Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completing the course, students are expected to:

·         Become aware of the challenges they may encounter in educational settings involving minority, immigrant, and refugee pupils.

·         Familiarize themselves with various methodological approaches to research and recognize their effectiveness depending on the research field.

·         Understand the fundamental issues related to the education of minority, immigrant, and refugee pupils.

·         Design educational projects and research plans for diverse educational contexts.

·         Evaluate the suitability and effectiveness of research designs and approaches in this specific field.

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

Autonomous work

Team work

Working in an international environment

Equity and inclusion

Critical thinking

2.            Examplesofqualitativeresearch

3. Examples of quantitative research

4.            Examplesofethnographicobservations

5.            Actionresearchandeducationalprojects

6.            Students’ assignments’ presentations

7.            Empowermentofminority pupils’ languagebackground

8.            Educationalboardgamesinmulticulturalclassrooms

9.            Translanguaginginmulticulturalclassrooms

10.          Translanguagingintheclassrooms’ linguisticlandscape

11.          Translanguagingandrefugeepupils

12.          Identitytextsinmulticulturalclassrooms

13.          Students’ assignments’ presentations

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)

Μουτή, Ά., Μαλιγκούδη, Χ., Γογωνάς, Ν., & Γκαϊνταρτζή, Α. (2023). Πολυγλωσσία και ειδικά θέματα εκπαιδευτικής Γλωσσολογίας [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://dx.doi.org/10.57713/kallipos-189

Γκαϊνταρτζή, Α. (2018). Αντιλήψεις εκπαιδευτικών, δίγλωσσων μαθητών/τριών και γονέων μεταναστευτικής καταγωγής γύρω από τη διγλωσσία: Μεθοδολογικά ζητήματα και επανεξέταση ερευνητικών δεδομένων. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 4, 83-94. doi:https://doi.org/10.12681/dial.15366

Ίσαρη, Φ. & Πουρκός, Μ. (2015). Ποιοτική μεθοδολογία έρευνας. Εφαρμογές στην Ψυχολογία και στην Εκπαίδευση. Ελληνικά ακαδημαϊκά ηλεκτρονικά συγγράμματα και βοηθήματα Κάλλιπος.

Μαλιγκούδη, Χ. και Δρομπίλα, Μ. (2019) Η ενδυνάμωση της ταυτότητας των παιδιών Ρομά μέσα

από την αξιοποίηση της μητρικής τους γλώσσας: Μια έρευνα δράσης, στο Ανδρούσου, Α., Σφυρόερα, Μ., Δέλη, Σ., Διδάχου, Ε., Κατσικονούρη, Ε. και Σαϊτη, Σ. «Από εδώ και παντού: εκπαιδευτικές αλλαγές και παιδαγωγικές πρακτικές για ένα ανοιχτό σχολείο», Πρακτικά 11ου Πανελλήνιου Συνεδρίου OMEP-ΤΕΑΠΗ-ΕΚΠΑ (http://www.omep.gr/συνέδρια/241‐11o‐συνέδριο.html)

Μαλιγκούδη, Χ., Παντελιού, Ν. και Παπανικολοπούλου, Ε. (2019). Ο ρόλος της διαγλωσσικότητας στην επικοινωνία μεταξύ ενήλικων σπουδαστών της Ελληνικής ως Γ2, 14ο Διεθνές Συνέδριο Ελληνικής Γλωσσολογίας, Πάτρα, 5-8 Σεπτεμβρίου 2019.

Karafylli, M. and Maligkoudi, C. (2021). Translingual schoolscape and language learning for refugee students. Journal Education Inquiry.

Maligkoudi, C., Tolakidou, P. and Chiona, S. (2018). “It is not bilingualism. There is no communication”: Examining Greek teachers’ views towards refugee children’s bilingualism: A case study. Περιοδικό Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

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.

Mattheoudakis, M., Chatzidaki, A. and Μaligkoudi, C. (2017) Heritage language classes and bilingual competence: The case of Albanian immigrant children in Greece, International Journal of Bilingual Education and Bilingualism, 23 (8): 1019-1035. (DOI 10.1080/13670050.2017.1384447)

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.

Background, GeneralKnowledge, 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, 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

Stravakou, P. (2003). I kritikes filies stin epaggelmatiki anaptixi ton ekpedeftikon – Theoritiki kai empeiriki dierevnisi [Critical Friendships in teachers’ professional growth – Theoretical and empirical inquiry]. Thessaloniki: Afoi Kyriakidi ekdoseis A.E..

E-book

Alfirević, Ν. Etal. (2016). SchoolEffectivenessandEducationalManagement | SpringerLink

Additional suggested bibliography

Greek and foreign (Latin alphabet)

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.

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.

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

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%).

Background, General Knowledge, Scientific Area, Skill Development

• Critically examine dominant theoretical and diagnostic approaches to learning difficulties (LO7, LO12).
• Analyze developments in assessment and educational intervention over the past ten years, utilizing contemporary scientific evidence (LO7, LO12).
• Interpret and critically evaluate debates and scientific controversies regarding established diagnostic practices (LO7, LO12).
• Identify and compare national and international educational policies related to learning difficulties (LO7, LO12).
• Justify the selection and/or design of educational interventions based on research evidence and best practices (LO7, LO8).
• Adopt a critical stance toward established educational practices and propose alternative approaches to support skills such as reading, writing, arithmetic problem-solving, and understanding mathematical concepts (LO7, LO8).

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

Critical thinking

2.       Concepts, Historical Context, and Contemporary Approaches

3.       Alternative Perspectives on Learning Difficulties: Social, Cultural, and Pedagogical Views

4.       Critical Analysis of Assessment Tools: Practical Applications, Validity, and Limitations

5.       Dyslexia under Critical Examination: Interpretations, Diagnostic Models, and Scientific Controversies

6.       Dysgraphia and Dysorthography under Critical Examination: Interpretations, Diagnostic Models, and Scientific Controversies

7.       Dyscalculia under Critical Examination: Interpretations, Diagnostic Models, and Scientific Controversies

8.       Educational Policy for Learning Difficulties: Legal Framework, Convergences and Divergences at National and International Level I

9.       Educational Policy for Learning Difficulties: Legal Framework, Convergences and Divergences at National and International Level II

10.    Educational Interventions with a Critical Perspective: Research Evidence, Assumptions, and Applications

11.    Support Strategies in Reading

12.    Support Strategies in Writing

13.    Support Strategies in Mathematical Thinking

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 

1. Written Assignment with Reflective/Critical Approach (50%): Students select a topic from the course syllabus (e.g., the validity of diagnostic tools for dyslexia or educational policy on learning difficulties in Greece) and are asked to approach it critically, referencing relevant scientific literature.
2. Group Assignment Presentation (50%): Students participate collaboratively in a presentation or structured discussion on research articles, case studies, or educational policy texts. The criteria and assessment method for both the Written Assignment and the Presentation are explained in detail during the first lecture of the semester and subsequently uploaded to the eClass platform.

