Background, General Knowledge, Scientific Area, Skill Development

• know terms, phenomena, people, and landmarks that concern the Science of Pedagogy – MA1, MA3, MA14.

• describe and identify the subject of the Science of Pedagogy in general and its main sub-disciplines – MA1, MA3, MA5.

• distinguish the research methods and techniques used in the Science of Pedagogy – MA13.

• describe the necessity of education in humans from a philosophical, anthropological, cultural, biological, learning-social-theoretical, historical and pedagogical point of view – MA3, MA10, MA11.

• be able to draw conclusions about the work and role of a teacher today – MA1, MA2, MA3.• compare the modern (professional) teacher with the educational-ministrant of the past – MA1, MA2, MA3.

• make basic evaluative judgments about the dimensions of their future profession, as well as about the development of the Science of Pedagogy in our country and internationally – MA1, MA2, MA3.

• identify epistemological issues and problems that arise from the study of the relevant pedagogical literature – MA3, MA11.

• basically compose the scientific foundation of the Science of Pedagogy – MA1, MA2.

·  organize and reorganize the way they study, as learning has been de-schooled with admission to the university – MA14.

• become familiar with the use of ICT (acquisition of skills in the appropriate use of methods, tools and techniques) during the presentation of group assignments and collaborative work but also during teaching with discussion, dialogue, questions, and answers (Socratic method) etc. – MA9, MA11.

·       discover ways to meet their fellow students and gain experience in expressing a reasoned opinion, in exchanging views, and in respecting the point of view of their fellow students – MA6, MA12, MA14, MA15.

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

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

• Distinction and development of terminology used in the Science of Pedagogy Science and / or Education Sciences

• Understanding and weighting of factors and parameters of the educational practice and the educational reality in general

• Recognition of characteristics of the professional teacher

• Teamwork and collaboration

The main topics that will be analyzed are the following:

– delimitation of the field of knowledge

– basic terminology and basic concepts of the Science of Pedagogy

– historical development of the Science of Pedagogy

– issue of the autonomy of the Science of Pedagogy

– scientific branches of the Science of Pedagogy

– research methods of the Science of Pedagogy

– basic milestones in the school’s evolution

– basic functions of the school

– the necessity of education in humans

– the effect of heredity and the environment on human education and development

– the today teacher’s work and role

– learning and mental development on the part of the student

– basic knowledge of scientific technical writing (types of scientific work, specifications and how to apply them for the writing of a valid scientific work, etc.)

-In teaching

-In the presentations of students’ assignments

-In communication with students

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.

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

Description of the evaluation process

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

Please indicate all relevant information about the course assessment and how students are informed 

a.       Final written exam (70%)

Including:

–       Assignments of problem-solving or/and

–       Questions (short answer or not)  of essay development, open-ended questions or/and

–       Objective tests (e.g., multiple-choice questions)

b.        Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–   Degree of knowledge of basic terms and concepts

–   Clarity and coherence in the argumentation with adequate documentation of the positions supported

–   Diligence in the search and use of bibliography

–    Diligence and vividness in the final presentation of the assignment

–   Degree of following the standards of the scientific technical writing

Adequate bibliographical documentation

Chatzidimou, D. (2020). Eisagogi stin Paidagogiki: Symvoli sti diachysi tis paidagogikis skepsis [Introduction to pedagogy: Contribution to the diffusion of pedagogical thought]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Chatzidimou, D. (2012). Paidagogiki kai ekpaidefsi: Anazitiseis, theseis kai protaseis [Pedagogy and education: Search, opinions, and suggestions]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

E-book

Cajkler, W., & Wood, Ph. (2019). Lesson study in initial teacher education. HEAL-Link Emerald e-book series. Lesson Study in Initial Teacher Education: Principles and Practices | Emerald Insight

Additional suggested bibliography

A.    For Pedagogy in general

Elzer, I. M. (1980). Eisagogi stin paidagogiki [Introduction to pedagogy] (met. D. Chatzidimou). Athina.

Elzer, I. M. (1984). O anthropos kai i morfosi tou [Man and his education] (met. D. Chatzidimou). Thessaloniki.

Exarchopoulos, N. (1950). Eisagogi eis tin paidagogikin: tomoi 2 [Introduction to pedagogy, vol. 2]. Athina: Dimitrakos.

Komenios, I. A. (1912). Megali didaktiki [Magna Didaktika] (met. D. ioannidis). Athina:Typografeion M.   Mantzevelaki.

Kant, I. (2004). Peri paidagogikis [About pedagogy]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi (Prolegomena-metafrasi-simeioseis P. Sidera-Lytra).

Kogkoulis, I. (1996). Eisagogi stin paidagogiki [Introduction to pedagogy]. Thessaloniki: Kyriakidis.

Kosmopoulos, A. (1983). Schesiodynamiki paidagogiki tou prosopou [Relational-dynamical pedagogy of face]. Athina: Grigoris.

Krivas, S. (1998). Paidagogiki epistimi: Vasiki thematiki [Science of pedagogy: Basic thematic]. Athina: Smyrniotakis.

Melanitis, N. (1976). Eisagogi eis tin paidagogikin [Introduction to pedagogy]. Athina.

Mialaret, G. (1985). Eisagogi stin paidagogiki [Introduction to pedagogy] (met. Kyr. Katsimanis). Athina: Epikairotita.

