Teaching: Theory and Practice

Teaching: Theory and Practice
Μάθημα: Teaching: Theory and Practice
Course Number: 6Υ3
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

1  GENERAL

SCHOOL SCHOOL OF EDUCATION
DEPARTMENT DEPARTMENT OF PRIMARY EDUCATION
LEVEL OF STUDIES ISCED level 6 – Bachelor’s or equivalent level
COURSE CODE 6Υ3 SEMESTER 6th
COURSE TITLE Teaching: Theory and Practice
 

TEACHING ACTIVITIES

If the ECTS Credits are distributed in distinct parts of the course e.g.lectures,labs etc.If the ECTS Credits are awarded to the whole course,then please indicate the teaching hours per week and the corresponding ECTS Credits.

  

TEACHING HOURSPER WEEK

  

 

ECTS CREDITS
3 5.0
 

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

  

 

Scientific Area
PREREQUISITES NO
TEACHING & EXAMINATION LANGUAGE: Greek
COURSE OFFERED TO ERASMUS STUDENTS:
 

COURSE URL:

 https://eclass.duth.gr/courses/ALEX03310/
  • LEARNING OUTCOMES

Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.

After attending the course students should:

be able to understand the factors that affect teaching

be able to analyze and interpret the teachers’ role within teaching

knowwaysoforganizingthelearningprocessintheclassroomanditsevaluationaswellasmanagementofteachingtime be able to suggest and plan ways of classroommanagement

be able to apply certain teaching forms

General Skills

 

Name the desirable general skills upon successful completion of the module

 

 

Search, analysis and synthesis of data and information, ICT Use,Adaptation to new situations,

Decision making, Autonomous work, Teamwork,

Working in an international environment,

Working in an interdisciplinary environment, Production of new research ideas

 

Project design and management Equity and Inclusion

Respect for the natural environment Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Autonomous work Teamwork

Promoting free, creative and inductive reasoning

1    COURSECONTENT

  LEARNING & TEACHING METHODS -EVALUATION

TEACHING METHOD

Face to face, Distance learning, etc.

 Face to face
USEOFINFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)

Use of ICT in Teaching, in Laboratory Education, in Communication with students

 Use of ICT in Teaching

Use of ICT in Laboratory Education

Use of ICT in Communication with students
TEACHING ORGANIZATION

The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study/creation, project, creation, project. Etc.
Activity Workload/semester
Lectures 39
Bibliographic research & analysis  

21

 

Activity Workload/semester
Interactive learning 25
Writing project 40
Total 125

 
 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards
STUDENT EVALUATION

Description of the evaluation process

 Student evaluation languages

Greek
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay/Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others  

Method (Formative or Concluding)

 

Summative

 

Student evaluation methods

  

 

 

 

 

Percent
Please indicate all relevant information about the course assessment and how students are informed Written Exam with Short Answer Questions Written Exam with Essay Development Questions Written Assignment

Presentation in audience

 40

35

20

5

 

 

  • SuggestedBibliography

Ι. In Greek

Δερβίσης, Στ. (1999). Σύγχρονη Γενική Μεθοδολογία της Διδασκαλίας. Θεσσαλονίκη: έκδοση του ιδίου.

Δόμνα – Μίκα Κακανά κ.ά. (επιμ.) (2006). Η αξιολόγηση στην εκπαίδευση: Παιδαγωγική και διδακτική διάσταση. Θεσσαλονίκη: εκδόσεις Αδελφών Κυριακίδη.

Κανάκης, Ι. (1987). Η οργάνωση της διδασκαλίας – μάθησης με ομάδες εργασίας. Αθήνα: εκδόσεις Γρηγόρη. Κανάκης, Ι. (1990). Η Σωκρατική Στρατηγική Διδασκαλίας-Μάθησης. Αθήνα: εκδόσεις Γρηγόρη.

Κασσωτάκης, Μ. (1982). Η αξιολόγηση της σχολικής επίδοσης. Αθήνα: εκδόσεις Γρηγόρης.

Κοσσυβάκη, Φ. (2003). Εναλλακτική Διδακτική – Προτάσεις για μετάβαση από τη Διδακτική του Αντικειμένου στη Διδακτική του Ενεργού Υποκειμένου. Αθήνα: εκδόσεις Gutenberg.

Μπίκος, Κ. (2004). Αλληλεπίδραση και κοινωνικές σχέσεις στη σχολική τάξη. Αθήνα: εκδόσεις Ελληνικά Γράμματα.

Ξωχέλλης, Π. (20035). Σχολική Παιδαγωγική. Θεσσαλονίκη: εκδόσεις Αδελφών Κυριακίδη.

Ξωχέλλης, Π. (2005). Ο εκπαιδευτικός στον σύγχρονο κόσμο. Αθήνα: εκδόσεις τυπωθήτω – Γιώργος Δαρδανός.