Language of assessment: Greek

Grigorenko, E. L., Compton, D. L., Fuchs, D. E., Fuchs, L. S., & Fletcher, J. M. (2020). Understanding, Diagnosing, and Treating Comorbid Learning Disorders. Springer.

Reid, G., & Peer, L. (Eds.) (2016). Multilingualism, Literacy and Dyslexia: A Challenge for Educators. Routledge.

Sideridis, G. D., & Swanson, H. L. (Eds.) (2023). Learning Disabilities: An International Perspective. Routledge.

Solovieva, Y., Koutsoklenis, A., & Quintanar, L. (2021). Overcoming theoretical stagnation through cultural–historical neuropsychology: The case of dyslexia. Theory & Psychology, 32(2), 263-280. https://doi.org/10.1177/09593543211040812

Background, GeneralKnowledge, Scientific Area, Skill Development

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

1.     recognize the general and specific knowledge and skills required for successful use of modern participatory teaching and learning methods in the elaboration of a successful environmental education program,

2.     have gained experience in designing and implementing environmental education programs by involving participatory teaching and learning methods on a variety of topics on general and specific environmental issues

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

·         Usingthenecessarytechnologies

·         Autonomous&Teamwork

·         Decision-making

·         Respectfordiversityandmulticulturalism

·         Respectforthenaturalenvironment

·         Criticismandself-criticism

·         Promotingfree,creativeandinductivethinking

2.     Workshop I (Project Method)

3.     Workshop II (Problem-solving)

4.     Workshop III (Case study)

5.     Workshop IV (The role play / The interactive confrontation)

6.     Workshop V (Concept mapping / Community mapping)

7.     Workshop VI (Field study / Environmental pathways)

8.     Workshop VII (The ethical dilemma / The forum theatre)

9.     Workshop VIII (Search for a common future / The workshop of the future)

10. Workshop IX (The Professor Visualization)

11. Workshop X (Brainstorming / The citizens’ committee)

12. Workshop XI (The café of Sustainability / The World café).

13. Discussion – Evaluation – Self-evaluation

Note: A prerequisite for participation and successful course completion is the attendance of almost all lessons (up to 3 absences are only excused).

·         Use of materials that will be required for the implementation of various workshops (e.g., meter paper, paints, markers)

·         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.

Language:Greek

Evaluation:Formative

Mid-termevaluation(preparationand presentation ofseveralprojects)(100%).

Itincludes:Involvement of students in the workshops that focus on a variety of modern participatory teaching and learning methods

Evaluationcriteria:Degree of preparation and participation, clarity and coherence in the arguments developed, synthetic and analytical approach to the issues under negotiation, critical thinking

·         Φλογαΐτη, Ε., Λιαράκου, Γ. & Γαβριλάκης, Κ. (2021).Συμμετοχικές Μέθοδοι Διδασκαλίας και Μάθησης. Εφαρμογές στην Εκπαίδευση για το Περιβάλλον και την Αειφορία. Αθήνα: Πεδίο.

Suggested bibliography

·         Αθανασάκης, Α. (2004). Η Περιβαλλοντική Αγωγή σε όλες τις βαθμίδες της εκπαίδευσης. Αθήνα: Gutenberg.

·         Αθανασάκης, Α. & Κουσουρής, Θ. (1999). «Περιβάλλον και Οικολογία στην Εκπαίδευση. Η θεματική και μεθοδολογική ένταξη των σχέσεων Περιβάλλοντος – Σχολείου – Αγωγής στο εκπαιδευτικό μας σύστημα. Αθήνα: Δαρδανός, Αθήνα.

·         Γεωργόπουλος, Α. (2005) (επιμέλεια). Περιβαλλοντική Εκπαίδευση. Ο νέος πολιτισμός που αναδύεται. Αθήνα: Gutenberg.

·         Γεωργόπουλος, Α. & Τσαλίκη, Ε. (2006).Περιβαλλοντική Εκπαίδευση, Αρχές – Φιλοσοφία – Μεθοδολογία – Παιχνίδια & Ασκήσεις. Αθήνα: Gutenberg.

·         Δημητρίου, Α. (2009). Περιβαλλοντική Εκπαίδευση, Περιβάλλον, Αειφορία. Θεσσαλονίκη: Επίκεντρο.

·         Ζυγούρη, Έ. (2005).Αξιολόγηση προγραμμάτων Περιβαλλοντικής Εκπαίδευση. Θεωρία και Πράξη. Αθήνα: Τυπωθήτω.

·         Καλαϊτζίδης, Δ. & Ουζούνης, Κ. (2000).Περιβαλλοντική Εκπαίδευση, Θεωρία & Πράξη. Ξάνθη: Σπανίδης.

·         Λιαράκου, Γ. & Φλογαίτη, Ε. (2007).Από  την  Περιβαλλοντική Εκπαίδευση στην Εκπαίδευση για την Αειφόρο Ανάπτυξη. Προβληματισμοί – Τάσεις – Προτάσεις. Αθήνα: Νήσος.

·         Παπαβασιλείου, Β. (2011).Η Περιβαλλοντική Εκπαίδευση στις Επιστήμες της Αγωγής. Αθήνα: Πεδίο.

·         Ράπτης, Ν. (2000). Περιβαλλοντική Εκπαίδευση και Αγωγή. Το θεωρητικό πλαίσιο των επιλογών. Αθήνα: Τυπωθήτω.

·         Χριστιάς, Ι. (1998). Από την Πατριδογνωσία στη Μελέτη του Περιβάλλοντος. Η παιδαγωγική και τα προβλήματα του Δημοτικού Σχολείου. Αθήνα: Τυπωθήτω.

