Teacher initial and further education and professional development


LEVEL OF STUDIES Undergraduate
COURSE CODE 6Ε26 SEMESTER 7th (8th in the new Course of Study)
COURSE TITLE Teacher initial and further education and professional development
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.
3 5
Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area (of Special background)


COURSE URL: https://eclass.duth.gr/courses/ALEX03315/
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
After the successful completion of the course or its subunits, it is expected students to:

·        have a “glossary” of terms and concepts related to the teaching subject and to use it correctly on a case-by-case basis – ΜΑ1, ΜΑ2, ΜΑ3

·        distinguish and evaluate concepts that refer to the education and training of teachers in the context of lifelong learning – ΜΑ1, ΜΑ2, ΜΑ3

·        examine and combine principles, types, and forms of training found in the relevant pedagogical literature, as well as extensions and links to the professional development of teachers – ΜΑ1, ΜΑ2, ΜΑ3

·        classify elements and parameters of teacher models, to examine their applicability in practice, to combine and differentiate them – ΜΑ1, ΜΑ2, ΜΑ3

·        compose models and construct/reconstruct “scenarios” of education and training programs and finally evaluate them ΜΑ4, ΜΑ5, ΜΑ6

·        recognize, select and organize techniques and methods of effective education and training of teachers, as well as their professional development – ΜΑ9, ΜΑ10, ΜΑ11

·        judge the usefulness and necessity of specific principles, institutions and teacher training bodies and to support their positions for the above – ΜΑ11, ΜΑ12, ΜΑ14

·        write and present autonomous or group assignment that meets the standards of the scientific technical writing – ΜΑ14, ΜΑ15.

General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information,


Adaptation to new situations

Decision making

Autonomous work


Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment


Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

·       Adaptation to new situations

·       Decision making

·       Critical thinking

·       Autonomous and/or group assignment

·       Search, analysis and synthesis of data and information (principles and models)

The course aims to present, discuss and clarify the concerns that have developed for teacher education in recent years in our country and abroad, so that, after identifying the gaps, problems, and difficulties that exist in the basic training of future teachers, to look for the reasons why and to investigate them further. Also, another goal of the course is to study the issue of teacher education concerning training, in its historical course so far in our country, to analyze the concept, forms, and purposes of training and to present the bodies that primarily undertake the training of teachers and consequently offer opportunities for their professional development.

The course content is comprised of the following -indicative- topics:

–        Teacher education in Greece today

–        Curricula of the Teacher Education Departments

–        Teacher education internationally

–        Teacher further education/training

–        Definitions, purpose, the necessity of further education/training

–        Basic further education/training principles

–        Forms and bodies of further education/training

–        Models and modern (alternative) forms of further education/training

–        Types of further education/training programs

–        Professionalization and professional development of teachers

–        Tools for teachers’ professional development

–        Teacher further education/training internationally

–        Mentoring

–        Learning communities and other related.

b. With exercise:

In this seminar, students are asked to write and present short assignments on topics that interest them and are related to the thematic units of the course. The methodology can be differentiated depending on the needs, particularities, and interests of the audience.

Face to face, Distance learning, etc.
Face to face sessions/seminars with students
Use of ICT in Teaching, in Laboratory Education, in Communication with students
Use of ICT:

–   in teaching

–   in the presentation of students’ assignments

–   in communication with students


The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.


The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Activity Workload/semester
Lectures 39
Seminars 31
Bibliographic research & analysis 25
Execution of group project 30
Course set 125
Student Evaluation

Description of the evaluation process


Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others


Please indicate all relevant information about the course assessment and how students are informed 

Assessment with:

a.       Final written exam (70%)


–   Assignments of problem-solving or/and

–   Questions (short answer or not)  of essay development, open-ended questions or/and

–   Objective tests (e.g., multiple-choice questions)


b.         Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–        Clarity and coherence in the argumentation with adequate documentation of the positions supported

