Abstract
This article explores critically the case of university-provided inservice training for secondary teachers in Greece, using the experience of both tutors and teachers as they embark upon it. It draws upon an exploratory study carried out with 22 secondary teachers (philologists) and 12 university teachers in the context of two university departments. The analysis focuses on two aspects of Kirkpatrick's (1975) conceptualisation of the evaluation process: reaction evaluation and learning evaluation. The findings highlighted the limitations of the event-delivery model of professional development, in particular, the vexatious relationship between theory and practice. The article concludes with a number of recommendations related to the need for the greater involvement of teachers in the organisation, formulation and delivery of in-service professional development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