Mialaret, G. (1996). Eisagogi stis epistimes tis agogis [Introduction to Education Sciences] (met. G. Zakopoulou). Athina: Dardanos.

Xochellis, P. (1997). Eisagogi stin paidagogiki: Themeliodi provlimata tis paidagogikis epistimis [Introduction to pedagogy: Fundamental problems of the Science of Pedagogy]. Thessaloniki: Kyriakidis.

Pyrgiotakis, I. (1999). Eisagogi stin paidagogiki epistimi [Introduction to the Science of Pedagogy]. Athina: Ellinika Grammata.

Fragkos, C. (1977). Psychopaidagogiki [Psychopedagogy]. Athina: Dardanos.

Chatzidimou, D. (Epim.). (2001). Paidagogiki kai ekpaidefsi: Timitikos tomos gia ta 65chrona tou Kathigiti Panagioti D. Xochelli [Pedagogy and education: Honorary volume for the 65 years of the Professor Panagioti D. Xochelli]. Thessaloniki: Kyriakidis.

Chatzidimou, D., Taratori, E., & Kougiourouki, M. (Epim.). (2003). I exelixi tis paidagogikis epistimis stin Ellada ta teleftaia 50 chronia [The evolution of the Science of Pedagogy in Greece in the last 50 years]. Thessaloniki: Kyriakidis.

Chatzidimou, D. (2003). Skepseis kai protaseis gia tin anavathmisi tis ekpaidefsis [Thoughts and proposals for the education upgrade]. Thessaloniki: Kyriakidis.

Chatzidimou, D., Taratori, E., Kougiourouki, M., & Stravakou, P. (Epim.). (2004). Elliniki paidagogiki kai ekpaideftiki erevna [Greek pedagogy and educational research]: Praktika tou 4ou Panelliniou Synedriou tis Paidagogikis Etaireias Ellados.Alexandroupoli, 28/30 Maiou 2004. Thessaloniki: Kyriakidis.

B. For the scientific technical writing

Arvanitakis, T. (1992). Methodologia kai technografia tis epistimonikis erevnas [Methodology and scientific technical writing of the scientific research]. Thessaloniki: Panepistimiakes paradoseis.

Gardner, D. C. (1980). Dissertation proposal guidebook: How to prepare a research proposal and get it accepted. Springfield I 11: Thomas.

Eco, U. (1994). Pos ginetai mia epistimoniki ergasia [How a scientific paper is made] (met. Mariana Kondyli). Athina: Nisos.

Zisis, T. (1985). Epistimoniki technografia: Pos grafetai mia epistimoniki ergasia [Scientific technical writing – How a scientific paper is written]. Thessaloniki: Kyriakidis.

Howard, K., & Shatr, J. (1996). Epistimoniki meleti, odigos diacheirisis panepistimiakon ergasion [Scientific study, guide to the management of university work]. Athina.

Jardel – Souflerou, C. (2000). Epistimonikos logos: graptos kai proforikos: to epistimoniko dimosievma, to seminario, i ptychiaki diatrivi, i didaktoriki diatrivi [scientific discourse: written and oral, the scientific publication, the seminar, the dissertation, the doctoral dissertation]. Thessaloniki: Typografeio Papageorgiou.

Theofilidis, C. (1995). I syngrafi epistimonikis ergasias: Apo ti theoria stin praxi [The writing of a scientific work: from theory to praxis]. Athina: Dardanos.

Bakos, I. (1999). Methodologia logou kai grafis [Speech and writing methodology]. Athina: Leader Books.

Belas, T. (1998). Domi kai grafi tis epistimonikis ergasias: Me vasi tin empeiriki paidagogiki erevna [Structure and writing of scientific work based on empirical pedagogical research]. Athina: Ellinika Grammata.

Parsons, C. J. (1973). Theses and project work: A guide to research and writing. London: Allen and Juwju.

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki technografia [Scientific technical writing]. Athina: Atrapos.

Related scientific journals (Greek and foreign)

·       Agogi

•     Anoichto Scholeio

•     Antitetradia tis Ekpaidefsis

•     To Vima ton Koinonikon Epistimon

•     Diavazo

•     Ta Ekpaideftika

•     Ekpaideftiki Koinotita

•     Epitheorisi Ekpaideftikon Thematon

•     Epitheorisi Koinonikon Erevnon

•     Epistimes tis Agogis (proin Scholeio kai Zoi)

•     Epistimoniko Vima tou Daskalou

•     Efarmosmeni Paidagogiki

•     Themata Eidikis Agogis

•     Themata Paideias

•     Kinitro

•     I leschi ton Ekpaideftikon

•     Logos kai Praxi

•     Makednon

•     Mentoras

•     Nea Paideia

•     Neoelliniki Paideia

•     Paidagogiki Epitheorisi

•     Paidi kai Efivos

•     Sygchroni Ekpaidefsi

•     Sygchroni vivliothiki

•     Sygchrona Themata

•     To Scholeio kai to Spiti

•     Filologos

•     Chronika

•     Journal of Pedagogy

•     Pedagogy-Theory and Praxis

•     American Journal on Pedagogy and Education

•     British Journal of Educational Technology

•              Pedagogy, culture and society

The examination will be performed through MS TEAMS. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise, they will not be able to participate. They will also take part in the examination with a camera which they will have switched-on during the examination. Before the beginning of the exam, students will show their identity to the camera, so that they can be identified.Each student should answer 4 questions. Each of the questions is scored with 2.5. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).