaching will change in any significant way and there is no long-term improvement in the quality of their lessons (Feiman-Nemser (2001).

Up skilling in new pedagogy and didactics is crucial to the professional development of teachers from their initial education to their lifelong training. NATs however, argue that a chasm exists between theory covered during ITT and practice in the classroom.

In this respect, Vukelich & Wrenn (1999) suggest that in-service training should:

(a) focus on a single subject; (b) be flexible and negotiated on the basis of school and individual needs and goals rather than

standardized content; (c) be ongoing and sustained; (d) engage teachers in generating answers to actual, ‘real-life’ problems and cognitive dissonance they

experience; (e) provide for participants’ meaningful engagement; (f) help participants to develop collaborative relationships and (g) encourage participants to reflect on their teaching.

As a matter of fact, teachers should have a greater role in setting the agenda, being actively engaged in an experiential process and treated as adult learners

Applying the “teacher as adult learner” paradigm, activities like case studies, role playing, simulations, and self evaluations are more helpful than giving lectures to teachers.

A further main element that should be addressed in ITT is the “Socio-cultural” paradigm. The majority of teachers remain relatively autonomous in their classrooms and collaboration with peers of a certain subject is very rare. On

the other hand, communication among teachers is a major vehicle for fostering teacher Professional development and teachers

learn more from each other than from an authorized person such as a content expert or an education specialist (Park et

al., 2007).

Meanwhile, a more effective technology infrastructure to be used for in-service training activities and feedback after these

activities could be an extremely useful tool for teachers to share ideas about their classroom practices or new knowledge that

they have learned through in-service training activities. ICTs and distance learning technologies could also be used for on

line classes, e-conferences, videoconferences and interschool communication and mentoring support.

Concerning ICTs ITT sessions The development of appropriate pedagogical practices is seen by NATs as more important that technical mastery

of ICTs. NATs require extensive, on-going exposure to be able to evaluate and select the most appropriate resources.

Teachers are confronted with increasing demands and multiple roles which have profound implications on

their working

conditions (Cedefop, 2010b; Psifidou, 2008).

Changes in their work activities involving

team work,

guiding and counselling,

co-designing curricula,

assessing learning outcomes,

linking school with local community,

getting familiar with technological progress and new work processes

have established a profound need for their continuous professional development.

While the continuous professional development of teachers attracts attention in national policy agendas,

important barriers

remain to be lifted for teachers to participate and benefit from it. These impediments are often associated

with lack of funds

and incentives, as well as non-adequate training opportunities .

http://www.google.gr/url?sa=i&rct=j&q=%CE%95%CE%9A%CE%A0%CE%91%CE%8A%CE%94%CE%95%CE%A5%CE%A3%CE%97+%CE%9A%CE%91%CE%98%CE%97%CE%93%CE%97%CE%A4%CE%8F%CE%9D+%CE%A3%CE%A4%CE%97%CE%9D+%CE%95%CE%9B%CE%9B%CE%86%CE%94%CE%91&source=images&cd=&cad=rja&docid=l1F2y2pJhpkMSM&tbnid=7w55SNkq9kq4JM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.onlarissa.gr%2F2012%2F10%2F29%2Fekpedefsi-kathigiton-stis-a-voithies%2F&ei=1jKXUcXaNLDZ0QWX24GACQ&bvm=bv.46751780,d.ZWU&psig=AFQjCNGFMtUcUvF5Tmf5IuQX3IlJaFNZag&ust=1368949829135553

http://www.google.gr/url?sa=i&rct=j&q=%CE%95%CE%A0%CE%99%CE%9C%CE%9F%CE%A1%CE%A6%CE%A9%CE%A3%CE%97+%CE%9A%CE%91%CE%98%CE%97%CE%93%CE%97%CE%A4%CE%A9%CE%9D&source=images&cd=&cad=rja&docid=WK3DkvHwTU8mgM&tbnid=hKiZjK7Qh-g1HM:&ved=0CAUQjRw&url=http%3A%2F%2F3gym-nafpakt.ait.sch.gr%2Fschool%2Findex.php%3Foption%3Dcom_content%26view%3Darticle%26id%3D45%3A2012-02-14-09-07-49%26catid%3D10%3A-2012%26Itemid%3D13&ei=JTWXUfrzH4Ob0AWPzoGQBQ&bvm=bv.46751780,d.ZWU&psig=AFQjCNGiSlcNvfkpq0mDG1nZus916Md3Cw&ust=1368950340265102