Related ScientificJournals

·         The Journal of Environmental Education

·         Environmental Education Research

·         Περιβαλλοντική Εκπαίδευση για την Αειφορία

·         Για την Περιβαλλοντική Εκπαίδευση

·         Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση

Background, GeneralKnowledge, Scientific Area, Skill Development

Uponcompletionofthecourse,studentsshouldbeableto:

·       recognizethegeneralandspecificknowledgeandskillsrelatedtothepedagogicalmethodsandteachingstrategiesrequiredfortheelaborationofasuccessfulEE program

·       havegainedsomeexperienceinthedesignandapplicationofEE programsongeneraltopics

·       havedelvedintospecificissuesencounteredinternationallyinthefieldofEE,suchasBiodiversity Education,OceanLiteracy,and Climate Literacy,andbeabletosupportthemintheirschools

·       identifyrelevantmaterial(i.e.,green-orientedmaterial)infieldssuchasliterature(e.g.,fairytales,youthliterature,prose, poetry),printedandelectronicpress(e.g.,newspapers,magazines),art(e.g.,painting,cinema),andbeabletousetheminpracticewithinthecontextofformalandnon-formaleducation by transformingthemintoeducationalmaterial.

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

·         Usingthenecessarytechnologies

·         Autonomous&Teamwork

·         Decision-making

·         Respectfordiversityandmulticulturalism

·         Respectforthenaturalenvironment

·         Criticismandself-criticism

·         Promotingfree,creativeandinductivethinking

2.       Division into groups – Tasks description

3.       LectureI(Biological diversity)

4.       Lecture IIa (Ocean Literacy)

5.       Lecture IIb (Ocean Literacy)

6.       Lecture III (Climate Literacy)

7.       Presentation of the 2010 Agenda and design of an Environmental Education program

8.       Students’ oral presentationsI(Ecologicalfairytales–Thenaturalenvironmentinyouthliterature)

9.       Students’ oral presentations II(Thenaturalenvironmentinproseandpoetry)

10.   Students’ oral presentations III(ThenaturalenvironmentinArt:Painting–Cinema–Music)

11.   Students’ oral presentations IV(Thenaturalenvironmentin Mass Media – DesignandimplementationofEnvironmentalEducationPrograms)

12.   Students’ oral presentations V(The pros and cons of my birth place – Photo contest)

13.   Discussion,Evaluation,Self-evaluation – Environmental movie night

Note: A prerequisite for participation and successful course completion is the attendance of almost all lessons (up to 3 absences are only excused).

·         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.

Language:Greek

Evaluation:Formative

Mid-termevaluation(preparationand presentation ofseveralprojects)(100%).

Itincludes:workshops,presentationsofgroupand/orindividualprojectsthroughwhichstudentsareinvitedtocarry out virtualteachingsonavarietyofenvironmental issues

Evaluationcriteria:preparation,literature investigation,clarityandcoherenceinthedeveloped argumentation,achievementof the didactictransformation,syntheticandanalyticalapproachtothesubjectsunderstudy,criticalthinking

·         Φλογαΐτη, Ε., Λιαράκου, Γ., & Γαβριλάκης, Κ. (2021).Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην Εκπαίδευση για το Περιβάλλον και την Αειφορία. Αθήνα: Πεδίο.

·         Tyler Miller, G., & Spoolman, S.E. (2018).Περιβαλλοντική Επιστήμη. Δημητρακόπουλος Π. & Γαβριλάκης, Κ. (επιστημονική Επιμέλεια). Αθήνα: Τζιόλας

Suggested bibliography

·         Αθανασάκης, Α. (2004). Η Περιβαλλοντική Αγωγή σε όλες τις βαθμίδες της εκπαίδευσης. Αθήνα: Gutenberg.

·         Αθανασάκης, Α. & Κουσουρής, Θ. (1999). «Περιβάλλον και Οικολογία στην Εκπαίδευση. Η θεματική και μεθοδολογική ένταξη των σχέσεων Περιβάλλοντος – Σχολείου – Αγωγής στο εκπαιδευτικό μας σύστημα. Αθήνα: Δαρδανός, Αθήνα.

·         Γεωργόπουλος, Α. (2005) (επιμέλεια). Περιβαλλοντική Εκπαίδευση. Ο νέος πολιτισμός που αναδύεται. Αθήνα: Gutenberg.

·         Γεωργόπουλος, Α. & Τσαλίκη, Ε. (2006).Περιβαλλοντική Εκπαίδευση, Αρχές – Φιλοσοφία – Μεθοδολογία – Παιχνίδια & Ασκήσεις. Αθήνα: Gutenberg.

·         Δημητρίου, Α. (2009). Περιβαλλοντική Εκπαίδευση, Περιβάλλον, Αειφορία. Θεσσαλονίκη: Επίκεντρο.

·         Ζυγούρη, Έ. (2005).Αξιολόγηση προγραμμάτων Περιβαλλοντικής Εκπαίδευση. Θεωρία και Πράξη. Αθήνα: Τυπωθήτω.

·         Καλαϊτζίδης, Δ. & Ουζούνης, Κ. (2000).Περιβαλλοντική Εκπαίδευση, Θεωρία & Πράξη. Ξάνθη: Σπανίδης.

·         Λιαράκου, Γ. & Φλογαίτη, Ε. (2007).Από  την  Περιβαλλοντική Εκπαίδευση στην Εκπαίδευση για την Αειφόρο Ανάπτυξη. Προβληματισμοί – Τάσεις – Προτάσεις. Αθήνα: Νήσος.

·         Παπαβασιλείου, Β. (2011).Η Περιβαλλοντική Εκπαίδευση στις Επιστήμες της Αγωγής. Αθήνα: Πεδίο.

·         Ράπτης, Ν. (2000). Περιβαλλοντική Εκπαίδευση και Αγωγή. Το θεωρητικό πλαίσιο των επιλογών. Αθήνα: Τυπωθήτω.

·         Χριστιάς, Ι. (1998). Από την Πατριδογνωσία στη Μελέτη του Περιβάλλοντος. Η παιδαγωγική και τα προβλήματα του Δημοτικού Σχολείου. Αθήνα: Τυπωθήτω.

