Background, GeneralKnowledge, Scientific Area, Skill Development

·        have a “glossary” of terms and concepts related to the teaching subject and to use it correctly on a case-by-case basis – ΜΑ1, ΜΑ2, ΜΑ3

·        distinguish and evaluate concepts that refer to the education and training of teachers in the context of lifelong learning – ΜΑ1, ΜΑ2, ΜΑ3

·        examine and combine principles, types, and forms of training found in the relevant pedagogical literature, as well as extensions and links to the professional development of teachers – ΜΑ1, ΜΑ2, ΜΑ3

·        classify elements and parameters of teacher models, to examine their applicability in practice, to combine and differentiate them – ΜΑ1, ΜΑ2, ΜΑ3

·        compose models and construct/reconstruct “scenarios” of education and training programs and finally evaluate them – ΜΑ4, ΜΑ5, ΜΑ6

·        recognize, select and organize techniques and methods of effective education and training of teachers, as well as their professional development – ΜΑ9, ΜΑ10, ΜΑ11

·        judge the usefulness and necessity of specific principles, institutions and teacher training bodies and to support their positions for the above – ΜΑ11, ΜΑ12, ΜΑ14

·        write and present autonomous or group assignment that meets the standards of the scientific technical writing – ΜΑ14, ΜΑ15.

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

·       Critical thinking

·       Autonomous and/or group assignment

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

The course content is comprised of the following -indicative- topics:

–        Teacher education in Greece today

–        Curricula of the Teacher Education Departments

–        Teacher education internationally

–        Teacher further education/training

–        Definitions, purpose, the necessity of further education/training

–        Basic further education/training principles

–        Forms and bodies of further education/training

–        Models and modern (alternative) forms of further education/training

–        Types of further education/training programs

–        Professionalization and professional development of teachers

–        Tools for teachers’ professional development

–        Teacher further education/training internationally

–        Mentoring

–        Learning communities and other related.

b. With exercise:

In this seminar, students are asked to write and present short assignments on topics that interest them and are related to the thematic units of the course. The methodology can be differentiated 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, 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 

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 a synthetic or analytical approach of the subject

–        Degree of criticism of the expressed proposals

–        Diligence and effectiveness in the search and use of the literature

–        Diligence and vividness in the final presentation of the assignment

–        Degree of following the standards of the scientific technical writing

–        Thoroughness of the theoretical approach of the subject studied

–        Correct design and implementation of the research plan

–        Plenitude of literature review

–        Adequate bibliographical documentation

Chatzidimou, D. (2019). I ekpaidefsi ton ekpaideftikon stin Ellada: To paradeigma ton daskalon [Educators’ education in Greece: The case of teachers]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Chatzidimou, D., & Stravakou, P. (2005). Ta PEK os foreis thesmothetimenis epimorfosis kai i symvoli tous stin didaktiki praxi. To paradeigma tou 1ou PEK Thessalonikis [PEK as institutions of institutionalized training and their contribution to the teaching practice: The case of 1^st PEK Thessalonikis]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

E-book

Du Plessis, A.E. (2019).Professional Support Beyond Initial Teacher Education | SpringerLink.

Additional suggested bibliography

Greek

Chatzidimou, D. (2003). Skepseis kai protaseis gia tin anavathmisi tis ekpaidefsis [Thoughts and suggestions for upgrading education]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

Chatzidimou, D., & Stravakou, P. (2001).  I ekpaidefsi ton ekpaideftikon sto xekinima tis neas chilietias: Mia protasi gia syzitisi [Educators’ education at the beginning of the new millennium: A proposal for discussion]. Eisigisi sto: Κ. Ouzouni &Α. Karafylli (Epim.), O daskalos tou 21ou aiona stin evropaiki enosi (ss. 56-64). Alexandroupoli: ekdoseis Spanidi (Xanthi).

Chatzidimou, D., & Taratori, E. (2000). To epangelma ton ekpaideftikon se synartisi me tin epimorfosi [The educators’ profession in relation to training]. Kinitro, 2, 9-26.

Chatzidimou, D., & Taratori, E. (1989). I exomoiosi ton ptychion ton apofoiton ton Paidagogikon Akadimion kai Scholon Nipiagogon me ta ptychia ton Paidagogikon Tmimaton AEI [The assimilation of the diplomas of the graduates of the pedagogical academies and kindergarten teachers with the diplomas of the pedagogical departments of HEIs] . Sygchroni Ekpaidefsi, 49.

