Professional development and satisfaction of detatched teachers withtheir involvement in the students' school practice
Abstract
Student’s teaching practice in Pedagogical Departments are tight connected with the implication and support of the in service teachers, who for a period of time serve in university as mentors to students. Their presence is a connecting link between university and school and they are the ones who, through their daily interaction with students, assist them to explore and gradually build their own personal teaching profile. Furthermore, their experience in class as well as their increased qualifications (Master, PhD) turns them into valuable colleagues of the academic stuff.
However, what are the motives that force a teacher to leave school class and join to a pedagogical department? What are his/her expectations during the period he or she is attached to the university? How does he or she evaluates this experience and which role might play to his/her professional development? How does he or she believe that could be exploited in a better way?
These are some of the questions we try to answer on this specific research. It is a case study, as the sample consists of teachers that are attached to the pedagogical departments of the University of Thessaly. For the implementation of the research a questionnaire was used that its results were processed according to the statistic packet SPSS 20.
The results of the research shed some light in particularly interesting views from the side of the attached teachers regarding their best exploitation as well as the potential professional development they may have.
Article Details
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Μπότσογλου Κ., Μπεαζίδου Ε., & Τσολακίδης Ι. (2014). Professional development and satisfaction of detatched teachers withtheir involvement in the students’ school practice. Hellenic Journal of Research in Education, 1(2), 51–64. https://doi.org/10.12681/hjre.8937
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- Vol. 1 No. 2 (2014)
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