Related ScientificJournals

·         The Journal of Environmental Education

·         Environmental Education Research

·         Περιβαλλοντική Εκπαίδευση για την Αειφορία

·         Για την Περιβαλλοντική Εκπαίδευση

·         Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση

Tel: 0030 25510 30011, e-mail: amogias@eled.duth.gr

Background, GeneralKnowledge, Scientific Area, Skill Development

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.       Definition of bilingualism/multilingualism

3.       Typology of bilingualism/multilingualism

4.       Cognitive and linguistic development of bilingual children

5.       Development of phonological skills of bilingual children

6.       Development of morphosyntactic skills of bilingual children

7.       Mid-term exam

8.       Development of vocabulary of bilingual children

9.       Development of pragmatic skills of bilingual children

10.   Examples of interlingual interaction – Case studies

11.   Management of bilingualism/multilingualism in education

12.   Educational applications

13.   Summary of key points

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-term exam.

(2) Final written assignment with public presentation.

Διακογιώργη, Κ., Σελίμης, Σ., Παπαδοπούλου, Δ. &Γ. Ανδρέου (επιμ.) (2023). Διγλωσσία.Γλωσσική ανάπτυξη και εκπαιδευτικές προεκτάσεις. Αθήνα: Gutenberg.

Τριάρχη-Herrmann, B. (2000). Η Διγλωσσία στην Παιδική Ηλικία. Μια Ψυχογλωσσολογική προσέγγιση. Αθήνα: Gutenberg.

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

Baker, C. (2001). Εισαγωγή στη Διγλωσσία και τη Δίγλωσση Εκπαίδευση. Αθήνα: Gutenberg.

Additional suggested bibliography:

Greek bibliography

Ανδρέου, Γ. (2012). Γλώσσα. Θεωρητική &Μεθοδολογική Προσέγγιση. Αθήνα: Πεδίο.

Ασκούνη, Ν. (2006). Η Εκπαίδευση της Μειονότητας στη Θράκη. Αθήνα: εκδ. Αλεξάνδρεια.

Γαβριηλίδου, Ζ., Μητσιάκη, Μ. & Α. Φλιάτουρας (2021). 100 Βασικές έννοιες για τη Γλωσσολογία. Αθήνα: Gutenberg.

Γαλαντόμος, Ι. (2012). Μαθήματα διγλωσσίας. Αθήνα: Επίκεντρο.

Μουτή, Ά., Μαλιγκούδη, Χ., Γογωνάς, Ν., & Γκαϊνταρτζή, Α. (2023). Πολυγλωσσία και Ειδικά Θέματα Εκπαιδευτικής Γλωσσολογίας. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις.

Μπέλλα, Σ. (2011). Η Δεύτερη γλώσσα. Κατάκτηση και διδασκαλία. Αθήνα: Εκδόσεις Πατάκη.

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.

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

Τσοκαλίδου, Ρ. (2012). Χώρος για δύο. Θέματα διγλωσσίας και εκπαίδευσης. Θεσσαλονίκη: Ζυγός.

Τσοκαλίδου, Ρ. (2004).Το πρώτο μου βιβλίο για τη διγλωσσία. Θεσσαλονίκη:Μπαρμπουνάκης.

Τσοκαλίδου, Π. (2016). Διγλωσσία & διδασκαλία της ελληνικής ως δεύτερης γλώσσας. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις.

Χατζηδάκη, Α., & Μαλιγκούδη, Χ. (2023). Η ανάπτυξη της γλώσσας της κοινότητας σε παιδιά από μειονοτικές ομάδες. Κάλλιπος, ΑνοικτέςΑκαδημαϊκέςΕκδόσεις.

English bibliography

Baker, C. (2006). FoundationsofBilingualEducationandBilingualism. Clevendon: Multilingual Matters.

Bhatia, T.K., & Ritchie, W.C. (Eds.). (2014). The handbook of bilingualism and multilingualism. Oxford. UK: John Wiley and Sons.

García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave

Macmillan.

Grosjean, F. (2008).  Studying bilinguals. Oxford: Oxford University Press.

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

Sauders, G. (1988). Bilingual Children: From Birth to Teens. Clevedon: Multilingual Matters.

Scientific journals:

· Bilingualism: Language and Cognition

· Journal of Second and Multiple Language Acquisition

· International Journal of Bilingual Education and Bilingualism

· International Journal of Multilingualism

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, General Knowledge, 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, 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

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. (1997).  I mikrodidaskalia stin ekpaidefsi ton ekpaideftikon:  Mia theoritiki kai empeiriki prosengisi [Microteaching in educators’ education: A theoretical and empirical approach]. Thessaloniki: Ekdotikos oikos A/fon 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. (1990).  I eidikefsi ton ekpaideftikon tis dimotikis ekpaidefsis: Mia paidagogiki empeiriki erevna [The specialization of primary school teachers: A pedagogical empirical approach]. Thessaloniki: Ekdotikos oikos Giachoudi/Giapouli.

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.

Filippou, K. (1984). I praktiki askisi stin ekpaidefsi ton ekpaideftikon [The internship in educators’ education]. Paidagogiki Epitheorisi, 1, 39-61.

Gkikopoulou, P. G. (1984). Programma ekpaidefsis ekpaideftikon [Programme for educators’ education]. Paidagogiki Epitheorisi, 1, 18-38.

Kladi, D. (1991). I vasiki ekpaidefsi kai to systima diorismou ton Ellinon ekpaideftikon [The basic education and the appointment system of Greek educators]. Athina.

Polychronopoulou, P. (1982). To provlima tis ekpaidefsis ton ekpaideftikon kai i riziki tou lysi [The problem of educators’ education and its radical solution]. Athina.

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, E. (1995). Paidagogiki kai didaktiki katartisi ton ekpaideftikon tis protovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Pedagogical and didactic training of primary school teachers: Theoretical and empirical approach]. Thessaloniki: Εkdotikos oikos A/fon Kyriakidi.

Taratori, E. (1999). Neoterismoi stin ekpaidefsi ton ekpaideftikon: To paradeigma tis mikrodidaskalias. Praktika 1ou Panelliniou Synedriou Mikrodidaskalias (ss. 59-76.). Athina-Alexandroupoli.

Taratori, E. (1991). I efarmogi ton mikrodidaskalion stin ekpaidefsi ton ypopsifion ekpaideftikon [The application of micro-teaching in the education of prospective teachers]. Scholeio kai Zoi, 11, 379-384.