Stravakou, P. (2004). I epimorfosi sta PEK: Mia meleti periptosis [The training in PEK: A case study]. Sto: D. Chatzidimou, E. Taratori, M. Kougiourouki, & P. Stravakou (Epim.),Praktika tou 4ou Panelliniou Synedriou, Elliniki Paidagogiki kai Ekpaideftiki erevna (ss. 457-463). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori, E. (2000). I epimorfosi apo ti skopia ton ekpaideftikon tis protovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Training from the primary education teachers’ point of view: Theoretical and empirical approach]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

Taratori, E. (2000). I epimorfosi apo ti skopia ton ekpaideftikon tis defterovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Training from the secondary education teachers point of view: Theoretical and empirical approach]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

Taratori, E. (2000). I symvoli tis epimorfosis stin paidagogiki, didaktiki kai epistimoniki katartisi ton ekpaideftikon V/thmias Ekpaidefsis: Staseis ton ekpaideftikon tou N. Evrou (erevna) [The training contribution to pedagogical, teaching and scientific training of secondary education teachers: The stances of educators in the Prefecture of Evros (research)]. Ta Ekpaideftika, 55-56, 137-150.

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

Foreign

Cochran-Smith, M., & Zeichner, K. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum.

Education Commission of the States (2005, September). Eight Questions on Teacher Recruitment and Retention: What Does the Research Say?.Denver, CO: Michael Allen. Retrieved December 6, 2005 from http://www.ecs.org/html/educationissues/teachingquality/trrreport/report/ introduction.asp

Feyza, D. (2012). Research on Teacher Education and Training. Athens: Institute of Education and Research.

Guarino, C., Santibanez, L., Daley, G., & Brewer, D. (2004, May). A Review of the Research Literature on Teacher Recruitment and Retention. Santa Monica, CA: Rand Corporation. Retrieved January 11, 2005 from http://www.rand.org/pubs/technical_reports/2005/RAND_TR164.sum.pdf.

Valli, L. (Ed.) (1992). Reflective Teacher Education. Cases and critiques. N.Y.: State University of New York.

Relevant scientific journals (Greek and foreign)

·        Kinitro

•     Paidagogiki Epitheorisi

•     Epistimes tis Agogis

•     Nea Paideia

•     Ekpaideftika

•     Mentoras

•     Teaching and Teacher Education

•     Improving Schools

•     Journal of Teacher Education

•     International Journal of learning teaching and educational research

•     European Journal of Teacher Education

•     Journal of Education and Training Studies

•     Review of Educational Research

•     Journal of Research in Science Teaching

•     Teacher Development

•    Professional Development in Education

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%).

Background, GeneralKnowledge, Scientific Area, Skill Development

– Understand and discern the philosophical trends of the last centuries

– Delve into the diachronic problem of human existence

-Understand the terms of the constitution of the modern subject

– Capture and analyze in philosophical terms the current reality

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

Autonomous work

Working in an interdisciplinary environment

Production of new research ideas

Critical thinking

Promoting free, creative and inductive reasoning

1. Introduction -Short review: from Socrates to the Enlightenment

2. The territory of Reason: Kant

3. Hegel and history

4. Left Hegelians: Feuerbach & Marx

5. The battle between poetry and philosophy: romanticism

6. From” objective” to “subjective” reflection: Kierkegaard

7. The voluntaristic background of the human subject: Schopenhauer

8. From the will to life to the will to power: Nietzsche

9. The dynamics and primacy of “existence”: Heidegger

10. Existential “nausea”: Sartre

11. Marxist and neo-Marxist thought: Frankfurt School

12. Deconstruction of meaning: postmodernism

13. Philosophizing in irrational and difficult times: contemporary concerns and questions

·         Useofe-classelectronicplatform

·         Electroniccommunicationviae-mail

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.

