evaluating a ‘new’ in-service professional development programme in greece: the experiences of tutors and teachers

This article explores critically the case of university-provided inservice training for secondary teachers in Greece, using the experience of both tutors and teachers as they embark upon it. It draws upon an exploratory study carried out with 22 secondary teachers (philologists) and 12 university teachers in the context of two university departments. The analysis focuses on two aspects of Kirkpatrick's (1975) conceptualisation of the evaluation process: reaction evaluation and learning evaluation. The findings highlighted the limitations of the event-delivery model of professional development, in particular, the vexatious relationship between theory and practice. The article concludes with a number of recommendations related to the need for the greater involvement of teachers in the organisation, formulation and delivery of in-service professional development.