–        Degree of a synthetic or analytical approach of the subject

–        Degree of criticism of the expressed proposals

–        Diligence and effectiveness in the search and use of the literature

–        Diligence and vividness in the final presentation of the assignment

–        Degree of following the standards of the scientific technical writing

–        Thoroughness of the theoretical approach of the subject studied

–        Correct design and implementation of the research plan

–        Plenitude of literature review

–        Adequate bibliographical documentation

Suggested teaching books

Chatzidimou, D. (2019). I ekpaidefsi ton ekpaideftikon stin Ellada: To paradeigma ton daskalon [Educators’ education in Greece: The case of teachers]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Chatzidimou, D., & Stravakou, P. (2005). Ta PEK os foreis thesmothetimenis epimorfosis kai i symvoli tous stin didaktiki praxi. To paradeigma tou 1ou PEK Thessalonikis [PEK as institutions of institutionalized training and their contribution to the teaching practice: The case of 1st PEK Thessalonikis]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.


Du Plessis, A.E. (2019). Professional Support Beyond Initial Teacher Education | SpringerLink.


Additional suggested bibliography


Chatzidimou, D. (2003). Skepseis kai protaseis gia tin anavathmisi tis ekpaidefsis [Thoughts and suggestions for upgrading education]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

Chatzidimou, D. (1997).  I mikrodidaskalia stin ekpaidefsi ton ekpaideftikon:  Mia theoritiki kai empeiriki prosengisi [Microteaching in educators’ education: A theoretical and empirical approach]. Thessaloniki: Ekdotikos oikos A/fon Kyriakidi.

Chatzidimou, D., & Stravakou, P. (2001).  I ekpaidefsi ton ekpaideftikon sto xekinima tis neas chilietias: Mia protasi gia syzitisi [Educators’ education at the beginning of the new millennium: A proposal for discussion]. Eisigisi sto: Κ. Ouzouni & Α. Karafylli (Epim.), O daskalos tou 21ou aiona stin evropaiki enosi (ss. 56-64). Alexandroupoli: ekdoseis Spanidi (Xanthi).

Chatzidimou, D., & Taratori, E. (2000). To epangelma ton ekpaideftikon se synartisi me tin epimorfosi [The educators’ profession in relation to training]. Kinitro, 2, 9-26.

Chatzidimou, D., & Taratori, E. (1990).  I eidikefsi ton ekpaideftikon tis dimotikis ekpaidefsis: Mia paidagogiki empeiriki erevna [The specialization of primary school teachers: A pedagogical empirical approach]. Thessaloniki: Ekdotikos oikos Giachoudi/Giapouli.

Chatzidimou, D., & Taratori, E. (1989). I exomoiosi ton ptychion ton apofoiton ton Paidagogikon Akadimion kai Scholon Nipiagogon me ta ptychia ton Paidagogikon Tmimaton AEI [The assimilation of the diplomas of the graduates of the pedagogical academies and kindergarten teachers with the diplomas of the pedagogical departments of HEIs] . Sygchroni Ekpaidefsi, 49.

Filippou, K. (1984). I praktiki askisi stin ekpaidefsi ton ekpaideftikon [The internship in educators’ education]. Paidagogiki Epitheorisi, 1, 39-61.

Gkikopoulou, P. G. (1984). Programma ekpaidefsis ekpaideftikon [Programme for educators’ education]. Paidagogiki Epitheorisi, 1, 18-38.

Kladi, D. (1991). I vasiki ekpaidefsi kai to systima diorismou ton Ellinon ekpaideftikon [The basic education and the appointment system of Greek educators]. Athina.

Polychronopoulou, P. (1982). To provlima tis ekpaidefsis ton ekpaideftikon kai i riziki tou lysi [The problem of educators’ education and its radical solution]. Athina.

Stravakou, P. (2004). I epimorfosi sta PEK: Mia meleti periptosis [The training in PEK: A case study]. Sto: D. Chatzidimou, E. Taratori, M. Kougiourouki, & P. Stravakou (Epim.), Praktika tou 4ou Panelliniou Synedriou, Elliniki Paidagogiki kai Ekpaideftiki erevna (ss. 457-463). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori, E. (2000). I epimorfosi apo ti skopia ton ekpaideftikon tis protovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Training from the primary education teachers’ point of view: Theoretical and empirical approach]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

Taratori, E. (2000). I epimorfosi apo ti skopia ton ekpaideftikon tis defterovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Training from the secondary education teachers point of view: Theoretical and empirical approach]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

Taratori, E. (2000). I symvoli tis epimorfosis stin paidagogiki, didaktiki kai epistimoniki katartisi ton ekpaideftikon V/thmias Ekpaidefsis: Staseis ton ekpaideftikon tou N. Evrou (erevna) [The training contribution to pedagogical, teaching and scientific training of secondary education teachers: The stances of educators in the Prefecture of Evros (research)]. Ta Ekpaideftika, 55-56, 137-150.

