Papers by Adamantios Papastamatis
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Multilingual Academic Journal of Education and Social Sciences, 2013
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Contemporary educational systems in Western societies are being redefined within the context of t... more Contemporary educational systems in Western societies are being redefined within the context of technological and scientific evolution in relation to socio-economic globalisation. Therefore, it is important for educational authorities to design staff development programmes with a view to helping professionals adjust their ideology and practice effectively in order to contribute to the implementation of a learning culture and the formation of the “knowledge-based society”. The aim of the present paper is to review the field of teaching staff professional growth, identifying weaknesses, highlighting trends and practices, and providing suggestions, most important for professionals and educational authorities in Greece where staff development programmes fail to reach standards met by other European countries. It focuses on staff development models that enable facilitation of teachers ' efficacy, cognitive development, and career development, as well as teacher collegiality and the ...
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Review of European …, Jan 1, 2009
Contemporary educational systems in Western societies are being redefined within the context of t... more Contemporary educational systems in Western societies are being redefined within the context of technological and scientific evolution in relation to socio-economic globalization. Therefore, it is important for educational authorities to design staff development programmes with a view to helping professionals adjust their ideology and practice effectively in order to contribute to the implementation of a learning culture and the formation of the "knowledge-based society". The aim of the present paper is to review the field of teaching staff professional growth, identifying weaknesses, highlighting trends and practices, and providing suggestions, most important for professionals and educational authorities in Greece where staff development programmes fail to reach standards met by other European countries. It focuses on staff development models that enable facilitation of teachers' efficacy, cognitive development, and career development, as well as teacher collegiality and the improvement of school culture, reconceptualising schools as "learning organisations.
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The present study lays the foundations for an integrated theory of transformative learning. Tradi... more The present study lays the foundations for an integrated theory of transformative learning. Traditionally, theory and research in adult education have examined learning as a purely cognitive process. However, recent studies have shifted emphasis onto more holistic approaches, perceiving the individual as a whole, consisting of mind, body and spirit. Through thorough review of relevant studies, the present paper seeks to point out that transformative theories of learning have traditionally over-relied on rational and cognitive processes in describing perspective transformation, while it makes the assumption that for transformative learning to take place, cognitive, physical, emotional, and spiritual dimensions are closely interrelated. When we come to knowing and learning, linear and fragmented approaches cannot account for the perplexity of the human being,
consisting of mind, body and spirit, and therefore all these parameters should be attended to.
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Υπό το φως των σημερινών και μελλοντικών προκλήσεων στην Ευρωπαϊκή Ένωση, έχουν καθοριστεί συγκεκ... more Υπό το φως των σημερινών και μελλοντικών προκλήσεων στην Ευρωπαϊκή Ένωση, έχουν καθοριστεί συγκεκριμένες προτεραιότητες για τα Συστήματα Εκπαίδευσης και Κατάρτισης
των κρατών-μελών, οι οποίες αναμένεται να επιτευχθούν μέσω της γενίκευσης της χρήσης ενός συνόλου ευρωπαϊκών εργαλείων, καθώς και συστημάτων διασφάλισης ποιότητας. Στο πλαίσιο αυτό, σκοπός της παρούσας μελέτης ήταν ο επαναπροσδιορισμός των προτεραιοτήτων για το ελληνικό εκπαιδευτικό σύστημα στη βάση μιας ευρωπαϊκής πολιτικής σύγκλισης. Διεξήχθησαν δεκατρείς ημι-δομημένες συνεντεύξεις με ένα δείγμα ανωτέρων στελεχών της εκπαίδευσης, ενώ τα
δεδομένα υποβλήθηκαν σε ποιοτική ανάλυση τριών επίπεδων, επισημαίνοντας κομβικά πεδία αναγκαίων μεταρρυθμίσεων. Τα ευρήματα κατέδειξαν ότι οι υφιστάμενες συγκεντρωτικές
διοικητικές δομές του ελληνικού κράτους παρεμποδίζουν την εφαρμογή διαρθρωτικών μεταρρυθμίσεων, δυσχεραίνοντας τη συναρμογή με τις προτεραιότητες της ατζέντας «Εκπαίδευση
& Κατάρτιση 2020».
