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 HOURSPER WEEK

ECTS CREDITS

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area

COURSE URL:

Upon completion of the course, students should be able to:

•        know the most important issues that concerned modern Greek education

•        know the “disputes” that arose in education

•        know the most important pedagogical views that dominated

•        interpret educational events as future teachers

·         transfer pedagogical data from previous years to modern reality.

Decision making, Autonomous work, Teamwork,

Working in an international environment,

Working in an interdisciplinary environment, Production of new research ideasΕργασίασεδιεθνέςπεριβάλλον

Εργασία σε διεπιστημονικό περιβάλλον

Παράγωγή νέων ερευνητικών ιδεών

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

Autonomous work

Group work

Project design and management

•        The Greek language question and its implications in education

•        The ideological pedagogical trends that dominated modern Greek education

•        The teaching methods that were applied in Greek schools

•        Innovations that were implemented in schools

•        The impact of the implementationof their ideas in Greek schools

•        Curricula and textbooks

•        Teachers’ education (Teaching Centres, Pedagogical Academies, Pedagogical Departments)

•        Teachers’ assessment by Inspectors

•        Girls’ education until 1976

•        Technical-vocational education

•        Private education (private schools)

•        Tuition schools (“frontistiria”)

•        Local education history, research on school-educational archives

Use of ICT in Teaching, e-mailin communication with students

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& 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 

Individual or group written assignment30%,

Assignment presentation 10%.

Evaluation criteria: Clarity and coherence in argumentation, substantial use of modern scientific data for substantiation ofsupportedviews,originality and ingenuity in choosing reading perspectives, synthetic and analytical approach to the issues under discussion, exercise of criticism of the positions adopted.

Καραφύλλης Α., Ταταρίδης Ι., (2020), Εκπαίδευση, Κρίσεις και Πόλεμοι, Τζιόλα, Θεσσαλονίκη. [Book title in English: Education, crises and wars]

Additional bibliography

• Μπουζάκης Σ., (επιμ.) (2011), Πανόραμα ιστορίας της εκπαίδευσης, Τομ. 2, εκδ. Gutenberg, Αθήνα. [Book title in English: Panorama of the history of education, Vol. 2]
• Τερζής Ν., (2012), Μελέτη της Εκπαίδευσης του Νεοελληνισμού. Πριν από το Κράτος-Έξω από το Κράτος-Στο Κράτος, εκδ. Κυριακίδη, Θεσ/νικη.[Book title in English: Study of Modern Greek Education. Before the State-Outside the State-In the State]
• Αντωνίου Χρ. (2002), Η εκπαίδευση των δασκάλων, εκδ.  ΕλληνικάΓράμματα, Αθήνα.[Book title in English: Primary teachers’ education]
• Ζιώγου – Καραστεργίου Σ. (1986), Η μέση εκπαίδευση των κοριτσιών στην Ελλάδα 1830-1093. [Book title in English: Girls’ Secondary education in Greece 1830-1093]
• Καραφύλλης Α., (2013),  Νεοελληνική εκπαίδευση-Νέα αναθεωρημένη έκδοση, εκδ. Κριτική, Αθήνα.[Book title in English: Modern Greek Education]

RelatedJournals

• Θέματαιστορίατηςεκπαίδευσης[Journal name in English: History of Education Issues]
• ΚείμεναΠαιδείας[Journal name in English: Education Texts]
• Αντιτετράδιατηςεκπαίδευσης [Journal name in English: “Counter” notebooks of education]
• Ταεκπαιδευτικά[Journal name in English: The educational]
• History of Education

Background, GeneralKnowledge, Scientific Area, Skill Development

By the end of the course, students would be able to:

• know the most important contemporary environmental issues/problems that concern everyday life and Primary Education, to an extent that allows them to develop literacy in the field of Environmental Chemistry (MA11).

• develop thoughts and reflections on contemporary environmental problems that will cause interest and inspire Primary students, involving them in the teaching/learning process (MA5).

• manage appropriate teaching tools and apply appropriate activities and materials in order to teach the relevant topics more effectively promoting critical and creative thinking (MA6).

• understand the importance of the above issues for a better quality of life, as well as the way in which, these are related to their role as teachers in Primary Education (MA1).

