Κατεύθυνση Εκπαιδευτικός Σχεδιασμός και Διδασκαλία
Library of the School of Philosophy

2017-07-11

2017

Xynarianou Kyriaki

Γεώργιος Πασιάς, αναπληρωτής καθηγητής, Φ.Π.Ψ. Ε.Κ.Π.Α.
Γεώργιος Παπακωνσταντίνου, αναπληρωτής καθηγητής, Φ.Π.Ψ. Ε.Κ.Π.Α.
Δημήτριος Φωτεινός, επίκουρος καθηγητής, Φ.Π.Ψ. Ε.Κ.Π.Α.

Το πλαίσιο των προσόντων του σύγχρονου εκπαιδευτικού 2000-2016. Η ελληνική περίπτωση.

Greek

The framework of the contemporary teacher’s qualifications 2000-2016. The Greek case study.

The aim of the present study is the critical exploration of modern teacher’s competency framework in the education policy of the European Union which has been constituted and formed by the Lisbon’s Strategy since 2000. The teacher’s role was considered one of the most important means of applying and spreading the principals and purposes of the European education policy. The success of the future educational changes in the society of knowledge along with the notions of quality, effectiveness and performativity was depended on the identity of the teachers’ qualifications. Lifelong learning as a basic parameter of the development of teachers’ qualifications in combination with the specification defining of the teacher’s skills and capabilities including knowledge, attitudes, beliefs and dispositions outline the concern about the teacher’s professional profile. The European “discourse” of the notion of “qualification” has been selected as the area of research of this study in which aspects of European education policy related to the teacher’s evolving role in the modern world are critically identified and analysed.

Education

qualification, competence, professional development, assessment, quality, performativity

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https://pergamos.lib.uoa.gr/uoa/dl/object/1711136