Didactics of School Religious Education
| Title | Ειδική διδακτική του μαθήματος των Θρησκευτικών. / Didactics of School Religious Education |
| Code | ΠΑ7 |
| Faculty | Theology |
| School | Social Theology and Christian Culture |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter |
| Coordinator | Evangelos Pepes |
| Common | Yes |
| Status | Active |
| Course ID | 600015778 |
Programme of Study: Orthodox Theology and Christian Culture
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Biblical, Patriarchal, Hagiological and Religious Studies | Elective Courses belonging to the selected specialization | 3 | 2 | 10 |
| History, Doctrine, Philosophy and Archeology | Elective Courses belonging to the selected specialization | 3 | 2 | 10 |
| Applied Theology | Compulsory Course belonging to the selected specialization (Compulsory Specialization Course) | 3 | 2 | 10 |
| Academic Year | 2026 – 2027 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600303378
|
Course Type 2016-2020
- Background
- General Knowledge
- 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/1/600303378
- At the Website of the School: https://past.auth.gr/staff/pepes-evangelos/
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=14419
- Other: https://authgr.zoom.us/j/97466505714
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Examination)
Learning Outcomes
After successfully completing the course postgraduate students will be able to:
understand the multifaceted prerequisites of the teacher's work in a theoretical and practical level,
design, applied and evaluate the teaching work and the use of IT,
research in a theoretical or empirical way, modern teaching issues by their supervisory and supportive work in the Student's Practice Programme.
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 interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- 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)
Within the framework of the course, postgraduate students are afforded the opportunity to engage in an in-depth exploration of issues pertaining to the Didactics of Religious Education, at both theoretical and practical levels.
The theoretical component encompasses the systematic and comparative study of contemporary didactic theories and methodologies, thereby highlighting the potential and perspectives they offer within the context of religious education in schools. It further includes the examination of the complex network of pedagogical relationships that emerge in the school environment. In addition, the fundamental principles underlying the design of curricula and the development of school textbooks for Religious Education are analyzed. The practical component involves the active participation of postgraduate students in supporting the implementation of the Student Practice of the Department’s Undergraduate Programme, where they assume the role of mentors. In this capacity, they provide supervisory guidance to undergraduate students in the design and organization of their teaching materials and instructional practice (including microteaching sessions and classroom teaching in real conditions), while incorporating innovative didactic methods, tools, and applications. Finally, the course entails research and evaluation concerning the significance of microteaching and teaching practice as formative tools for both prospective and in-service educators.
1. Introduction to Didactics I.
2 Introduction to Didactics II.
3.Didactics of Religious Education.
4. The teacher and the trainee as communication and dialogue persons
5. Teaching principles.
6. Teaching methods.
7. Curricula and production of teaching material
8. Teaching evaluation design and apply.
9. Information Technology in education I.
10. Information Technology in education II.
11. Modern forms of teaching (group learning, project method, intersectionality, intercultural teaching, etc.)
12. Micro-Teaching.
13. Students Practice.
Keywords
Didactics, methodology, curricula, teaching design, educational technology, team based teaching, project method, intercultural education
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Description
1. Teaching presentations (pptx)
2. Students using of the technological equipment for the students distance education
3. Formative evaluation of the use of Information Technology
4. Communication with the students through e-mail and sis.auth.gr
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ✓ | |
| Reading Assigment | 81 | 3.2 | ✓ | ||
| Field trips and participation in conferences / seminars / activities | 20 | 0.8 | ✓ | ||
| Written assigments | 110 | 4.4 | ✓ | ||
| Total | 250 | 10 |
Student Assessment
Description
Both formative and summative assessment methods are used to assess students. In the context of formative assessment, students study, individually and in groups, the teaching material in order to determine, in collaboration with the professor, the level of learning and to adapt teaching process to the pedagogical needs and learning capabilities of the students. At the same time, students undertake an essay, the writing of which also contributes to formative assessment, while the final grades are used as a summative assessment.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Summative)
Bibliography
Course Bibliography (Eudoxus)
Δεν παρέχεται κάποιο εγχειρίδιο.
Additional bibliography for study
Προτείνεται κάθε φορά, στους μεταπτυχιακούς φοιτητές, βιβλιογραφία σχετική με το γενικό αντικείμενο του μαθήματος και με το θέμα της εργασίας που έχουν αναλάβει.