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

Vrettou, G. E. (1995). I ekpaidefsi ton ekpaideftikon se krisi [Educators’ education in a crisis]. Nea Paideia, 74, 78-89.

Xochelli, P. (1985). Ekpaidefsi kai ekpaideftikos simera [Education and the educators today]. Thessaloniki: Ekdotikos oikos A/fon Kyriakidi.

Xochelli, P. (1984). I ekpaidefsi ton ekpaideftikon [The educators’ education]. Paidagogiki Epitheorisi, 1, 13-17.

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, General Knowledge, Scientific Area, Skill Development

·        know terms and concepts related to the teaching subject as well as their correct use in order to describe and define clearly and accurately the scientific field of adult education – ΜΑ1, ΜΑ2, ΜΑ3

·        distinguish and estimate concepts related to lifelong education and learning, adult education, and continuing education – ΜΑ1, ΜΑ2, ΜΑ3

·        know the relevant literature on the thematic field of adult education –  ΜΑ1, ΜΑ2, ΜΑ3

·        classify and apply the models of adult education, and to distinguish the elements that differentiate them – ΜΑ5, ΜΑ6

·        compose models and construct/reconstruct “scenarios” of adult education programs and evaluate them – ΜΑ4, ΜΑ7

·        identify, select, and organize adult education techniques and methods – ΜΑ7, ΜΑ8

·        recognize the usefulness and necessity of specific principles, institutions, and bodies of Adult Education – ΜΑ2, ΜΑ3

·        write and present autonomous or group assignment that meets the standards of the scientific technical writing – ΜΑ13, ΜΑ14

·        plan small-scale on-site surveys related to adult education – ΜΑ14, ΜΑ15

·        relate the possibilities offered by basic knowledge in the field of Adult Education with their future professional rehabilitation and their professional development in the context of training, self-education, and critical thinking – 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

·        Autonomous and/or group assignment

·        Exercise and demonstration of social, professional, and moral responsibility and gender sensitivity

·        Critical thinking

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

·        Clarification of the terms and concepts of the field

·        Profile of adult trainees (age, gender, schooling, social role, occupation)

·        Profile and role of adult educators

·        Organization of learning material, classification

·        Adult Education methods

B.     With research:

·        Literature review but also in adult education institutions.

In more detail, the topics to be presented in the seminars and structured in, at least, 13 sections are the following:

·        Delimitation of the field of study, concepts and definitions, necessity

·        Historical progression and development, legislative framework

·        Research in the field of Adult Education

·        Dialectical relationship with the lifelong orientation of citizens’ education

·        The learning cycle (D. Kolb)

·        Adult Education structures and institutions

·        Adult educators, qualifications, requirements, certification

·        Adult learning principles, barriers to adult education, characteristics and profiles of adult learners

·        Adult Education methods and techniques

·        Axioms and aphorisms in lifelong learning

·        European policy for lifelong learning and Adult Education

·        Design, organization, evaluation of programs for adults

Self-directed learning: Models for interpreting self-directed learning as a learning process and as teaching for learning (Tough, Knowles, Grow, Hammond & Collins), Critical thinking self-directed learning (S. Brookfield), Self-directed learning transformative learning (J. Mezirow)

–   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 the 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

Taratori, E. Kougiourouki, M., Stravakou, P., Alvanopoulos, G., Kalpakidou, K., Pegiadou, K., Topouzeli, F., & Fragkou, T. (2008). Ta scholeia defteris efkairias: Theoria-erevna [The second chance schools: Theory and research]. Thessaloniki: Ekdotikos oikos Adelfon Kyriakidi.

E-book

Fejes, A., & Nylander, E. (2019). Mapping out the Research Field of Adult Education and Learning | SpringerLink.

Greek

Cross, P. (1981). Adults as learners: Increasing participation and facilitating learning (met. A. Pampouri). San Francisco: Jossey Bass.

Geniki Grammateia Ekpaidefsis Enilikon. (2008). I anaptyxi kai i trechousa katastasi tis ekpaidefsis enilikon: Ethniki ekthesi tis Elladas [The development and current state of adult education: National report of Greece]. Diathesimo ston diktyako topo: www.unesco.org/uil

Jarvis P. (2007). Oi themeliotes tis ekpaidefsis enilikon [The founders of adult education]. Athina: Metaichmio.

Kokkos, A. (2008). Ekpaidevontas tous ekpaideftes enilikon: Meleti axiologisis [Educating the adult educators: An assessment study]. Athina: Epistimoniki Enosi Ekpaidefsis Enilikon.

Kokkos, A. (2005). Ekpaidefsi enilikon: Anichnevontas to pedio [Adult education: Detecting the terrain]. Athina: Metaichmio.

Papaioannou, S. (2002). Zitisi synechizomenis ekpaidefsis kai kinitra endiaferomenon stin Ellada: Anergia neon, apofoiton lykeiou kai synechizomeni epangelmatiki ekpaidefsi [Demand for continuing education and incentives for stakeholders in Greece. Unemployment of young people, high school graduates, and continuing vocational education]. Sto: A. Verevi (Epim.), Ergo – EREVNA 1997-2000. Synoptiki parousiasi. A. Erevnes sto plaisio tou EPEAEK, V. Drastiriotites tou Kentrou (s.s. 266-284). Athina: KENTRO EKPAIDEFTIKIS EREVNAS.

Sipitanou A., & Papakonstantinou M. (2004). Mathimata synechizomenis ekpaidefsis sta proptychiaka kai metaptychiaka programmata spoudon ton ellinikon panepistimion [Courses of continuing education in the undergraduate and postgraduate curricula of the Greek universities]. Epistimes tis Agogis, 3, 37-56.

Taratori, E. (2001). O thesmos tis ekpaidefsis enilikon stin Ellada: Paidagogiki kai didaktiki prosengisi [The institution of adult education in Greece – pedagogical and didactic approach]. Sto: D. Chatzidimou (Epim.), Paidagogiki kai Ekpaidefsi, timitikos tomos gia ta 65chrona tou kathigiti Panagioti D. Xochelli (s.s. 679-690). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori-Tsalkatidou, E. (2000a). I epimorfosi apo tin skopia ton ekpaideftikon tis protovathmias ekpaidefsis. Theoritiki kai empeiriki prosengisi [Training from the point of view of primary school teachers: A theoretical and empirical approach]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Taratori-Tsalkatidou, E. (2000b). I epimorfosi apo tin skopia ton ekpaideftikon tis defterovathmias ekpaidefsis. Theoritiki kai empeiriki prosengisi [Training from the point of view of secondary school teachers: A theoretical and empirical approach]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

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

Ventell, T. (1982). Laiki epimorfosi kai ethniki anaptyxi [Folk training and national development]. Sto: Laiki Epimorfosi: Diethneis Empeiries kai Ellinikes Prooptikes, Diethnes Seminario (ss. 134-150). Athina: Kentro Meleton kai Aftomorfosi.

