CONTEMPORARY PEDAGOGICAL MOVEMENTS AND IDEAS
| Title | ΝΕΟΤΕΡΑ ΠΑΙΔΑΓΩΓΙΚΑ ΚΙΝΗΜΑΤΑ ΚΑΙ ΙΔΕΕΣ / CONTEMPORARY PEDAGOGICAL MOVEMENTS AND IDEAS |
| Code | ΕΜ37 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Ioannis Betsas |
| Common | Yes |
| Status | Active |
| Course ID | 600017581 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)
Registered students: 85
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 4 | 2 | 4 |
| Academic Year | 2020 – 2021 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600183293
|
Class Schedule
| Building | |
| Floor | - |
| Hall | Εξ αποστάσεως (900) |
| Calendar | Παρασκευή 18:00 έως 21:00 |
Course Type 2021
General Foundation
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/1/600183293
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=10974
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
Learning Outcomes
Upon the completion of the course, students are expected to:
Be aware of the most important pedagogical movements from the 18th century to date
Be able to recognize and explain the different perceptions of the purpose and meaning of education that prevailed during that period
To highlight and discuss critical and coherent arguments about the modern purposes and the meaning of education nowadays
To communicate clear historical pedagogical concepts and ideas
Understand and interpret pedagogical ideas within their broader ideological political and socio-economic context
Have sufficient knowledge of the approaches that have prevailed in relation to teaching and learning
Be able to recognize and explain the patterns of continuity and change in relation to teaching and learning
Describe the different views that prevailed in the modern period regarding the profession of teacher
Be able to describe the basic ideological and socio-cultural factors that have led to different approaches to access to education
Have sufficient knowledge and understanding of their basic principles and views on education reform
General Competences
- Work in teams
- Advance free, creative and causative thinking
Course Content (Syllabus)
- The field of Historical Pedagogy
- Epistemological developments and the autonomy of the field of education sciences
- Approaches to the social history of the school system
- Erasmus. Christian Humanism
- The idea of the general folk school in Ratke and Comenius
- The child's natural development in the work of Jean-Jacques Rousseau, Johann Heinrich Pestalozzi and Friedrich Wilhelm Froebel.
- The foundation of pedagogical science by Johnann Friedrich Herbart (Herbartanism and Neo-Herbartanism)
- The Progressive Education Movement (Dewey, Kilpatrick, Counts)
- The Institutional Education of Célestin Freinet
- The movement for the New School in Europe (Kerschensteiner, Gaudig, Ferrière)
- The proposal of socialist education (Makarenko, Suxomlinski)
- The anti-authoritarian movement and the Summerhill school
- The effect of psychology on education (Vygotsky, Piaget, Bruner)
- Critical Pedagogy and Paulo Freire
- The controversy on the school and the deschooling proposals of Goodman and Illich
Keywords
pedagogical theories, history of education
Educational Material Types
- Notes
- 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
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.6 | ✓ | ||
| Reading Assigment | 22 | 0.7 | ✓ | ||
| Written assigments | 17 | 0.6 | ✓ | ||
| Exams | 3 | 0.1 | ✓ | ||
| Total | 120 | 4 |
Student Assessment
Description
Students' assessment is based on: i) a written examination on subjects related to the modules that will be developed during the course and are defined in three levels of difficulty (knowledge, skills, competencies) as described in the "learning outcomes"(60%) and (ii) student's work. The evaluation of the works reports the content, the organization and the process of their presentation and the text, 8 to 10 pages, which is required to meet the specifications of the scientific technology and will be delivered at the last meeting of the semester.
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Formative)
- Performance / Staging (Formative)
Bibliography
Course Bibliography (Eudoxus)
Hofstetter Rita (επιμέλεια), Schneuwly Bernard (επιμέλεια), Καρακατσάνη Δέσποινα (μετάφραση - επίμετρο) (2005), Εισαγωγή στις επιστήμες της εκπαίδευσης, Αθήνα: Μεταίχμιο.
Houssaye J. (2000). 15 Παιδαγωγοί. Η επίδρασή τους σήμερα, Αθήνα: Μεταίχμιο.
Additional bibliography for study
Bertrand Y. (2003). Contemporary Theories and Practice in Education, Atwood Publishing.
Carr W., Kemmis S. (1997). Για μια κριτική εκπαιδευτική θεωρία, Αθήνα: Κώδικας.
Hofstetter Rita (επιμέλεια), Schneuwly Bernard (επιμέλεια), Καρακατσάνη Δέσποινα (μετάφραση - επίμετρο) (2005), Εισαγωγή στις επιστήμες της εκπαίδευσης, Αθήνα: Μεταίχμιο.
Houssaye J. (2000). 15 Παιδαγωγοί. Η επίδρασή τους σήμερα, Αθήνα: Μεταίχμιο.
Reble, Α. (1990). Ιστορία της Παιδαγωγικής, Αθήνα: Εκδόσεις Παπαδήμας.
Γρόλλιος Γ. (2011). Προοδευτική εκπαίδευση και αναλυτικό πρόγραμμα, Αθήνα: Επίκεντρο.
-Συναφή επιστημονικά περιοδικά:
History of Education Quarterly
Paedagogica Historica. International Journal of the History of Education
-Ιστοσελίδες
https://www.he.duth.gr/sharedhistories/
Last Update
17-01-2022