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

ICT Use

Teamwork

Respect for the natural environment

Project design and management

Critical thinking

Promoting free, creative and inductive reasoning

LESSON 1: Introduction to Environmental Chemistry

LESSON 2: The Chemistry of the Earth’s atmosphere

LESSON 3: Air pollution

LESSON 4: Implications of Air pollution

LESSON 5: The greenhouse effect

LESSON 6: The problem of ozone

LESSON 7: Water pollution I.

LESSON 8: Water pollution II

LESSON 9: Water Pollution III

LESSON 10: Wastewater treatment

LESSON 11: Radioactivity and the environment

LESSON 12: Chemistry in foods

LESSON 13: Presentations of students’ work

• Use of PowerPoint, videos and simulations of  activities and experiments
• Emails

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& 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 

Language: Greek

I. Written final exam (70%)

Includes:

– Development, Multiple Choice, Matching, or True / False Questions

– Management of applications related to daily situations or situations that appear in primary school books

– Evaluation of particular data, drawing conclusions with justification

II. Work Preparation (30%)

Includes:

Designing of  a teaching process, supporting its effectiveness

Evaluation criteria:

• Correctness and completeness of the answers.

• Clarity and consistency of argumentations, interpretations and justifications.

·         Accuracy and completeness in data management.

• Fytianos K., Samara – Konstantinou K. (2009). Environmental Chemistry, University Studio Press Publications SA, Thessaloniki

• Kouimtzis Th. (1997) Environmental Chemistry, Ziti Publications, Thessaloniki

Additional suggested bibliography

• Kouimtzis Th., Samara – Konstantinou K. (1994) Environmental pollution control, Ziti Publications, Thessaloniki.

• Skoullos M., Siskos P. (2010) Environmental Chemistry, ATHANASOPOULOS & CO OE Publications, Athens.

Related Scientific Journals

• Journal of Environmental Education

• Journal of Chemical Education

• International Journal of Environmental and Science Education

The duration of the examination is 20-30 min depending on the exact number of questions.

Background, GeneralKnowledge, Scientific Area, Skill Development

• explain the terms “visual representation”, “image” and use these tools with the aim of revising the traditional way of teaching and highlighting the student-centered character in school education (Μ3, Μ5, Μ6, Μ11),

• evaluate the meanings emerging from school textbook illustrations and propose new picture-text associations (Μ6, Μ8),

• state the reasons for using concept maps in education and use them as appropriate (Μ6, Μ8, Μ12),

• implement teaching scenarios using sketches, as tools for transmitting knowledge and information, in a multicultural classroom (Μ6, Μ12),

• recognize the new role of images in the modern era and critically consider the information they convey (Μ7, Μ15).

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.

•Work in an interdisciplinary environment.

•Promotion of free, creative and inductive thinking.

2: Visual representations, images. Conceptual definition, categorization.

3: Multimodal texts.

4: Visual literacy.

5: Semiotics in the interpretation of visual representations.

6: Grammar of Visual Design.

7: Didactic function of the images.

8: Illustration of textbooks. Review, Role, Contribution.

9: Sketches in education.

10: Concept maps. Structural elements, use, applications.

11: Concept mapping activities.

12-13: Pictures, sketches, maps in the context of the APS (Analytical Study Curriculum) & DEPPS (Inter-thematic Integrated Framework of Study).

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 (70%).

·         Planning and presentation of individual work assignment (30%).

Zagotas, B. (2016). The multisensory dynamics of the image in the teaching process.Thessaloniki: Kyriakidis Publications.

Course notes

2.    Additional suggested bibliography

Greek bibliography

Arnheim, R. (2005). Téchni kai Optikí Antílipsi. I Psychología tis Dimiourgikís Órasis[Art and Visual Perception]. The Psychology of Creative Vision. Athens: Themelio.

Arnheim, R. (2007). Optikí Sképsi. [Visual Thinking]. Thessaloniki: University Studio Press.

Bonidis, K. Th. (2004). To periechómeno tou scholikoú vivlíou os antikeímeno érevnas [The content of the textbook as an object of research]. Athens: Metaichmio.

Burke, P. (2003). AUTOPSIA. Oi chríseis ton eikónon os istorikón martyrión [AUTOPSY. The uses of images as historical evidence]. Athens: Metaichmio.

Dimitriadou, K. (2007). Optikós grammatismós kai glossikí didaskalía: mia kritikí anágnosi sta néa encheirídia tis Glóssas gia tin A´ Dimotikoú [Visual literacy and language teaching: a critical reading of the new language textbooks for the 1st grade]. Sýnchroni Ekpaídefsi,148, 72-80.

