Keywords
How to Cite
Abstract
The professional development of teachers is necessary not only for themselves and their personal development but also for the upgrading of the educational process, something that also benefits the students. This period is important because it is the first time that the teacher is confronted with the real working conditions that he will face for many years. But these first years are considered crucial for the attitude he will maintain both towards his profession and his professional development. This is also the topic that will be addressed in this paper. That is, how the newly appointed teachers are received and how this may affect their professional development.
References
• Anthopoulou S. (1999), "Reception and initial support of the teacher", in Athanasoula-Reppa A., Anthopoulou S., Katsoulakis S., Mavrogiorgos G., Management of Educational Units, T.B., Human Resources Management, Patra : ΕΑΠ
• Gotovos Th. (1982), the necessity of training and its role in the effectiveness of educational changes, Contemporary Education, 9, 28-33
• Gotovos Th., Mavrogiorgos G. (1992), "The professional socialization of the newly appointed teacher: From the desk to the chair." in Gotovos A., Mavrogiorgos G., Papakonstantinou P., Critical pedagogical and educational practice, Athens: Gutenberg
• Dimitropoulos E. (1998), Teachers and their profession: Contribution to the Development of a Professional Psychology of the Greek Teacher, Athens: Grigori
• Darling-Hammond L. (1993), Reframing the school reform agenda: Developing capacity for school transformation, Phi Delta Kappan, 74 (10), 752-761
• Eraut M.E. (1996), Professional knowledge in teacher education, Bulletin of the Faculty of Education, 64, 1-27
• Darling- Hammond L. (1994), «Developing Professional Development Schools: Early Lessons, Challenge and Promise», in Darling - Hammond, L. (Ed) Professional Development schools: Schools for Developing a Profession, New York: Teaches College Press
• Fullan M., Hargreaves A. (1992), «Teacher Development and Educational Change», in Fullan M., Hargreaves A. (Eds), Teacher Development and Educational Change, London: Falmer
• Griffin G. A. (1983), "Introduction: The work of staff development", in Griffin, G. A. (ed), Staff Development, 82nd Yearbook of the National Society for the study of Education, Chicago, IL: University of Chicago Press
• Grossman P. L. (1994), «In Pursuit of a Dual Agenda: Creating a Middle-Level Professional Development school», in Darling-Hammond, L. (Ed), Professional Development Schools: Schools for Developing a Profession, New York: Teachers College Press
• Hargeaves A., Fullan M. (1993), the evolution of teachers, Athens: Pataki
• Hoyle E. (1980), «Professionalization and de-professionalization in education», in Hoyle, E. and Meggary, J. (Eds), World Yearbook of education 1980: The Professional Development of Teachers, London: Kogan Page
• Huberman M. (1995), «Professional careers and professional development and some intersections», in Guskey, T. & Huberman, M. (Eds), Professional Development in Education: New Perspectives and Practices, London: Teachers College Press
• Katsoulakis S. (1999), "The integration of young teachers", in Athanasoula-Reppa A., Anthopoulou S., Katsoulakis S., Mavrogiorgos G., Management of Educational Units, T.B., Human Resources Management, Patra: EAP
• Kin g E. (1999), Education Revised for a World in Transformation, Comparative Education, 35 (2), 109-110
• Lacey C. (1977), the socialization of Teachers, London: Methuen
• Lieberman A. (1996), «Practices that support teacher development: Transforming conceptions of professional learning», in McLaughlin, M.W., Oberman I. (Eds), Teacher Learning: New Policies, New Practices, New York: Teachers College Press
• Matsagouras H. (1999), Theory and practice of teaching, vol. AD, Athens: Gutenberg
• Matsagouras H. (2005), "Professionalism and professional development", in G. Bagakis, Teacher training and professional development, Athens: Metaichmio
• Mavrogiorgos G. (2005), "The school and the teacher: A relationship between life and relative autonomy in the matter of professional development", in G. Bagakis, Teacher training and professional development, Athens: Metaichmio
• Bakas Th. (2006), "The protective role of the Principal in the modern school", in Pedagogical Theory and Practice, Ioannina, vol. 1
• Xochellis P. (1991), Basic education and training of teachers in Greece. Findings and suggestions, Philologist, vol.64
• Papanoum Z. (2003), the profession of teacher, Athens: Dardanos
• Susi F. (1997), Lifelong learning as an educational, cultural reality, New Education, 3
• Fokiali P., Kouroutsidou M., Lefas E. (2005), "Demand for training: The components of teachers' professional development", in Bagakis G., Teacher training and professional development, Athens: Metaichmio
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Christos Pappas (Author)