Πτυχίο Δημοτικής Εκπαίδευσης

Πτυχίο Δημοτικής Εκπαίδευσης2016-11-21T12:02:23+00:00

Προπτυχιακό Δια Ζώσης
Σχολή: ΕΠΙΣΤΗΜΩΝ ΤΗΣ ΑΓΩΓΗΣ ΚΑΙ ΚΟΙΝΩΝΙΚΩΝ ΕΠΙΣΤΗΜΩΝ

ΠΡΟΦΙΛ ΠΡΟΓΡΑΜΜΑΤΟΣ ΣΠΟΥΔΩΝ

Τίτλος Σπουδών Πτυχίο Δημοτικής Εκπαίδευσης
Επίπεδο Τίτλου Προπτυχιακό
Τμήμα ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ
Τύπος Φοίτησης Πλήρης
Γλώσσα Διδασκαλίας Ελληνική

ΣΥΝΟΠΤΙΚΗ ΠΕΡΙΓΡΑΦΗ ΠΡΟΓΡΑΜΜΑΤΟΣ

Το πρόγραμμα έχει εγκριθεί από την Επιτροπή Αξιολόγησης Ιδιωτικών Πανεπιστημίων (Ε.Α.Ι.Π.) και είναι αναγνωρισμένο από το Κυπριακό Συμβούλιο Αναγνώρισης Τίτλων Σπουδών (ΚΥ.Σ.Α.Τ.Σ.) και ως εκ τούτου οι απόφοιτοι του Τμήματος έχουν δικαίωμα διορισμού στη δημόσια υπηρεσία. Οι απόφοιτοι του τμήματος περιλαμβάνονται στον κατάλογο διοριστέων Δημοτικής Εκπαίδευσης της Επιτροπής Εκπαιδευτικής Υπηρεσίας (Ε.Ε.Υ.).

Αναμένεται ότι με την ολοκλήρωση των σπουδών τους οι φοιτητές/τριες:

  • θα αποκτήσουν ακαδημαϊκό και παιδαγωγικό υπόβαθρο στο πλαίσιο των σύγχρονων αντιλήψεων,
  • θα αναπτύξουν τις απαραίτητες διδακτικές, διοικητικές και διαπροσωπικές δεξιότητες και στάσεις για να ασκούν με τρόπο αποτελεσματικό και ποιοτικό το λειτούργημα του εκπαιδευτικού στο δημοτικό σχολείο,
  • θα εξοικειωθούν με την πρακτική στις τάξεις του δημοτικού σχολείου,
  • θα αναπτύξουν ευαισθησίες και σεβασμό προς τα παιδιά και τη διαφορετικότητα μεταξύ τους,
  • θα αναπτύξουν ερευνητικό πνεύμα, ικανότητα και βούληση για προαγωγή του επαγγέλματος και της παιδαγωγικής γνώσης μέσω της έρευνας,
  • θα εμπλακούν σε έρευνα που προάγει την παιδαγωγική γνώση και στηρίζει το παιδαγωγικό επάγγελμα, και
  • θα αποκτήσουν εφόδια για συνέχιση των σπουδών τους σε μεταπτυχιακό επίπεδο.

ΣΚΟΠΟΣ

Σκοπός του Τμήματος Δημοτικής Εκπαίδευσης είναι να βοηθήσει τους φοιτητές να αποκτήσουν το απαραίτητο ακαδημαϊκό, παιδαγωγικό και μεθοδολογικό υπόβαθρο και να αναπτύξουν επιθυμητές δεξιότητες και στάσεις, ώστε να ασκούν δημιουργικά το λειτούργημα του εκπαιδευτικού σε ένα συνεχώς μεταβαλλόμενο κόσμο και να τους καταστήσει ικανούς να συνεχίσουν σε μεταπτυχιακές σπουδές.

ΣΕ ΠΟΙΟΥΣ ΑΠΕΥΘΥΝΕΤΑΙ

Σε αποφοίτους λυκείου που επιθυμούν να εργαστούν ως εκπαιδευτικοί δημοτικής εκπαίδευσης σε δημόσια και ιδιωτικά δημοτικά σχολεία. Επίσης μπορούν να συνεχίσουν σε μεταπτυχιακές σπουδές στο χώρο της εκπαίδευσης σε πανεπιστήμια της Κύπρου και του εξωτερικού.

