BEd in Pre-Primary Education / Бакалавр педагогики в Области Дошкольного Образования

Course Details

Course Information Package

Course Unit TitlePRESCHOOL PEDAGOGICS
Course Unit CodeSEP100
Course Unit Details
Number of ECTS credits allocated4
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Examine important information and terminology of the course.
  2. Apply knowledge in practice through discussions and arguments and data-driven views associated with real and hypothetical scenarios around the school experience.
  3. Analyze and synthesize information related to the role of the school, the various players involved and the importance of learning about school experience.
  4. Present information on the initial personal educational philosophy relating to the school as an organization and the experiences and opportunities it offers.
  5. Evaluate factors, people, ideas, resources, which are directly and indirectly involved in the educational process.
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsNONE
Course Contents -  The dimensions of teaching: The other side of teaching (the real, the authentic, the unique, the invisible, the professional, the rare). The various aspects of teaching and learning. The true meaning of teaching and learning. The importance of learning from the stories and the experiences of students, teachers and others. The particularity of being a teacher. The value of being persistent, innovative, provocative, pioneer, authentic and caring, and to strive for excellence in teaching.
-  The kindergarten school as an organization: The kindergarten school as an open system and as an organization. The multidimensional character and the complexity of the classroom. The classroom as a social system. Factors that affect the teaching and learning process. The participants in the teaching and learning process.
-  The teaching and learning process: The social ecology of the kindergarten school and its dimensions. The importance of teacher training and the adequacy of teacher professional knowledge. The necessity of the training of kindergarten student-teachers and skills and attitude development. Limitations and the boundaries of teacher training, prejudices and hierarchies in education. Teaching methods and criticism. Associate learning with the social context in which it takes place. The meaning of teaching and learning. Methodology, structure and principles of teaching. Teaching models and conceptions of teaching (teaching as an art, as a science, as a profession, as a technical job). Factors involved in the teaching and learning process, including Schwab's commonplaces and Schubert's model of Schwab’s commonplaces.
-  My pedagogic creed:  The needs of students. Restructuring and reconceptualizing the role of the teacher. The pedagogical beliefs of John Dewey and development of a personal pedagogical creed.

Recommended and/or required reading:
Textbooks
  • Κατσαρού, Ε., & Τσάφος, Β. (2003). Από την έρευνα στη διδασκαλία: Η εκπαιδευτική έρευνα δράσης, Αθήνα: Σαββάλας.
  • Π. Πηγιάκη, (2004). Προετοιμασία, σχεδιασμός και αξιολόγηση της διδασκαλίας, Αθήνα: Γρηγόρης.
References
  • Ashton-Warner, S. (1963). Teacher. New York: Touchstone.
  • Ayers, W. (1997). A kind and just parent: The children of juvenile court. Boston: Beacon Press.
  • Ayers, W. (2001). To teach: The journey of a teacher (2nd ed.). NY: Teachers College.
  • Ayers, W. & Ford, P. (Eds.). (1996). City kids, city teachers: Reports from the front row. New York: The New Press.
  • Carger, C. L. (1996). Of borders and dreams: A Mexican-American experience of urban education. NY: Teachers College.
  • Dewey J. (2004). In D. J. Flinders, S. J. Thornton (Eds.), The curriculum studies reader (2nd ed.), (pp. 17-25). NY: Routledge.
  • Dewey, J. (1982). Το σχολείο και η κοινωνία [Μετάφραση: Μόσχα Μιχαλοπούλου]. Αθήνα: Γλάρος.
  • Dewey, J. Το παιδαγωγικό μου πιστεύω
  • Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press.
  • Schubert, W. H. (1997). Curriculum: Perspective, paradigm, and possibility, NJ: Prentice-Hall.
  • Schultz, B. D. (2008). Spectacular things happen along the way: Lessons from an urban classroom. NY: Teachers College.
  • Χατζηγεωργίου, Γ. (2005). Γνώθι το curriculum (2η εκ.). Αθήνα: Ατραπός.
Planned learning activities and teaching methods The taught part of the course is delivered to students through lectures by the instructor, using technology and other conventional material. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Lectures are supported with in-classroom assignments, group work and presentations by the students, as well as various hands-on activities. There is extended use of technology in the classroom and Moodle as an additional teaching and learning platform in and out of the classroom.
Also there are many group discussions and discussions with the whole class where note-keeping, inquiry, individual and collaborative learning, differentiated learning, brainstorming and critical thinking skills are promoted. Students are prompted to study written sources, readings, articles and other material such as films aiming to ignite discussions. Role playing, organizing activities and modelling are other activities held in the classroom as a means of instruction with student participation.

Assessment methods and criteria
Mid-Term / Quiz 20%
Individual Assignment 20%
Group Assignments 20%
Final Exam40%
Language of instructionGreek
Work placement(s)NO

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