Eureka! Institutional Repository

The main theme of this work is lifelong learning and teacher training. Lifelong means that a person has to learn, train, specialize, acquire the ever-changing skills needed to help him monitor and respond to the demands of his professional life. The first chapter defines the concepts of lifelong learning, lifelong learning, education, while the second chapter provides a historical overview of their European identity. The third chapter illustrates the Greek reality and the course of lifelong learning and training in Greece, while the fourth chapter presents the relationship of teachers with the above concepts. At the heart of this policy is the teacher, his profile, his characteristics that are constantly changing. All in all, they relate to current educational policy and teachers' participation in lifelong learning and training programs in today's Greece. The purpose of the research is to precisely investigate the factors that push or discourage teachers and kindergartens of the Prefecture of Thessaloniki from participating in training programs. The survey was based on the completion of 117 questionnaires by Primary Education teachers. Factors that encourage or discourage teachers from participating in training programs are examined using the quantitative method of data analysis. Teachers in the first part of the questionnaire were asked to state whether training is important for their professional lives, with the research graphs showing teachers' view that training is important for their professional lives and having a positive effect on it. In the second chapter of the questionnaire the results highlight teachers' willingness to learn and the statement that learning is a belief in life. In the third part of the survey, percentages indicate that teachers have attended, updated and participated in training programs. The fourth chapter shows that teachers have a disposition to train for personal pleasure, knowledge, improvement of their educational work and their competence. These personal and professional reasons are consistent with the meaning of lifelong learning. Factors confirmed by the fourth chapter are also found in percentage and the fifth chapter of the research which is the reasons that discourage teachers from participating in training programs. According to the above percentages it is concluded that today's teachers choose or not a training program based on its duration and time planning, due to family 6 obligations or lack of time, such as the cost of participation due to financial difficulties or lack of finances resources. The results of the empirical analysis of the results illustrate the above inhibitory factors of the time, but show the positive attitude and practical involvement of teachers in training.