Learning Outcomes
1. Know the basic concepts and theories related to teaching conditions
2. Knowing the effects of the different pedagogical approaches (traditional, progressive and radical) to everyday school practices
3. Understand and analyze teaching practices resulting from the traditional, progressive and radical pedagogy
4. Knowing teachers’ strategies, as well as various teachers’ profile
5. Valuing the management of teaching time
6. Knowing traditional and alternative ways of class management
7. Knowing theories concerning the reasons pupils behave inappropriately
8. Knowing theories concerning the management of pupils’ “inappropriate” behaviors and attitudes
9. Complete critical reading of a series of books and articles of the specific scientific discipline
Β. Skills, abilities
1. Be able to relate theoretical concepts with their practical implications and "consequences"
2. To recognize and connect pedagogical assumptions with various teaching styles
3. Be able to support their teaching approaches and practices to scientific theories and approaches
4. Be able to analyze data from scientific research and link them with appropriate pedagogical practices
5. Be able to integrate, synthesize and evaluate best teaching practices in their daily classroom life
6. To adopt such teaching practices, that will allow every pupil have the education he/she deserves
To become capable to create a democratic atmosphere, which will help in the integration and participation of all pupils, regardless of their social class, gender, cultural / ethnic / national group, sexual orientation and special abilities
7. Be able to turn the theoretical skills into everyday practice
8. 9. Be able to handle matters of daily educational reality
9. 10. Be able to make a successful teaching
Additionally, students, at the practical part of the semester, will come in contact with school reality. The aim is students become familiar with the role to be invited to play in such an environment. Teaching all subjects (except English, gymnastics & music), students have the change to link theory with practice, to apply their knowledges, to test their skills and abilities in practice and gain class management experience.
Course Content (Syllabus)
INTRODUCTION [acquaintance -( pre) - review requirements]
Traditional Education & School Practices
Progressive Education & School Practices
Radical Pedagogy & School Practices
Moral Education & Training Programs of character education
Behavior problems & their causes
Security & "order" in the school
Prevention & treatment of school violence
The organization of the classroom
Rules & procedures in the classroom
Rewards and Penalties
Teaching styles to address behavior problems in the classroom
Theories of classroom management
Theories and methods of maintaining discipline in the classroom
In regard to practical exercises, there are organized in two cycles: The first one concerns the observation of teaching in public schools of the city of Thessaloniki and lasts a week. More specifically, the students, in groups of five, attend the teachings of all (except music, fitness and foreign language) subjects in a class of one of the schools that cooperate with the department. The comments and questions are recorded and discussed during the lessons that follow. In the second cycle, the students teach for one week in class, following the course and subjects suggested by the official curriculum. The experiences, difficulties, questions and complaints are discussed during lessons that follow.
Additional bibliography for study
Αραβανής, Γ. (1998). Πειθαρχία και εκπαίδευση. Ο ρόλος των ποινών και των αμοιβών στο σχολείο και στο νηπιαγωγείο. Αθήνα: Γρηγόρης.
Dottrens, R., Mialaret, G. Rast, E. & Ray, M. (1974). Παιδαγωγώ και διδάσκω. Αθήνα: Δίπτυχο.
Duncker L. (2011). Θεωρία του Δημοτικού Σχολείου. Θεσσαλονίκη: Επίκεντρο.
Βρατσάλης Κ. (2005). Διδακτική εμπειρία και παιδαγωγική θεωρία. Αθήνα: Νήσος.
Flitner, A. (1997). Αυταρχική ή φιλελεύθερη αγωγή; Αθήνα: Τυπωθήτω.
Κωνσταντίνου, Χ. (2015). Το Καλό Σχολείο, ο Ικανός Εκπαιδευτικός και η Κατάλληλη Αγωγή. Αθήνα: Gutenberg.
Μπίκος, Κ. (2004). Αλληλεπίδραση και κοινωνικές σχέσεις στη σχολική τάξη. Αθήνα : Ελληνικά Γράμματα.
Μπάμπαλης, Θ. (2005). Η κοινωνικοποίηση του παιδιού στη σχολική τάξη. Αθήνα: Ατραπός.
Νούτσος, Χ. (1988). Η γκραμσιανή αντίληψη για την παιδαγωγική σχέση. Στο: Antonio Gramsci. Πενήντα χρόνια από το θάνατό του. Ιωάννινα: Επιστημονική επετηρίδα του Τμήματος Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας της Φιλοσοφικής Σχολής του Πανεπιστημίου Ιωαννίνων, Παράρτημα αρ. 35.
Σολομών, Ι. & Κουζέλης, Γ. (επιμ.) (1994). Πειθαρχία και Γνώση. Αθήνα: ΕΜΕΑ.
Τσιπλητάρης, Α. (2004). Ψυχοκοινωνιολογία της σχολικής τάξης. Αθήνα: Ατραπός.
Wragg, E. C. (2003). Διαχείριση της σχολικής τάξης στην πρωτοβάθμια εκπαίδευση. Αθήνα : Σαββάλας.
Ψάλτη, Α., Κασάπη, Σ. & Δεληγιάννη - Κουιμτζή, Β. (2012). Σύγχρονα ψυχοπαιδαγωγικά ζητήματα: Ο εκφοβισμός στα ελληνικά σχολεία. Αθήνα: Gutenberg.
Ζάχος, Θ. Δ., «Έλεγχος» και «Πειθαρχία» στο Σχολείο: Αναγκαιότητες και Κίνδυνοι για τα Παιδιά των Μεταναστών/στριών και των Χαμηλών Κοινωνικοοικονομικών Τάξεων, στο: ΠΤΔΕ Πανεπιστημίου Αθηνών, Πρακτικά του 1ου Πανελλήνιου Συνέδριου Επιστημών Εκπαίδευσης, τομ. Β΄, Σμυρνιωτάκης, Αθήνα 2010, σελ. 368-376, καθώς και στο: Ζάχος, Θ. Δ. (2014). Επίκαιρα Θέματα Διαπολιτισμικής Εκπαίδευσης. Θεσσαλονίκη: Χαρπαντίδης, 331-348.