Student evaluation languages: Greek

Method: (Formative or Concluding) Summative

Student evaluation methods                                 Rate

Writtenfinal Exam with Essay Development Questions70 Writtenmid-term Exam with Essay Development Questions  30

Recommended textbooks

1.Besnier, J. M. (2001) Ιστορία της νεωτερικής και σύγχρονης φιλοσοφίας, μετ. Κ. Παπαγιώργης, Αθήνα: Καστανιώτης

2. Βαλλιάνος, Π. (2002). Συνείδηση, Γλώσσα και ιστορική ζωή: Ερμηνευτικές προσεγγίσεις στην φιλοσοφία των δύο τελευταίων αιώνων, Αθήνα: Πορεία

Suggestedbibliography

Βαλ. Ζ. (1988) Εισαγωγή στις φιλοσοφίες του υπαρξισμού, μετ. Χ. Μαλεβίτσης, Αθήνα: Δωδώνη.

Kenny, A. (επιμ.) (2005) Ιστορία της δυτικής φιλοσοφίας, μετ. Δ. Ρισσάκη, Αθήνα: Νεφέλη

Lowith, K (1987) Από τον Hegel στον Nietzsche, το επαναστατικό ρήγμα στη σκέψη του δέκατου ένατου αιώνα, τόμος β, μετ. Γ. Αποστολοπούλου, Αθήνα: Γνώση.

Μποχένσκι, Ι. Μ (1985) Ιστορία της σύγχρονης ευρωπαϊκής φιλοσοφίας (20ός αιώνας), µετ. Χρ. Μαλεβίτσης, Αθήνα: Δωδώνη.

Σετελέ, Φ. (2006) Η Φιλοσοφία, τόμος β’, Από τον Καντ ως τον Χούσσερλ – Ο εικοστός αιώνας, μετ. Κ. Παπαγιώργης, Αθήνα: Γνώση.

Σόλομον, Ρ. – Χίγκινς, Κ. (1999) Μια σύντομη ιστορία της φιλοσοφίας, μετ. Γ. Βλάχος,  Αθήνα: Φιλίστωρ.

Windelband, W. – Heismoeth, H. (1986) Εγχειρίδιο Ιστορίας της Φιλοσοφίας, τόμος γ’, μετ. Ν. Μ. Σκουτερόπουλος, Αθήνα: Μορφωτικό Ίδρυμα Εθνικής Τράπεζας.

RelatedScientificJournals

Ελληνική Φιλοσοφική Επιθεώρηση

Φιλοσοφείν

δια-ΛΟΓΟΣ

Critica

Dia-noesis: A Journal of Philosophy

Journal of Modern Philosophy (JMPhil)

Journal of the History of Philosophy

International Journal of Philosophy

Mind

Philosophical Inquiry

Philosophy

Philosophy Study

The journal of Philosophy

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the modules of the course, students are expected to be able to:

•        Recognize the potential of the field of e-learning to contribute to the teaching/learning process (MA2)

•        To analyze and describe the interaction between the evolution of technological knowledge and theoretical pedagogical knowledge in the organization of an electronic teaching/learning process (MA9)

•        Design e-learning environments using the internet, taking into account the possibilities of supporting individualized and collaborative learning, the teaching specificities of the curriculum subjects as well as the characteristics of the learners (digital teaching transformation) (MA3, MA4, MA6, MA7, MA9, MA11, MA12)

•        Work individually or in groups to deepen the analysis and synthesis of data and information in an e-learning environment, based on research results (e.g., on digital teaching design tools, learning analytics, intelligent systems, fuzzy logic modeling) (MA13)

·         Implement, evaluate teaching in an e-learning environment and critically reflect on their teaching practice (MA8, 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

·         Autonomous work

·         Teamwork

·         Project planning and management

·         Respect for diversity and multiculturalism

·         Exercise of criticism and self-criticism

·         Promoting free, creative and inductive thinking

1. Delimitation of the field of e-learning (forms, generations-transition to open e-learning)

2. Pedagogical theories and e-learning

3. E-learning models

4.-5. E-learning and mobile technologies

6. Web systems (e.g., virtual and augmented reality, geographic information management)

7. Learning management and distance learning systems (LMS, MOOCS)

8. Computer-supported collaborative learning systems and learning communities

9. Flipped classroom/learning and ubiquitous learning

10. Assessment and e-learning (e-portfolio, learning analytics, rubrics, modelling)

11. Principles of e-learning course design in subjects of the compulsory education curriculum (LMS/web 2.0)

12. Documentation of the design of the e-learning course taking into account the curriculum, the particularities of the subject and the characteristics of the trainees

13. Procedures for the implementation of an e-learning course in a “classroom” – Criteria for self-evaluation and the importance of reflection. Critical reflection on the possibilities/limitations of e-learning and linking to the professional development in the region.

