by Maria MAHERIDOU, et al; TOJDE
Teachers to be able to respond to their responsibilities over time cannot be sufficient equipped by the undergraduate curriculum. It is required constant informing on developments in both their subject matter and the science of education, updating their knowledge (Creed & Perraton, 2001). In Greece, educational training programs carried out mainly in the capitals of prefectures and as a result, teachers of all specialties confront the difficulty of access to them (Emmanouilidou, Antoniou & Derri, 2010; Papadouris, 2001). Moreover, the shortage of resources for conventional approaches to continuing education, and the capacity of distance approaches to reach scattered or large audiences, has led to its extensive use for teachers’ continuing education (Creed & Perraton, 2001).Although continuing professional development is characterized by a diversification of provision, in terms of programmes’ types, duration, management, technology to deliver the educational material, feedback issues, it is an area in which distance education can play a significant role.
http://tojde.anadolu.edu.tr/tojde41/articles/article_4.htm
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