Grammatikopoulos, V. Gregoriadis, A. Zachopoulou, E.

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Grammatikopoulos, V. Gregoriadis, A.
Zachopoulou, E.

• Evaluation of educators professional
  development Implementation of the four-level
  model approach

With the support of the Lifelong Learning
Programme of the European Union
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Early Change Geography
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ECERS-R Early Childhood Environment Rating Scale
118 Early Educators
Greece ? 17 educators Portugal ? 21
educators Denmark ? 14 educators Finland ? 30
educators Romania ? 16 educators Cyprus ? 20
educators
With the support of the Lifelong Learning
Programme of the European Union
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Professional development
Training Phase I ECERS-R training
September December 2012 Training Phase II
ECERS-R implementation January
June 2013
With the support of the Lifelong Learning
Programme of the European Union
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Training Phase I
Preparing educators to acquire skills that
enhance their research and self-assessment
skills.

• Training seminars (3-day seminar in each
  participated
• country)
• A mixed training procedure combining both
• theoretical training and practical experience
• Trainers Academic staff from the University
  partners

With the support of the Lifelong Learning
Programme of the European Union
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Training Seminar in Denmark (Nykobing
F.) University College Sealand (October 2012)
Theoretical Training
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Group discussion
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Training Seminar in Finland (Jyvaskyla) Universit
y of Jyvaskyla, October 2012
Theoretical Training
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Practical Training
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Training Phase I?
The trained educators will evaluate early
education classrooms in the six countries

• Supervision ? academic staff from each country

Collected Data ECERS-R
With the support of the Lifelong Learning
Programme of the European Union
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evaluation
Kirkpatricks four-level model
Reactions how did they feel? Learning did
they learn? Behavior did any changes
occur? Results did their performance enhance?
With the support of the Lifelong Learning
Programme of the European Union
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evaluation Early Change
Reactions questionnaires (phase I II), end of
the project Learning interrater reliability
(phase I) report (phase II) Behavior
questionnaires (phase I II), end of the
project Results self-efficacy changes
With the support of the Lifelong Learning
Programme of the European Union
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preliminary results
Training Phase I
High level of interrater reliability among the
assessors in six countries
.88
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Programme of the European Union
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preliminary results
Mean Std. Deviation
Behavior 4.61 .58
Reactions 4.60 .33
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The results indicated that the Early Change
projects training phase I reached its goals
without any deviations
With the support of the Lifelong Learning
Programme of the European Union
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It can be argued that due to their participation
in the first part of the projects training, the
early educators enhanced their self-evaluation
and research skills
With the support of the Lifelong Learning
Programme of the European Union
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• These two goals constitute the basic objectives
  of the Early Change project and they can improve
  the educators professional development
• However, the findings that describe a successful
  training design can only be confirmed after the
  completion of the entire training of the project

With the support of the Lifelong Learning
Programme of the European Union
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http//earlychange.teithe.gr
www.facebook.com/EarlyChange
With the support of the Lifelong Learning
Programme of the European Union