Them and us’
Teachers' and tutors' experiences of a ‘new’ professional development course in Greece
Bibliographic Data
| ID | 11919261 |
|---|---|
| Authors | Maria N Gravani (0000-0002-7948-6466, University of Bristol, corresponding author), Peter John (0000-0002-7934-1187, University of Plymouth), Peter D John (University of Plymouth) |
| Year | 2005 |
| Volume | 35 |
| Issue | 3 |
| Pages | 303-319 |
| Publication date | 2005-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057920500212597 |
| OpenAlex | W1984133582 |
| Language | EN |
| Citations received | 4 |
| References cited | 23 |
The research reported in this paper compares the experiences of twenty‐two secondary teachers and twelve university tutors as they embark on a course of a 'new' in‐service professional development programme in Greece, in relation to adult learning. It harnesses a qualitative methodology and draws upon a set of ideas that cohere under the rubric programme development to build up a heuristic guiding research technique and analysis procedure. The analysis focuses on two key parameters of programme development for adults i.e. climate and planning, and on their associated elements. The findings identify the 'them' and 'us' image that continues to perpetuate the 'new' courses and indicate some tentative points that might have implications for the design of the in‐service training of teachers. N. Gravani would like to acknowledge the Greek State Scholarships Foundation (I.K.Y.) for its financial support (Award Number 8107381017), the Economic and Social Research Council (ESRC) of Great Britain for the Post‐Doctoral Fellowship (Award Number PTA‐026‐27‐00886), and Professor Susan L. Robertson for her invaluable comments on the paper and her ongoing support
Library science · Mathematics education · Pedagogy · Professional development · Rubric · Service (business · Set (abstract data type · Sociology · State (computer science · Adult and Continuing Education Topics · Computer Science · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology
Basics of qualitative research
Professional Knowledge and Professional Practice (Issues in Education Series)
The New Meaning of Educational Change
University knowledge in an age of supercomplexity
The Adult Learner
The Discovery of Grounded Theory
Mind as Action
Qualitative data analysis
Australian and Chinese teacher efficacy
Designing a community of practice
Inservice training or professional development
A systemic approach to professional development
Teacher change and “high-stakes” assessment
In-service training and educational development
Teachers and Researchers in Collaboration
Qualitative Data Analysis
Practicing Phenomenological Writing
| Citations per year | 0.2 |
|---|---|
| Citation span | 2006 - 2015 (10) |
| Highly cited | No |