Κατηγορία: Issue 29

“Inclusive leadership in public education administration: Distributed & ethical aspects” Evangelia Panta, Ioannis Roussakis Pages 112 – 130 Abstract In this paper we propose an inclusive leadership style for public education administration, conceptualized as distributed and ethical. First, the paper briefly refers to several prevailing features of public administration. We argue that within this framework […]

“Common lesson planning in teachers professional development” Georgios Kyrianakis Pages 73 – 89 Abstract Policies, such as neoliberarism and globalization, and trends as well, which dominate in the modern societies, lead to the change of the school’s role. School teachers, in order to respond to these changes, have to cultivate their professional identity and make […]

“Special education teachers’ views on peer evaluation. The contribution of peer observation and reflection.” Tsiotsika Magdalini Pages 73 – 89 Abstract In the modern era, societies are characterized by financial turbulence and social instability, requiring individuals to acquire new skills and abilities so as to respond and adapt to the new standards of the labor […]

“Pathways to student-teachers’ professional development. The role of core reflection.” Maria Mamoura Pages 56 – 72 Abstract Reflection, which has come back as a demand in recent years in the field of teachers’ professional development,has been approached in research by many educational theorists and researchers. Reflective practice is defined(among other definitions) as teachers’ ability to […]

“Redefining the transformative dynamics of teacher learning communities” Evaggelia Frydaki Pages 41 – 55 Abstract Professional learning communities are proposed as ideal places for professional development and improvement of the educational work. In the relevant academic discourses a distinction emerges between: a) the discourses that link collaboration with school efficiency and the improvement of student […]

“Peer Assessment as a process of transformative learning and professional development for teachers” Georgios Pasias, Antonia Samara, Xristina Stratou, Evmorfia Tiligada Pages 8 – 40 Abstract “Peer assessment” is a key collaborative practice for teachers that reinforces the transformation of the school into “a learning organization and a community of learning”. This paper presents “peer […]