Learning Outcomes
By the end of the course students are expected to:
1. Acquire basic knowledge concerns the school environment and its structures, purposes and function.
2. Explore and critically study pedagogical elements concerning the structure, the aims and the functions of a school unit, as they are developing into the specific economic, political and social environment.
3. Acquire the kind of knowledge that is essential to understand the role teachers and students play in the school community.
4. Be able to understand and analyze school’s relation to parents and guardians as well as its role in the local community.
Β. Skills, abilities
5. Critically study a series of articles and books that constitute the basic literature of the specific scientific area.
6. Be able to support their views and approaches in reliable scientific knowledge.
7. Be able to distinguish the influences and the pedagogical assumptions underlying to different approaches regarding the operation / function of a school unit.
8. Be able to support the need of a democratic school, a school of open access for all pupils, no matter their social class, ethnic group or gender.
9. Be able to turn their theoretical tools into everyday school practice.
10. Be able to connect educational policy with the everyday reality of the school.
Course Content (Syllabus)
This course is divided in four broad units
Introduction – Knowing the course and its requirements
First Unit: School Unit
• School as an institution
• Structure, objectives and operation of the school unit
• Categories of Schools
Second Unit: The people of a school Unit
• Teachers, pupils, parents and guardians
• The association of the teachers
• Pedagogical relationship between teachers – pupils
• The association of Parents and Guardians
Third Unit: School Climate and School Culture
Fourth Unit: school classroom
• Teaching styles
• Schoolwork
• School time
Course Bibliography (Eudoxus)
Θεωρία του δημοτικού σχολείου
Συγγραφείς: Duncker Ludwig
Κωδικός Βιβλίου στον Εύδοξο: 15269
Έκδοση: 1η έκδ./2011
ISBN: 978-960-458-200-6
Τύπος: Σύγγραμμα
Διαθέτης (Εκδότης): Εκδόσεις Επίκεντρο Α.Ε.
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Εκπαιδευτική Διοίκηση και
Οργανωσιακή Συμπεριφορα, Αθανασούλα - Ρέππα, , Γ. Παρίκος, 2009.
Additional bibliography for study
Robert Dottrens, Gaston Mialaret, Edmond Rast, Michel Ray, 1974. Παιδαγωγώ και διδάσκω. Αθήνα: Δίπτυχο.
Duncker Ludwig, 2011. Θεωρία του Δημοτικού Σχολείου. Θεσσαλονίκη: Επίκεντρο.
Γκότοβος Αθανάσιος Ε., 1990. Η λογική του υπαρκτού σχολείου. Αθήνα: Gutenberg.
Βρατσάλης Κώστας Α., 2005. Διδακτική εμπειρία και παιδαγωγική θεωρία. Αθήνα: Νήσος.
Κωνσταντινίδης Γεώργιος Ν., 2007. Το Σύγχρονο σχολείο. Στο δρόμο για την οικοδόμησή του. Διευθυντές, Εκπαιδευτικοί, Γονείς και Μαθητές. Θεσσαλονίκη: Ιωάννης Αρχ. Χαρπαντίδης.
Ξωχέλλης Παναγιώτης Δ., 1983. Παιδαγωγική του σχολείου. Θεσσαλονίκη: Αφοί Κυριακίδη.
Ξωχέλλης Παναγιώτης Δ., 2003. Σχολική παιδαγωγική. Θεσσαλονίκη: Αφοί Κυριακίδη.