ΔΟΜΗ ΠΡΟΓΡΑΜΜΑΤΟΣ

ΑΠΑΙΤΗΣΕΙΣ ΠΡΟΓΡΑΜΜΑΤΟΣ

Το πρόγραμμα στηρίζεται στο σύστημα συσσώρευσης ευρωπαϊκών πιστωτικών μονάδων ECTS. Στους φοιτητές απονέμεται το Πτυχίο Δημοτικής Εκπαίδευσης με τη συμπλήρωση 240 πιστωτικών μονάδων. Οι μονάδες αυτές κατανέμονται σε υποχρεωτικά και επιλεγόμενα μαθήματα. Στους πιο κάτω πίνακες φαίνονται οι διάφορες κατηγορίες μαθημάτων και οι λίστες με τα μαθήματα της κάθε κατηγορίας.

Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 204
Επιλεγόμενα Μαθήματα 20
Επιλεγόμενα Γενικής Εκπαίδευσης 8
Μαθήματα Ειδικότητας 8
ΣΥΝΟΛΟ 240

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 204 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ART101 Τέχνη Ι στο Δημοτικό Σχολείο 4 2
2 ART103 Τέχνη ΙΙ – Η Τέχνη και η Διδακτική της στο Δημοτικό Σχολείο 5 3
3 CUR102 Το Σχολικό Περιβάλλον και η Οργάνωσή του στο Δημοτικό Σχολείο 4 2
4 CUR203 Θεωρία και Μεθοδολογία της Διδασκαλίας στο Δημοτικό Σχολείο 4 3
5 DEL100 Ψηφιακός Γραμματισμός στην Εκπαίδευση 4 2
6 DIS301 Μεθοδολογία Εκπαιδευτικής Έρευνας 4 2
7 DIS302 Περιγραφική Στατιστική – Ποσοτική Ανάλυση Δεδομένων 4 2
8 EDE201 Εκπαιδευτική Αξιολόγηση στο Δημοτικό Σχολείο 5 3
9 EDL401 Εκπαιδευτική Διοίκηση και Ηγεσία στο Δημοτικό Σχολείο 4 2
10 ENG101 Aγγλικά Ι 4 2
11 ENG201 Αγγλικά ΙΙ 4 3
12 ENV300 Ζητήματα Αειφόρου Ανάπτυξης 4 3
13 ENV402 Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη στο Δημοτικό Σχολείο 5 3
14 GRK100 Νεολληνική Γλώσσα Ι 4 2
15 GRK102 Νεολληνική Γλώσσα ΙΙ 5 3
16 GRK113 Λογοτεχνική Ανάλυση 4 3
17 GRK203 Ανάγνωση και Γραφή στο Δημοτικό Σχολείο 4 3
18 GRK204 Διδακτική του γλωσσικού μαθήματος στο Δημοτικό Σχολείο 5 3
19 GRK205 Η Παιδική Λογοτεχνία και η Διδακτική της στο Δημοτικό Σχολείο 5 3
20 GRK308 Η Διδασκαλία της Ελληνικής Γλώσσας ως Δεύτερης / Ξένης Γλώσσας στο Δημοτικό Σχολείο 5 3
21 HED303 Το Δημοτικό Σχολείο ως Συντελεστής Προαγωγής Υγείας 4 3
22 ICE121 Διαπολιτισμική Αγωγή 4 3
23 ISP100 Εισαγωγή στην Παιδαγωγική Επιστήμη 6 3
24 MAT100 Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο Ι 4 3
25 MAT200 Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο ΙΙ 4 2
26 MAT202 Η Διδακτική των Μαθηματικών στο Δημοτικό Σχολείο 5 3
27 MED122 Μουσειακή Αγωγή και Εκπαίδευση στο Δημοτικό σχολείο 4 3
28 MUS100 Μουσική Ι – Θεωρία της Μουσικής στο Δημοτικό Σχολείο 4 3
29 MUS303 Μουσική ΙΙ – Η Μουσική και η Διδακτική της στο Δημοτικό σχολείο 5 3
30 PED101 Φυσική Αγωγή Ι στο Δημοτικό Σχολείο 4 3
31 PED103 Φυσική Αγωγή ΙΙ – Φυσική Αγωγή και η Διδακτική της στο Δημοτικό Σχολείο 5 3
32 PSY102 Εξελικτική Ψυχολογία 6 3
33 PSY202 Παιδαγωγική Ψυχολογία 5 3
34 SCI100 Βασικές Έννοιες Φυσικών Επιστημών 4 3
35 SCI303 Μουσική ΙΙ- Η Μουσική και η Διδακτική της στο Δημοτικό Σχολείο 5 3
36 SED402 Μαθησιακές Δυσκολίες στο Παιδιά του Δημοτικού Σχολείου 4 3
37 SEP101 Σχολική Εμπειρία Ι στο Δημοτικό Σχολείο 4 2
38 SEP103 Σχολική Εμπειρία ΙΙ στο Δημοτικό Σχολείο 4 2
39 SOC401 Κοινωνιολογία της Εκπαίδευσης 4 2
40 TEC302 Εκπαιδευτική Τεχνολογία 4 3
41 TEP205 Πρακτική Άσκηση στο Δημοτικό Σχολείο Ι 4 2
42 TEP206 Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙ 4 3
43 TEP301 Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙΙ 8 0
44 TEP401 Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙV 12 0

