Implementing a transformative model to the professional development of teachers
Abstract
Most scholars stress the need for an in-service training of teachers guided by the objectives and the variety of patterns and practices of continuing professional development. Practice has shown that a combination of different training models is required, depending on the continuously changing career phases and school-society needs.
This paper will present the implementation of a transformative model in an effort to cover training school needs regarding psychosocial issues by a training authority of an Education Directorate. The transformation model is a combination of various techniques to exploit positive data from different models and neutralize the negative ones.
Therefore, the implementation of training courses shall be described, including: authority-school communication, self-diagnostic training needs of the school, cooperation with the training authority in organizing the action, participation in the development of the training object, cooperation with local and wider community, coordination with the central ministry administration, self-evaluation and dissemination of training results, external evaluation of educational training results and training authority.
There will be an effort to emphasize the contribution of the positive aspects resulting from the practical combination of different models of professional development for teachers, such as Training Model, Deficit Model, Cascade Model, Community of Practice, and Action Research Model to the success of the education training action as self-evaluated initially through inner criteria that will be presented.
This paper will present the implementation of a transformative model in an effort to cover training school needs regarding psychosocial issues by a training authority of an Education Directorate. The transformation model is a combination of various techniques to exploit positive data from different models and neutralize the negative ones.
Therefore, the implementation of training courses shall be described, including: authority-school communication, self-diagnostic training needs of the school, cooperation with the training authority in organizing the action, participation in the development of the training object, cooperation with local and wider community, coordination with the central ministry administration, self-evaluation and dissemination of training results, external evaluation of educational training results and training authority.
There will be an effort to emphasize the contribution of the positive aspects resulting from the practical combination of different models of professional development for teachers, such as Training Model, Deficit Model, Cascade Model, Community of Practice, and Action Research Model to the success of the education training action as self-evaluated initially through inner criteria that will be presented.
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