http://www.google.gr/url?sa=i&rct=j&q=%CE%95%CE%A0%CE%99%CE%9C%CE%9F%CE%A1%CE%A6%CE%A9%CE%A3%CE%97+%CE%9A%CE%91%CE%98%CE%97%CE%93%CE%97%CE%A4%CE%A9%CE%9D&source=images&cd=&cad=rja&docid=WK3DkvHwTU8mgM&tbnid=hKiZjK7Qh-g1HM:&ved=0CAUQjRw&url=http%3A%2F%2Fxenesglosses.eu%2F2013%2F03%2Fxekinise-i-periodos-aitiseon-ekpaide%2F&ei=yTSXUbLjHaSx0QWN_IHQDA&bvm=bv.46751780,d.ZWU&psig=AFQjCNGiSlcNvfkpq0mDG1nZus916Md3Cw&ust=1368950340265102

NATs expectations from an effective induction programme

Offer guidance and support a) in classroom organisation and management and b) in order to overcome problems and difficulties

relating to classroom discipline Offer guidance and support (from a mentor or/and experienced teachers or/and the head teacher) Explain legal obligations and duties - Explain school policies and rules Guide and support me in planning of lessons. Help me in using/implementing effectively different

teaching methods/strategies Familiarize me with the National Curriculum. Inform me about available curriculum materials and teaching resources Offer opportunities to observe other experienced teachers’ lessons and of being observed by other

colleagues followed by feedback Help me overcome problems that I face (e.g. problems relating with parents) Inform me about teachers’ rights Guide me in evaluating and assessing pupils’ work Guide and support in issues relating to time management – Offer increased release-spare time, reduced

teaching load Help me cope with pupils facing learning difficulties Offer psychological support (offer encouragement, develop of self-esteem and self-confidence,

managing stress)

Personal and professional needs of NATs

Guidance and support (from a mentor or/and experienced teachers or/and the head teacher)

Guidance and support for effective classroom organization and management and for overcoming

problems relating to classroom discipline

Help with the use of different teaching methods/strategies effectively and guidance and support in

lesson planning

Information on legal obligations and duties - Information about school rules and policies

Guidance and support in managing time - More release time

Psychological support and guidance - Development of self confidence (handling stress, motives for

better results,

encouragement, recognition of my efforts)

Guidance in overcoming problems relating to inadequate school equipment and materials

Information relating to teachers’ rights

Guidance and support with the national curriculum - Knowledge of subject matter in order to teach it

Coping with pupils facing learning difficulties and increasing pupils’ interest

Help in understanding school culture - Initiation into the culture of the school

The European labour market is coping with skill shortages for highly qualified professions. As a recent

study on forecasting skill needs shows (Cedefop, 2010a), from the 80 million job opportunities that will

be created by 2020, more than one third of them will be for highly-qualified people and one in two jobs

for medium-level qualified, meaning for higher education and vocational education and training

graduates.

Past and projected qualification trends for those in employment, EU-27+ Source: Cedefop, 2010a, p.62

Content of ITT

COURSES IN Knowledge of the national curriculum - Knowledge of subject matter /content knowledge

in order to teach it use of different teaching methods/strategies practical school experience assessment students and evaluation of the teaching practice ICTs child development psychology - cultural diversity Information on legal obligations and duties - information about school rules and policies

http://libserver.cedefop.europa.eu/vetelib/2011/76586.pdf

http://1pek.thess.sch.gr/images/documents/yliko/Odhgos_Epimorfoumenou_Eisag_2011_2012.pdf