In this module, there is a demarcation of the subject matter of Social Psychology and a presentation of the basic theoretical traditions. Along with the research areas in social psychology the lectures include a brief history of the discipline and an introduction to the research methods she adopts in the production of scientific knowledge. The theories presented include social cognition with emphasis to social schemata, categorization and stereotyping, attribution theory, attitude research and the relation between attitudes and behavior, the notion of social influence as well as performance, leadership and decision making in social groups.

COURSE OUTLINE

• GENERAL

SCHOOL	EDUCATION SCIENCES
DEPARTMENT	PRIMARY EDUCATION
LEVEL OF STUDIES	LEVEL 6
COURSE CODE		SEMESTER		4th
COURSE TITLE	INCLUSIVE EDUCATION
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 HOURS PER WEEK		ECTS CREDITS
			3		5
Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	Scientific area
PREREQUISITES:	No
TEACHING & EXAMINATION LANGUAGE:	Greek / English
COURSE OFFERED TO ERASMUS STUDENTS:	Yes
COURSE URL:	https://eclass.duth.gr/courses/ALEX03293/

• LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
Upon completion of the course, the student will be able to: • Identify the main models of understanding disability and grasp key concepts such as disability, impairment, ableism(LO15). • Understand the socio-historical and scientific dimensions of education for disabled people in Greece and internationally (LO7, LO15). • Comprehend and distinguish key concepts in inclusive education (e.g., exclusion, segregation, integration, inclusion) (LO2, LO15). • Evaluate the economic, pedagogical, and social arguments and counterarguments for the inclusion of disabled students in general education (LO15).
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
Equity and Inclusion Critical thinking

• COURSE CONTENT

1.       Course Introduction – Introduction to the Scientific Field of Inclusive Pedagogy 2.       Disability Studies in Education 3.       Models of Disability I 4.       Models of Disability II 5.       Illness and Impairment 6.       Ableism& Disablism 7.       Philanthropy & Institutions / Eugenics 8.       Discourse and Disability / Cultural Representations of Disability 9.       Origins of Inclusive Education Internationally and in Greece 10.    International and National Policies for the Inclusion of Disabled Students 11.    Arguments For and Against Inclusive Education 12.    Research Evidence on Inclusive Education 13.    Linking Educational and Social Inclusion

• LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD Face to face, Distance learning, etc.	Face to face
USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students	Use of ICT in Teaching, Use of ICT in Teaching 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.   The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.	Activity Workload/semester Lectures 39 Bibliographic research & analysis 56 Assignment 30 Total workload 125
Student Evaluation 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	Written Assignment & Written Examinations with Short-Answer and/or Extended-Answer and/or Closed-Ended Questions Written Assignment (20%) + Written Examination (80%) The written assignment is submitted on the day of the course examination via the eClass platform. The summative written examination (final) takes place after the completion of lectures during the examination period. Examination questions are based on the full range of knowledge covered in the course and include content from the textbook and accompanying materials. Language of assessment: Greek / English

• SUGGESTED BIBLIOGRAPHY

Barnes, C., Oliver, M., & Barton, L. (Eds.). (2002). Disability studies today. Blackwell Publishers. Slee, R. (2018). Inclusive education isn’t dead, it just smells funny. Routledge. Watson, N., & Vehmas, S. (Eds.). (2019). Routledge handbook of disability studies (2nd ed.). Routledge.

 

1  GENERAL

SCHOOL	SCHOOL OF EDUCATION
DEPARTMENT	DEPARTMENT OF PRIMARY EDUCATION
LEVEL OF STUDIES	ISCED level 6 – Bachelor’s or equivalent level
COURSE CODE	4Υ1		SEMESTER		4th
COURSE TITLE	Teaching Methodology I – Microteaching
TEACHING ACTIVITIES IftheECTSCreditsaredistributedindistinctpartsofthecoursee.g.lectures,labs etc.IftheECTSCreditsareawardedtothewholecourse,thenpleaseindicatethe teaching hours per week and the corresponding ECTSCredits.				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/ALEX03303/

 

 

• LEARNING OUTCOMES

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 plan alesson
• to teach a lesson before an audience in alaboratory
• to implement teaching methods andstrategies
• to use teachingaids
• to evaluate their ownteaching
• to evaluate theirpeers

General Skills

Decision making Autonomous work Critical thinking

Promoting free, creative and inductive reasoning

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

Decision making Autonomous work Critical thinking

Promoting free, creative and inductive reasoning

 

3.    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.   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 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

Activity Workload/semester Lectures 39 Laboratory Exercise 26 Interactive learning 20 Bibliographic research & analysis   20 Writing project 20 Total 125

 

 

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.   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 Laboratory Report Presentation in audience	15 35 25 25

 

 

• SuggestedBibliography

 

Eudoxus

 

Χατζηδήμου, Δ. (2015). Η μικροδιδασκαλία στην εκπαίδευση των εκπαιδευτικών. Θεσσαλονίκη: Αφοί Κυριακίδη Εκδόσεις Α.Ε.. Χατζηδήμου, Δ. & Χατζηδήμου, Κ. (2014) Προγραμματισμός Διδασκαλίας στη θεωρία και στην πράξη. Εκπαιδευτικές-διδακτικές τεχνικές, σχέδια μαθήματος και διδακτικά σενάρια για το δημοτικό σχολείο, το γυμνάσιο και το λύκειο. Αθήνα: Διάδραση.