Γενική βιβιλογραφία:
1. Ε. Περσελής, Χριστιανική αγωγή και σύγχρονος κόσμος. Θέματα θεωρίας και πράξης της χριστιανικής αγωγής, εκδ. Αρμός, Αθήνα 1994.
2. Ε. Περσελής, Σχολική θρησκευτική αγωγή, εκδ. Γρηγόρης, Αθήνα 1998.
3. Χ. Βασιλόπουλος, Διδακτική του μαθήματος των θρησκευτικών, εκδ. Κυριακίδη, Θεσσαλονίκη 21996.
4. Χ. Βασιλόπουλος, Ο μαθητής ως κριτήριο του μαθήματος των θρησκευτικών, εκδ. Κυριακίδη, Θεσσαλονίκη -2η έκδοση- 1993.
5. Σ. Δερβίσης, Σύγχρονη γενική Διδακτική, Θεσσαλονίκη 31983.
6. Ε. Δημητρόπουλος, Εκπαιδευτική Αξιολόγηση, τόμ. Β΄, εκδ. Π. Πουρναράς, Θεσσαλονίκη 1983.
7. Χ. Ζευκιλής, Εποπτικά μέσα διδασκαλίας των θρησκευτικών (διά τα δημοτικά, τα γυμνάσια και τα κατηχητικά), εκδ. Ιχθύς, Αθήνα 1969.
8. Χ. Ζευκιλής Τα εποπτικά μέσα διδασκαλίας. Σύγχρονη προσέγγιση της εκπαιδευτικής τεχνολογίας, εκδ. Γρηγόρης, Αθήνα 1989.
9. Ε. Κανακίδου – Β. Παπαγιάννη, Διαπολιτισμική αγωγή, εκδ. Ελληνικά Γράμματα, Αθήνα 1997.
10. Φ. Κοσσυβάκη, Κριτική Επικοινωνιακή Διδασκαλία, εκδ. Gutenberg, Αθήνα 1998.
11. Ν. Μαρκαντώνη, Διδακτική των θεολογικών μαθημάτων, εκδ. Γρηγόρης, Αθήνα 1988.
12. Ηλ. Ματσαγγούρας, Ομαδοκεντρική διδασκαλία και μάθηση. Θεωρία και πράξη της διδασκαλίας κατά ομάδες, εκδ. Γρηγόρης, Αθήνα 1995.
13. Ηλ. Ματσαγγούρας, Θεωρία και πράξη της διδασκαλίας, τόμ. Β΄ Στρατηγικές διδασκαλίας. Από την πληροφόρηση στην κριτική σκέψη, εκδ. Gutenberg, Αθήνα 31997.
14. Κ. Μπίκος, Αλληλεπίδραση και κοινωνικές σχέσεις στη σχολική τάξη, εκδ. Ελληνικά Γράμματα, Αθήνα 2004.
15. Ε. Ταρατόρη – Ε. Τσαλκατίδου, Η μέθοδος project στη θεωρία και στην πράξη, εκδ. Κυριακίδης, Θεσσαλονίκη 2002.
16. Ι. Κογκούλης, Η σχολική τάξη ως κοινωνική ομάδα και η ομαδοσυνεργατική διδασκαλία και μάθηση, εκδ. Κυριακίδη, Θεσσαλονίκη 42004.
17. Ηρ. Ρεράκης Ο «άλλος» στο ελληνικό σχολείο. Ορθόδοξη χριστιανοπαιδαγωγική θεώρηση, εκδ. Π. Πουρναράς, Θεσσαλονίκη 2006.
18. Ηρ. Ρεράκης Κοινωνική ένταξη και θρησκευτική αγωγή του μαθητή στο ελληνικό σχολείο, εκδ. Π. Πουρναράς, Θεσσαλονίκη 2010.
19. Anton C. Vrame,The Educating Icon: Teaching Wisdom and Holiness in the Orthodox Way,Brookline, Holy Cross Orthodox Press, 1999.
20. John L. Elias,A History of Christian Education: Protestant, Catholic and Orthodox Perspective, Krieger Pub. Co., 2002.
21. Thomas H. Groome,Christian Religious Education: Sharing our Story and Vision,San Francisco, Harper and Row, 1980.
22. Marian de Souza, Kathleen Engebreston, Gloria Durka, Robert Jackson, Andrew McGrady (eds),International Handbook of the Religious, Moral and Spiritual Dimensions in Education,Springer 2006.
Last Update
27-09-2025