Fykaris, I. (2012).I axiopoíisi tou vínteo kai tis kinoúmenis eikónas sti didaskalía: Mía didaktikí dynatótita [The use of video and animation in teaching: A teaching possibility]. Ta Ekpaideftiká, 103/104, 233-248.

Giannikopoulou, A. (2008). TO SYNCHRONO EIKONOGRAFIMENO PAIDIKO VIVLIO [THE MODERN ILLUSTRATED CHILDREN’S BOOK]. Athens: Papadopoulos Publications.

Grosdos, S. (2010). Optikoakoustikós grammatismós: Apó to paidí-katanalotí sto paidí-dimiourgó[Audiovisual literacy: From the child-consumer to the child-creator]. Epitheórisi Ekpaideftikón Themáton, 16, 54-68.

Kantarzi, Ev. (2002).Istorikí Anadromí tis Eikonográfisis ton Paidikón kai Scholikón Vivlíon [Historical Review of the Illustration of Children’s and School Books]. Thessaloniki: Adelfon Kyriakidis S.A.

Karantzis, I., Kakkou, S. & Papadopoulou, S. (2009). Oi ennoiologikoí chártes os ergaleío didaskalías kai máthisis sto Dimotikó Scholeío  [Concept maps as a teaching and learning tool in Primary School]. Mentoras, 11, 248 – 259.

Koutrombeli, G. (2005). Protáseis gia ti didaktikí axiopoíisi tis eikónas sto máthima tis Istorías [Suggestions for the didactic use of the image in the History course]. Néa Paideía, 116, 93-102.

Kress, G. & van Leeuwen, T. (2010). I ANAGNOSI TON EIKONON. I Grammatikí tou Optikoú Schediasmoú [THE READING OF IMAGES. The Grammar of Visual Design]. Athens: Epikentro.

Papadopoulou, M. (2005). Ta polytropiká keímena os méson proséngisis tis grafís apó paidiá proscholikís ilikías [Multimodal texts as a means of approaching writing by preschool children]. Erevnóntas ton kósmo tou Paidioú, 6, 120-130.

Pleios, G. (2005).Politismós tis eikónas kai ekpaídefsi. O rólos tis eikonikís ideologías [Image culture and education. The role of virtual ideology]. Athens: Polytropon.

Svaligou, Ch. (2011).  I ermineía tis eikónas os simeíou tis optikís epikoinonías [The interpretation of the image as a sign of visual communication]. Thessaloniki: University Studio Press.

Tisseron, S. (2008). Ta pleonektímata ton eikónon[The advantages of images]. Athens: Katarti.

Zoidis, Ev. (2008). Vlépo. THEMATA SIMEIOLOGIAS TIS EIKONAS [I see. IMAGE SEMIOTIC ISSUES]. Athens: Ion.

Foreign bibliography

Gombrich, E. H. (1999). THE USES OF IMAGES. Studies in the Social Function of Art and Visual Communication. London: Phaidon Press.

Harris, B. R. (2006). Visual Information Literacy via Visual Means: Three Heuristics. Reference Services Review, 34 (2), 213-221.

Kulvicki, J. V. (2006). On images: Their Structure and Content. Oxford: Oxford University Press.

Pink, S., Kurti, L. & Afonso, A. I. (Eds.). (2004). Working Images. Visual Research and Representation in Ethnography. London: Routledge.

Riegl, A. (2004). Historical Grammar of the Visual Arts. New York: Zone Books.

Sojka, J. Z. & Giese, J. L. (2006). Communicating Through Pictures and Words: Understanding the Role of Affect and Cognition in Processing Visual and Verbal Information. Psychology & Marketing,  23 (12), 995-1014.

3.    Relevant scientific journals

·       Epistimes tis Agogis(in Greek)

·       Epitheórisi Ekpaideftikón Themáton(in Greek)

·       KINITRO(in Greek)

·       Nea Paideia(in Greek)

·       Paidagogiki Epitheorisi(in Greek)

·       Paidagogiki – theoria & praxi (in Greek)

·       Educational Review

·       Educational Studies

·       Pedagogy, Culture & Society

·       Studies in Science Education

·       Teaching and Teacher Education

TEACHING ACTIVITIES

IftheECTSCreditsaredistributedindistinctpartsofthecoursee.g.lectures,labs etc.IftheECTSCreditsareawardedtothewholecourse,thenpleaseindicatethe teaching hours per week and the corresponding ECTSCredits.

