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Papers by Yiasemina Karagiorgi
Journal for Multicultural Education, 2018
Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming... more Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings T...
International Journal of Leadership in Education, 2017
Abstract This article focuses on the implementation of the Professional Learning through Reflecti... more Abstract This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting.
School Effectiveness and School Improvement, 2016
This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot... more This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot and the Greek educational systems. Both programmes were provided within the framework of the European funded project INSETRom, which aimed towards more inclusive Roma education through teacher professional development. Training modules, designed on the basis of reported teachers´, parents´ and children’s needs, were offered concurrently in the two countries from January to May 2009. Data collected from participants before and after training indicated that the modules met teachers’ expectations only to a certain extent and that participants´ levels of confidence in teaching Roma, teaching about Roma and addressing stereotypes about Roma improved only slightly. Despite the diversity of responses, when compared with their Greek-Cypriot counterparts, Greek teachers appeared more satisfied with the training, probably because of their more extensive experience in teaching Roma students. Teach...
Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Gr... more Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Greek-Cypriot educational system after travel restrictions across the demarcation line were eased in April 2003 and Turkish-speaking Roma resided in the south. This study reports on a research study undertaken within the framework of the INSETRom project. Data from semi-structured interviews, collected from Roma pupils, their parents and their teachers in the three schools attended by the largest numbers of Roma children in the Greek-Cypriot educational system, indicated the marginalization of Roma despite official policies of non-segregation and employment of supportive measures. Teachers, all of Greek origin, raised issues related to Roma children motivation, absenteeism, and school adjustment; from their part, Roma parents and children reported bullying, language difficulties and social isolation. Data suggest that for Roma education to become more inclusive there is a need for adequate teacher training that will aim at enhancing teachers’ understanding of Roma history and culture and enabling teachers to respond to the challenge of teaching in multicultural classrooms where manifestations of discriminatory attitudes are apparent. The study outlines contextual and methodological directions for the design of such training, leading to needs-based interventions in curriculum development, classroom management and teacher-parent communication. (201 words)
Teacher Development, 2008
Intercultural Education, 2009
... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a s... more ... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a source of knowledge, and parents' stories can be an important source ... facilitate inclusive practices, enhancing the educational participation of Roma in the Greek‐Cypriot educational system. ...
European Journal of Teacher Education, 2007
... educational system. The methodology employed is then outlined, followed by a discussion ofthe... more ... educational system. The methodology employed is then outlined, followed by a discussion ofthe main research findings and possible policy implications. The paper concludes with an overview of the emerging recommendations for teacher professional development in Cyprus. ...
International Journal of Education, 2011
Το άρθρο αυτό επικεντρώνεται στην αξιολόγηση των Προαιρετικών Σεμιναρίων Επιμόρφωσης Εκπαιδευτικώ... more Το άρθρο αυτό επικεντρώνεται στην αξιολόγηση των Προαιρετικών Σεμιναρίων Επιμόρφωσης Εκπαιδευτικών (ΠΣΕ), που προσφέρονται από το Παιδαγωγικό Ινστιτούτο Κύπρου. Στη συγκεκριμένη έρευνα υιοθετήθηκε ποσοτικός μεθοδολογικός σχεδιασμός με επιλογή της διανομής ερωτηματολογίων για συλλογή δεδομένων μεταξύ Ιανουαρίου-Απριλίου 2006. Τα αποτελέσματα της έρευνας επιβεβαίωσαν τη γενική αντίληψη και εκτίμηση ότι τα ΠΣΕ είναι ένας πετυχημένος θεσμός που θα μπορούσε να αποτελέσει την αφετηρία για ομαλή και σταδιακή μετάβαση προς νέα σχήματα επιμόρφωσης, λαμβάνοντας υπόψη τις επικρατούσες τάσεις στην κατάρτιση εκπαιδευτικών τόσο μέσα στη διεθνή προοπτική όσο και μέσα στο ευρωπαϊκό πλαίσιο.
