Greek Model Experimental High School Teachers and Lifelong Learning

Lifelong Learning is a key concept in modern "knowledge-based" society and it is viewed as a commodity, a personal drive or a social necessity. This book aims to unravel its dimensions and the values that are ascribed to it by the teachers of Greek Model Experimental High Schools.The mixed methods strategy was used in order to form a complete picture of the Lifelong Learning dimensions and the research was conducted in two parts. The first part was quantitative and aimed to categorize the elements that constitute Lifelong Learning for the teachers, the factors that encourage or discourage it and its positive and negative dimensions.The second part was qualitative and it explored more in-depth the issue of Lifelong Learning and the concept of vocational vitality which is related both to Lifelong Learning and a teacher's professional life. Following the propositions of the Theory of Work Adjustment, the research revealed that Lifelong Learning acts as a reinforcer and a means of sustaining the balance between the school and the teachers.Moreover, both methods revealed that Lifelong Learning is mainly a means of personal rather than professional development.

Autorentext

Anastasia Rigaki est au service de l'enseignement secondaire public et privé grec depuis 25 ans. Après s'être spécialisée dans l'éducation des adultes à l'université de Linköping, ses recherches portent sur les différentes façons dont les enseignants conçoivent et réagissent aux questions éducatives qui sont essentielles à leur développement professionnel.

Klappentext

Lifelong Learning is a key concept in modern "knowledge-based" society and it is viewed as a commodity, a personal drive or a social necessity. This book aims to unravel its dimensions and the values that are ascribed to it by the teachers of Greek Model Experimental High Schools.The mixed methods strategy was used in order to form a complete picture of the Lifelong Learning dimensions and the research was conducted in two parts. The first part was quantitative and aimed to categorize the elements that constitute Lifelong Learning for the teachers, the factors that encourage or discourage it and its positive and negative dimensions.The second part was qualitative and it explored more in-depth the issue of Lifelong Learning and the concept of vocational vitality which is related both to Lifelong Learning and a teacher's professional life. Following the propositions of the Theory of Work Adjustment, the research revealed that Lifelong Learning acts as a reinforcer and a means of sustaining the balance between the school and the teachers.Moreover, both methods revealed that Lifelong Learning is mainly a means of personal rather than professional development.