Conference:
ECER 2002
Format:
Paper
Session Information
Session 10A, Professional Development 2
Papers
Time:
2002-09-14
11:00-12:30
Room:
Faculty of Law Room 12.06
Chair:
Contribution
This paper investigates issues of adult learning in the course of a professional development programme in Greece using the experiences and perceptions of both tutors and teachers as they embark upon it. It is based on data from an exploratory study carried out with twenty-two secondary teachers (philologists) and twelve university teachers in the context of two university departments. Analysis focuses on one aspect of Knowles' andragogical model for programme development, used as a foundation for the study: the construction of activities. The remaining aspects of this model have been explored in previous papers. Findings make some tentative recommendations with regards to the design of effective professional development programmes for teachers in the lights of adult learning in Greece and elsewhere.
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