DESIGNING A NEEDS-BASED PROFESSIONAL DEVELOPMENT PROGRAM FOR GERMAN LANGUAGE TEACHERS: EVIDENCE FROM GREECE

Anagnou Evaggelos, Iosif Fragkoulis, Maria-Anna Manana

Abstract


This study explores the design of a professional development program tailored to the specific needs of German language teachers in Greece. Utilizing a qualitative case study approach, semi-structured interviews were conducted with eleven in-service teachers to identify thematic priorities, preferred training models, and organizational parameters for effective professional development. The findings reveal a strong demand for training in artificial intelligence, digital tools, classroom management, differentiated instruction, and subject-specific pedagogy. Teachers express preferences for medium-duration, blended training formats and emphasize the importance of linking theory with practice. They also advocate for the involvement of universities and collaborative institutional models in program delivery. The study concludes by proposing a flexible, evidence-based framework for teacher development, grounded in international best practices and co-designed by educational stakeholders.

 

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teacher professional development, German language education, educational needs

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i10.6195

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