Indicative:

1.      Support of the course through the electronic platform eclass.duth.gr (asynchronous/synchronous)

2.      Use of presentation software

3.      Using LMS to Create and Manage Online Courses

4.      Use of web 2.0 tools and more broadly e-learning technologies and systems

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 

–        LaboratoryWork (20%)

–        Preparation of a study (project) (45%)

–        Hetero-evaluation of e-courses (15%)

–        Preparation and Public presentation of e-portfolio-Final examination (20%)

2.       (Ed.) Avouris, N., Karagiannidis, C., & Komis, V. (2009). Collaborative technology. Athens: Klidarithmos.

3.       Bates, A.W. (2015). Teaching in a digital age. https://opentextbc.ca/teachinginadigitalage)

4.       Conole, G. (2012). Designing for learning in an open world. NewYork: Springer

5.       Depover, C., Karsenti, T., Komis, V., (2010). Teaching with the use of Technology, promotion of learning, development of competences. Athens: KlidarithmosPublications.

6.       European Union (2018). Research evidence on the use of learning analytics. Implications for education Policy. https://op.europa.eu/en/publication-detail/-/publication/06ea34f1-d701-11e6-ad7c-01aa75ed71a1/language-en/format-PDF/source-73694420

7.       Roblyer, M.D., Doering, A.H., (2014). Educational Technology and Teaching. Athens: ION.

8.       Sofos, A., Kostas, A., & Paraschou, V. (2015). Online distance learning. From Theory to Practice. Greek AcademicElectronicTextbooks and Aids (www.kallipos.gr).

9.       Tsiatsos, T.K. (2015). Educational environments on the internet. Greek AcademicElectronicTextbooks and Aids (www.kallipos.gr).

-Related scientific journals:

American Journal of Distance Education (https://www.tandfonline.com/loi/hajd20)

British Journal of Educational Technology (https://onlinelibrary.wiley.com/journal/14678535)

Computers and Education (https://www.journals.elsevier.com/computers-and-education/)

Contemporary issues in technology and teacher education (https://citejournal.org/)

Current Issues in Emerging eLearning (https://scholarworks.umb.edu/ciee/)

Distance Education (https://www.tandfonline.com/loi/cdie20)

Electronic Journal of e-Learning (http://www.ejel.org/main.html)

European Journal of Open, Distance and E-Learning (EURODL) (https://www.eurodl.org/)

International Journal of Information and Communication Technology https://www.inderscience.com/ jhome.php?jcode=ijict

Journal of Online Learning Research (https://www.aace.org/pubs/jolr/)

Journal of Technology and Teacher Education (JTATE) http://site.aace.org/pubs/jtate/

Open Journal of Web Technologies (OJWT) (https://www.ronpub.com/index.php/journals/ojwt)

Open Learning: The Journal of Open, Distance and e-Learning (https://www.tandfonline.com /toc/copl20/current)

Open Practice (https://openpraxis.org/index.php/OpenPraxis)

Science and Technology Issues in Education (http://earthlab.uoi.gr/thete/index.php/thete)

-Conference Proceedings:

ERDF (Hellenic Scientific Association for Information and Communication Technologies in Education) (http://www.etpe.gr).

Peer evaluation (15%)

Written exam with distance learning methods (20%)

The written exam with distance learning methods (assignment of questions and answers through the e-class, in a predetermined duration depending on the topics to be asked). A list will be announced in the e-class only with the AEMs of the beneficiaries to participate in the examination.Supervision during the remote written exam is done through MS TEAMS.

