THE MODEL OF TEACHER TRAINING BASED ON GREECE SCHOOL

Teacher education has a special place in the educational system of each country. The quality of teacher training is the key to effective training competitive human capital of the country, fulfillment of each individual, providing labor market and the state highly qualified specialists. In the article the features of organization and implementation of school-focused training model in the Greek school context have been defined, according to its special social, racial and cultural characteristics. The main point of this paper is the innovative, flexible and decentralized practice of school-focused training, which can meet the specialized training needs of a school unit and educational work. The article aims to analyze the role of the headmaster of the model teacher training, school-oriented planning, organization and implementation of school-based learning sector primary and secondary education within the Greek education system, according to its specific social, racial and cultural characteristics. Research objectives are to use theoretical and empirical approach to the problem, referring to the activities of institutions training teachers in primary and secondary schools in Greek Republic. The ultimate aim of this paper is to elevate the school-focused training to a means that can decisively contribute to the quality improvement of the school unit activity. Consequently, a theoretical and empiric approach of the topic is attempted by referring to the institution of the primary and secondary school teachers' training in Greece. The present paper is also highlights the school-focused training meaning, an issue both crucial and beneficial to the elevation of the educational mission, but at the same time a neglected field within the framework of the Greek pedagogical research. In the theoretical part of this article, the terminological clarification of the school-focused training through the mainly foreign pedagogical bibliography is attempted, as well as a brief description of the role that the school principal of the contemporary school should have, in order to implement this innovative form of training in the microcosm of the school unit. Considering the above-mentioned aspects of teachers' training, it is nessesary to understand that training constitutes a complex entity with various dimensions and it should take form depending on the priority that is established by the organizers or designers of the training program