HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT?
The Cypriot Ministry of Education acknowledges the importance of professional development and offers a number of activities in order to continue qualifying teachers. However, the activities offered are limited and are mainly traditional. There is a need to understand the degree to which reforming pr...
| Main Author: | |
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2010
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| Online Access: | https://eprints.nottingham.ac.uk/25524/ |
| _version_ | 1848792997889572864 |
|---|---|
| author | Nicolaou, Lefki |
| author_facet | Nicolaou, Lefki |
| author_sort | Nicolaou, Lefki |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The Cypriot Ministry of Education acknowledges the importance of professional development and offers a number of activities in order to continue qualifying teachers. However, the activities offered are limited and are mainly traditional. There is a need to understand the degree to which reforming professional development activities can be successfully introduced into the Cypriot Educational context. Studying teachers‟ perceptions about professional development helps to understand which their needs are, how these needs can be met, and which the potentials to introduce more effective activities are.
The study explored teachers‟ perceptions about professional development, brought by a number of Cypriot teachers and headteachers who work in an urban area of Nicosia. Data was gathered through a survey by collecting questionnaires from 123 participants, and through interviews with 6 teachers and 3 headteachers. Combining the quantitative and qualitative approach seemed appropriate for this small-scale research since the quantitative data provided a general image about teachers‟ participation in current professional development, while the qualitative data provided a deeper understanding of participants‟ experiences.
The findings showed that teachers tend to participate in in-service training. Though, these activities do not satisfy teachers‟ needs. So, they engage in colleague collaboration and personal study which are more influential for them. Headteachers do no play any role in promoting teachers‟ professional development. The findings show that there are potentials for introducing new activities for professional development but there are some factors which need to be taken into account first. |
| first_indexed | 2025-11-14T18:53:18Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-25524 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:53:18Z |
| publishDate | 2010 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-255242018-03-20T14:03:01Z https://eprints.nottingham.ac.uk/25524/ HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? Nicolaou, Lefki The Cypriot Ministry of Education acknowledges the importance of professional development and offers a number of activities in order to continue qualifying teachers. However, the activities offered are limited and are mainly traditional. There is a need to understand the degree to which reforming professional development activities can be successfully introduced into the Cypriot Educational context. Studying teachers‟ perceptions about professional development helps to understand which their needs are, how these needs can be met, and which the potentials to introduce more effective activities are. The study explored teachers‟ perceptions about professional development, brought by a number of Cypriot teachers and headteachers who work in an urban area of Nicosia. Data was gathered through a survey by collecting questionnaires from 123 participants, and through interviews with 6 teachers and 3 headteachers. Combining the quantitative and qualitative approach seemed appropriate for this small-scale research since the quantitative data provided a general image about teachers‟ participation in current professional development, while the qualitative data provided a deeper understanding of participants‟ experiences. The findings showed that teachers tend to participate in in-service training. Though, these activities do not satisfy teachers‟ needs. So, they engage in colleague collaboration and personal study which are more influential for them. Headteachers do no play any role in promoting teachers‟ professional development. The findings show that there are potentials for introducing new activities for professional development but there are some factors which need to be taken into account first. 2010 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/25524/1/Lefki_Nicolaou_Dissertation.pdf Nicolaou, Lefki (2010) HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? [Dissertation (University of Nottingham only)] (Unpublished) |
| spellingShingle | Nicolaou, Lefki HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? |
| title | HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? |
| title_full | HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? |
| title_fullStr | HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? |
| title_full_unstemmed | HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? |
| title_short | HOW DO GREEK-CYPRIOT PRIMARY SCHOOL TEACHERS PERCEIVE PROFESSIONAL DEVELOPMENT? |
| title_sort | how do greek-cypriot primary school teachers perceive professional development? |
| url | https://eprints.nottingham.ac.uk/25524/ |