Vergidis, D.  (1990). Epimorfosi enilikon sta panepistimia [Adult training in universities]. Paidagogiki Psychologiki Egkyklopaideia – Lexiko, t. 4. Athina: Ellinika Grammata.

Ziogou-Karastergiou, S. (1994). Skepseis kai provlimatismoi gia ti diarki ekpaidefsi stin Ellada: O rolos ton panepistimiakon kentron pliroforisis kai symvouleftikis [Thoughts and reflections on continuing education in Greece: The role of University Information and Counseling Centers]. Epitheorisi Symvouleftikis kai Provlimatismou, 28-29, 33-38.

Foreign

Brookfield S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield S. (1986). Understanding and facilitating adult learning. Milton: Open University Press.

Jarvis P. (2000). Adult and continuing education: Theory and practice (5^th ed.). London: Routledge.

Jarvis P. (1987). Adult learning in the social context. London: Croom Helm.

Jarvis P. (1985). The sociology of adult and continuing education. London:  Croom Helm.

Jarvis P., & Griffin C. (2003). Adult and continuing education: Major themes in education. London: Routledge.

Knowles M. (1990). The adult learner: A neglected species (4^th ed.). Houston: Gulf.

Knowles M. (1989). The making of an adult educator. San Francisco: Jossey Bass.

Knowles M. (1984). Andragogy in action. San Francisco: Jossey-Bass.

Longworth, N. (1999). Making lifelong learning work. London: Kogan Page.

Mezirow J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Rogers J. (1989)^3rd. Adults learning. Open University Press.

Rubenson, K. (2016). Adult learning and education. London: Elsevier Science & Technology.

Relevant scientific journals (Greek and foreign)

·       Kinitro

·       Paidagogiki Epitheorisi

·       Epistimes tis Agogis

·       Nea Paideia

·       Ekpaidefsi Enilikon

·       Adult Education Quarterly

·       American Journal of Distance Education

·       Educational Researcher

·       International Journal of Lifelong Education

·       Journal of  Adult and Continuing 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, General Knowledge, 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, 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

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. (1997).  I mikrodidaskalia stin ekpaidefsi ton ekpaideftikon:  Mia theoritiki kai empeiriki prosengisi [Microteaching in educators’ education: A theoretical and empirical approach]. Thessaloniki: Ekdotikos oikos A/fon 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. (1990).  I eidikefsi ton ekpaideftikon tis dimotikis ekpaidefsis: Mia paidagogiki empeiriki erevna [The specialization of primary school teachers: A pedagogical empirical approach]. Thessaloniki: Ekdotikos oikos Giachoudi/Giapouli.

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.

Filippou, K. (1984). I praktiki askisi stin ekpaidefsi ton ekpaideftikon [The internship in educators’ education]. Paidagogiki Epitheorisi, 1, 39-61.

Gkikopoulou, P. G. (1984). Programma ekpaidefsis ekpaideftikon [Programme for educators’ education]. Paidagogiki Epitheorisi, 1, 18-38.

Kladi, D. (1991). I vasiki ekpaidefsi kai to systima diorismou ton Ellinon ekpaideftikon [The basic education and the appointment system of Greek educators]. Athina.

Polychronopoulou, P. (1982). To provlima tis ekpaidefsis ton ekpaideftikon kai i riziki tou lysi [The problem of educators’ education and its radical solution]. Athina.

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, E. (1995). Paidagogiki kai didaktiki katartisi ton ekpaideftikon tis protovathmias ekpaidefsis: Theoritiki kai empeiriki prosengisi [Pedagogical and didactic training of primary school teachers: Theoretical and empirical approach]. Thessaloniki: Εkdotikos oikos A/fon Kyriakidi.

Taratori, E. (1999). Neoterismoi stin ekpaidefsi ton ekpaideftikon: To paradeigma tis mikrodidaskalias. Praktika 1ou Panelliniou Synedriou Mikrodidaskalias (ss. 59-76.). Athina-Alexandroupoli.

Taratori, E. (1991). I efarmogi ton mikrodidaskalion stin ekpaidefsi ton ypopsifion ekpaideftikon [The application of micro-teaching in the education of prospective teachers]. Scholeio kai Zoi, 11, 379-384.

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

Vrettou, G. E. (1995). I ekpaidefsi ton ekpaideftikon se krisi [Educators’ education in a crisis]. Nea Paideia, 74, 78-89.

Xochelli, P. (1985). Ekpaidefsi kai ekpaideftikos simera [Education and the educators today]. Thessaloniki: Ekdotikos oikos A/fon Kyriakidi.

Xochelli, P. (1984). I ekpaidefsi ton ekpaideftikon [The educators’ education]. Paidagogiki Epitheorisi, 1, 13-17.

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, General Knowledge, Scientific Area, Skill Development

• possess a specialized vocabulary of terms and concepts related to the subject of instruction and use it correctly on a case-by-case basis, i.e. to describe and define clearly and precisely the scientific field of educational evaluation, therefore to select the most appropriate ones when asked to take a position and document it – MA2, MA3, MA4.

·       distinguish and evaluate concepts that refer to the evaluation of school performance, the evaluation of the teacher and his/her work and the evaluation of the school unit, as well as other aspects of evaluation in the educational and wider pedagogical field – MA2.

• examine and combine the evaluation principles found in the relevant literature and that compose the field – MA2, MA3, MA4.

• classify elements and parameters of educational evaluation models, examine their applicability in practice, combine and differentiate them – MA2, MA4.

·       compose models and construct / reconstruct “scenarios” of evaluation of various aspects of education and carry out post-evaluation – MA2, MA6, MA6.

• identify, select and organize techniques and methods of student, teacher, and school evaluation – MA8, MA9, MA10.

