Προδιαγραφές σχεδιασμού προγράμματος επαγγελματικής ανάπτυξης από απόσταση για τους εκπαιδευτικούς των μειονοτικών σχολείων στη Θράκη

Abstract

Being a current issue, the discussion on further education and professional development of teachers is connected with delimitations that concern the quality and effectiveness of school system. In the case of minority schools in Thrace, however,
this cannot be applied regardless of the political frame, which decisively affects the total of educational matters and interventions. This specific treaty is characterized by
peculiarities and oddities which find teachers usually unprepared, due to a lack of the suitable structures and supportive mechanisms of their work.
This paper investigates the possibility of exploitation of distance further education, aiming at the formulation of specifications and a proposal planning for the support of teacher’s professional development who offers their services in minority schools in
Thrace. In this direction, there is a presentation of the results of a qualitative research, with regard to the needs of further education, the attitudes toward the distance education method and the preferences on the form and organization of corresponding programs. Based on the results that came up, the principles and properties of distance and adult education, the experiences and program evaluation applied globally, an
alternative way of planning is proposed with reference to the implementation of distance further education in the particular group- target. It is supported that a hybrid/mixed educational model can constitute the base for the application of a
program that will support their continuous professional development.