INTRODUCTION TO PEDAGOGY
| Title | ΕΙΣΑΓΩΓΗ ΣΤΗΝ ΠΑΙΔΑΓΩΓΙΚΗ / INTRODUCTION TO PEDAGOGY |
| Code | ΥΜΠ1 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Christos Tourtouras |
| Common | No |
| Status | Inactive |
| Course ID | 600017628 |
| Academic Year | 2020 – 2021 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600183265
|
Class Schedule
| Building | |
| Floor | - |
| Hall | Εξ αποστάσεως (900) |
| Calendar | Freitag 15:00 to 18:00 |
Course Type 2016-2020
- Background
- General Knowledge
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600183265
- At the Website of the School: http://www.eled.auth.gr/education/batchelor1.html
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=7998
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Male and female students should:
be introduced to the science of Pedagogy
learn its research methods
be familiar with the key concepts
be informed about the basic theories
analyze issues by observing everyday real teaching procedures
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The lesson includes an introduction to the objects, concepts, methods and basic issues of Pedagogy. Focusing on a specific problem of current educational interest each time, ways of exploring it and dealing with it from a pedagogical perspective are presented. In this framework, the most significant pedagogical theories and their similarities and differences are identified. Furthermore, the students have to observe the didactic process in greek elementary public schools.
Keywords
pedagogical aims, pedagogical relationship, pedagogical objectives, teaching means, methods of educational research.
Educational Material Types
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
During the class lectures, students are free to use computers, video projectors and overhead projectors. For any questions concerning the course students are encouraged to ask questions by e-mails or through the e-learning gate.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | ✓ | |||
| Fieldwork | 50 | ||||
| Reading Assigment | 31 | ||||
| Written assigments | 21 | ||||
| Total | 180 |
Student Assessment
Description
Students' assessment is realized by written exams at the end of the semester. In this framework, the students are called answer certain questions referred to a specific text which is delivered during the examination procedure. Their arguments should be based on the basic knowledge and the pedagogical principles that have been discussed extensively during the lectures and are included in the main textbook that is distributed. This way, the real level of knowledge acquisition regarding the main principles of the Science of Pedagogy is detected, as well as the critical ability to pose and argumentation on daily issues of school practice. At the same time, sterile memorization and a mechanistic reproduction of a big mass of non-elaborated information are avoided. Their experiences and perceptions from the school teaching observations are also being developed.
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Aubrey, K. & Riley, Al. (2020) (Επιμ.: Β. Μητροπούλου & Χρ. Τουρτούρας). Κατανοώντας και Αξιοποιώντας Παιδαγωγικά Προκλητικές Θεωρίες. Θεσσαλονίκη: Τζιόλα.
Additional bibliography for study
Παπαμαύρος, Μ. (1961). Σύστημα Νέας Παιδαγωγικής. Αθήνα: αυτοέκδοση.
Λάχλου, Σ., Μπαλτάς, Χ., & Καρακατσάνη, Δ. (Επιμ.) (2017). Celestin Freinet. Θεσμική και κριτική παιδαγωγική. Για ένα ελεύθερο, ανοιχτό και συνεργατικό σχολείο. Αθήνα: Οι εκδόσεις των συναδέλφων.
Houssaye, J. (2000) (Επιμέλεια). Δεκαπέντε παιδαγωγοί. Σταθμοί στην ιστορία της παιδαγωγικής σκέψης. Αθήνα: Μεταίχμιο.
Δανασσής-Αφεντάκης, Κ. Αντ. (1980). Εισαγωγή στην Παιδαγωγική. Τ. Β’. Η εξέλιξη της Παιδαγωγικής και Διδακτικής σκέψης (17ος - 20ός αι.). Αθήνα.
Kron, W. Fr. (2012) (Επιμ.: Αλ. Σοφός). Βασικές γνώσεις Παιδαγωγικής Επιστήμης. Αθήνα: Ίων.
Φούκας, Α. Β. (2014). Η παιδαγωγική θεωρία και επιστήμη στην Ελλάδα. 18ος και 19ος αιώνας. Βασικοί εκπρόσωποι-αντιπροσωπευτικά κείμενα. Θεσσαλονίκη: Δέσποινα Κυριακίδη.
Mialaret, G. (2011) (Επιμ.: Π. Καλογιαννάκη & Κ. Καρράς). Περί παιδαγωγικής και εκπαίδευσης. Αθήνα: Gutenberg.
Σατώ, Ζ. (Επιμέλεια) (χ. χρ.). Οι μεγάλοι Παιδαγωγοί. Από τον Πλάτωνα και τον Σωκράτη ως τον Τζων Ντιούι και τη Μαρία Μοντεσσόρι. Αθήνα: Γλάρος.
Ξωχέλλης, Δ. Π. (2005). Εισαγωγή στην Παιδαγωγική. Θεμελιώδη προβλήματα της Παιδαγωγικής Επιστήμης. Θεσσαλονίκη: Αφοί Κυριακίδη Α.Ε.
Τσιάκαλος, Γ. (2008). Η υπόσχεση της Παιδαγωγικής. Θεσσαλονίκη: Επίκεντρο.
Χατζηδήμου, Χρ. Δ. (2010). Εισαγωγή στην Παιδαγωγική. Συμβολή στη διάχυση της παιδαγωγικής σκέψης. Θεσσαλονίκη: Αφοί Κυριακίδη Α.Ε.
Καρράς, Γ.Κ. (2014). Η παιδαγωγική επιστήμη άλλοτε και τώρα. Ιστορία-Μεταβάσεις-Προκλήσεις. Αθήνα: Gutenberg.
Πασιάς, Γ., Φλουρής, Γ., & Φωτεινός, Δ. (2015). Παιδαγωγική & Εκπαίδευση. Αθήνα: Γρηγόρη.
Πυργιωτάκης, Ε. Ι. (2011). "Εισαγωγή στην Παιδαγωγική Επιστήμη". Αθήνα: Πεδίο.
Last Update
10-06-2021