Background, GeneralKnowledge, Scientific Area, Skill Development

·         understand the theories of second/foreign language (L2/FL)acquisition

·         be familiarwith the methods/approaches of L2/FL teaching

·         identifythe levels of language proficiency

·         make use of appropriate teaching material and digital toolsin their teaching

·         detect and classify theerrors that occur during the acquisition of Modern Greek as an L2/FL

·         create material for teaching selected phenomena of Modern Greek as an L2/FL

·         design and implement an L2/FL lesson

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

Autonomous work

Teamwork

Production of new research ideas

Demonstration of social, professional, and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative, and inductive reasoning

Equity and Inclusion

2.       Theories of second/foreign language (L2/FL)acquisition

3.       Teaching methods/approaches of L2/FL I

4.       Teaching methods/approaches of L2/FL II

5.       Error analysis with applications in teaching Modern Greek as an L2/FL

6.       Assessment of Modern Greek as L2/FL – Common European Framework of Reference (CEFR)

7.       Lesson planning I

8.       Lesson planning II

9.       Teaching material

10.   Digital tools for teaching Modern Greek as an L2/FL

11.   Production of teaching material

12.   Microteaching I

13.   Microteaching II

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 the total workload per semester complies with 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 

Students will be assessed through: (1) Mid-termexam (20%) (2) Written assignment with public presentation (80%).

Μπέλλα Σ. (2011).H Δεύτερη Γλώσσα. Κατάκτηση και Διδασκαλία. Αθήνα: Πατάκης.

Additional suggested bibliography:

Αναστασιάδη-Συμεωνίδη, Α., &Ευθυμίου, Α. (2006). Οι Στερεότυπες Εκφράσεις και η Διδακτική της Νέας Ελληνικής ως Δεύτερης Γλώσσας. Αθήνα: Πατάκης.

Γεωργιαφέντης, Μ. et al. (2006). Η σύνταξη στη μάθηση και στη διδασκαλία της ελληνικής ως ξένης γλώσσας. Αθήνα: Πατάκης.

Γούτσος, Δ. (2006). Ανάπτυξη λεξιλογίου-Από το βασικό στο προχωρημένο επίπεδο. Στο Δ. Γούτσος, Μ. Σηφιανού, & Α. Γεωργακοπούλου (Επιμ.), Η ελληνική ως ξένη γλώσσα: Από τις λέξεις στα κείμενα (σελ. 13-92). Αθήνα: Πατάκης.

Θώμου, Π. (2001). Εκμάθηση Λεξιλογίου στην Ελληνική ως Ξένη Γλώσσα: Ανάλυση των μη Αποδεκτών Λεξιλογικών Συνάψεων (Lexical Collocations) στο Γραπτό Λόγο Ξένων Φοιτητών. Στο Μ. Βάμβουκας & Α. Χατζηδάκη (Επιμ.), Μάθηση και διδασκαλία της ελληνικής ως μητρικής και ως δεύτερης γλώσσας. Πρακτικά Συνεδρίου, Ρέθυμνο, 6-8 Οκτωβρίου, 2000 (τόμ. Β, σελ. 99-109). Αθήνα: Ατραπός.

Lightbown, P. M., &Spada, N. (2013). How languages are learned (2nd ed.). Oxford University Press.

Μήτσης, Ν. (1998). Στοιχειώδεις Αρχές και Μέθοδοι της Εφαρμοσμένης Γλωσσολογίας. Εισαγωγή στη Διδασκαλία της Ελληνικής ως Δεύτερης (ή Ξένης) Γλώσσας. Αθήνα: Gutenberg.

Ρεβυθιάδου, Α., & Τζακώστα, Μ. (2007). Η φωνολογία στη διδασκαλία της ελληνικής ως ξένης γλώσσας. Αθήνα: Πατάκης.

Σακελλαρίου, Α. (2000). Διδακτική της Ελληνικής ως Δεύτερης/Ξένης Γλώσσας. Αθήνα: Γρηγόρης.

Σκούρτου, Ε., Κούρτη-Καζούλλη, Β., Σελλά-Μάζη, Ε., Χατζηδάκη, Α., Ανδρούσου, Α., Ρεβυθιάδου, Α., & Τσοκαλίδου, Π. (2016). Διγλωσσία & διδασκαλία της ελληνικής ως δεύτερης γλώσσας. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις.

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

Students will need to connect to the examination room via their institutional account, otherwise they will not be able to participate. They will also participate in the examination with a camera which they will have open during the examination. Before the start of the examination, students will show their ID to the camera for identification.

Each student will have to answer 2 questions. Each question is graded with 5. The questions will be of critical thinking and books and notes are allowed.

