TEACHING PREPARATION, CONDUCT AND EVALUATION: PEDAGOGICAL THEORIES AND PRACTICE
| Title | ΠΡΟΕΤΟΙΜΑΣΙΑ, ΔΙΕΞΑΓΩΓΗ ΚΑΙ ΑΞΙΟΛΟΓΗΣΗ ΔΙΔΑΣΚΑΛΙΑΣ: ΠΑΙΔΑΓΩΓΙΚΕΣ ΘΕΩΡΙΕΣ ΚΑΙ ΠΡΑΚΤΙΚΕΣ ΑΣΚΗΣΕΙΣ / TEACHING PREPARATION, CONDUCT AND EVALUATION: PEDAGOGICAL THEORIES AND PRACTICE |
| Code | ΥΠΜΠ5 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Marina Sounoglou |
| Common | No |
| Status | Active |
| Course ID | 600024149 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | YPOCΗREŌTIKO PRAKTIKĪS | 8 | 4 | 10 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | YPOCΗREŌTIKO PRAKTIKĪS | 8 | 4 | 10 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Instructors from Other Categories |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278203
|
Type Of Offer
- Disciplinary Course
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
- Scientific Area
- Skills Development
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/1/600278203
- eLearning: https://elearning.auth.gr/course/view.php?id=6233
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
At the end of the course, students will Know the fundamental pedagogical theories and they will understand their differences concerning:
a) their perspectives about the aims of education
b) their perspectives about the educational objectives
c) their perspectives about the methods of teaching, and
d) the social and didactic organization of teaching. In addition, they will be familiar with teaching in real conditions for all subjects of elementary education.
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
- Design and manage projects
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Advance free, creative and causative thinking
Course Content (Syllabus)
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
Keywords
pedagogical theories, aims of education, objectives of teaching, methods of teaching (models), social and didactic organization of teaching
Educational Material Types
- Notes
- Slide presentations
- 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 | 100 | ✓ | ✓ | ||
| Fieldwork | 85 | ✓ | ✓ | ||
| Reading Assigment | 40 | ||||
| Tutorial | 65 | ✓ | ✓ | ||
| Exams | 10 | ||||
| Total | 300 |
Student Assessment
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Exam with Problem Solving (Summative)
Bibliography
Course Bibliography (Eudoxus)
Brookfield, S. (2023). Προς μία κριτικά στοχαστική διδασκαλία. Επιστημονική Επιμέλεια Λ. Γιώτη & Θ. Καραλής, (μτφρ. Κ. Τόκα). Αθήνα: Gutenberg. ISBN: 978-960-01-2469-9 ID EUDOXUS 122078625
Γιώτη, Λ. (2024). Ρεύματα Σκέψης που διαμόρφωσαν τη Θεωρία και την Πρακτική του Σχεδιασμού και της Ανάπτυξης Προγραμμάτων Σχολικής Εκπαίδευσης και Εκπαίδευσης Ενηλίκων. Σημειώσεις Μαθήματος.
Γιώτη, Λ. (2022). Κριτική Παιδαγωγική. Στο Θ. Καραλής, & Π. Λιντζέρης, Λεξικό εκπαίδευσης ενηλίκων, (σσ. 179-187). Επιστημονική Ένωση Εκπαίδευσης Ενηλίκων. https://imegsevee.gr/wp-content/uploads/2023/05/lexiko_ekpaideusis_enhlikwn.pdf
Additional bibliography for study
Επιπρόσθετη βιβλιογραφία για μελέτη:
Αλεξάκης, Δ. (επιμ.) (2023). Το Εργαστηριακό σχολείο. Τρία κείμενα του Τζων Ντιούι. Νήσος.
Baudrit, A. (2007). Η Ομαδοσυνεργατική μάθηση. Κέδρος.
Bloom, B.S. - Krathowhl, D.R. (2000). Ταξινομία των αντικειμενικών διδαχτικών στόχων, τόμ. Α΄, Γνωστικός τομέας. Κώδικας.
