Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorDimitrios Zachos
Course ID600017630

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 143
OrientationAttendance TypeSemesterYearECTS

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2021
General Foundation
Course Type 2016-2020
  • Background
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
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.
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
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • 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)
Introductory: The course & its requirements School Practices - Theory & practice. The role of teachers Power in the classrooms. Traditional - progressive (liberal) - radical education and School Practices Understanding the behaviors of students: The non - effective -for the purposes of education- behaviors of students Behaviorism, militarism and classroom management. The hidden curriculum and classroom management Ethical Education & Educational Programs for shaping the character of students Teaching styles for dealing with behavioral problems in the classroom Rules & procedures, rights and obligations of students in school and the classroom. Rewards & Penalties - Prevention & response to school violence Social & Emotional Learning - Teachers who support warmly but also have high demands Building a culture of democracy, solidarity, teamwork, cooperation, assertiveness, responsibility & hard work in the classroom: Organizing and "managing" the classroom for social justice Daily Practices: How to Create & Maintain a Warm, Supportive Climate and Deal with "Inefficient" Student / Three Behaviors, Moments of Tension, and Conflict in Our Classroom and School In regard to practicum, 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.
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
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
Course Organization
Reading Assigment190.6
Student Assessment
1. Scholarly paper based on observation, planning and teaching in real classroom. 2. Written final examination.
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative, Summative)
Course Bibliography (Eudoxus)
Ζάχος, Δ., (2020). Η «Πειθαρχία» στο σχολείο και η «διαχείριση» της σχολικής τάξης: Μια κριτική διερεύνηση των σχολικών πρακτικών. Θεσσαλονίκη: Σταμούλης. Κυρίδης, Α. (1999). Η Πειθαρχία στο Σχολείο. Αθήνα: Γ. Δαρδανός.
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.
Last Update