ΕΠΙΛΕΓΟΜΕΝΑ ΜΑΘΗΜΑΤΑ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 20 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ELE101 Προσαρμοσμένη Κινητική Αγωγή 4 2
2 ELE102 Υπαίθρια Μελέτη και Εκπαίδευση 4 2
3 ELE103 Διαδικτυακά Εκπαιδευτικά Λογισμικά 4 2
4 ELE104 Στρατηγικές Μάθησης και Μεταγνώσης 4 2
5 ELE105 Νέες Προσεγγίσεις στη Μουσική Εκπαίδευση 4 2
6 ELE106 Εικαστική Έκφραση και Νέες Τεχνολογίες: Θεωρίες και Πρακτικές Εφαρμογής στην Εκπαίδευση 4 2
7 ELE107 Ελληνοκυπριακή Διασπορά: Ταυτότητες και Δεδομένα 4 2
8 ELE108 Μέλετη και Ενίσχυση της Φιλαναγνωσίας 4 2
9 ELE109 Επαγγελματική Ανάπτυξη Εκπαιδευτικών/ Επαγγελματικές Κοινότητες Μάθησης 4 2
10 ELE110 Κοινωνική Ψυχολογία 4 2
11 ELE111 Διδακτική της Ιστορίας 4 2
12 ELE112 Διδακτική των Θρησκευτικών 4 2
13 ELE113 Πτυχιακή Εργασία Ι 4 0
14 ELE114 Πτυχιακή Εργασία ΙΙ 4 0
15 ELE115 Ζητήμα Ειδικής Εκπαίδευσης 4 2
16 ELE116 Θέατρο στην Εκπαίδευση 4 2
17 ELE117 Θέματα Υγείας 4 2
18 ELE118 Διδακτική των Αγγλικών στη Δημοτική Εκπαίδευση 4 2
19 HIS300 Ιστορία της Εκπαίδευσης 4 2

ΕΠΙΛΕΓΟΜΕΝΑ ΓΕΝΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 8 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 GED101 Φυσική Δραστηριότητα και Εναλλακτικοί Τρόπο Άσκησης 4 2
2 GED102 Εργαλεία Διαδικτύου 4 2
3 GED103 Οπτική Επικοινωνία στη Σύγχρονη Εποχή 4 2
4 GED104 Ισότητα και Φύλο 4 2
5 GED105 Λογοτεχνία και Κινηματογράφος 4 2

ΜΑΘΗΜΑΤΑ ΕΙΔΙΚΟΤΗΤΑΣ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 8 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 SPE304A Ειδικότητα στην Ελληνική Γλώσσα Ι 4 3
2 SPE304B Ειδικότητα στα Μαθηματικά Ι 4 3
3 SPE304C Ειδικότητα στις Φυσικές Επιστήμες Ι 4 3
4 SPE304D Ειδκότητα στη Φυσική Αγωγή Ι 4 3
5 SPE304E Ειδικότητα στην Εικαστική Αγωγή Ι 4 3
6 SPE304ST Ειδικότητα στη Μουσική Ι 4 3
7 SPE305A Ειδικότητα στην Ελληνική Γλώσσα ΙΙ 4 3
8 SPE305B Ειδικότητα στα Μαθήματικα ΙΙ 4 3
9 SPE305C Ειδικότητα στις Φυσικές Επιστήμες ΙΙ 4 3
10 SPE305D Ειδικότητα στη Φυσική Αγωγή ΙΙ 4 3
11 SPE305E Ειδικότητα στην Εικαστική Αγωγή ΙΙ 4 3
12 SPE305ST Ειδικότητα στη Μουσική ΙΙ 4 3

COURSE DETAILS

COURSE INFORMATION PACKAGE

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Τέχνη Ι στο Δημοτικό Σχολείο