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"Contemporary educational systems in Western societies are being redefined within the context of ... more "Contemporary educational systems in Western societies are being redefined within the context of technological and scientific evolution in relation to socio-economic globalisation. Therefore, it is important for educational authorities to design staff development programmes with a view to helping professionals adjust their ideology and practice effectively in order to contribute to the implementation of a learning culture and the formation of the “knowledge-based society”. The aim of the present paper is to review the field of teaching staff professional growth, identifying weaknesses, highlighting trends and practices, and providing suggestions, most important for professionals and educational authorities in Greece where staff development programmes fail to reach standards met by other European countries. It focuses on staff development models that enable facilitation of teachers' efficacy, cognitive development, and career development, as well as teacher collegiality and the improvement of school culture, reconceptualising schools as “learning organisations”."
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Books by Adamantios Papastamatis
"Volume editors: A. Papastamatis (University of Macedonia) E. Valkanos (University of Macedonia) ... more "Volume editors: A. Papastamatis (University of Macedonia) E. Valkanos (University of Macedonia) G. K. Zarifis (Aristotle University of Thessaloniki) E. Panitsidou (University of Macedonia) ISBN: 978‐960‐243‐668‐4ERIC Index number: ED508475111paper and poster presentations. 1090 pages. Directly available on line via ERIC at: http://www.eric.ed.gov/PDFS/ED508475.pdf"
The network’s first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today.
In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. Based on the thematic workshops and the plenary sessions of the conference, the structure of this e-book is the following:
• Keynote Presentations
• Paper Presentations
1. Quality assurance: Validating effectiveness for adult educators and trainers.
2. Professionalisation & professional development: Not anybody’s business.
3. Confronting quality: Theoretical assumptions and practical challenges.
4. Quality in educational provision: Redefining basic assumptions.
5. Becoming an adult educator in Europe: Some biographical perspectives
6. Quality under review: Policy development issues.
7. Developing competence and skill: New roles and new challenges for adult educators today.
8. The role of the University in providing quality education and training: Unfolding the HE agenda.
9. Initial and continuing training of teachers and teacher trainers: From initial preparation to in-service training.
10. In-service training of adult trainers: The role of the enterprise and the role of the individual.
11. ICT and quality provision: Issues of identity and personal knowledge management.
• E-Poster Presentations
1. Educating the adult educator: European perspectives
• Plenary Presentations
1. Highlights of major European initiatives and projects
PASCAL Universities' Regional Engagement project (PURE).
Self-Evaluation in Adult Life Long Learning (SEALLL).
Grundtvig International Network of Course Organisers (GINCO).
Promoting Active Learning and Ageing of Disadvantage Seniors (PALADIN).
Study on Key Competences for Adult Learning Staff."""
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Papers by Adamantios Papastamatis
consisting of mind, body and spirit, and therefore all these parameters should be attended to.
των κρατών-μελών, οι οποίες αναμένεται να επιτευχθούν μέσω της γενίκευσης της χρήσης ενός συνόλου ευρωπαϊκών εργαλείων, καθώς και συστημάτων διασφάλισης ποιότητας. Στο πλαίσιο αυτό, σκοπός της παρούσας μελέτης ήταν ο επαναπροσδιορισμός των προτεραιοτήτων για το ελληνικό εκπαιδευτικό σύστημα στη βάση μιας ευρωπαϊκής πολιτικής σύγκλισης. Διεξήχθησαν δεκατρείς ημι-δομημένες συνεντεύξεις με ένα δείγμα ανωτέρων στελεχών της εκπαίδευσης, ενώ τα
δεδομένα υποβλήθηκαν σε ποιοτική ανάλυση τριών επίπεδων, επισημαίνοντας κομβικά πεδία αναγκαίων μεταρρυθμίσεων. Τα ευρήματα κατέδειξαν ότι οι υφιστάμενες συγκεντρωτικές
διοικητικές δομές του ελληνικού κράτους παρεμποδίζουν την εφαρμογή διαρθρωτικών μεταρρυθμίσεων, δυσχεραίνοντας τη συναρμογή με τις προτεραιότητες της ατζέντας «Εκπαίδευση
& Κατάρτιση 2020».
