Teacher Development and Emotions: An ICT-Based Collaborative Approach

H Επίδραση Του Βαθμού Επαγγελματικής Ανάπτυξης Στις Διδακτικές Πρακτικές Των Διδασκόντων Αγγλικής Γλώσσας: Εμπειρική Προσέγγιση.

“…Με βάση τα παραπάνω οι εκπαιδευτικοί πρέπει να ενδυναμώνονται για να αναπτύσσουν περαιτέρω εξειδίκευση στο διδακτικό τους αντικείμενο και προδιαγραφές που ορίζουν την ποιοτική διδασκαλία (Witte & Jansen, 2016 (Ανδρέου, 1991• Αθανασούλα-Ρέππα, 1998), και από την άλλη η έλλειψη προσωπικού κινήτρου (Dörnyei, 2001• Smith & Gillespie, 2007• Suslu, 2006 και ο χαμηλός δείκτης κεντρικότητας της επαγγελματικής ταυτότητας (Hargreaves, 1998• Karagianni, 2008, 2012 (Allwright,1982• Nunan,1999• Paul, 2003• Swain, 1985• Thornbury, 1996• van Lier, 2001• Willis, 1990 (Νunan, 1999• Richards & Rodgers, 2001).…”

“…τη δημιουργία επικοινωνιακού στόχου στη μαθησιακή δραστηριότητα που ευνοεί τις συνθήκες αυθεντικής και λειτουργικής επικοινωνίας των μαθητών για ρεαλιστικούς σκοπούς (Νunan, 1999• Richards & Rodgers, 2001• Wesche & Skehan, 2002 (Clotfelter, Ladd & Vigdor 2007a, 2007b• Harris & Sass, 2007• Kane, Rockoff & Staiger, 2006• Ladd, 2008, φαίνεται να έχει αρνητική επίδραση στους εκπαιδευτικούς με μακροχρόνια υπηρεσία (Ladd, 2008), αφού η επίδοση των εκπαιδευτικών τείνει να μειώνεται με την πάροδο των ετών (Boyd et al, 2007• Clotfelter, Ladd, & Vigdor, 2006. Πιο συγκεκριμένα η μακρόχρονη εμπειρία είναι πιθανό να συνεπάγεται 'αδράνεια' εκ μέρους του εκπαιδευτικού, έλλειψη διάθεσης για καινοτομία και τάση για αντίσταση στις αλλαγές και τις εκπαιδευτικές μεταρρυθμίσεις (OECD, 2009• OECD, 2005• Dixit, 2002• Mante & O'Brien, 2002 (Smith & Gillespie, 2007) αλλά και της κεντρικότητας της επαγγελματικής ταυτότητάς του (Karagianni, 2008(Karagianni, , 2012…”

The effects of teaching experience and of in - service training on the beliefs Greek experienced english foreign language teachers hold about foreign language teaching

“…The majority of the teachers also stated that in-service seminars should focus on helping teachers deal with the every-day problems they face in the classroom and they regard as an obstacle the fact that they have a lot of students in their class. The first thesis was written by Karagianni (2012) and was carried out with Greek primary school EFL teachers. The aim was to examine the participants' views regarding more effective approaches to in-service teacher training and also to explore an alternative approach that can help overcome some of the weaknesses spotted in the existing inservice teacher training system.…”

“…Teacher Beliefs, Experience & In-service Training PhD, 2016 209 209 acquired wisdom can help other teachers find answers to their questions regarding their day to day classroom realities. The example found in Karagianni (2012) with the exchange of teachers' electronic diaries about their concerns of their everyday teaching practices, could also be utilised in in-service training. The results from the quantitative findings (see 5.2.3) showed that experienced teachers view in-service training as helpful and valuable, but they feel that some seminars must be more practical and present more applicable ideas.…”

“…Researchers have also observed that in-service training programmes are likely to have a greater impact in those schools in which teachers engage in higher levels of collegiality (Little, 1982, Ayling, 1989. This is so because when teachers try to implement new teaching practices they may face difficulties and may think of withdrawing to their customary practices; at such times it is crucial to have colleagues who are willing to provide support because it is this collegial backing that can give teachers the energy and will to persist until the new strategy is successfully adopted (Karagianni, 2012, McLaughlin, 1991, Fennessy, 1998.…”