Ταρατόρη, Ελ. (2005). Σχεδιασμοί Μαθημάτων Δημοτικού Σχολείου. Θεσσαλονίκη: εκδόσεις Αδελφών Κυριακίδη. Ταρατόρη, Ελ. (2006). Η αξιολόγηση της σχολικής επίδοσης. Θεσσαλονίκη: εκδόσεις Αδελφών Κυριακίδη.

Τριλιανός, Θ. (2003). Μεθοδολογία της Σύγχρονης Διδασκαλίας, τομ. Α’ και Β’. Αθήνα.

Τριλιανός, Θ. (2004). Μεθοδολογία της Σύγχρονης Διδασκαλίας, τομ. Β’. Αθήνα.

Χατζηδήμου, Δ. / Ταρατόρη, Ε. (2001). «Η ομαδική διδασκαλία στη διδακτική πράξη», στο Πυργιωτάκης, Ι. (επιμέλεια), Ολοήμερο Σχολείο – Λειτουργία και Προοπτικές. Αθήνα: ΟΕΔΒ, σσ. 79 – 84.

Χατζηδήμου, Δ. (20065). Εισαγωγή στην Παιδαγωγική. Συμβολή στη διάχυση της παιδαγωγικής σκέψης. Θεσσαλονίκη: εκδόσεις Αδελφών Κυριακίδη.

Χατζηδήμου, Δ. & Βιτσιλάκη, Χρ. (2006). Το σχολείο στην κοινωνία της πληροφορίας και της πολυπολιτισμικότητας. Θεσσαλονίκη: εκδόσεις Αδελφών Κυριακίδη.

 

 

ΙΙ. InEnglish

Adams, D. / Hamm, M. (1995). Cooperative Learning, Springfield, Illinois, C. Thomas Publisher. Adl-Amini, Bi (1994). Medien und Methoden des Unterrichts. Donauwoerth: Verlag Ludwig Auer.

Aremu, A.O. (2000). Impact of home, school, and government on primary school pupils academic performance. The Exceptional Child, 5(1), 106-110.

Becker, G. (1987). Plannung von Unterricht. Teil I. Weinheim Basel: Verlag Beltz.

Chatzidimou, D. (1980). Die praktische Relevanz des sokratischen Prinzips. Frankfurt am Main: Verlag Peter Lang.

Chatzidimou, D. (1981). «Erziehung und Bildung in der Deutung bei H. M. Elzer». In: Vierteljahrsschrift fur wissenschaftliche Padagogik, Heft 2, ss. 202-209.

Chatzidimou, D. (1994). Hausaufgaben konkret. Frankfurt am Main, Berlin, Bern, New York, Paris, Wien: Verlag Peter Lang. Chatzidimou, D. & Taratori E. (1995). Hausaufgaben.. Einstellungen deutscher und griechischer Lehrer. Frankfurt am Main, Berlin, Bern, New York, Paris, Wien: Verlag Peter Lang.

Dishon, D. & O’Leary, W. (1989). A Guidebook for Coopertative Learning. Florida.

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.

Hitz, W. H., & Scanlon, D. C. (2001). Effects of instructional methodologies on student achievement, attitude and retention. Proceedings of the 28th Annual National Agricultural Education Research Conference, New Orleans, LA. http://aged.caf.wvu.edu/Research/NAERC-2001/hitz.pdf (accessed on 28/10/2011).

Tomuletiou, E.A., Filpisan, M., Stoica, M., Gorea,Br., Slev, A.M., Moraru, A. (2011). The relation between pupils’ learning style and educational performance. Procedia Social and Behavioral Sciences, 15, 1502-1506.

 

Eudoxus

 

Χατζηδήμου, Δ. (2019). Εισαγωγή στη Θεματική της Διδακτικής. Θεσσαλονίκη: Αφοί Κυριακίδη Εκδόσεις Α.Ε..

Ταρατόρη-Τσαλκατίδου, Ε. (2015) Σχεδιασμοί μαθημάτων του δημοτικού σχολείου με εναλλακτική διδακτική. Θεσσαλονίκη: Αφοί Κυριακίδη Εκδόσεις Α.Ε.

 

 

 

 

 

ANNEX OF THE COURSE OUTLINE

 

Alternative ways of examining a course in emergency situations

 

Teacher (full name): Marina Kougiourouki
Contact details: mkougiou@eled.duth.gr
Supervisors: (1) Marina Kougiourouki
Evaluation methods: (2) Homework (25%) Oral examination with distance learning methods (70%)( https://eclass.duth.gr/courses/ALEX03310/).

 
Implementation Instructions: (3) Homework should be submitted via eClass by a predetermined date.

The oral exam will take place in groups of 5 students and will begin according the order of the Student ID Number at the attached list (examination program).

The exam will be conducted through ms Teams. The link will be sent to students via eClass exclusively to the institutional accounts of those who have registered for the course and have taken note of the distance learning terms.

Students must login to the exam room through their institutional account; otherwise, they will not be able to participate. They will also participate in the exam with a camera, which they will have turned on during the exam, and a microphone.

At the beginning of the exam, students will show their ID via their camera, so that they can be identified. Each student will have to answer 3 questions of the same grade value, which will be submitted orally by the teacher.