Κατεύθυνση Εκπαιδευτική Πολιτική και Διοίκηση της Εκπαίδευσης
Library of the School of Philosophy

2021-03-29

2021

Zacharopoulos Ioannis

1. Πασιάς Γεώργιος, Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ.
2. Παπακωνσταντίνου Γεώργιος, Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ.
3. Παπακωνσταντίνου Αντιγόνη - Άλμπα, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ.

"Αξιολόγηση Εκπαιδευτικού Έργου και Επαγγελματική Ανάπτυξη Εκπαιδευτικών"

Greek

“Evaluation of educational work and Professional development of teachers”

Securing “quality” as a network of “discourse” and policy is a desideratum of the educational politics. Globalization has changed the “educational paradigm”. The teacher, his training and his professional development are thought to be dominant concepts in a school, which is transformed into a professional community continuously “learning”. It is vital that schools should get to know themselves so as to respond to the challenges of our time. The evaluation of the educational work which is carried out at school and the active participation of teachers in this process can change school as well as themselves. The evaluation of peers attaches “importance and confidence” to their professional identity. Their involvement contributes to their constant professional development which is a prerequisite for the fulfillment of their demanding role in the “society of knowledge”. The access education has gained to digital technology requires increased qualifications and skills. Above all, a change of attitude and predisposition by the teachers themselves is required.
The present research analyses the opinions and attitudes of teachers about the evaluation of the educational work in the school unit and how this affects their professional development. The qualitative methodology is suggested and as a sample of the research were the teachers (N=160) of B Athens Public Primary Schools. For the collection of the data a research tool designed by the researcher in the form of a questionnaire of closed questions was used.
The research results have shown that there is a positive attitude and tendency of teachers towards the enhancement of their self awareness and their professional development as the essential goal of the evaluation process and a preference of self evaluation as a method of the evaluation of the educational work performed in the school unit. In addition they think that the best practice of their professional development is cooperation and self reflection with their colleagues.
Even though teachers do not reject the evaluation of their work and prefer the self evaluation of the school unit as the most effective method of improvement and development, their belief that the evaluation of the educational process among their peers is the less important criterion of their professional development, in connection with the low ratings of the importance and contribution of self evaluation, strongly doubts the influence of evaluation in their professional development. But the consensus view that colleagues with high qualifications and skills, such as increased interpersonal relations, communication skills, high standard self criticism, self management and self improvement, can respond to self evaluation and advance their professional development, adds to the relevant bibliography.

Education - Sport science

Culture of self evaluation, evaluation of the educational work, self evaluation of the school unit, evaluation of peers, in school training, teacher and school networks, qualifications, skills, predisposition, professional development.

Yes

3

Yes

142

278

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https://pergamos.lib.uoa.gr/uoa/dl/object/2939002