Unit:
Κατεύθυνση Εκπαιδευτική Πολιτική και Διοίκηση της ΕκπαίδευσηςLibrary of the School of Philosophy
Author:
Adamopoulou Amalia
Supervisors info:
Γεώργιος Πασιάς Καθηγητής ΕΚΠΑ
Γεώργιος Παπακωνσταντίνου,Καθηγητής ΕΚΠΑ
Δημήτριος Φωτεινός,Επίκουρος Καθηγητής ΕΚΠΑ
Original Title:
Συνεργατικές πρακτικές και επαγγελματική ανάπτυξη εκπαιδευτικών στο σχολείο ως οργανισμό και κοινότητα μάθησης
Translated title:
Collaborative practices and teachers’ professional development in school as learning organisation and professional learning community
Summary:
The present thesis concerns the collaborative practices and teachers’ professional development at school as a learning organization and professional community. In terms of the theoretical part, initially, the researcher makes an attempt to outline the key features that make the school a learning organization and professional community. Then, the researcher analyzes the concept of teachers’ professional development, the connection of this concept with collaborative practices at school as a learning organization and professional community, and the characteristics of schools that ensure teacher professional development. In addition, the researcher develops the way in which the transition from individualism to cooperative culture is made, and subsequently, more extensive reference is made to collaborative practices as well as ways to applying them to the school as a learning organization and professional community aiming to teachers’ professional development and school effectiveness. The bibliographic review provides a brief overview of empirical research in Greece and abroad on collaborative practices and teachers’ professional development. The research part firstly states the purpose of the thesis, which is to investigate the contribution of collaborative practices to teachers’ professional development, and then lists the research questions concerning teachers' attitudes towards collaborative practices, teachers' perspectives for the contribution of collaborative practices in school improvement and professional development, and the outlining of the collaborative practices applied in schools as well as the degree of their implementation in schools. The research data collection was made by using the quantitative method, and a questionnaire was distributed as a research tool to a sample of one hundred (100) secondary education teachers. Finally, the results of the research show that although Greek secondary education teachers acknowledge the positive contribution of collaborative practices in school improvement and professional development, the culture of collaboration is at a moderate level, fact which is reinforced by the centralized education system in Greece.
Main subject category:
Education - Sport science
Keywords:
collaborative practices, teachers’ professional development, learning organization, professional community, cooperative culture, school effectiveness, implementation of collaborative practices, centralized education system
