Background, General Knowledge, Scientific Area, Skill Development

·            have a “glossary” of terms and concepts related to the subject of teaching and to use it correctly on a case-by-case basis, namely to describe and define clearly and accurately the Curriculum and its types – MA2, MA3, MA4

·            distinguish and evaluate concepts that refer to the Curriculum and the philosophy that binds it – MA2

·            examine Syllabus and Interdisciplinary Unified Curriculum Framework (D.E.P.P.S.) and combine them with the proposals and positions that are found in the relevant literature and compose the field – MA3, MA4

·            classify elements and parameters of the Curriculum design models, examine their applicability in practice, combine, and differentiate them – MA2, MA3, MA4

·            compose models and construct / reconstruct “scenarios” of application of specific Syllabus and D.E.P.P.S. and finally evaluate them – MA3, MA4

·            identify, select, and organize techniques and methods by which Syllabus, traditional or modern, can be applied in practice in the context of specific courses of the primary school– MA3, MA4, MA7

·            judge the usefulness and necessity of specific principles and support their positions for the above – MA1, MA2

·            write and present group assignment that meets the standards of the scientific technical writing – MA9, MA11, 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

·       Decision making

·       Teamwork

·       Search, analysis and synthesis of data and information (principles and models)

·        Clarification of terms that are structural elements of the Curriculum

·        Development of topics related to the theory of the Curricula (necessity, principles, classifications of objectives, e.t.c.)

·        Study and elaboration of specific Curricula (Syllabus and D.E.P.P.S., as well as newer, pilot applied or not) of primary school courses/subject

More specifically,

–    the terminology of the Curriculum, its forms, and types are gleaned

–    the process of drafting, reforming, or revising them is presented

–    the inherent or not weaknesses of the Curriculum are discussed

–    the reasons for reforming the Curriculum are analyzed

–    the issue of critical thinking development in relation to the Curriculum is discussed

–    the educational goods, pedagogical teaching triangle, and its extensions

–    the learning styles and multiple intelligences

–    the reasons for its existence and its usefulness in the educational process

–    issues of the Curriculum design and its development (models, conditions, e.t.c.)

–    the structure of the Curricula

–    their purposes and objectives, the origin-sources of purposes, the classifications of purposes and objectives

–    topics related to the problem of teaching contents, teaching methodology, and evaluation of the Curricula. Finally,

–    the Curricula of primary school are presented in which students are trained so that, at least during their internship, they can apply tactics and strategies that will help them manage their classroom with greater comfort and safety.

B.     With application:

In this seminar, students are invited to write and present short papers on topics that interest them and are related to the thematic units of the course. Special emphasis is given to seminar exercises on Syllabus and D.E.P.P.S. with practical application. The teaching method (e.g., application of group teaching, e.t.c.) can be differentiated and alternated depending on the needs, particularities, and interests of the audience.

–          in teaching

–          in the presentation 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:

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

–   Degree of knowledge of essential terms and concepts

–   Diligence in the search and use of bibliography

–   Diligence and vividness in the final presentation of the assignment

–   Extent of following the rules of the scientific technical writing

–   Adequacy in bibliography

–   Adequate bibliographical documentation

Petroulakis, N. (1992). Programmata, ekpaideftikoi stochoi, methodologia [Programms, educational aims, methodology]. Athina: Ekdoseis Grigori.

Salvaras, I., & Salvara, M. (2013). Didaktikos schediasmos [Teaching planning]. Athina: Diadrasi.

E-book

Hebert, C., Ng-A-Fook, N., Ibrahim, A., & Smith, B. (Eds.). (2019). Internationalizing Curriculum Studies | SpringerLink.

Additional suggested bibliography

Greek

Apple, M. (1986). Ideologia kai analytika programmata [Ideology and the curricula] (mtfr T. Darveris). Thessaloniki.

Chatzigeorgiou, G. (2012). Gnothi to curriculum [Knowing the curriculum]. Athina: Diadrasi.

Flouris, G. (2000). Analytika programmata gia mia nea epochi stin ekpaidefsi [The curricula for a new era in education] (7i ekd.). Athina: Grigoris.

Grollios, G. (2011). Proodeftiki ekpaidefsi kai analytiko programma [Progressive education and the curriculum]. Athina: Epikentro.

