Vorlesungsverzeichnis

<p><span style="background-color:rgb(240,243,245);color:rgb(21,27,30);">Upper secondary degree (6 years of studies). National level examination.</span></p>

<p>The School of Elementary Education aims at shaping teachers with democratic conscience, teachers who are opposed to any racist or sexist rationale and any kind of social discrimination. It aims at moulding teachers who face positively the transformation of education towards forming a society governed by the principles of Justice, Democracy, Freedom and Equality, teachers who respect the pluralism of various theoretical views and practices in education, teachers who know, understand and are able to use pedagogical, psychological, sociological and philosophical theories daily, as well as the different teaching approaches in order to teach subjects that refer to the aims, content and teaching methods of each subject, teachers with substantial humanitarian culture in the sense of respect for and understanding of nature and the various cultures as well as their constant active participation and intervention in matters of public interest.</p><p>The undergraduate program meets the above criteria. The students of our School have to attend 20 compulsory courses (=105 credits), to choose 1 elective - compulsory course (=3 credits), 19 elective courses (= 57 credits) and a foreign language course (= 3 credits). Overall, 168 credits are required for graduation. English and French are the two foreign languages taught at our School.</p><p>A great effort is made the courses taught to be relevant to the phenomena and issues of the educational practice and at the same time the students, through the large number of elective courses offered, to be able to choose their own path in order to understand these phenomena and issues developing their own interests.</p><p>About the allocation of the courses, during the first two years students attend courses of general phenomena and issues and during the third and the fourth year of their studies they work with the didactics/pedagogy of the courses and the connection of pedagogical theory and practice.</p><p>Participation in the Practicum is mandatory. One semester (Z or H) is entirely devoted to the Practicum, which is of great importance at our School. During the Third or Fourth semester our students are required, as the first stage of the Practicum, to attend primary school classes in order to become familiar with teaching through attending and working on projects about teaching. The combination of both the first and the second stages of the Practicum together with the compulsory courses is the result of the School΄s thesis for the need of fertile connection between theory and practice. During the first stage of Practicum(C or D semester), students become familiar with the function of the schools while being taught basic learning theories and their application in teaching. The purpose of this is for the future teachers to acquire the knowledge they need to understand the function of the school and the different factors that facilitate the planning and contribute to teaching so they can take conscious pedagogical decisions and choose appropriate teaching tools for the planning and the assessment of their teaching.</p><p>During the second stage of Practicum(Z or H semester), students are taught the theses (aims, content, methods, forms and teaching means) of 5 patterns of pedagogical concept and aspects of assessment (theoretical starting points, pedagogical function, criteria, forms, techniques, results),and at the same time they attend, teach at schools of the city and work on their projects.</p><p>A large number of undergraduate courses are lab oriented (educational technology, experimental teaching of sciences, pedagogical use of ICT etc). These courses take place in specific lab areas.</p><p>Learning outcomes of study programme </p><p>Students upon completion of the BA study programme should have the following: </p><p>Ability to think abstractly, critically analyse and synthesise educational theories and policy issues systematically so that they can identify possible connections between aspects of educational approach and educational policies and contexts. </p><p>Ability to apply knowledge in different learning contexts with an awareness of the different roles of participants in the learning process. They should be able to understand and apply educational theories and methodologies as a basis for general and specific educational activities, and manage and evaluate educational programmes, activities, and materials. Furthermore, they should anticipate new trends in education by adapting the curriculum accordingly and using appropriate teaching/learning and assessment strategies, including new technologies. </p><p>Ability to communicate orally and in writing in their mother tongue and a second language with groups, individuals and non-specialists in the field. </p><p>Ability to search for, process and analyse information from different sources and conduct research in other contexts. </p><p>Ability to generate new ideas (creativity), identify, pose and solve problems, and make informed decisions. </p><p>Ability to work in a team and autonomously in an international context, with other stakeholders in education (learners/trainers, colleagues and other stakeholders), to advise on various educational issues (psychological counselling, counselling students and parents), to mobilise individuals towards common goals related to learning and development of people in specific contexts. </p><p>Show appreciation and respect for diversity and multiculturalism; demonstrate awareness of equal opportunities and gender issues; recognise and respond to the diversity of students/learners and the complexity of the learning process; design and implement training/education programmes that integrate people with disabilities and create an equitable and fair learning climate for all learners, regardless of their socio-cultural-economic context.</p>

<p style="margin-left:0cm;text-align:justify;">Pursuant to [Law 1566/1985, Article 13 (Official Government Gazette 167/A/30.09.1985), Presidential Decree 320/1983, Article 3§1 (Official Government Gazette 116/A/07.09.1983)], the degree conferred by the School of Primary Education fulfills the statutory requirements for appointment as a primary school teacher both in the public and private education sector. </p><p style="margin-left:0cm;text-align:justify;">Graduates of university-level Schools of Education are recognized as having acquired both pedagogical and teaching competence Article 32, paragraph 4γγ, [Law 5029/2023 (Official Government Gazette 55/Α/10-3-2023)].</p>

<p style="text-align:justify;">Access to Level 7 studies of the National and European Qualifications Framework: Postgraduate Diploma (Master’s Degree Cycle)</p>

<p>A scale of 1 to 10 applies to the marks of each subject in the Hellenic Higher Education.</p><p>Άριστα (Arista) Excellent: 8.50-10.00</p><p>Λίαν Καλώς (Lian Kalos) Very Good: 6.50-8.49</p><p>Καλώς (Kalos) Good: 5.00-6.49</p><p>Ανεπιτυχώς (Anepitychos) Fail: 0.00-4.99</p><p>Minimum passing grade: 5</p>

<p>8 SEMESTERS, 240 ECTS</p><p>A full academic year is equivalent to 60 ECTS units and each semester to 30 ECTS (European Credit Transfer System) (1 ECTS = 25-30 student work load hours). Compliance with the ECTS (European Credit Transfer and Accumulation System) regulations started in 2007, when the Greek Legislation was harmonized with the relevant European one (Ministerial Decision no Φ5/89656/β3, art. 1-3, Hellenic Government Gazette no 1466/2007/B). Each course is credited with a number of ECTS(>=2) according to the student΄s workload (contact hours, laboratory work, examination etc) and accumulation of credits (ECTS) is accomplished after successful completion of course.</p>

<p><span style="background-color:rgb(240,243,245);color:rgb(21,27,30);">Full-time.</span></p>