Collaborative teaching approach has confused teachers in Greece, who although generally argue in favour of this, however, state that they are unable to incorporate it into their daily teaching practice. Thus, collaborative action research, as a form of training, has been implemented to a group of teachers in order improvement to be achieved. The opinions and feelings of the participants are presented in the following article. Analyzing the facilitator's observation notes and the participants' interviews seems that action research has triggered a change in pupils' learning process. Additionally, teachers exchanged ideas, expressed themselves without hesitation and adopted innovations. According to the researcher, teachers' hard and lonely work is supported through the collaborative action research. This kind of training focuses on their needs, takes place at their own school, while the member of the University and the researcher undertake the support work. With this effort, the classroom can be transformed into a modern school environment, more active, experiential and collaborative one.
The evaluation of student's performance is one of the most important issues of educational reality. Ιt strongly attracts the interest of all involved in the process of education : teachers, students, parents and the state as well. This study, is trying to find out, if using the project method, the teacher can assess effectively students, in a series of evaluation areas, concerning the cognitive level and their skills as well. The results of the study are encouraging for the qualitative evaluation of student performance, and also highlight the importance of the implementation of alternative learning methods and evaluation.
In this study, we developed and implemented a peer group mentoring model (PGM)by focusing on recent theories of teachers' learning and mentoring and the research data of a case study, a junior high school of Eastern Thessaloniki in Greece. The research took place from October 2016 to May 2017, with six teachers as mentees and the researcher in the role of the mentor. The goal of the implementation of the mentoring model was the participants' involvement in the mentoring relationship through the development of effective strategies, such as peer observation, collaborative culture and reflective process under mentor's guidance.
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