TEACHING PREPARATION, CONDUCT AND EVALUATION: PEDAGOGICAL THEORIES AND PRACTICE

Specific Foundation / Core

The course is also offered to exchange programme students.

At the end of the course, students will: Know the fundamental pedagogical theories Know the different perspectives about the aims of education Know the different perspectives about the educational objectives Know the different perspectives about the methods of teaching, and the social and didactic organization of teaching Be familiar with teaching in real conditions for all subjects of elementary education

The subject’s syllabus is focused mainly on the analysis and the reasoning of the theoretical arguments of five Schools of Pedagogical Thought, examining, thus, the main themes and issues, the content, the methods and the equipment of didactics and teaching in each of them. More specifically the subject covers: Pedagogic theories The socio-political conditions and philosophical underpinning related with the appearance and dominance of F.Herbart’s Pedagogy in 18th century Germany. The basic elements of Herbartarian Pedagogy (i.e. the five practical ideas as pedagogic objects, the vivid psychology, cybernetics, the organize of the subject’s content, the teaching and the education, the five stages of teaching); the theoretical-practical criticism against the traditional pedagogy from different trends of pedagogic thought. • The socio-political foundations of Progressive Education’s movement in the USA. The main representative of Progressive Education’s movement J. Dewey, the child-centered views of S. Hall, the social reconstruction developed by G. Counts,H. Rugg and T. Brameld. Also, the course outline examines the educational experimentations in the USA (i.e. W.Parker’s school, Platoon’s school, Dalton and Winnetka plan, the Project method), and, the criticism against the Progressive education movement from other pedagogic frameworks of the thought and practice. • The cooperative learning movement and the cooperative teaching/learning (i.e. its theoretical foundations, the roots of cooperative teaching, the formation of upils’ teams, the methods of collaborative teaching, the instruction, the learning and the interplay in pupils’ teams in the collaborative teaching/learning, the consequences of cooperative teaching and learning on the individual and the society),the criticism against the collaborative teaching/learning. • The programme of study and reflects upon the actual rea- sons of the emergence and dominance of the Technocratic perceptions for education in the USA; the technocratic as- pects for curriculum’s development and evaluation (i.e. the F. Bobbit’s perceptions, the formal formation of the plan- ning of the school curriculum by R. Tyler, the Taxonomy of Educational Objectives by B.S. Bloom); the international spread of technocratic perceptions; and; finally, on the contemporary criticism against them. • We examine the content and the structure of the Pedagogy of Liberation by Paulo Freire. The basic elements of Pedagogy of Liberation (that is, the political nature of education and literacy; the searching about generative themes for cur- riculum’s construction; the criticism against the notion of banking education; and; the conditions that generate and promote the pedagogic dialogue). We shall look at the in- ternational influence of Pedagogy of Liberation and the criticism regarding Freirean Pedagogy of/for Liberation. Teaching practice The students participate in small groups of five persons in the teaching practice. In a number of public Elementary schools of Thessaloniki for two weeks the students attend the teaching of a teacher in a certain classroom, using a recording list (about the objectives,the methods, the forms the equipments and the assessment of teaching). Afterwards, in the same classrooms for six weeks, each student teaches different subjects of the curriculum adopting different methods each week, a method reflecting the characteristics of the pedagogic norm presented during the lectures along the semester

pedagogical theories, aims of education, objectives of teaching, methods of teaching (models), social and didactic organization of teaching

01-06-2021