Summary
The paper begins with a clarification of the terms ‘effective’ versus ‘successful’ teacher and their implications. There follows a summary of the results of a study addressing the issues: a) which Careers Education and Guidance (CEG) aims in Greece are considered most important, and b) what constitutes a successful careers teacher. The study is based on the responses of careers coordinators in Greece and consultants at the Greek Pedagogical Institute. Issues concerning Information and Self-Awareness as Careers Education and Guidance aims are discussed, and an alternative approach to Information is suggested. The main emphasis is placed on the importance of the teacher as an indispensable factor for the implementation of CEG aims in particular, and educational aims in general.
Zusammenfassung
Der Artikel beginnt mit der Klärung der Begriffe “effektive” gegen “erfolgreiche” Lehrer und deren Bedeutung. Es folgt eine Zusammenfassung der Ergebnisse einer Studie über die Themen: a) welche Ziele der Berufsberatung und-lenkung werden in Griechenland als wichtig angesehen und b) was macht einen in der Berufsberatung erfolgreichen Lehrer aus. Die Studie basiert auf den Antworten derer, die die Berufsberatung in Griechenland koordinieren sowie der Berater im Griechischen Pädagogischen Institut. Streitfragen über Information und Selbsterkenntnis als Ziele der Berufsberatung und-lenkung werden diskutiert, und ein alternativer Ansatz zu Information vorgeschlagen. Das Hauptgewicht wird vor allem auf die Bedeutung des Lehrers als unersetzlicher Faktor für die Durchsetzung der Ziele von Berufsberatung und-lenkung im besonderen und die erzieherischen Ziele im allgemeinen gelegt.
Résumé
Le présent article commence par une clarification des termes “efficacité” et “succès” de l'enseignant et de leurs implications. On présente ensuite un résumé des résultats d'une étude portant sur les questions suivantes: a) quels sont les objectifs de la formation et de l'orientation professionnelles considérés comme les plus importants en Grèce, et b) qu'est-ce qui contribue au succès d'un professeur d'enseignement professionnel. Cette étude se fonde sur les réponses des coordinateurs de l'enseignement professionnel en Grèce et des consultants à l'Institut pédagogique grec. On discute des questions concernant l'information et la conscience de soi comme objectifs de la formation et de l'orientation professionnelles, et l'on suggère une nouvelle approche de l'information. L'accent majeur est mis sur l'importance de l'enseignant en tant que facteur indispensable à la réalisation des objectifs de la formation et de l'orientation professionnelles en particulier, et des objectifs éducatifs en général.
Similar content being viewed by others
References
Apple, M. W. 1982. Curricular Form and the Logic of Technical Control: Building the Possessive Individual. In: M. Apple, ed.,Cultural and Economic Reproaduction in Education. London: Routledge & Kegan Paul.
— 1986.Teachers and Texts: A Political Economy of Class and Gender Relations in Education. London: Routledge & Kegan Paul.
Bernstein, B., ed. 1975.Class, Codes and Control. London; Routledge & Kegan Paul.
Broadhead, P. 1986.A Blueprint for the Good Teacher? The HMI/DES Model of Good Primary Practice. University of Sheffield, Division of Education Arts.
Brody, A. J. 1977. A Good Teacher is Harder to Define Than Find.American School Board Journal 164: 25–28.
Burns, A. J. 1982.Self Concept Development and Education. London: Holt, Rinehart and Winston.
Burns, R. B. 1979.The Self Concept: Theory, Measurement, Development and Behaviour. London: Longman.
Combs, W. A. 1964. The Personal Approach to Good Teaching.Educational Leadership 21: 369–377.
Conger, G. R. 1984. What's a Good Teacher?Community & Junior College Journal 54(4): 22–25.
Deal, T. E. 1988. The Symbolism of Effective Schools. In: A. Westoby, ed.,Culture and Power in Educational Organizations. Milton Keynes: Open University Press.
Eco, U. 1986.Faith in Fakes. London: Secker & Warburg.