Books by Adamantios Papastamatis
The network’s first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today.
In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. Based on the thematic workshops and the plenary sessions of the conference, the structure of this e-book is the following:
• Keynote Presentations
• Paper Presentations
1. Quality assurance: Validating effectiveness for adult educators and trainers.
2. Professionalisation & professional development: Not anybody’s business.
3. Confronting quality: Theoretical assumptions and practical challenges.
4. Quality in educational provision: Redefining basic assumptions.
5. Becoming an adult educator in Europe: Some biographical perspectives
6. Quality under review: Policy development issues.
7. Developing competence and skill: New roles and new challenges for adult educators today.
8. The role of the University in providing quality education and training: Unfolding the HE agenda.
9. Initial and continuing training of teachers and teacher trainers: From initial preparation to in-service training.
10. In-service training of adult trainers: The role of the enterprise and the role of the individual.
11. ICT and quality provision: Issues of identity and personal knowledge management.
• E-Poster Presentations
1. Educating the adult educator: European perspectives
• Plenary Presentations
1. Highlights of major European initiatives and projects
PASCAL Universities' Regional Engagement project (PURE).
Self-Evaluation in Adult Life Long Learning (SEALLL).
Grundtvig International Network of Course Organisers (GINCO).
Promoting Active Learning and Ageing of Disadvantage Seniors (PALADIN).
Study on Key Competences for Adult Learning Staff."""
consisting of mind, body and spirit, and therefore all these parameters should be attended to.
των κρατών-μελών, οι οποίες αναμένεται να επιτευχθούν μέσω της γενίκευσης της χρήσης ενός συνόλου ευρωπαϊκών εργαλείων, καθώς και συστημάτων διασφάλισης ποιότητας. Στο πλαίσιο αυτό, σκοπός της παρούσας μελέτης ήταν ο επαναπροσδιορισμός των προτεραιοτήτων για το ελληνικό εκπαιδευτικό σύστημα στη βάση μιας ευρωπαϊκής πολιτικής σύγκλισης. Διεξήχθησαν δεκατρείς ημι-δομημένες συνεντεύξεις με ένα δείγμα ανωτέρων στελεχών της εκπαίδευσης, ενώ τα
δεδομένα υποβλήθηκαν σε ποιοτική ανάλυση τριών επίπεδων, επισημαίνοντας κομβικά πεδία αναγκαίων μεταρρυθμίσεων. Τα ευρήματα κατέδειξαν ότι οι υφιστάμενες συγκεντρωτικές
διοικητικές δομές του ελληνικού κράτους παρεμποδίζουν την εφαρμογή διαρθρωτικών μεταρρυθμίσεων, δυσχεραίνοντας τη συναρμογή με τις προτεραιότητες της ατζέντας «Εκπαίδευση
& Κατάρτιση 2020».
The network’s first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today.
In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. Based on the thematic workshops and the plenary sessions of the conference, the structure of this e-book is the following:
• Keynote Presentations
• Paper Presentations
1. Quality assurance: Validating effectiveness for adult educators and trainers.
2. Professionalisation & professional development: Not anybody’s business.
3. Confronting quality: Theoretical assumptions and practical challenges.
4. Quality in educational provision: Redefining basic assumptions.
5. Becoming an adult educator in Europe: Some biographical perspectives
6. Quality under review: Policy development issues.
7. Developing competence and skill: New roles and new challenges for adult educators today.
8. The role of the University in providing quality education and training: Unfolding the HE agenda.
9. Initial and continuing training of teachers and teacher trainers: From initial preparation to in-service training.
10. In-service training of adult trainers: The role of the enterprise and the role of the individual.
11. ICT and quality provision: Issues of identity and personal knowledge management.
• E-Poster Presentations
1. Educating the adult educator: European perspectives
• Plenary Presentations
1. Highlights of major European initiatives and projects
PASCAL Universities' Regional Engagement project (PURE).
Self-Evaluation in Adult Life Long Learning (SEALLL).
Grundtvig International Network of Course Organisers (GINCO).
Promoting Active Learning and Ageing of Disadvantage Seniors (PALADIN).
Study on Key Competences for Adult Learning Staff."""