Background, GeneralKnowledge, Scientific Area, Skill Development

·         mention the most important primary school students’ misconceptions about concepts of Biology

·         apply teaching methods of natural sciences

·         develop teaching activities for concepts of Biology

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

·         Project design and management

·         Autonomous work

·         Teamwork

·         Critical thinking

·          Promoting free, creative and inductive thinking

Lesson 2: The concepts of Biology in the Curriculum. The inquiry-based approach in the 2021 Curriculum.

Lesson 3: Tracking biology concepts in primary school textbooks (teamwork in the classroom).

Lesson 4: Presentation of teamwork results.

Lesson 5: Students’ alternative ideas for concepts of Biology.

Lesson 6: Naive knowledge in Biology at an early age and the transition to scientific knowledge.

Lesson 7: The inquiry-based approach. Teaching models and tools.

Lesson 8: Bloom taxonomy. Study of teaching scenarios (teamwork).

Lesson 9: Study of teaching scenarios (teamwork).

Lesson 10: Presentation of educational sites, software and books.

Lesson 11: Presentation of teaching interventions in the primary class.

Lesson 12: Designing a teaching scenario (teamwork).

Lesson 13: Overview.

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.

·         Teamwork 20%

·         Written exam 80%

1) Zogza, B. (2007). Biological knowledge in childhood. Border (code in Eudoxus: 24086).

2) Athanassiou, K. (2009). Introduction to Biological Sciences and their Teaching. Grigoris (code in Eudoxus: 24975).

Foreign language bibliography:

Inagaki, K., & G. Hatano (2002). Young children’s naive thinking about the biological world. Psychology Press, New York.

Marshall, P.J. & K. Brenneman (2016). Young Children’s Developing Understanding of the Biological World. Early Education and Development, Special issue, 27.

Journals:

Journal of Biological Education

International Journal of Science Education

Science Education

International Journal of Science and Mathematics Education

2)      Written assignment 80%

Background, General Knowledge, Scientific Area, Skill Development

• Explain how disability has been constructed through historical and cultural processes, highlighting the social conditions that shaped prevailing perceptions and practices concerning disabled people.

• Examine the role of public exhibitions and performances of non-normative bodies as means of socially constructing the presence of disabled individuals.

• Identify and interpret representations of disabled people in art and how these contribute to the formation of collective social imaginaries.

• Deconstruct normative narratives about disabled people, approaching disability as a social and cultural phenomenon beyond medical or biological perspectives.

• Develop a critical stance toward dominant social practices and cultural representations that influence the experience and visibility of disabled people.

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

2.       Institutions and Institutionalization

3.       Screening of Documentary and Film on Institutions & Critical Analysis

4.       Charity and Disability: History and Contemporary Challenges

5.       Language and Disability

6.       Ableist Rhetoric

7.       Public Exhibitions of Non-Normative Bodies

8.       Representations of Disability in Literature

9.       Representations of Disability in Film

10.    Film Screening & Critical Analysis

11.    Mass Media and Disability: Cultural Influences and Stereotypes

12.    Religion, Spirituality, and Disability

13.  Disability Beyond the West: Asia, Africa, Oceania

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 

Assessment method: Written Examination (100%)

The examination includes both closed-ended (multiple-choice, true/false, matching) and open-ended questions (analytical responses, essay questions). Its purpose is to assess the student’s understanding of key concepts, critical analysis skills, and the ability to synthesize and apply the knowledge acquired throughout the course.

Assessment language: Greek

Waldschmidt, A. (2017). Disability goes cultural: The cultural model of disability as an analytical tool. Transcript Verlag.

Andrews, E. E. (2020). Disability as diversity: Developing cultural competence. Oxford University Press.

Brown, S. (2002). What is disability culture? Disability Studies Quarterly, 22(2). https://doi.org/10.18061/dsq.v22i2.1371

Erevelles, N. (2011). Disability and difference in global contexts: Enabling a transformative body politic. Palgrave Macmillan.