Course Unit Title ART IN PRIMARY EDUCATION I
Course Unit Code ART101
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Name different art concepts, describe them and apply them in their artworks (e.g. theory of colours, realistic and abstract art, portraits and landscapes, and recycling art).
  2. Experiment with different art materials and techniques, produce artworks and relate these experiences with art learning activities for children.
  3. Recognize different art concepts in artists’ works and in examples of children’s art, and use them in their artworks.
  4. Examine the developmental stages of children’s drawings. Collect children’s drawings, describe them, locate them to the developmental stages and discuss/explain their actions (individual differences and general patterns).
  5. Relate references of the art curriculum about embedding new technologies in art lessons with interactive websites. Explain the possibilities of specific websites, choose some of these and organize learning activities for children.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Child growth in art: developmental stages of child growth in art, issues of consideration when collecting children’s drawings, relating children’s growth in art with individual readiness and general stages of development, categorizing drawings and identifying convergences and deviations from theories.
–  Elements of art and principles of design: introduction/ review of elements of art and principles of design both in theory and in practice, theory of colour, forming aims for learning activities related to the elements of art and principles of design.
–  Materials/means/procedures: experiment with ways/techniques of using graphic materials (pencil, colours, paints, pastels) and materials for three-dimensional and relief representations (clay and scrap materials).
–  Art concepts: landscapes and portraits, realistic and abstract art, recycling art, artifacts, etc.
Recommended and/or required reading:
Textbooks
  • Kozakou-Tsiara, Ο. (1997). Introduction to the art language [in Greek]. Athens: Gutenberg
  • Bellas, Th. (2000). The child’s sketch [in Greek]. Athens: Greek Letters.
References
  • Pavlou, V., Papamarkou, M. & Stylianou, E. (2008). Art – Primary Education – Internet. Educational supportive material for embedding ICT in the learning process. Nicosia: Pedagogical Institute Cyprus. [In Greek]
Planned learning activities and teaching methods The module operates at two levels:
–  The theoretical level that relates to different issues regarding learning- teaching methods (e.g. the developmental stages of children’s drawings) and theory of art (e.g. elements of art and principles of design), and
–  The practical/workshop level that deals with the familiarization in practice with different art/visual concepts and different techniques and ways to produce artworks.

During both levels students are shown examples of art lessons/units with children in the Cypriot primary schools with emphasis on learners’ outcomes and learning preferences. The examples, as well as other lecture notes, are available to an e-learning platform.

The choice of the methodology adopted for the delivery of this course is based on the PCKg model (Pedagogical Content Knowing) for student-teacher preparation, which emphasizes the need to provide future teachers simultaneously knowledge in four areas: a) pedagogical knowledge, b) subject matter (content) knowledge, c) knowledge of the learners, and d) knowledge of the learning environment.Assessment methods and criteria

Assignment 1 25%
Assignment 2 35%
Portfolio 40%

Language of instructionGreekWork placement(s)NO

 

 

Τέχνη ΙΙ – Η Τέχνη και η Διδακτική της στο Δημοτικό Σχολείο

Course Unit Title TEACHING OF ART IN PRIMARY EDUCATION
Course Unit Code ART103
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe, explain and assess the multiple roles that visual arts can have in the Cypriot primary school curriculum as well as in every person’s life.
  2. Outline, explain and demonstrate the contribution of artworks in developing visual literacy skills, critical thinking skills and creativity skills. Interpret artworks and investigate ways of utilizing artworks in planning and developing art lessons/ units.
  3. Review the in-depth approach for organizing art lessons and examine learning theories on which it is based. Describe and assess the stages for developing art lessons/units based on the in-depth approach.
  4. Experiment (studio work) with different visual arts concepts and different means, materials and techniques in order to select the most appropriate ones for variant learning activities.
  5. Plan, organize and apply visual arts lessons/units for primary school children that are challenging and provide opportunities for innovation. Examine, assess and explain learning outcomes of visual arts units.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Visual literacy: visual literacy skills, including use of art language, visual vocabulary, and visual conventions, visual thinking, visual reasoning, critical viewing, etc.
–  Art understanding: significance, contribution/roles in art lessons/ units, methodology for approaching artworks, responding and interpreting artworks, elements of history of art
–  Teaching approaches: the in-depth approach, learning theories that support the in-depth approach, issues related to creativity, to the evaluation of the learner, and to the evaluation of teaching units, examples of visual arts lessons/units, and examples of children’s artworks
–  Visual arts curriculum: aims and overall philosophy of art curricula, the Cypriot visual arts curriculum, methodological approaches
–  Cypriot artists: the work of selective Cypriot artists.
–  Practical engagement with art concepts, means and materials for teaching purposes: the human figure (study of the human figure, proportions, two-dimensional figures, three-dimensional figures, movement in 2D and 3D figures, space and balance), book illustration (fairy tales, illustration and children), use of multiple graphic materials (e.g. pencil, colours, markers, pastels, etc.), use of print-making materials, and use of materials for 3D artworks (e.g. pipe cleaners, iron, mod-roc, scrap materials, etc.)
Recommended and/or required reading:
Textbooks
  • Epstein A. & Trimi, Ε. (2005). Visual arts and young children. Supporting the young artists. [In Greek] Athens: Typothito, George Dardaros.
  • Adams, L. (2006). The messages of art [In Greek]. Athens: Diavlos.
References
  • Pavlou, V. (2011). The study of artworks with young children: their contribution in the development of imagination and creativity (pp. 650 – 659). In N. Stellakis & M. Efstathiadou, Proceedings of the OMEP 2011 European Conference, 6-8 May, 2011, Nicosia, Cyprus.
  • Pavlou, V. (2011). The role of the aesthetic inquiry in helping pre-service elementary school teachers develop visual literacy. In M. Avgerinou, P. Search & S. Chandler (eds) Visual literacy in the 21st century: trends, demands and capacities. Selected Readings of the International Visual Literacy Association (pp. 109-116). Chicago: International Visual Literacy Association
Planned learning activities and teaching methods The choice of the methodology adopted for the delivery of this course is based on the PCKg model (Pedagogical Content Knowing) for student-teacher preparation, which emphasizes the need to provide future teachers simultaneously knowledge in four areas: a) pedagogical knowledge, b) subject matter (content) knowledge, c) knowledge of the learners, and d) knowledge of the learning environment.

