The role of gender and age in teachers’ training within the framework of lifelong learning

The aim of this study is to inquire issues related to teachers’ education within the scope of Lifelong learning. At the same time, it inquires issues of teachers’ professional development and strengthening through their participation in training programmes. Specifically, this research was carried out within the geographical boundaries of the prefecture of Karditsa, in central Greece, and was based on the completion of 130 questionnaires by teachers who teach in secondary, general, public schools under any working status. The questionnaire, filled in by the teachers, focused on investigating the extent to which teachers agree with certain parameters related to the organization and conduct of educational programmes. More analytically, these parameters were related to the thematic topics as well as the reasons for participating in such programmes, the factors taken into consideration and the preventive ones, the methodological techniques and teachers’ views regarding distance education through the use of e-learning. There were also questions related to the appropriateness of the providers of the training programmes as well as questions concerning their duration, the implementation model, the place and the time they can be carried out. The final part of the questionnaire focused on European programmes such as Erasmus+ which can be seen as training providers and aimed at measuring their knowledge about them and at investigating the factors that act either as barriers or as facilitators when it comes to their participation in them. Drawing upon the results of the empirical analysis that was followed, it can be stated that the majority of teachers participate in educational programmes mainly conducted by P.E.K (peripheral educational centers) and the School advisors, nevertheless academic teachers of higher educational institutions and qualified school teachers are considered to be more suitable to carry out such programmes. The teachers who participated in the research also think that educational and training programmes ameliorates their daily classroom routine, boosts their efficacy and refreshes their interest in their job. Moreover, they are interested in educational innovation, prefer working in groups and believe that postgraduate studies along with their participation in non formal educational schemes (peer learning communities, networks etc.), can cover their educational and training needs. As far as the European programmes are concerned, they know little about them but they wish to learn more and think that the inadequacy in a foreign language prevents their participation. On the other hand, the strengthening of their linguistic skills and the prospect of establishing networks with other European colleagues are confronted as positive factors that facilitate their participation. Finally, teachers wish to be engaged in short-term programmes (no more than one month) with two sessions per week, on afternoons of working days. The establishment sheltering the programme seems to be on no special significance to them but their own school setting seems to be their second most prevalent option.