Γιώτη, Λ. (2024). Το έργο του Stephen Brookfield: Θεωρία και πρακτική της κριτικά στοχαστικής μάθησης. Επιστημονική Ένωση Εκπαίδευσης Ενηλίκων.
Gioti, L. (2019). Theories of Action and Theories-in-use of Adult Educators. Motivation, Obstacles and Individual Differences in Teachers’ Training. International Journal of Learning and Teaching, vol. 5, (3), September 2019, 233-238. doi: 10.18178/ijlt.5.3.233-238.
Γιώτη, Λ. (2017). Ρεύματα σκέψης που καθοδηγούν τις θεωρίες και τις πρακτικές των Σχολικών Συμβούλων ως εκπαιδευτών ενηλίκων. Εκπαίδευση Ενηλίκων, τ. 39, 5-16.
Henry Giroux (2024). Για την Κριτική Παιδαγωγική (Eπιστημονική Επιμέλεια: Τάσος Λιάμπας. Μτφρ: Ιωάννα Βραχωρίτου). Gutenberg.
Γρόλλιος, Γ. (2005). Πλευρές της Ιστορίας της Μεθόδου project. Στο Γεωργόπουλος, Α. (επιμ.) Περιβαλλοντική Εκπαίδευση. Ο νέος πολιτισμός που αναδύεται (σσ.105-131). Gutenberg.
Γρόλλιος, Γ., Γούναρη, Π. (επιμ.) (2011). Κριτική Παιδαγωγική. Gutenberg.
Γρόλλιος, Γ., Λιάμπας, Τ. (2001). Ευέλικτη ζώνη και μέθοδος Project. Εκπαιδευτική Κοινότητα, τ.80, 10-15.
Houssaye, J. (2000). Δεκαπέντε παιδαγωγοί. Μεταίχμιο.
Kolesnik, B. W. (1992). Ανθρωπισμός ή Μπιχεβιορισμός στην εκπαίδευση. Παρατηρητής.
Κλεάνθους - Παπαδημητρίου, Μ. (1980). Η Νέα Αγωγή, τόμ. Α΄. Βιβλία για Όλους.
Ματσαγγούρας, Η. (2001). Στρατηγικές διδασκαλίας. Gutenberg.
Μαυρογιώργος, Γ. (1992). Εκπαιδευτικοί και διδασκαλία. Σύγχρονη εκπαίδευση.
Νούτσος, Μπ. (1983). Διδακτικοί στόχοι και αναλυτικό πρόγραμμα. Δωδώνη.
Ντιούι, Τζ. (1926).Το σχολείο και το παιδί. Βιβλιοπωλείο Σαλίβερος.
Ντιούι, Τζ. (1982).Το σχολείο και η κοινωνία. Εκδόσεις Γλάρος.
Πυργιωτάκης, Γ. (2007). Παιδαγωγική του Νέου σχολείου. Γρηγόρης.
Reble, A. (1990). Ιστορία της Παιδαγωγικής. Εκδόσεις Παπαδήμα.
Rorhs, H. (1984). To κίνημα της Προοδευτικής εκπαίδευσης. Αφοί Κυριακίδη.
Freire, P. (2022). Παιδαγωγική της ελπίδας. Αναβιώνοντας την Αγωγή του Καταπιεζόμενου.(Επιμέλεια Μαρία Νικολακάκη). Διάδραση.
Freire, P. (2006). Δέκα επιστολές προς εκείνους που τολμούν να διδάσκουν. (Επιμέλεια:
Επιμέλεια: Τάσος Λιάμπας, Μτφρ. Μανώλης Νταμπαράκης). Επίκεντρο.
Φρέιρε, Π. (1977). Η Αγωγή του καταπιεζόμενου. Ράππας.
Frey, K. (2002). Η μέθοδος Project. Θεσσαλονίκη: Αφοί Κυριακίδη.
Ακόμη, όλα τα αναρτημένα άρθρα, κείμενα/αποσπάσματα βιβλίων και τα ppt των διαλέξεων στην ιστοσελίδα του μαθήματος https://elearning.auth.gr/course/view.php?id=6233
Last Update
20-08-2024
