Professional Development for Teachers and Quality in School Education

Abstract

This chapter focuses on the role of professional development in the educational sphere, and its effect on the outcomes of the integration of ICT in school life. A major obstacle to meaningful educational change is the obsolete structures of prevailing professional development processes for teachers. This is evidenced in the inappropriate sectarian division between pre-service and in-service teacher training. This chapter argues for a radical change in the most basic structures of teacher training, including the blurring of the distinction between pre-service and in-service training. It examines the problem holistically to include the economic, social and environmental issues that affect both teachers and pupils as groups and as individuals. Finally, some examples of initiatives in Greece lead to strategic recommendations for the implementation of training processes to enhance the potential of ICT in education.