Ο ψηφιακός εγγραμματισμός των ενηλίκων αναφέρεται ως μια σημαντική παράμετρος της εκπαιδευτικής π... more Ο ψηφιακός εγγραμματισμός των ενηλίκων αναφέρεται ως μια σημαντική παράμετρος της εκπαιδευτικής πολιτικής σε σχέση με τις ΤΠΕ. Παρόλο που η έρευνα υποστηρίζει τη σημασία της ανάπτυξης ψηφιακών δεξιοτήτων σε ενήλικες, τα ερευνητικά δεδομένα σε σχέση με τις διδακτικές προσεγγίσεις του ψηφιακού εγγραμματισμού για τον πληθυσμό αυτό παραμένουν περιορισμένα. Η παρούσα εργασία διερευνά το βαθμό στον οποίον στοιχεία αποτελεσματικής μάθησης ενηλίκων μπορούν να εντοπιστούν στα μαθήματα ψηφιακού εγγραμματισμού που διδάσκονται στα Κρατικά Ινστιτούτα Επιμόρφωσης (ΚΙΕ) στην Κύπρο. Δεδομένα που προκύπτουν από τη διεξαγωγή ημι-δομημένων συνεντεύξεων με εκπαιδευόμενους και εκπαιδευτές που εμπλέκονται στα μαθήματα αυτά σε δύο ΚΙΕ, καταδεικνύουν ότι ενώ κάποια στοιχεία ενήλικης μάθησης π.χ. το ευνοϊκό για τη μάθηση κλίμα, υπάρχουν σε μεγάλο βαθμό, άλλα, που αναφέρονται κυρίως στις ανάγκες των εκπαιδευομένων και στη συμμετοχή τους στο σχεδιασμό και την οργάνωση του προγράμματος, εντοπίζονται σε μικρό β...
Journal of Adult and Continuing Education, 2014
The study presented in this article explores the application of the principles of adult learning ... more The study presented in this article explores the application of the principles of adult learning in the face to face (f2f) meetings organised within the context of blended learning courses. The study adopts a case study approach, employing qualitative data collection through semi-structured interviews with participants in four thematic units in two distance learning programmes: Greek Civilisation (undergraduate) and Education Studies (graduate) organised by the Open University of Cyprus and the Hellenic Open University. The research draws on andragogy and illustrates the experiences and perceptions of 16 adult learners and eight tutors with regard to: the design of the f2f meetings, the educational techniques and means used, the participation, and the perceived usefulness of such sessions. The article concludes by highlighting the limited use of the adult learning principles in designing and implementing f2f meetings during the distance learning programmes explored. Recommendations ...
Concepts, Methodologies, Tools, and Applications
This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual C... more This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual Campuses (VCs) for Teacher Professional Development (TPD). On the basis of reported literature, in particular, deficiencies identified in Bell's (1991) traditional “individual”, “group,” and “school development” approaches, the authors propose an alternative model for TPD delivered through VCs. In support of this “new” model, key issues underlying the VC paradigm in terms of the design and implementation of such environments are further discussed. In particular, the authors argue about the value and complications behind the adoption of this model and suggest principles supporting the design of such type of environments.
Journal for Multicultural Education, 2018
Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming... more Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings T...
International Journal of Leadership in Education, 2017
Abstract This article focuses on the implementation of the Professional Learning through Reflecti... more Abstract This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting.
School Effectiveness and School Improvement, 2016
This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot... more This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot and the Greek educational systems. Both programmes were provided within the framework of the European funded project INSETRom, which aimed towards more inclusive Roma education through teacher professional development. Training modules, designed on the basis of reported teachers´, parents´ and children’s needs, were offered concurrently in the two countries from January to May 2009. Data collected from participants before and after training indicated that the modules met teachers’ expectations only to a certain extent and that participants´ levels of confidence in teaching Roma, teaching about Roma and addressing stereotypes about Roma improved only slightly. Despite the diversity of responses, when compared with their Greek-Cypriot counterparts, Greek teachers appeared more satisfied with the training, probably because of their more extensive experience in teaching Roma students. Teach...
Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Gr... more Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Greek-Cypriot educational system after travel restrictions across the demarcation line were eased in April 2003 and Turkish-speaking Roma resided in the south. This study reports on a research study undertaken within the framework of the INSETRom project. Data from semi-structured interviews, collected from Roma pupils, their parents and their teachers in the three schools attended by the largest numbers of Roma children in the Greek-Cypriot educational system, indicated the marginalization of Roma despite official policies of non-segregation and employment of supportive measures. Teachers, all of Greek origin, raised issues related to Roma children motivation, absenteeism, and school adjustment; from their part, Roma parents and children reported bullying, language difficulties and social isolation. Data suggest that for Roma education to become more inclusive there is a need for adequate teacher training that will aim at enhancing teachers’ understanding of Roma history and culture and enabling teachers to respond to the challenge of teaching in multicultural classrooms where manifestations of discriminatory attitudes are apparent. The study outlines contextual and methodological directions for the design of such training, leading to needs-based interventions in curriculum development, classroom management and teacher-parent communication. (201 words)
Teacher Development, 2008
Intercultural Education, 2009
... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a s... more ... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a source of knowledge, and parents' stories can be an important source ... facilitate inclusive practices, enhancing the educational participation of Roma in the Greek‐Cypriot educational system. ...
