their classroom practices. However, as according to Britzman (1986: 451) teachers are
neither ‘born’ into the profession, nor are they self-made, it seems that training still
remains the most appropriate way for them to develop professionally. For this reason,
it is suggested that teachers should be given the chance to participate, periodically, in
programmes of in-service training. This is considered most necessary when there is a
curriculum reform, as it happens in Greece nowadays where a new curriculum
(Τριανταφύλλου κ. ά. 2001) will be soon introduced in primary schools. However, in
order for such training programmes to be effective, it is essential that they take into
consideration a number of principles such as the ones referred to below:
Change is a slow and gradual process. As Adams and Chen (1981) stress,
teachers usually feel so comfortable with the way they teach, that see no real reason to
change it. Hayes (1995: 256) claims that many teachers are either consciously or
subconsciously placed against change, because to adopt it would be to deny the
validity of everything they have done before. Clark (1993: 131) emphasises that
teachers cannot accept humiliation as a prerequisite for learning and development. For
this reason, it is considered essential that an in-service training programme should
appreciate and utilise the participants’ prior experiences and attitudes. According to
Breen et al (1989), this implies that trainers need to devote the initial part of any
training programme to bringing such experiences, assumptions, and problems out into
the open. In this way, a discussion can be initiated about the positive aspects of the
existing and the innovative methodology, which can give trainers the chance to
demonstrate to participants that the new approach has something to offer.
Teachers have their own ways of learning. As it is stressed in the literature
(Rogers 1986; Κόκκος 1999), adults have established certain ways of learning, which
are difficult for them to change. Therefore, it is considered essential that an in-service
training programme gives participants the chance to learn according to the way they
themselves consider appropriate. Noyé and Piveteau (1999) emphasise that, unless
this is taken into consideration, learning can be strongly inhibited.
Any innovation should have the consensus of the people who are called
upon to implement it. Carless (1998) stresses that, if teachers are to implement an
innovation successfully, it is essential that they have a thorough understanding of the
principles and practice of the proposed change. Gross et. al. (1971) emphasise that,
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