Fisher, C. J. 1984.Career and Work in the 1990s: A Challenge to our Present Educational Focus, San Diego State University, Calif. National Origin Desegregation Assistance (Law) Center (1–6).
Freire, P. and Shor, I. A. 1987.Pedagogy for Liberation: Dialogues on Transforming Education. London: Macmillan.
Fromm, E. 1942.The Fear of Freedom. London: Routledge and Kegan Paul.
— 1949.Man for Himself. London: Routledge and Kegan Paul.
Garawski, R. A. 1981. Collaboration is Key SUCCESSFUL TEACHER EVALUATION Not a Myth.NASSP Bulletin 64(434): 1–7.
Gerbner, G. 1977. Comparative Cultural Indicators. In: G. Gerbner, ed.,Mass Media Policies in Changing Cultures, New York: John Wiley & Sons.
Gibran, K. 1980.The Prophet. London: Heinemann.
Hamachek, D. 1969. Characteristics of Good Teachers and Implications for Teacher Education.Phi Delta Kappan 50: 341–344.
Hopson, B. and Scally, M. 1981.Lifeskills Teaching. London: McGraw-Hill.
Hoy, D. 1985. Jacques Derrida. In: Q. Skinner, ed.,The Return of Grand Theory in the Human Sciences. Cambridge. Cambridge University Press.
Jersild, A. T. 1955.When Teachers Face Themselves. New York: Teachers College, Columbia Univ.
Kearney, R. 1986.Modern Movements in European Philosophy. Manchester: Manchester University Press.
Kosmidou, C. 1985. Autognosia kai Sholikos Epagelmatikos Prosanatolismos.Nea Paedeia (64–72) (Athens).
Laing, R. D., ed. 1987.The Divided Self. Harmondsworth: Penguin.
Lasswell, H. 1948. The Structure and Function of Communication in Society. In: L. Bryson, ed.,The Communication of Ideas. New York: Institute for Religious and Social studies.
Morrison, B. H. 1969. The Successful Teacher.Peabody Journal of Education 47(3): 156–159.
Newcomb, J. 1953. An Approach to the Study of Communication Acts.Psychological Review 60: 393–40.
Ornstein, C. A. 1976. Can We Define A Good Teacher?Peabody Journal of Education 53(3): 201–207.
O'Toole, J. 1982. How to Forecast Your Own Working Future.Futurist February: 5–11.
Rifkin, J. and Howard, T. 1985.Entropy—A New World View. London: Paladin.
Rogers, C. R. 1965. The Therapeutic Relationship: Recent Theory and Research.Australian Journal of Psychology 17: 95–108.
— 1967.On Becoming a Person. London: Constable.
— 1978.On Personal Power. Inner Strength and its Revolutionary Impact. London: Constable.
— 1983.Freedom to Learn for the 80's. Columbus: Charles E. Merrill Publishing Company.
Ryans, G. D. 1964. Research on Teacher Behavior in the context of the Teacher Characteristics Study. In: Bruce J. Biddle and William J. Ellena, eds.,Contemporary Research on Teacher Effectiveness (67–101). New York: Holt, Rinehart and Winston.
Schiller, I. H. 1977. The Free Flow of Information — For Whom?. In; G. Gerbner, ed.,Mass Media Policies in Changing Cultures. New York: John Wiley & Sons.
Shannon, C. and Weaver, W. 1949.The Mathematical Theory of Communication. Illinois: University of Illinois Press.
Stanton, E. H. 1973. Teacher Education and the ‘Good Teacher’.Educational Forum 38(1): 25–30.
Young, M., 1971.Knowledge and Control: New Directions for the Sociology of Education. London: Macmillan.
Rights and permissions
About this article
Cite this article
Kosmidou-Hardy, C. Careers education and guidance in Greece a critical approach. Int Rev Educ 36, 345–359 (1990). https://doi.org/10.1007/BF01876002
Issue Date:
DOI: https://doi.org/10.1007/BF01876002