• construct objective tests for the assessment of students’ school performance – MA3, MA5.

• judge the usefulness and necessity of specific principles, institutions and evaluation bodies in school and education (e.g., teachers’, Education Executives’, the State’s or other bodies, etc.) and support their positions for the above -MA2, MA14, MA15.

• write and present autonomous assignment that meets the standards of the scientific technical writing – MA7, MA8, MA14.• design small-scale on-site surveys with the aim of identifying the views of stakeholders in the wider local community and the educational community on the issue of evaluation – MA13, MA14.

• correlate the possibilities offered by basic knowledge of this field of knowledge with the future educational practice – MA1, MA2, MA4.

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

·  Correct selection and application of methodologies and educational practices

·  Exercise in and demonstrate of social, professional, and moral responsibility and sensitivity to issues of gender or other particularities

·  Exercise in criticism and self-criticism

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

The topics presented at the meetings and structured in at least 13 sections are the following:

The main topics that will be analyzed are the following:

– delimitation of the subject

– basic terminology and basic concepts of educational evaluation (terms, kinds, types, forms, methods and techniques, models)

–  legislative framework

–  historical evolution

– quality in education, identification and development of factors

– factors that give quality to education (school management, school culture, supply of educational goods)

– assessment of school performance (traditional, modern, portfolio, worksheets, descriptive assessment), student grading, authentic assessment

– self-assessment and assessment from other students

– school evaluation (self-evaluation, internal and external evaluation)

– methodological tools for evaluating the school unit

– evaluation of the teacher and his / her work

– formal forms of teacher assessment and the educational work

– informal forms of teacher assessment and the educational work

– correlation with the concept of school effectiveness and improvement

– evaluation of other educational institutions and structures

-In teaching

-In the presentations 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 synthetic or analytical approach to the subject

–       degree of criticism of the proposals made

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

– Diligence and vividness in the final presentation of the work

– Degree of following the rules of the scientific technical writing

– Thoroughness of theoretical approach to the subject

– Proper design and implementation of a research project

– Thoroughness of relevant literature

– Adequate bibliographic documentation.

Ventouris, A. (2018). Eisagogi stin ekpaideftiki axiologisi [Introduction to the educational assessment]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Taratori-Tsalkatidou, E. (2015). Scholiki Axiologisi. Axiologisi tis scholikis monadas, tou ekaideftikou kai tis epidosis tou mathiti [School assessment: The assessment of school unit, educator, and student performance] (2i ekd.). Thessaloniki: Afoi Kyriakidi Ekdoseis A.E

E-book

Wyatt-Smith, C., & Cumming, J. J. (2009). Educational Assessment in the 21st Century: Connecting theory and practice. Educational Assessment in the 21st Century | SpringerLink.

Additional suggested bibliography

Greek

Athanasiou, L. (2000). I axiologisi tis epidosis tou mathiti sto scholeio kai tou didaktikou tou ergou [The assessment of students’ performance in school and of teaching work]. Ioannina: Ekdoseis Panepistimiou Ioanninon.

Dimitropoulos, E. (2002). Ekpaideftiki Axiologisi- I axiologisi tis ekpaidefsis kai tou ekpaideftikou ergou [Educational assessment – The assessment of education and educational work]. Athina: Ekdoseis Grigori.

Georgousis, P. (1998). I axiologisi ton mathiton me vasi to fakelo ylikou (Portfolio Assessment): Mia nea tasi stin ekpaideftiki axiologisi [Students’ assessment accordin to portfolio: A new trend in educational assessment]. Athina: Delfoi.

Kakana, D. M. (2006). Taseis kai praktikes axiologisis stin proscholiki ekpaidefsi [Assessment trends and practices in pre-school education]. Sto: D. M. Kakana, K. Botsoglou, N. Chaniotakis, Ef. Kalavari (Epim.), I axiologisi stin ekpaidefsi: Paidagogiki kai Didaktiki Diastasi (s.s. 31-41). Thessaloniki: Ekdoseis Afon Kyriakidi.

Karakatsanis, G. (1994). Themata Ekpaideftikis Axiologisis [Issues of educational assessment], Thessaloniki: Art of Text.

Kassotakis, M. (2001). I axiologisi tis epidoseos ton mathiton- Mesa, methodoi, prooptikes [The assessment of students’ performance – Means, methods, prospects]. Athina: Ekdoseis: Grigoris.

Kavadias, G., & Fatourou, A. (2002). O eksygchronismos tis axiologisis [The modernization of evaluation]. Antitetradia tis Ekpaidefsis, 62, 9-14.

Kougiourouki, M., Stravakou, P., & Chatzidimou, K. (2006). I axiologisi tis scholikis epidosis mathiton/trion E΄ kai St΄ taxis tou dimotikou scholeiou-mia meleti periptosis [The assessment of students’ school performance of 5^th and 6^th grade in primary school – a case study]. Eisigisi sto: D.-M. Kakana,  Κ. Botsoglou, N. Chaniotaki, & E. Kavalari (Epim.), I axiologisi stin ekpaidefsi: Paidagogiki kai Didaktiki Diastasi (s.s. 123-129). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

MacBeath, J. (2001). I aftoaxiologisi sto Scholeio, Outopia kai praxis [The self-assessment in school, utopia and praxis] (met. Chr. Douka kai Z. Polymeropoulou). Athina: Ellinika Grammata.

Salvaras, G. (1999). Kataskefi kai chrisi didaktikou ylikou gia tin axiologisi olon ton mathiton [construction and use of teaching materials for the evaluation of all students]. Kinitro, 2, 115- 144.

Solomon, I. (1999), Esoteriki Axiologisi kai Programmatismos tou Ekpaideftikou Ergou sti Scholiki Monada: Ena plaisio ergasias kai ypostirixis [Internal evaluation and planning of the educational project in the school unit: a framework of work and support]. Athina: Paidagogiko Institouto.

Stravakou, P., & Chatzidimou, K. (2006). Scholiki epidosi Ellinon, allodapon kai palinnostounton mathiton/trion dimotikou scholeiou: Mia meleti periptosis [School performance of Greek, foreign and repatriated primary school students: A case study]. Eisigisi sto: D. Chatzidimou, Ch. Vitsilaki. (Epim.), To Scholeio stin Koinonia tis Pliroforias kai tis polypolitismikotitas. Praktika IA΄ Diethnous Synedriou tis Paidagogikis Etaireias Ellados pou pragmatopoiithike sti Rodo stis 21-23 Oktovriou 2005 (s.s. 865-873). Thessaloniki: Ekdotikos Oikos Aderfon Kyriakidi.

