Teachers' work and training time. Analysis of Greek primary teachers' views

Abstract

In our paper we will present the results of an analysis of Greek primary teachers’ views regarding: 1) the trainings they have attended during their careers and 2) the type of teacher training they consider most appropriate to help them cope with the demands of their profession. We also analyze their views concerning the time they have spent on training. Our research is based on the following questions: what is the opinion of primary school teachers on the role of different types of training offered on their professional development? For what reasons and on what topics do they wish to be trained and what knowledge do they consider necessary for their professional and scientific development? How do they value the time they have allocated to their training and further training? According to teachers’ answers we can assume that the modern training process has increasingly become an economic product with an exchange value. The main criterion of training activities is the "learning" of functional skills, and it is implemented as an individual qualification within an increasingly competitive context. Most teachers believe that a meaningful training process should have three (3) dimensions: educational, social and value-based, and their participation in it should be free of their educational duties.