The module operates at two levels:
–  The theoretical level that relates  to  different issues regarding teaching approaches (e.g. the in-depth approach) and theory of art (e.g. responding to artworks), and
–  The practical/workshop level that deals with the familiarization in practice with different visual concepts and different techniques and ways to produce artworks.

During both levels students are shown examples of art lessons/units with children in the Cypriot primary schools with emphasis on learners’ outcomes and learning preferences. The examples, as well as other lecture notes, are available to the e-learning platform.

Assessment methods and criteria
Test 25%
Assignment 35%
Portfolio 40%
Language of instruction Greek
Work placement(s) NO

Το Σχολικό Περιβάλλον και η Οργάνωσή του στο Δημοτικό Σχολείο

Course Unit Title THE SCHOOL ENVIRONMENT AND ITS ORGANISATION IN PRIMARY EDUCATION
Course Unit Code CUR102
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Analyze and compare various ways of organizing the school environment
  2. Investigate and criticize pedagogical theories and their impact on school environment and student outcomes
  3. Describe and evaluate the ways by which the school environment (equipment, facilities) impact student and teacher outcomes
  4. Assess Cyprus’ educational system and compare it to effective educational systems around the world
  5. Identify the most effective principles of classroom management
  6. Describe schools as social systems and elaborate on how inputs are transformed into outputs.
  7. Enumerate and criticize school factors impacting school culture and climate.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The school as a social system: Definitions of theory and science, the theory of social systems, logical-natural-open systems, principles of open systems, characteristics of social systems, the school as a social system.

Teachers and Facilities: relationship between teachers’ professional experience and credentials and teacher effectiveness, how school facilities affect student and teacher outcomes, school and classroom planning and their pedagogical consequences.

School organization and climate: Student and teacher needs, theories of needs, achievement and motivation, school culture and climate, classroom management, bullying.

Research on school effectiveness.

Recommended and/or required reading:
Textbooks
  • Instructor’s set of class notes
References
Planned learning activities and teaching methods Lectures

Computer Presentations

Group discussion on case studies

Materials posted online (e-learning).

Assessment methods and criteria
Mid-term 1 25%
Mid-term 2 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

 

Θεωρία και Μεθοδολογία της Διδασκαλίας στο Δημοτικό Σχολείο

Course Unit Title THEORY AND METHODOLOGY OF TEACHING IN PRIMARY EDUCATION
Course Unit Code CUR203
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Compare various methods of teaching and infer each method’s advantages and disadvantages.
  2. Prepare lesson plans according to student needs
  3. Analyze teaching as a problem solving procedure
  4. Identify the factors that contribute to effective teaching.
  5. Describe principles of effective teaching and incorporate them in daily lesson planning.
  6. Categorize questions in distinct categories and use them in teaching according to lesson objectives and student needs.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1.  Learning and Teaching: Basic notions of teaching, learning and cognition, types of learning, active learning and metacognition, major representatives of cognitive psychology and behaviorism and their impact on teaching and learning, lesson planning as a problem solving procedure.
2.  Modes and techniques of teaching, how to select appropriate method of teaching, differentiation in classroom.
3.  Lesson and unit planning, learning objectives, taxonomies of objectives, principles of effective teaching, classroom management.
Recommended and/or required reading:
Textbooks
  • Matsaggouras, E. (1994). Teaching Strategies. Athens.
  • Koutselini, M. & Theofilidis, C. (2002). Exploration and Cooperation. Athens: Gregori Publications
  • Kassotakis, M. & Flouris, G. (2003). Learning and Teaching. Athens.
  • Matsaggouras, E. (2004). Teaching in groups. Athens: Gregori Publications.
  • Tomlinson, C.A. (2003). Differentiation in classroom. Nicosia.
  • Theofilidis, C. (1998). Questioning Techniques. Athens: Gregori Publications.
References
  • Instructor’s set of class notes.
Planned learning activities and teaching methods Lectures
Computer Presentations
Group discussion on case studies
Materials posted online (e-learning).
Assessment methods and criteria
Mid-term 1 25%
Mid-term 2 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Ψηφιακός Γραμματισμός στην Εκπαίδευση

