Οι λόγοι που οι καθηγητές Α & Β βάθμιας εκπαίδευσης επιμορφώνονται στην ειδική αγωγή κατά τη διάρκεια της σταδιοδρομίας τους

Abstract

The number of teachers choosing to receive special education is constantly rising. There is also a simultaneous increase in the training programs provided. Several teachers choose to continue their postgraduate studies right after their graduation. Others enter the workplace and choose to train during their careers The purpose of the research is to highlight the profile of the second group of teachers. Explore their social / family profile and relate it to the reasons they choose to receive Special Needs Education. It will also explore the types of training (seminars, masters, etc.) that choose and the reasons for choosing or rejecting some form of training. The study is based on the work of the author in the framework of the postgraduate special education he attends (University of Nicosia). A questionnaire distributed through the internet was used for writing, but also for living in KEMMEPS students (2015-2016). For the analysis of the collected data, the SPSS statistical program was used. Through this study we will see whether current programs (as structured) cover the needs of teachers. It will also analyze what additional teachers are looking for from the programs they are watching.