 

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 and public presentation (50%), Oral examination with distance learning methods (50%) (https://eclass.duth.gr/courses/ALEX03303/)
Implementation Instructions: (3)	Homework should be presented at the laboratory and 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 2 questions of the same grade value, which will be submitted orally by the teacher.

 

In Greek

Βρεττός, Γ. (1994) Μη λεκτική συμπεριφορά και επικοινωνία στη Σχολική Τάξη: Άσκηση με Μικροδιδασκαλία. Θεσσαλονίκη: ArtofText.

Βρεττός, Γ. (1999). Η Μικροδιδασκαλία στην Εκπαίδευση των εκπαιδευτικών: καταγραφή προβλημάτων και απογραφή λύσεων. Στο: Ε. Ταρατόρη κ.ά. (επιμ.), 1ο Πανελλήνιο Συνέδριο Μικροδιδασκαλίας (microteaching). Αθήνα – Αλεξανδρούπολη.

Βρεττός, Ι. (2002). Μη λεκτική συμπεριφορά του εκπαιδευτικού κατά τη θέση ερωτήσεων: άσκηση με μικροδιδασκαλία. Στο: Ν. Πολεμικός, Α. Κοντάκος (επιμ.), Μη Λεκτική Επικοινωνία. Σύγχρονες θεωρητικές και ερευνητικές προσεγγίσεις στην Ελλάδα. Αθήνα: Ελληνικά Γράμματα.

Κουγιουρούκη, Μ. (2003). Ο ρόλος της Μικροδιδασκαλίας στο πλαίσιο της Εκπαίδευσης και της Επιμόρφωσης των εκπαιδευτικών- Απόψεις υποψηφίων και υπηρετούντων εκπαιδευτικών. Θεσσαλονίκη: Εκδόσεις Αφών Κυριακίδη. (Διδακτορική διατριβή).

Κουγιουρούκη, Μ. (2007). Λήμμα «Μικροδιδασκαλία – Microteaching». Στο: Π. Ξωχέλλης (επιμ.). Λεξικό της Παιδαγωγικής. Θεσσαλονίκη: Εκδοτικός Οίκος Αδελφών Κυριακίδη, 455-457.

Κουγιουρούκη, Μ. (2011). Η εκπαίδευση των εκπαιδευτικών μέσα από το παράδειγμα της μικροδιδασκαλίας – μία θεωρητική διερεύνηση. Στο: Ν. Παπαδάκης & Ν. Χανιωτάκης (επιμ.). Εκπαίδευση – Κοινωνία & Πολιτική. Τιμητικός τόμος για τον Καθηγητή Ιωάννη Ε. Πυργιωτάκη. Αθήνα: Πεδίο, 800-811.

Κουγιουρούκη, Μ. (2013). Η συμβολή της μικροδιδασκαλίας στη διδακτική ετοιμότητα του εκπαιδευτικού: απόψεις φοιτητών. Στο: Μ. Κουγιουρούκη, Π. Στραβάκου, Κ. Χατζηδήμου (επιμ.), Παιδαγωγικές και διδακτικές ερευνητικές μελέτες. Τιμητικό αφιέρωμα στην καθηγήτρια Ελένη Ευ Ταρατόρη-Τσαλκατίδου. Θεσσαλονίκη: εκδοτικός οίκος Αδελφών Κυριακίδη, 143-162.

Κουγιουρούκη, Μ. (2014). Η Πρακτική Άσκηση των φοιτητών σε εικονικό περιβάλλον με μικροδιδασκαλία: Απόψεις φοιτητών για το ρόλο του επόπτη. Στο: Μ. Ταρουδάκης (επιμ.) Πρακτικά Πανελληνίου Συνεδρίου με θέμα Η Πρακτική Άσκηση στα Ανώτατα Εκπαιδευτικά Ιδρύματα. Κρήτη: Πανεπιστήμιο Κρήτης, 21-32.

Ταρατόρη, Ελ. (1991). Η εφαρμογή των Μικροδιδασκαλιών στην Εκπαίδευση των υποψηφίων εκπαιδευτικών. Σχολείο και Ζωή, 11, 379-384.

Ταρατόρη-Τσαλκατίδου, Ελ. (1999). Νεωτερισμοί στην Εκπαίδευση των εκπαιδευτικών: Το παράδειγμα της μικροδιδασκαλίας. Στο: Ε. Ταρατόρη κ.ά. (επιμ.), 1ο Πανελλήνιο Συνέδριο Μικροδιδασκαλίας (microteaching). Αθήνα – Αλεξανδρούπολη.