Lainas, T. (1993). Dioikisi tis ekpaidefsis kai Analytika Programmata : I thesmothetisi tis apokentrosis kai tis evryteris symmetochis [Educational management and curriculum: The institutionalization of decentralization and wider consensus]. Paidagogiki Epitheorisi, 19, 254-294.

Noutsos, C. (1983). Didaktikoi stochoi kai analytiko programma : Kritiki mias sygchronis paidagogikis ideologias [Teaching aims and the curriculum: A critic of a synchronous pedagogical ideology]. Giannena: Ekdoseis Dodoni.

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

Vrettos, I. (1996). Schediasmos kai axiologisi Analytikou Programmatos Istorias : mia prospatheia anamorfosis tou analytikou programmatos me ena paradeigma gia mia didaktiki enotita tis G΄ Gymnasiou [Design and evaluation of history curricula: A try to redesign the curriculum with an example of a teaching section of third grade of gymnasium]. Thessaloniki: Afoi Kyriakidi.

Vrettos, I. (1985). To provlima tis egkyrotitas kai i nomimopoiisi sti lipsi apofaseon kata ti syntaxi Analytikon Programmaton [The problem of validity and the legalization in the decision making during the redaction of the Curricula]. Paidagogiki Epitheorisi, 19, 119-134.

Vrettos I., & Kapsalis A. (2009). Analytika programmata: Theoria, erevna kai praxi [Curricula: Theory, research, praxis]. Athina: Ekdoseis Diadrasi.

Vrettos, I., &  Kapsalis, A. (1997). Analytiko programma: Schediasmos – axiologisi- anamorfosi [Curricula: Planning, evaluation, reformation]. Athina: Ellinika Grammata.

Vrettos, I., &  Kapsalis, A. (1994). Analytika Programmata: Theoria kai technognosia schediasmou kai anamorfosis [Curricula: Theory and know-how of planning]. Thessaloniki: Art of Text.

Vrettos, I.,  & Kapsalis, A. (1987). Theoria kai erevna ton analytikon programmaton: Provlimata kai prooptikes [Theory and research of the curricula: Problems and prospects]. Ypiresia Dimosievmaton A.P.Th . Thessaloniki.

Xochellis, P. (1989). I provlimatiki tou Curriculum. Mia  kritiki prosengisi [The issue of the curriculum: A critical perspective]. Paidagogiki epitheorisi, 11, 161-171.

Xochellis, P. (1981). Τo provlima tou eksygchronismou tou Analytikou programmatos [The problem of the currıculum modernization]. Filologos, 23, 265-271.

Foreign

Barnes, D. (2018). Practical Curriculum study. London: Routledge.

Ellis, A. (2013). Exemplars of Curriculum theory. N.Y.: Routledge.

Gordon, P. (Ed.) (2013). A guide to educational research. N.Y.: Routledge.

Kress, G. (2010). A Curriculum for the future. Cambridge Journal of Education, 30(1), 133-145. https://doi.org/10.1080/03057640050005825

Lawton, D. (2011). The politics of the school curriculum. London: Routledge.

Lawton, D., Gordon, P., Ing, M., Gibby, B., Flavell, R., Hill, P., Pincas, A. (2012). Theory and practice of Curriculum studies. London and N.Y.: Routledge.

Lockheed, M. E., Verspoor, A. M. et al. (1991). Improving primary education in developing countries. N.Y.: Oxford University press.

Miller, J. P. (2019). The holistic curriculum (3^rd. ed). Toronto: University of Toronto Press.

Null, W. (2017). Curriculum: From theory to practice (2^nd ed.). London: Rowman & Littlefield.

Pinar, W. (Ed.) (2013). Curriculum-Toward new identities. N.Y.: Routledge.

Young, M. (2014). What is a curriculum and what can it do?. The Curriculum Journal, 25(1), 7-13. https://doi.org/10.1080/09585176.2014.902526

Relevant scientific journals (Greek and foreign)

·       Kinitro

•     Paidagogiki Epitheorisi

•     Epistimes tis Agogis

•     Mentor

•     Nea Paideia

•     Curriculum Journal

•     Journal of Curriculum Studies

•     Pedagogy Culture and Society

•     Studies in science education

•     Educational Review

•     Educational Studies

·       Education Journal

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%).