Taratori, E. (2011). Charaktiristika gnorismata tou axiologiti kai kritiria gia tin axiologisi – i optiki ton foititon [Characteristics of an assessor and criteria for the assessment – The university students’ point of view]. Sto: N. Papadakis & N. Chaniotakis (Εpim.), Ekpaidefsi – Koinonia & Politiki. Timitikos tomos gia ton Kathigiti Ioanni E. Pyrgiotaki (s.s. 612-621). Ekdoseis pedio, Athina.

Taratori- Tsalkatidou, E. (2006). Paradosiaki i sygchroni axiologisi; I optiki ton foititon [Traditional or modern assessment? The university students’ point of view]. Sto: D. M. Kakana, K. Botsoglou, N. Chaniotakis, Ef. Kalavari (Epim.), I axiologisi stin ekpaidefsi: Paidagogiki kai Didaktiki Diastasi  (s.s. 73-82). Thessaloniki: Adelfoi Kyriakidi.

Taratori, E., Stravakou, P., & Kougiourouki M. (2006). Charaktiristika gnorismata enos kalou ekpaideftikou (Erevna) [Characteristics of a good educator]. Nea Paideia, 119, 141-147

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

Tsakiri, D. & Kapetanidou, M. (2007). Ergaleia axiologisis gia tin anaptyxi tis kritikis kai anastochastikis skepsis [Εvaluation tools for the development of critical and reflective thinking]. Sto: V. Koulaidis (Epim.), Sygchrones Didaktikes Prosengiseis gia tin Anaptyxi Kritikis- Dimiourgikis Skepsis-  gia tin Protovathmia Ekpaidefsi (s.s. 351-356). Athina: OEPEK.

Vitsilaki, C., & Chatzidimou, K. (2005). I scholiki epidosi ton mathiton/ trion tis E΄ kai St΄ taxis  pente Dimotikon Scholeion apo tin poli tis Thessalonikis: Mia meleti periptosis [The performance of students of 5^th and 6^th grade in five primary schools of Thessalonikis: A case study]. KINITRO, 6, 105- 116.

Foreign

Gardner, J. (Ed.) (2012). Assessment and learning. London: Sage.

Gitlin, A., & Smith, J. (1989). Teacher Evaluation: Educative alternatives. East Sussex: The Falmer Press.

Griffin, P. (Ed.) (2017). Assessment for teaching. Cambridge: Cambridge University Press.

Guba, E., & Linkoln, Y. (1983). Effective Evaluation. Washington: Jossey-Bass.

Hancock, R., & Settle, D. (1990). Teacher Appraisal and Self- Evaluation: A practical guide. Oxford: Blackwell Education.

Hanson, M. F., & Gilkerson, D. (1999). Portfolio Assessment: More than ABCs and 123s.

Jewett, F. (1998). Case studies in evaluating the benefits and costs of mediated instruction and mediated learning. Seal Beach, CA: California State University (ERIC Document Reproduction Service No 423802).

Klenowski, V. (2002). Developing Portfolios for learning and assessment: Processes and principles. London and New York: Routledge- Falmer

Kotthoff, H. G. (2006). Discrepancies between intended and achieved effects of school evaluation in international comparative and recommendations. Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση, 7, 9-11.

MacLellan, E. (2004). Initial Knowledge Sates about assessment: Novice teachers’ conceptualizations. Teaching and Teacher Education, 20, 523- 535.

Mason, R. D., Pegler, C. A., & Weller, M. J. (2004). E- Portfolios: An assessment tool for online courses. British Journal of Educational Technology, 35(6) 717- 727.

Matthews, M. (1990). The measurement of productive skills: doubts concerning the assessment criteria of certain public examinations.  ELT Journal, 44, 117-121.

Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. London: Sage.

Robbin, S. P. (1998). Organizing and Managing Classroom Learning Communities. New York.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt.

Scriven, M. (1994). Evaluation, Summative and Goal-free. In T. Husen &  T. N. Postlethwaite (Eds.),The International Encyclopedia of Education (p.p. 2097- 2101). New York: Elsevier Science.

Scriven, M. (1991). Evaluation Thesaurus (4^th ed.). London: Sage.

S.I.C.I. (2003). Effective School Self- Evaluation. Belfast: The Standing International Conference of Central and General Inspectorates of Education.

Sharp, A. (1990). Staff/ student participation in course evaluation: A procedure for improving course design. ELT Journal, 44, 132- 137.

Stravakou, P. (2019). Postgraduate students’ views on their assessment and evaluation at university: A case study. International Journal of Education and Research, 7(8), 75-84.

Taratori- Tsalkatidou, E. (2003). A pupil’s school achievement and the contribution of the family: The results of a survey. KINITRO, 5, 125-136.

Taratori, E., Kougiourouki, M., & Stravakou, P. (2011). Identifying ways to improve school children performance: the students’ point of view. In: International Technology, Education and Development Conference 2012- Conference Proceedings CD, 5-7 March 2012, Valencia, pp. 116-124.

Taratori, E., Kougiourouki, M., & Stravakou, P. (2012). Identifying ways to improve school children performance: The students’ point of view. In: 6th  INTED2012-International Technology, Education and Development Conference, 5-7 March 2012, Valencia-Spain, Proceedings, pp. 116-124.

Tsiakkiros, A., & Pashiardis, P. (2002), Strategic planning and education: the case of Cyprus. The International Journal of Educational Management, 16 (1), 6-17.

Valli, L., & Rennert- Ariev, P. (2002). New standards and assessments? Curriculum transformation in teacher education. Curriculum Studies, 34(2), 201- 225.

Suggested scientific journals (Greek and foreign)

·        Kinitro

•     Paidagogiki Epitheorisi

•     Epistimes tis Agogis

•     Nea Paideia

•     Ekpaideftika

•     Mentoras

•     Assessment and Evaluation

•     Mentoring and Tutoring

•     Educational review

•     British Educational Research Journal

•     Educational Research and Evaluation

•     British Journal of Educational Studies

·        Issues in Educational Research

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%).