Course Unit Title DIGITAL LITERACY IN EDUCATION
Course Unit Code DEL100
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. To understand the usefulness and important of information communication technology in decision making and problem solving in order to achieve personal, educational and professional goals.
  2. To develop knowledge and skills on the use of technology as part of their profession as primary educators and particularly for organization and preparation purposes, and as instructional tools within the educational practice.
  3. To develop skills on the use of Windows Operating System in order to achieve educational and professional purposes and in particular for organization and preparation purposes, and as instructional tool within the educational practice.
  4. To develop knowledge in applying the Word Processor, Spreadsheets, Presentation Software and Internet in decision making, data processing, organization and classification within their profession as primary educators (preparation and instructional purposes).
  5. To select and apply the most appropriate software and applications in each situation. Specifically, to evaluate and choose the most appropriate forms of information presentation in each situation: text, function, table, graph, chart, and Internet information.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Windows Operating System
Windows operating system management and use by prospective teachers for the classroom and school organization purposes as well as for preparation purposes.
 
Word Processor
A computer application that is used for mainly text processing purposes (composition, editing, formatting, copy, paste, move, print) as well as for tables, charts and graphs development. The most frequent and well-known word processor is M.S. Word.
 
Spreadsheets
A computer application that is used for mainly numerical data editing (import, edit, formal, copy, move, print) as well as applying basic mathematical and logical formulas and functions. It can be also used for diagram and chart development.
 
Presentations
It is a computer application used for creating, formatting modifying presentations using different slides layouts for presentation distribution and printing. Also, it can be used for developing, formatting, copying, and moving, text, image, graphics and diagrams.

Internet
Internet related concepts Web 1.0 & Web 2.0 tools and their use within the school and classroom environment, websites, homepages, search engines, email, chat-rooms.Recommended and/or required reading:Textbooks

  • Β. Κόμης (2005). Εισαγωγή στη Διδακτική της Πληροφορικής. Κλειδάρυθμος, Αθήνα
  • Joyce, ΞJ & M. Moon. (2007). Με μιά ματία – Ελληνικά Windows Vista. Πρότυπος τίτλος στα Αγγλικά: Windows Vista Plain and Simple». Μετάφραση στα ελληνικά Δρεπανιώτης, Π., Σταυρόπουλος, Π. & Καρανικόλας, Κ. Εκδόσεις Κλειδάριθμος, Αθήνα. ISBN 960-461-053-8
  • Χ. Χρήστου. (2006). Το Ολοκληρωμένο Βιβλίο Διδασκαλίας ECDL
  • Κ. Ξαρχάκος – Δ. Καρολίδης. (2007). Πλήρης Οδηγός για το Δίπλωμα ECDL 2007. Άβακας

References

  • R. Pamela, P. Toliver, Yvonne Johnson. (2002). The Select Series Microsoft Office XP, 2002, Prentice Hall
  • Κ. Ξαρχάκος. & Δ. Καρολίδης. (2004). Πλήρης οδηγός για το δίπλωμα ECDL. Άβακας.
  • Κ. Ξαρχάκος. & Δ. Καρολίδης. (2004). Χρήση ηλεκτρονικού υπολογιστή. Άβακας.
  • Κ. Ξαρχάκος. & Δ. Καρολίδης. (2006). Μαθαίνετε εύκολα Microsoft Office 2003. Άβακας.

Planned learning activities and teaching methodsThe teaching of the course consists of lectures regarding the basic definitions and concepts of information communication technology. Knowledge and skills development for various software use for professional purposes (preparation, organization and as instructional tools within the teaching practice) will be developed through numerous lab exercises and activities.Assessment methods and criteria

Assignments 35%
Midterm Test 25%
Final Exam 40%

Language of instructionGreekWork placement(s)NO

 

