The present study consists of a survey in the field of teacher professionalism. The study was based on the assumption that innovation actions programs have effects on teacher’s professionalism and on teacher’s professional development. It is a study that reveals original facts about the self-interpretation of the role of the teacher, particularly those engaged at the level of secondary education, during innovation actions programs. The most important general conclusions of this study in relation to the survey hypotheses may be sum up as follow: a) Educator’s role during innovation actions programs is mainly syntonistic and conductive. He keeps his teaching role but he uses it in order to teach his students to learn how to learn. The research hypothesis was confirmed. b) Educator during innovation actions programs has bigger margins of initiative and self-action than teaching school lessons. The research hypothesis was confirmed. c) Educator during innovation actions programs forms the curriculum and takes decisions about the subject, the aims and purposes of the program in concern to students’ needs and interests. Also, he chooses the teaching techniques and methods. The research hypothesis was confirmed. d) Educators participate seminars in which they obtain knowledge and skills that improve their pedagogic and teaching preparation, which they use not only during innovation actions programs but also during teaching school lessons. The research hypothesis was confirmed. e) Educators during innovation actions programs use teaching techniques and methods that improve cooperative learning. They use their experience about these methods in order to teach school lessons as well. The research hypothesis was confirmed. f) Educators during innovation actions programs cooperate with their colleagues, with the Principal, with the Secondary Education Bureau and with social factors and they visit places that are related to program’s subject. The research hypothesis was confirmed. g) During innovation actions programs the traditional pedagogic relationship between teacher and students is being changed. They improve their relation and they cooperate in order to choose the program’s subject and to succeed to 102 their aims. Also, weak students have active participation during the program. The research hypothesis was confirmed. h) The motive that makes educators to take part in innovation actions programs is their interest for something different in their daily reality. i) Educators feel satisfaction because of their participation to the program and they express their willing to take part in such programs in the future. j) They believe that participating these programs helps their professional development.
Hellenic Open University
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Κύρια Αρχεία Διατριβής
Προγράμματα καινοτόμων δράσεων και επαγγελματισμός των εκπαιδευτικών: μια ερευνητική προσέγγιση των πιθανών επιδράσεων - Identifier: 144530
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