The contribution of learning communities in distance education for teachers aiming to promote educational innovation

This paper explores the contribution of learning communities to the promotion of educational innovation through distance education for teachers. The possible correlation of teachers" demographic characteristics with the type and frequency of their participation in distance learning programs, their attitudes towards distance education as well as the influence and the way in which educational innovation is promoted through the education offered by learning communities. The mixed research method was used. The data collection tools were an electronic questionnaire with additional open-ended questions, answered by teachers during the training program of EEPEK. The analysis revealed that teachers are particularly interested in in-service training, with the main reason being to strengthen teaching practices. They seek their distance education by showing a particular preference in the thematic area of ICT. They strongly believe that their participation in learning communities and in educational programs contributes to the promotion of educational innovation.