Μεθοδολογία Εκπαιδευτικής Έρευνας

Course Unit Title METHODOLOGY OF EDUCATIONAL RESEARCH
Course Unit Code DIS301
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Provide an overview of the research process with all required stages,
  2. Clearly outline a well-defined research problem and associated research questions and hypotheses,
  3. Carry out a preliminary literature review of past research on a study’s main concepts or theories,
  4. Link a conducted literature review to clearly stated research hypotheses,
  5. Describe the advantages and disadvantages of certain research instruments such as surveys, interviews and observations of subjects,
  6. Effectively present data associated with hypothesis testing,
  7. Evaluate data gathered to test proposed theory,
  8. Clearly state and elaborate on a study’s research limitations and implications,
  9. Distinguish between quantitative and qualitative approaches and methods,
  10. Prepare a research plan for either a quantitative or a qualitative study,
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents  – The meaning, types and characteristics of research (educational research)
– Methodological approaches to educational research
– The research process- definition of a research problem
– Literature Review and stages of conducting one. Basic skills of studying literature. The use of references
– Research Questions and formulation of research hypotheses.
Definition of research variables and the development of a conceptual framework.
– Population and Sampling- sampling procedures, power analysis
– Methods of data collection (survey, interview, observation, test)
– Validity and Reliability of measures
– Statistical analysis of data (descriptive and inferential statistics)
– Presentation and interpretation of results-Research Evaluation
– Ethics in educational research
– Stages of writing a research report
Recommended and/or required reading:
Textbooks
  • Papanastasiou & Papanastasiou (2005). Methodology of research. Nicosia.
  • Instructor’s set of class notes
References
Planned learning activities and teaching methods Lectures
Computer Presentations
Group discussion on case studies
Materials posted online (e-learning).
Assessment methods and criteria
Midterm exam 1 25%
Midterm exam 2 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Περιγραφική Στατιστική – Ποσοτική Ανάλυση Δεδομένων

Course Unit Title DESCRIPTIVE STATISTICS – QUANTITATIVE ANALYSIS
Course Unit Code DIS302
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. List the basic methods for collecting data from quantitative research.
  2. Calculate mean, median, mode, standard deviation, range, etc..
  3. Analyze data by using SPSS and explain the table of the outputs.
  4. Present the results of statistical analysis and construct the necessary tables, diagrams and graphs for the presentation of the results.
  5. Access the use of each statistical method and calculate the mean difference, the correlation, the standard error, the comparison of means (t-test, anova, manova etc).
  6. Propose a schedule for the development of a quantitative research (title, purpose, research questions, variables, data collection, statistical analysis, presentation and interpretation of the results).
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  The basic characteristics of quantitative research. The validity and the reliability of a questionnaire. The sample of a study.
–  Calculate: mean, median, mode, frequency, standard deviation
–  Use the excel to construct graphs and diagrams. Use the SPSS to calculate indicators for descriptive statistics, construct graphs etc.
–  Analyse the results from statistical analysis (from SPSS). Construct the necessary tables, diagrams and graphs for the presentation of the results. The use of normal distribution of data.
–  Calculate correlation, standard error etc. Use t-test, anova, manova etc for means comparison.
–  Exploratory factor analysis.
Recommended and/or required reading:
Textbooks
  • Παπαδημητρίου, Γ. (2001). Περιγραφική στατιστική. Θεσσαλονίκη: Παρατηρητής.
References
  • Heiman, G. (1992). Basic statistics for the behavioral sciences. Boston: Houghton Mifflin.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Assignments 10%
Tests 40%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Εκπαιδευτική Αξιολόγηση στο Δημοτικό Σχολείο

Course Unit Title EDUCATIONAL EVALUATION IN PRIMARY EDUCATION
Course Unit Code EDE201
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the meaning of evaluation in P.E.
  2. List the aims of evaluation in education and the importance of these aims in the process of teaching and learning.
  3. Apply evaluation process in practice.
  4. Solve problems connected to the oral and written examinations in school.
  5. Describe the importance of questioning in the process of teaching and learning.
  6. Identify different types of questions.
  7. Report the meaning of marks and marking systems in school, portfolios of assessment, describing results of evaluation to parents etc.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The role and importance of evaluation in schools.

Relationship of teaching and evaluation in schools.

Working definitions for the terms: evaluation, assessment, measurement, examination, achievement.

Oral and written examination in school.

Questioning: types of questions, importance and relevant problems.

Marking and reporting student achievement – portfolios of assessment.

