Background, General Knowledge, Scientific Area, Skill Development

·                     identify the basic concepts of teaching and to have a glossary of terms and concepts related to the subject of teaching and its analysis and to use it correctly on a case-by-case basis[ΜΑ2],

·                     recognize and describe the three levels of analysis of teaching and distinguish the differences between them[ΜΑ2],

·                     analyze examples of teachings at the three levels[ΜΑ2],

·                     realize and systematize their personal theory of teaching and evaluate their choices with pedagogic-teaching, ethical, social and political criteria that uses the three-level system of teaching analysis[ΜΑ16].

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

• Adaptation to new situations.

• Autonomous work.

• Teamwork.

• Exercise of criticism and self-criticism.

• Promotion of free, creative and inductive thinking.

The object of the empirical or otherwise “technocratic” analysis (first level) is the teaching reality (teaching-learning process, social organization of the class, verbal and non-verbal communication, psychological climate of the class) and the degree of effectiveness of the teaching.

The object of the interpretive analysis (second level) is the theoretical assumptions of the teaching reality. The perceptions on which the teacher’s choices and practices are based in the classroom are sought (perceptions about the nature of school knowledge, the learning process, the nature and role of the student, the role and responsibilities of the teacher, etc.) . The interpretive analysis highlights the dilemmatic nature of teaching.

The object of the critical analysis (third level) is the long-term consequences of the teaching, theoretical choices and practices of the teacher, for the student and society. The evaluation of these consequences is based on socio-political principles and criteria, such as: autonomy, equality, democratization of processes, social responsibility and social reconstruction.

Distribution of the content in thirteen (13) three-hour weekly lessons

1st lesson: Introduction, way of organizing the lesson, assignments.

2nd lesson: Clarifying the concepts of teaching and learning.

3rd lesson: Views on the nature of teaching.

4th lesson: Personal theory as a framework for teaching analysis.

5th lesson: The three-level teaching analysis system.

A. Fields of Empirical Analysis

6th lesson: Verbal communication and interaction in the school classroom. Non-verbal communication in the school classroom.

7th lesson: The question in the teaching-learning process.

8th lesson: Social organization of the school class.

9th lesson: Organization of the teaching-learning process.

B. Fields of interpretive analysis

10th lesson: Perceptions of the learning process, its nature and role student, the role and responsibilities of the teacher.

11th lesson: Concepts of school authority and discipline.

12th lesson: Epistemology and social role of the Detailed Curriculum. Individual-centered pursuits of the Detailed Curriculum.

C. Critical analysis

13th lesson: 1. Principles and criteria of critical analysis of teaching. 2. Recapitulation and evaluation of the lesson.

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 

·         Final written exam (80%).

·         Planning and presentation of individual work assignment (20%).

Evaluation criteria:

• Degree of understanding of concepts, opinions, positions of the three-level system of teaching analysis.

• Use of the criteria of the three-level system for the analysis of aspects of teaching (in specific examples).

• Degree of critical positioning.

• Degree of development of personal teaching theory: clarity and coherence in argumentation, with sufficient documentation of the positions supported.

• Diligence in searching and using the bibliography.

• Correct use of the bibliography.

• Diligence in the preparation and presentation of the work.

• Linguistic correctness.

The method and criteria for evaluating students are described in detail in the first lesson of the semester.

Matsangouras, Ill. (2006). Theoría tis didaskalías: I prosopikí theoría os plaísio stochastiko-kritikís análysis [Theory of teaching: Personal theory as a framework for reflective-critical analysis]. Athens: Gutenberg.

Papadopoulou, B. (2015). Paratírisi didaskalías. Theoritikó plaísio kai efarmogés [Teaching observation. Theoretical framework and applications]. Thessaloniki: Kyriakides Bros.

1.    Additional suggested bibliography

Anagnostopoulou, M. (2005). Teacher-student interpersonal relationships in the classroom: A theoretical and empirical approach. Thessaloniki Kyriakides Bros.

Bereris, P., & Trouki, E. (2009). Discourse and communication in educational practice: Explicit and implicit messages in shaping the communicative climate in the classroom.Athens: Kastaniotis.

Bikos, K. (2011). Social relations and interaction in the classroom. Thessaloniki: Zygos.

Carr, W. & Kemmis, St. (2002). Towards a critical educational theory: Education, knowledge and action research. Transl. A. Lambrakis-Paganou E. Milikou & K. Rodiadou-Albanis. Athens: Kodikas.

Evagelopoulos, S. (1994). Verbal communication and interaction in the school classroom. Athens: self-publishing.

Hatzigeorgiou, I. (2004). Know the Curriculum: General and specific issues of Curriculum and Didactics. Athens: Atrapos.

Jarvis, P. (2006). The theory and practice of learning. Second edition. London: Routledge.

Kakana, D.M. (2008). Cooperative teaching and learning: Theoretical approaches and educational perspectives. Thessaloniki: Kyriakides Bros.

Kassotakis, M. & Flouris, G. (2006). Learning and teaching, volume B: Theory, practice and evaluation of teaching. Athens: Self-publishing.

Kapsalis, A. & Nima, E. (2008). Modern Teaching. Thessaloniki: Kyriakides Bros.

Kapsalis, A. (2006). Educational psychology. Thessaloniki: Kyriakides Bros.

Kossyvaki, F. (2002). Critical communicative teaching: Critical approach to teaching practice. Athens: Gutenberg.

Kurti, E. (2007). Non-verbal communication at school. “Keys and Antikeys” Series, Muslim Children’s Education Program. Athens: Ministry of Health, University of Athens.

Koutselini, Μ. &Theophilidis, Ch. (2007). Inquiry and collaboration: For effective teaching. Athens: Grigoris.

Matsagouras, H. (2006). Theory of teaching: Personal theory as a framework for reflective-critical analysis. Athens: Gutenberg.

Matsagouras, H. (2007). Teaching strategies: Critical thinking in teaching practice. Athens: Gutenberg.

Matsagouras, H. (2003). The school classroom, volume 1: Space, team, discipline, method. Athens: Gutenberg.

Mavroskoufis, D. (2008). Teaching methodology and the development of critical thinking. Thessaloniki: Kyriakides Bros.

O’ Leary, M. (2014). Classroom Observation. A guide to the effective Observation of Teaching and Learning. London: Routledge.

Papadopoulou, V. (1999). Teaching observation: Theoretical framework and applications. Thessaloniki: Kyriakides Bros.

Theofilidis, Ch. (1984). The art of questions. Nicosia: self-publishing.

Vrettos, I. (2003). Non-verbal behavior and communication in the school classroom. Exercise with micro-teaching. Athens: Atrapos.

Wragg, E.C. (2003). Classroom management in primary education. Athens: Savvalas.

Wragg, E.C. (1999). An Introduction to Classroom Observation. London: Routledge.

2.    Relevant scientific journals (Greek and foreign)

·                     Pedagogical Inspection

·                     Educational Sciences

·                     Inspection of Educational Subjects

·                     New Education

·                     Mentor

·                     Motivation

·                     Pedagogy – Theory and Practice (electronic)

·                     Research in Education (electronic)

·                     Menon: Journal of Educational Research (electronic)

·                     Teaching and Teacher Education