European Journal of Teacher Education, 2007
... educational system. The methodology employed is then outlined, followed by a discussion ofthe... more ... educational system. The methodology employed is then outlined, followed by a discussion ofthe main research findings and possible policy implications. The paper concludes with an overview of the emerging recommendations for teacher professional development in Cyprus. ...
International Journal of Education, 2011
Το άρθρο αυτό επικεντρώνεται στην αξιολόγηση των Προαιρετικών Σεμιναρίων Επιμόρφωσης Εκπαιδευτικώ... more Το άρθρο αυτό επικεντρώνεται στην αξιολόγηση των Προαιρετικών Σεμιναρίων Επιμόρφωσης Εκπαιδευτικών (ΠΣΕ), που προσφέρονται από το Παιδαγωγικό Ινστιτούτο Κύπρου. Στη συγκεκριμένη έρευνα υιοθετήθηκε ποσοτικός μεθοδολογικός σχεδιασμός με επιλογή της διανομής ερωτηματολογίων για συλλογή δεδομένων μεταξύ Ιανουαρίου-Απριλίου 2006. Τα αποτελέσματα της έρευνας επιβεβαίωσαν τη γενική αντίληψη και εκτίμηση ότι τα ΠΣΕ είναι ένας πετυχημένος θεσμός που θα μπορούσε να αποτελέσει την αφετηρία για ομαλή και σταδιακή μετάβαση προς νέα σχήματα επιμόρφωσης, λαμβάνοντας υπόψη τις επικρατούσες τάσεις στην κατάρτιση εκπαιδευτικών τόσο μέσα στη διεθνή προοπτική όσο και μέσα στο ευρωπαϊκό πλαίσιο.
Ο ψηφιακός εγγραμματισμός των ενηλίκων αναφέρεται ως μια σημαντική παράμετρος της εκπαιδευτικής π... more Ο ψηφιακός εγγραμματισμός των ενηλίκων αναφέρεται ως μια σημαντική παράμετρος της εκπαιδευτικής πολιτικής σε σχέση με τις ΤΠΕ. Παρόλο που η έρευνα υποστηρίζει τη σημασία της ανάπτυξης ψηφιακών δεξιοτήτων σε ενήλικες, τα ερευνητικά δεδομένα σε σχέση με τις διδακτικές προσεγγίσεις του ψηφιακού εγγραμματισμού για τον πληθυσμό αυτό παραμένουν περιορισμένα. Η παρούσα εργασία διερευνά το βαθμό στον οποίον στοιχεία αποτελεσματικής μάθησης ενηλίκων μπορούν να εντοπιστούν στα μαθήματα ψηφιακού εγγραμματισμού που διδάσκονται στα Κρατικά Ινστιτούτα Επιμόρφωσης (ΚΙΕ) στην Κύπρο. Δεδομένα που προκύπτουν από τη διεξαγωγή ημι-δομημένων συνεντεύξεων με εκπαιδευόμενους και εκπαιδευτές που εμπλέκονται στα μαθήματα αυτά σε δύο ΚΙΕ, καταδεικνύουν ότι ενώ κάποια στοιχεία ενήλικης μάθησης π.χ. το ευνοϊκό για τη μάθηση κλίμα, υπάρχουν σε μεγάλο βαθμό, άλλα, που αναφέρονται κυρίως στις ανάγκες των εκπαιδευομένων και στη συμμετοχή τους στο σχεδιασμό και την οργάνωση του προγράμματος, εντοπίζονται σε μικρό β...
Journal of Adult and Continuing Education, 2014
The study presented in this article explores the application of the principles of adult learning ... more The study presented in this article explores the application of the principles of adult learning in the face to face (f2f) meetings organised within the context of blended learning courses. The study adopts a case study approach, employing qualitative data collection through semi-structured interviews with participants in four thematic units in two distance learning programmes: Greek Civilisation (undergraduate) and Education Studies (graduate) organised by the Open University of Cyprus and the Hellenic Open University. The research draws on andragogy and illustrates the experiences and perceptions of 16 adult learners and eight tutors with regard to: the design of the f2f meetings, the educational techniques and means used, the participation, and the perceived usefulness of such sessions. The article concludes by highlighting the limited use of the adult learning principles in designing and implementing f2f meetings during the distance learning programmes explored. Recommendations ...
Concepts, Methodologies, Tools, and Applications
This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual C... more This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual Campuses (VCs) for Teacher Professional Development (TPD). On the basis of reported literature, in particular, deficiencies identified in Bell's (1991) traditional “individual”, “group,” and “school development” approaches, the authors propose an alternative model for TPD delivered through VCs. In support of this “new” model, key issues underlying the VC paradigm in terms of the design and implementation of such environments are further discussed. In particular, the authors argue about the value and complications behind the adoption of this model and suggest principles supporting the design of such type of environments.