Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

Training Needs of Primary School Theater Teachers: A Greek Case Study

Aim of this paper is to investigate the training needs of theater educators who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, the in-job-training of theater educators has been at least a minor issue. For this reason, it was considered important to study more specifically the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

Organization of cooperation between the theater and schools (historical aspect)

The article considers the historical organizational and methodological experience of cooperation between the Leningrad Youth Theater and schools of the city in the late 1950-ies. The period is characterized by the end of the artistic direction of A.A. Bryantsev and the restructuring of soviet school in 1958. The purpose of the article is to identify the organizational and pedagogical conditions of cooperation between schools and the theater in the study period. The research problems are based on the pedagogical experience, the role and significance of theater teachers and school teachers in the process of cooperation. A set of historical and pedagogical methods (historical and genetic method, chronological, retrospective), as well as comparative, biographical methods allowed us to consider the historical practice of cooperation between the school and the theater in its development, sequence and regularity. The complex of historical and pedagogical methods (historical and genetic method, chronological, retrospective), as well as comparative, biographical methods allowed us to consider the historical practice of cooperation between school and the theater in its development, sequence and regularity. The principle of historicism and research methods allowed us to analyze the historical period and events in terms of their features and opportunities for participants in educational activities. As a result of the study, it was revealed that the emphasis of the joint activities of the school and the theater is based the assimilation of the moral and ethical component of performance by schoolchildren. The experience and professional duties of the teachers of the Leningrad Youth Theater are considered. The educational work of soviet school and the Theater are described as the result of the research