Χατζηδήμου, Δ. (1997), Η μικροδιδασκαλία στην Εκπαίδευση των εκπαιδευτικών. Μια θεωρητική και εμπειρική προσέγγιση (και στα ιταλικά), Θεσσαλονίκη: Αφοί Κυριακίδη.

Χατζηδήμου, Δ. (2007), Εισαγωγή στη Θεματική της Διδακτικής- Συμβολή στη θεωρία και στην πράξη της διδασκαλίας. Θεσσαλονίκη: Εκδόσεις Αφών Κυριακίδη.

Χατζηδήμου, Δ., Ταρατόρη, Ε. (2003), Η συμβολή των διδακτικών δεξιοτήτων στην Εκπαίδευση και στην Επιμόρφωση των εκπαιδευτικών: Το παράδειγμα της Μικροδιδασκαλίας. Στο: Ε. Κουτσουβάνου κ.ά. (επιμ.), Πρακτικά του 2ου Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή του ΕΛΛ.Ι.Ε.Π.ΕΚ. με συνδιοργανωτή τα ΕΚΠΑΙΔΕΥΤΗΡΙΑ «Ο ΠΛΑΤΩΝ» Γνώσεις, Αξίες και Δεξιότητες στη Σύγχρονη Εκπαίδευση. Αθήνα: ΕΛΛ.Ι.Ε.Π.ΕΚ., 190-200.

Χατζηδήμου, Δ. &Ταρατόρη, Ε. (2006). Ο ρόλος του επόπτη στην εφαρμογή της μικροδιδασκαλίας: Μία εμπειρική προσέγγιση. Στο: Α. Τριλιανός, Γ. Δημάκος, Γ. Κεκές, Ε. Φυριππής, Κ. Φασούλης, Η. Μυλωνάκου-Κεκέ & Θ. Μπαμπάλης (επιμ.) Αναγνώριση – Τιμητικό αφιέρωμα στον καθηγητή Θεόδωρο Γ. Εξαρχάκο (466-486). Αθήνα: Ε.Κ.Π.Α..

Χατζηδήμου, Δ., Κουγιουρούκη, Μ. (2004). Η μικροδιδασκαλία στο πλαίσιο της εκπαίδευσης των εκπαιδευτικών – μία εμπειρική προσέγγιση. Στο: Δ. Χατζηδήμου, Ε. Ταρατόρη, Μ. Κουγιουρούκη, Π. Στραβάκου (επιμ.), Πρακτικά 4ου Πανελλήνιου Συνεδρίου της Παιδαγωγικής Εταιρείας Ελλάδος Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα. Θεσσαλονίκη: Αφοί Κυριακίδη, 437-444.

Χατζηδήμου, Δ., Κουγιουρούκη, Μ. (2005). Η απόκτηση αυτοπεποίθησης των μελλοντικών εκπαιδευτικών μέσα από το παράδειγμα της χρήσης του βίντεο στη μικροδιδασκαλία: Μία εμπειρική προσέγγιση. Στο: Α. Τριλιανός, Ιγ. Καράμηνας (επιμ), Πρακτικά Ε΄ Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή του Ε.Κ.Π.Α Μάθηση και Διδασκαλία στην Κοινωνία της Γνώσης, Τόμος Α΄. Αθήνα: Κ.Ε.ΕΠ.ΕΚ., 504-511.

In English

Amobi, F.A. (2005). Preservice Teachers’ Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, Winter, 115-130.

Benton-Kupper, J. (2001). The Microteaching Experience: Student Perspectives. Education (Chula Vista, California), 121 (4), 830-835.

Chatzidimou, K. (2012). Microteaching alserlebnis- und handlungsorientierteMethodeimRahmen der Lehrerausbildung und der Didaktik. Frankfurt am Main: Peter Lang.

Chatzidimou, K. (2013). Microteaching in teacher education through the students’ perspective. In: Pumilia-Gnarini, P.M., Favaron, E., Pacetti, E., Bishop, J., Gurra, L. (Eds.), Handbook of research on didactic strategies and technologies for education: incorporating advancements. Hershey PA: IGI Global, 620-631.

Cochran- Smith, M. (2004). Ask a Different Question, Get a Different Answer- The research base for the teacher education. Journal of Teacher Education, 55, (2), 111-115.

Kougiourouki, M. (2013). A study of the effects of feedback during the on-campus microteaching experience from the students’ perspective. In: 6th International Conference of Education, Research and Innovation – Conference Proceedings CD, 18-20 November 2013, Seville, pp. 6350-6359.

Kyriacou, Chr. (2001). Essential Teaching Skills. (2nd) Cheltenham: Nelson Thornes.

L’ Anson, J., Rodrigues, S. & Wilson, G. (2003). Mirrors, Reflections and Refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189-199.

 

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 and public presentation (50%), Oral examination with distance learning methods (50%) (https://eclass.duth.gr/courses/ALEX03303/)
Implementation Instructions: (3)	Homework should be presented at the laboratory and 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 2 questions of the same grade value, which will be submitted orally by the teacher.