TEACHING HOURSPER WEEK

ECTS CREDITS

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area

COURSE URL:

Face to face, Distance learning, etc.

Use of ICT in Teaching, in Laboratory Education, in Communication with students

Use of ICT in Laboratory Education

Use of ICT 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

Greek

Method (Formative or Concluding)

Summative

Student evaluation methods

Percent

Written Assignment Presentation in audience

35

25

10

15

Βαϊνά, Μ. (1996). Μέθοδος project: Μια πρόκληση για το ελληνικό εκπαιδευτικό σύστημα. Νέα Παιδεία, 80, 77-88.

Γούπος, Παν., Μαντάς, Θ. (1999). Η ανάλυση της μεθόδου project στο πλαίσιο της διδασκαλίας της Τοπικής Ιστορίας. Σχολείο και Ζωή, 324-328.

Κανάκης, Ν.Ι., (1987). Η οργάνωση της διδασκαλίας -μάθησης με ομάδες εργασίας. Αθήνα.

Κοσσυβάκη, Φ. (2003). Εναλλακτική Διδακτική, Προτάσεις για μετάβαση από τη Διδακτική του Αντικειμένου στη Διδακτική του Ενεργού Υποκειμένου. Αθήνα.

Ματσαγγούρας, Γ.Η. (2000). Η σχολική τάξη. Αθήνα.

Ταρατόρη-Τσαλκατίδου, Ε. (1996). Η μέθοδος project και η συμβολή της στη διαπροσωπική επικοινωνία δασκάλου-μαθητή. Σχολείο και Ζωή, 2, 49-55.

Χατζηδήμου Δ., Ταρατόρη Ε. (2001). Η μέθοδος project στο σχολείο. Στο Ι. Πυργιωτάκης (επιμ.), Ολοήμερο Σχολείο, Λειτουργία και Προοπτικές. Αθήνα: ΟΕΔΒ.

Ξενόγλωσση

Conyne, R.K. (1999). Failures in Group Work, How we can learn from our mistakes. London, New Delhi.

Hotchkiss, E.A. (1924). The project Method in Classroom Work. Boston, New York.

Jaques, D. (2001). Learning in Groups a handbook for improving group work, third edition (Reprinted 2001). Glasgow: Cogan page. Kilpatrick, W. (1918). The Project Method. In: Teachers College Record, vol XIX.

Stuck, P. (1980). Projectunterricht. Stuttgart: Kohlhammer.

Eudoxus

Ταρατόρη – Τσαλκατίδου, Ε. (2015). Η Μέθοδος Project στη Θεωρία και στην Πράξη. Θεσσαλονίκη : Αφοί Κυριακίδη Εκδόσεις Α.Ε..

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.

Background, General Knowledge, Scientific Area, Skill Development

(with foreign bibliography and written assignments in English)

• Learning Outcomes
• Upon successful completion of the course, students are expected to:
• apply the knowledge gained from the course in teaching the vocabulary of the Greek language,
• design activities that enhance students’ lexical knowledge,

·         create teaching materials for vocabulary instruction.

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

Independent work

Exercise of critical and self-critical thinking

Promotion of free, creative, and inductive thinking

–         Exposure of students to rich spoken and written language

–         Development of lexical awareness

–         Vocabulary learning strategies

–         Inferring the meaning of an unknown word from context

–         Analysis of a word into its components (morphological analysis)

–         Dictionary use

–         Combination of strategies

–         High-frequency words

–         Words commonly found in written texts

–         Polysemous words

–         Academic vocabulary

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 

These will include the assessment of theoretical knowledge and issues based on critical thinking.

The questions will be a combination of closed and open-ended types (short-answer or extended-response).

Written Assignment:

Students may complete a term paper focusing on the design of a vocabulary teaching scenario. The aim is to familiarize them with conducting a small study based on a specific methodology.

Short Assignment:

Students undertake a brief task involving the design of a vocabulary teaching activity, to become familiar with the process of creating teaching materials based on a defined methodology.