Mbazzi, F. B., & Swartz, L. (2022). “Impairments of the brain”: Global South perspectives on mental health and disability. Frontiers in Public Health, 10, Article 9545297. https://doi.org/10.3389/fpsyg.2022.9545297

Artiles, A. J. (2023). Probing inclusive education in the Global South: A critical cultural-historical standpoint. Stanford Public Scholarship. https://publicscholarship.stanford.edu/scholarship/blogs/probing-inclusive-education-global-south-critical-cultural-historical-standpoint

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 – MA2, MA3, MA4

·         distinguish and evaluate concepts that refer to effective school, to the improvement of the school, as well as to the issues of organization and management of education – ΜΑ2, ΜΑ3, ΜΑ4

·         examine and combine school effectiveness models – ΜΑ3, ΜΑ4

·         classify data and parameters of research and approaches for the effective teacher – ΜΑ13, ΜΑ15

·         compose models and construct/reconstruct “scenarios” of effective situation management within the school unit and finally evaluate them – ΜΑ7, ΜΑ8, ΜΑ10, ΜΑ14

·         identify, select and organize techniques and strategies for effective school management – ΜΑ10, ΜΑ12, ΜΑ14

·         judge the usefulness and necessity of the theory in the scientific field that the course deals with for further practice and application – ΜΑ1, ΜΑ2, ΜΑ3

·         write and present individual or group assignment that meets the standards of the scientific technical writing – ΜΑ7, ΜΑ8, ΜΑ14.

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)

Purpose, aims, and content of the course

The school unit is one of the most popular research areas with timeless interest because its structural elements, namely students, teachers, and the principal, who play a key role in shaping its identity, are offered for research and there are many aspects and parameters which are explored by the Modern Pedagogy. After all, school effectiveness as well as school improvement,  with which the first is associated, is a much-discussed topic with categories of concepts and issues such as school culture, autonomy, and the way it is administered by its Principal.

In this seminar, a. bodies and functions of the school unit are examined, as well as b. the initiatives that could be developed by teachers and the principal who manages it. Also, c. the most important factors of its effectiveness are presented, with d. emphasis on Principal’s work and the implementation of innovations -e. in close cooperation mainly with teachers and School Counselors/Coordinators of the Educational Work as well as with other Educational Executives- who could contribute to its smooth operation and a harmonious co-existence of all the members in the school class.

Specifically, the topics that are to be developed during  the -at least- 13 sessions are as follows:

·         The school as a social institution

·         Landmarks in the recent history of the school

·         The course of research discussion on the effective school

·         Parameters of school effectiveness

·         Research around the school unit

·         Research around the effective teacher

·         Issues of organization and management of education and in particular of the school unit (educational management and leadership)

·         School management

·         Institutions and bodies involved

·         Cooperation of a school unit with the involved bodies

·         Parental involvement in the educational process and decision-making

·         School self-assessment

b.     With exercise:

In this seminar, students are asked to write and present short assignments on topics that interest them and are related to the thematic units of the course. The methodology can be differentiated according to 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 a synthetic or analytical approach of the subject

–       Degree of criticism of the expressed proposals

–       Diligence and effectiveness in the search and use of the literature

–       Diligence and vividness in the final presentation of the assignment

–       Degree of following the standards of the scientific technical writing

–       Thoroughness of the theoretical approach of the subject studied

–       Correct design and implementation of the research plan

–       Plenitude of literature review

–       Adequate bibliographical documentation

Stravakou, P. (2003). O diefthyntis scholikis monadas protovathmias ekpaidefsis os kinitiria dynami leitourgias tis. Mia empeiriki prosengisi [The principal of school unit in primary education as a driving force of its function: An empirical approach]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Anagnostopoulou, M. (2008). To zitima tis peitharchias stin ekpaidefsi. Symvoli stin prolipsi tis apeitharchis symperiforas ton mathiton [The issue of discipline in education: Contribution to the prevention of students’ misbehavior]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

E-book

Alfirević, Ν. Et al. (2016). School Effectiveness and Educational Management | SpringerLink

Additional suggested bibliography

Greek and foreign (Latin alphabet)

Beaudoin, M.N., & Taylor, M. (2015). Creating a positive school culture: How principals and teachers can solve problems together. USA: Skyhorse publishing.

Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2020). Effective schools 10 years on: Factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266-288. doi: 10.1080/09243453.2019.1652191

Brock, S. E., Sandoval, J., & Sharon, L. (2005). Diacheirisi kriseon sto scholeio [Crisis management in school]. Athina: Dardanos.

