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COURSE OUTLINE
1 GENERAL
| SCHOOL | SCHOOL OF EDUCATION | |||||
| DEPARTMENT | DEPARTMENT OF PRIMARY EDUCATION | |||||
| LEVEL OF STUDIES | ISCED level 6 – Bachelor’s or equivalent level | |||||
| COURSE CODE | 6Υ1 | SEMESTER | 6th | |||
| COURSE TITLE | HISTORY OF PEDAGOGY | |||||
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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 in dicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHING HOURSPER WEEK |
ECTS CREDITS |
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| 3 | 5.0 | |||||
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COURSETYPE Background, General Knowledge, Scientific Area, Skill Development |
Scientific Area |
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| PREREQUISITES | NO | |||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | |||||
| COURSE OFFERED TO ERASMUS STUDENTS: | ||||||
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COURSE URL: |
https://eclass.duth.gr/courses/ALEX03267/ | |||||
2.LEARNING OUTCOMES
| Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course |
| The aim of the course is the presentation and study of the most important pedagogical theories that have been developed over the centuries from antiquity to the present day, so that students can deeply associate the entire evolution of educational problemsthat have arisen in the international arena and interpret the contemporary educational reality.
Upon completion of the course, students should be able to: · know the most important pedagogical theories and pedagogical movements from the Middle Ages to the modern era, also in relation to the most important personalities of the European elite · know the evolution of educational history on European level · know the most important stages of Pedagogy · know Pedagogical Science as future teachers · transfer pedagogical data from previous years to modern reality.
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| Autonomous work Teamwork
Promoting, creative and inductive reasoning |
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
3. COURSE CONTENT
| The course discusses the most important theories that have influenced pedagogical thought and science, from classical antiquity with Plato and Aristotle’stheories on upbringing and education, to the Hellenistic era and the Christian view on people’s education, the medieval Europe with the dominance of the Church in educational activities, the emergence of the first modern Universities. Then, the following theories are discussed:Empiricism of J. Lock,Physiology of J.J. Rousseau, Humanism of Pestalozzi and Froebel,Schleiermacher’s perceptions, Herbart’s contribution and the prevalence of his method (Herbartian or co-teaching), Pragmatism of H. Dewey, the Work School (Kerschensteiner, Gaudig, Dewey, Blonskij,), Piaget’s theory, the Montessori system, the Decroly method.
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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 |
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| 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. |
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| Activity | Workload/semester | |||
| Lectures | 45 | |||
| Bibliographic research & analysis |
20 |
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The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards |
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| STUDENT EVALUATION
Description of the evaluation process |
Student evaluation languages
Greek |
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| 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
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80
20
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Bibliography
Suggestedbibliography
Καραφύλλης Α., (2019), Εξέλιξη παιδαγωγικών θεωριών στον σύγχρονο κόσμο, εκδ. Τζιόλα, Θεσσαλονίκη.
[Book title in English: Evolution of pedagogical theories in the modern world]
RebleA., (2014), Ιστορία της Παιδαγωγικής, εκδ. Παπαδήμα, Αθήνα. [Book title in English: History of Pedagogy]
Related Journals
- Θέματαιστορίατηςεκπαίδευσης[Journal name in English: History of Education Issues]
- ΠαιδαγωγικόςΛόγος[Journal name in English: Pedagogical Discourse]
- Ταεκπαιδευτικά[Journal name in English: The educational]
- History of Education