Γούτσος, Δ. 2006. Ανάπτυξη λεξιλογίου: Από το βασικό στο προχωρημένο επίπεδο. Στο Δ. Γούτσος, Μ. Σηφιανού & Α. Γεωργακοπούλου, Η Ελληνική ως ξένη γλώσσα: από τις λέξεις στα κείμενα. Αθήνα: Πατάκης.

Ευθυμίου Α. 2013. Η διδασκαλία του λεξιλογίου στο δημοτικό σχολείο. Θεσ/νίκη: Επίκεντρο.

Ευθυμίου, Α. (2023). Παραγωγή. Στο Α. Ρεβυθιάδου & Δ. Παπαδοπούλου επιμ., Εισαγωγή στη Μορφολογία: Θεωρία και πειραματικές εφαρμογές. Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών, 199–234.

Ευθυμίου, Α., Δήμος, Η., Μητσιάκη Μ. & Αντύπα, Ι. (2007). Εικονογραφημένο Λεξικό Α΄, Β΄, Γ΄, Δημοτικού. Το πρώτο μου λεξικό. Αθήνα. Οργανισμός Εκδόσεως Σχολικών Βιβλίων.

Ευθυμίου, Α. & M. Μητσιάκη (2007). Το πρώτο μου λεξικό ως εργαλείο διδασκαλίας της ελληνικής σε αλλόγλωσσους. Στo Κ. Ντίνας & Α. Χατζηπαναγιωτίδη (επιμ.), Πρακτικά διεθνούς συνεδρίου: Η Ελληνική Γλώσσα ως δεύτερη/ξένη. Έρευνα, Διδασκαλία, Μάθηση. Θεσσαλονίκη: University Studio Press, 237-260.

Ευθυμίου Α., Ιορδανίδου Α., Τσεβά, Ε. & Βασιλείου, Α.-Β. (2011). Η διδακτική προσέγγιση των νεοελληνικών παράγωγων λέξεων: προτάσεις και προβληματισμοί. Μελέτες για την Ελληνική Γλώσσα 31. Πρακτικά της Ετήσιας Συνάντησης του Τομέα Γλωσσολογίας Α.Π.Θ, 16-18 Απριλίου 2010, Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών, 157-165.

Θώμου, Π. (2023). Λεξιλογικά ζητήματα της Νέας Ελληνικής γλώσσας: θεωρία και εφαρμογές. Αθήνα: Πεδίο.

Background, General Knowledge, Scientific Area, Skill Development

·         Describe the historical development of education for disabled students and the role of institutions in education and social inclusion.

·         Critically analyze special education systems, focusing on the concepts of segregation, exclusion, integration, and inclusion.

·         Interpret national educational policy for Special Education and its impact on educational practice.

·         Explain and evaluate contemporary pedagogical practices, such as differentiated instruction and co-teaching, that promote the educational inclusion of disabled students.

·         Examine the educational needs and challenges of students with blindness, deafness, learning difficulties, and autism from the perspective of Inclusive Education.

·         Develop critical thinking and a reflective stance toward practices of segregation and exclusion, promoting equality and inclusion in education.

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

Equity and Inclusion

2.       The Development of Special Education in Greece

3.       Segregation, Exclusion, Integration, and Inclusion: Theoretical Approaches and Educational Practices

4.       National Educational Policy for Special Education: Directions and Challenges I

5.       National Educational Policy for Special Education: Directions and Challenges II

6.       Midterm Examination / Contemporary Institutions of Special Education: Special Schools

7.       Contemporary Institutions of Special Education: Inclusion Classes

8.       Contemporary Institutions of Special Education: Parallel Support and Special Assistant

9.       Contemporary Institutions of Special Education: Centers for Differential Diagnosis, Assessment, and Support

10.    Special Education Curricula I: Theory and Structure

11.    Special Education Curricula II: Applications and Challenges

12.    Differentiated Instruction

13.    Co-Teaching and Collaborative Practices

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 Examination: 80% of the final grade (comprising both open- and closed-ended questions to assess theoretical knowledge and critical analysis)

Language of assessment: Greek

Koutsoklenis, A., & Papadimitriou, V. (2021). Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1942565

Nteropoulou-Nterou, E., & Slee, R. (2019). A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts. International Journal of Inclusive Education, 23(7–8), 891–907. https://doi.org/10.1080/13603116.2019.1623331

Papadimitriou, V., & Koutsoklenis, A. (2023). The Extent of Late Hiring in Special Education: A Report on the Greek Institution of Parallel Support. International Journal of Disability, Development and Education, 70(7), 1264–1274. https://doi.org/10.1080/1034912X.2021.2010670

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completing the course, students are expected to:

·         Adapt their courses to meet the needs of all their students.