Goldring, E., Huff, J., May, H., & Camburn, E. (2008). School context and individual characteristics: What influences principal practice?. Journal of Educational Administration, 46(3), 332-350.

Iordanidis, G. (2014). Diacheirisi sygkrouseon sto scholeio [Conflict management in school]. Thessaloniki: Despoina Kyriakidi.

Kanidou, Z. (2021). Epikoinoniakes dexiotites diefthynton scholikon monadon: Apopseis ekpaideftikon kai diefthynton defterovathmias ekpaidefsis [School principals’ communication skills: Secondary teachers and principals’ point of view]. Thessaloniki: Afoi Kyriakidi Ekdoseis a.e.

Kassotakis, M. (2018). Axiologisi ton scholikon monadon kai ton ekpaideftikon protovathmias kai defterovathmias ekpaidefsis [The assessment of schools and teachers of primary and secondary education]. Athina: Ekdoseis Grigori.

Stamatis, P. (2011). Epikoinonia stin ekpaideftiki kai dioikitiki diadikasia [Communication in the educational and managerial process]. Athina: Diadrasi.

Stravakou, P. (2003). O diefthyntis scholikis monadas protovathmias kai defterovathmias ekpaidefsis: Theoritiki analysi kai empeiriki dierevnisi [Τhe school principal in primary and secondary education: Theoretical analysis kai empirical investigation]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Stravakou, P. (2008). O diefthyntis scholikis monadas: I optiki ton foititon [The school principal – university students’ perspective]. Epistimes Agogis, 1, 149-162.

Stravakou, P. (2013). Symvoli sti chartografisi tou pediou tis organosis kai dioikisis stin ekpaidefsi: Porismata erevnon gia to ergo kai tin epilogi tou diefthynti tis scholikis monadas [Contribution to mapping the terrain of organization and management in education: Research findings regarding the work and selection of school principal]. Sto: M. Kougiourouki, P. Stravakou, & K. Chatzidimou (Epim.), Paidagogikes kai didaktikes erevnitikes meletes-Timitiko afieroma stin kathigitria Eleni Ef. Taratori-Tsalkatidou (p.p. 329-344). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi a.e.

Stravakou, P., & Lozgka, E. (2017). Scheseis goneon kai ekpaideftikon: Mia poiotiki erevna [Relationships between teachers and parents: A qualitative research]. Sto: K. Sarafidou (Epim.), Praktika 6ou Panelliniou  Synedriou tis Etaireias Epistimon Agogis Dramas, Drama, 24-25 Noemvriou 2017 me thema:  “Sygchrones Taseis kai Praktikes sti Diacheirisi tis Scholikis Taxis” (p.p. 832-840).  Drama: Etaireia Epistimon Agogis Dramas.

Stravakou, P. (2018). Oi axiakoi prosanatolismoi diefthynton scholikis monadas: Erevna [School principals’ value orientations: Research]. Paidagogiki Epitheorisi, 35(65), 143-159.

Stravakou, P. (2019). Selecting school principals in Greece in the last fifteen years: A theoretical approach. Journal of Journal of Advances in Education and Philosophy, 3(8), 277-282.

Stravakou, P. (2020). Parental involvement in the school unit: A case study. Saudi Journal of Humanities and Social Sciences, 5(2), 75-80. doi: 10.36348/sjhss.2020.v05i02.006

Taratori, E. (2009). Scholiki Axiologisi [School assessment]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki Technografia (2^nd ed.) [Scientific technical writing]. Athina: Atrapos.

Zavlanos, M. M. (2017). I poiotita sti didaskalia, sti mathisi kai sti dioikisi [The quality in teaching, learning, and management]. Athina: Ath. Stamoulis.

Relevant scientific journals (Greek and foreign)

·        Kinitro

•    Paidagogiki Epitheorisi

•    Epistimes tis Agogis

•    Nea Paideia

•    Ekpaideftika

•    Mentoras

•    Educational Management Administration & Leadership

•    Higher Education Management and Policy

•    Improving Schools

•    International Journal of Educational Management

•    Management in Education

•    Organizational Research Methods

•    Quality Assurance in Education

•    School Leadership and Management

•    Educational Research Quarterly

•    Educational Research for Policy and Practice

•    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%).