Contents

• Introduction
• Biographical Statement
• The Contemporary Need for Reflective Practice
• Professional Development as a Means of Enhancing Reflective Practice
• Induction Training in the Framework of Teachers’ Professional Development
• The Teachers’ Induction Training Programme in Greece
• Comments and Suggestions
• Conclusion
• References

Description

As a newly-appointed sports teacher I have recently attended the compulsory induction course for primary and secondary school teachers, an experience which roused my interest in the area of induction training as a form of professional development and, especially, on the relevance of its content to our everyday working needs and its potential to facilitate reflective thinking. My previous work experience and relevant knowledge has provided the framework for this kind of speculation, since it has formed a number of questions and raised particular needs in relation to my teaching performance.
This paper aims at providing an insight into the above issues through a critical reading, on a first level, of the Organizational Framework of the Induction Training Programme in Greece, and, on a second level, through a comparison of its provisions with the principles of reflective practice, as described in the current literature.