·          Respond to the challenges of a multicultural class.

·         Create a safe space that promotes empathy and acceptance of students’ diversity.

·         Utilize contemporary teaching techniques for multicultural classrooms.

·         Recognize their students’ educational and cultural backgrounds and leverage them in the teaching process.

·         Deconstruct myths about diversity, bilingualism, and bilingual students.

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 thinking

Decision making

Equity and inclusion

Working in an international environment

Critical thinking

Promoting free, creative and inductive thinking

2.       Cultural diversity and multilingualism

3.       MinoritygroupsinGreeceandtheireducation

4.       Educationalpoliciesformanagingculturaldiversityinclassrooms

5.       Educators’ attitudestowardsculturaldiversityintheclassroom

6.       Students’ midterm assessment

7.       Minoritypupils’ languageandeducationalneeds

8.       Powerrelationsandcooperativeempowermentinmulticultural classrooms

9.       Teachingmodelsformanagingculturaldiversityinclassrooms

10.   Europeaneducationalpoliciesformanagingculturaldiversity

11.   Translanguaging as a pedagogical tool in multicultural classrooms: definitions and approaches

12.   Assessmentinmulticulturalclassrooms

13.   Review and final exam preparation

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the 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, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Assessment language is Greek and English for Erasmus students.

Midterm assessment (multiple questions and open-ended questions)

Final exam (multiple questions and open-ended questions)

Σκούρτου, Ε. (2011). Διγλωσσία στο σχολείο. Αθήνα: Gutenberg.

Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά. Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Αθήνα: Εκδόσεις Πεδίο.

Ασκούνη, Ν. (2006). Η εκπαίδευση της μειονότητας στη Θράκη. Από το περιθώριο στην προοπτική της κοινωνικής ένταξης. Αθήνα: Αλεξάνδρεια

Γκόβαρης, Χ. (2011). Εισαγωγή στη διαπολιτισμική εκπαίδευση. Εκδόσεις Διάδραση

Γκόβαρης, Χ. (2013). Διδασκαλία και μάθηση στο διαπολιτισμικό σχολείο, Aθήνα: Gutenberg

Νικολάου, Γ. (2010). Διαπολιτισμική Διδακτική: Το νέο περιβάλλον-Βασικές αρχές. Αθήνα: Πεδίο.

Ξωχέλλης, Π. (2008). Μεθοδολογικός οδηγός για τη χρήση σχολικών βιβλίων του Γυμνασίου. Η διαπολιτισμική διάσταση στη διδασκαλία. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης.

Σκούρτου, Ε. & Κούρτη-Καζούλη, Β. (2015). (επιμ.), Διγλωσσία και διδασκαλία της ελληνικής ως δεύτερης γλώσσας, Ελληνικά Ακαδημαϊκά Ηλεκτρονικά συγγράμματα και Βοηθήματα.

Σφυροέρα, Μ. (2004). Διαφοροποιημένη παιδαγωγική. Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών.

Τσοκαλίδου, Ρ. (2018). Sidayes. Πέρα από τη διγλωσσία στη διαγλωσσικότητα. Αθήνα: Gutenberg.

Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά. Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Αθήνα: Πεδίο

Chatzidaki, A., Mattheoudakis, M. and Maligkoudi, C. (2017) Greek teachers’ views on linguistic and cultural diversity, Selected papers from the 22nd Symposium on Theoretical and Applied Linguistics (ISTAL 22).

Maligkoudi, C. and Panteliou, N. (2020). Implementing innovative teaching methods for Greek as L2 in the School of Modern Greek, Aristotle University of Thessaloniki. In A. Dimitriadou, E. Griva, A. Lithoxoidou & A. Amprazis (Eds.), Electronic Proceedings of the Education Across Borders 2018 Conference. Education in the 21st Century: Challenges and Perspectives (pp. 449-460). University of Western Macedonia. Florina, Greece, 19-20 October 2018. ISSN: 2241-8881.

The examination will consist of two essay development questions. It will be conducted using tools such as TEAMS, where answers must be submitted as assignments. This will be an open-book exam. Student identification will be verified individually.