Taratori, E. (1995). Paidagogiki kai didaktiki katartisi ton ekpaideftikon tis protovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Pedagogical and didactic training of primary school teachers: Theoretical and empirical approach]. Thessaloniki: Εkdotikos oikos A/fon Kyriakidi.

Taratori, E. (1999). Neoterismoi stin ekpaidefsi ton ekpaideftikon: To paradeigma tis mikrodidaskalias. Praktika 1ou Panelliniou Synedriou Mikrodidaskalias (ss. 59-76.). Athina-Alexandroupoli.

Taratori, E. (1991). I efarmogi ton mikrodidaskalion stin ekpaidefsi ton ypopsifion ekpaideftikon [The application of micro-teaching in the education of prospective teachers]. Scholeio kai Zoi, 11, 379-384.

Taratori-Tsalkatidou, Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki technografia [Scientific technical writing]. Athina: Atrapos.

Vrettou, G. E. (1995). I ekpaidefsi ton ekpaideftikon se krisi [Educators’ education in a crisis]. Nea Paideia, 74, 78-89.

Xochelli, P. (1985). Ekpaidefsi kai ekpaideftikos simera [Education and the educators today]. Thessaloniki: Ekdotikos oikos A/fon Kyriakidi.

Xochelli, P. (1984). I ekpaidefsi ton ekpaideftikon [The educators’ education]. Paidagogiki Epitheorisi, 1, 13-17.



Cochran-Smith, M., & Zeichner, K. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum.

Education Commission of the States (2005, September). Eight Questions on Teacher Recruitment and Retention: What Does the Research Say?. Denver, CO: Michael Allen. Retrieved December 6, 2005 from http://www.ecs.org/html/educationissues/teachingquality/trrreport/report/ introduction.asp

Feyza, D. (2012). Research on Teacher Education and Training. Athens: Institute of Education and Research.

Guarino, C., Santibanez, L., Daley, G., & Brewer, D. (2004, May). A Review of the Research Literature on Teacher Recruitment and Retention. Santa Monica, CA: Rand Corporation. Retrieved January 11, 2005 from http://www.rand.org/pubs/technical_reports/2005/RAND_TR164.sum.pdf.

Valli, L. (Ed.) (1992). Reflective Teacher Education. Cases and critiques. N.Y.: State University of New York.

Relevant scientific journals (Greek and foreign)

·        Kinitro

•     Paidagogiki Epitheorisi

•     Epistimes tis Agogis

•     Nea Paideia

•     Ekpaideftika

•     Mentoras

•     Teaching and Teacher Education

•     Improving Schools

•     Journal of Teacher Education

•     International Journal of learning teaching and educational research

•     European Journal of Teacher Education

•     Journal of Education and Training Studies

•     Review of Educational Research

•     Journal of Research in Science Teaching

•     Teacher Development

•    Professional Development in Education



Alternative ways of examining a course in emergency situations


Department: Department of Primary Education
Course: Teacher Initial and Further Education and Professional Development
Course code: 6Ε26
Teacher (full name): Associate Professor Pelagia Stravakou
Contact details: pstravak@eled.duth.gr
Supervisors: (1) The Professor and other educational staff of the Department
Semester: 7o (8o in the new Course of Study)
Level of studies: Undergraduate
Evaluation methods: (2) Oral distance examination through MS TEAMS
Implementation Instructions: (3) The examination in the course will be carried out in groups of 5 people in …………. during the hours …….. and every half hour according to the order of the participants’ A.E.M. in the attached list (examination program).

The examination will be performed through MS TEAMS. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise, they will not be able to participate. They will also take part in the examination with a camera which they will have switched-on during the examination. Before the beginning of the exam, students will show their identity to the camera, so that they can be identified.Each student should answer 4 questions. Each of the questions is scored with 2.5. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).