Recommended and/or required reading:
Textbooks
  • Athanasiou, L. (2002). Evaluation of student’s achievement and teacher’s performance in school. University of Ioannina.
References
  • Karatzia, E. & Lambropoulos, Ch. (2006). Evaluation: Results and their quality in education.
  • Kassotakis, M. (2010). The evaluation of student’s achievement.
  • Bonniol, J. & Viol, J.M. (2007). Models of evaluation.
  • Brown, G. & Wragg, E.L. (1993). Questioning.
Planned learning activities and teaching methods The theoretical part of the course is delivered by means of lectures as well as workshops following the steps of scientific investigations. Students will experiment, and work in groups.
Assessment methods and criteria
Test 30%
Project 10%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Εκπαιδευτική Διοίκηση και Ηγεσία στο Δημοτικό Σχολείο

Course Unit Title EDUCATIONAL ADMINISTRATION AND LEADERSHIP IN PRIMARY EDUCATION
Course Unit Code EDL401
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Outline the evolution of educational management and administration.
  2. Analyze and compare the various theories of educational administration and leadership.
  3. Describe and explain the basic elements of social systems.
  4. Evaluate the basic theories of educational leadership and suggest changes in the role of school principal with regard to these theories.
  5. Identify and evaluate the parameters contributing to effective decision making processes.
  6. Argue about the importance of school principals for student learning and achievement.
  7. Investigate the interactions between gender and educational management/administration and leadership and the role of ethics in educational administration.
  8. Apply results from research on effective educational leadership in Cyprus’ educational system.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1. Introduction to the Science of Administration: Historical and theoretical review of the management science. Classical approach to management, Hawthorne Studies.
2. The theory of social systems: Meaning of social system, basic notions, the school unit as a social system, leader’s position and importance within social systems.
3. Theories and models of educational administration: Bureaucracy and Professional bureaucracy, Theories X and T, Henry Mintzberg, Hershey and Blanchard.  
4. Motivation, Power and Politics: Theories of motivation ((Maslow, Herzberg, McClelland, Vroom), attribution theory, sources of power, political climate in schools.
5. Effectiveness in Education: Parameters affecting school effectiveness, Total Quality Management, International Research on School and Student Effectiveness.
6. Decision making procedures: Definition and types of decisions, decision making in schools, meaning of decisions for educational policy.
7. Theories of Educational Leadership: Trait Theory, Contingency model, Transactional and Transformational Leadership.
8. Special topics on Educational Leadership and Administration: Gender and educational leadership, emotional intelligence, ethics and educational administration, educational administration in Cyprus.
Recommended and/or required reading:
Textbooks
  • Pashiardis, P. (2004). Educational Leadership. Athens: Metaichmio
References
  • Athanasoulla- Reppa et al. (1999). Educational Administration and Policy. Patra: Anoikto Panepistimio.
  • Saitis, X. (2000). Organization and Management of Education: Theory and Praxis. Athens: Atrapos.
  • Daraki, Ε. (2007). Educational Leadership and Gender, Thessaloniki: Epikentro.
  • Goleman, D. (1998). Συναισθηματική Νοημοσύνη. Αθήνα: Ελληνικά Γράμματα.
  • Northouse, P. (2007). Leadership. Sage Publications
  • Strike, K. (2007). Ethical Leadership in Schools. AASA
Planned learning activities and teaching methods Lectures
Computer Presentations
Group discussion on case studies
Materials posted online (e-learning)
Assessment methods and criteria
Midterm Exam 1 25%
Midterm Exam 2 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Aγγλικά Ι

Course Unit Title ENGLISH I
Course Unit Code ENG101
Course Unit Details BEd Primary Education (Required Courses) – BEd Pre-primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Use oral and written language effectively
  2. Analyse written and oral material
  3. Compose texts
  4. Express ideas orally and in writing producing organised and clear work
  5. Communicate thought clearly and accurately
  6. Use the vocabulary needed for effective communication
  7. Apply grammatical rules in various contexts
  8. Show knowledge of the basic structure of the language
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents An intensive study of the language which includes aspects of grammar and syntax leading to development of students’ writing and oral skills.
In particular, the course covers the following:
–   Introduction to major structural and grammatical areas of English:
Parts of Speech
Prepositions
Pronouns
Verbs: Main, Auxiliary
Statements (Affirmative, Negative, Interrogative, Imperative)
Tenses (Simple Future, Simple Present, Simple Past, Future Perfect, Present   Perfect, Past Perfect,         Continuous Tenses)
–  Word order, use of conjunctions, sentence structure and synthesis which lead to paragraph and composition writing
–  Writing paragraphs and compositions (narrative and descriptive)
–  Informal letter writing (giving news and invitation)

Vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs
–  Comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work
–  Development of oral communication skills through dialogues, role play, class  discussions on passages, articles, books, films and current issues
–  Spelling and punctuation rulesRecommended and/or required reading:Textbooks

  • Kathleen o’Brien, Fiona Longden, English for Adults (2 or 3),Latest Edition, Greece, Grivas Publications,2006
  • Olivia Johnston, Mark Farell, Ideas & Issues, Intermediate,Second Edition, UK, Chancerel International Publishers Ltd, 2008
  • Selection of newspaper, magazine and book extracts

References

  • Derek Sellen, Grammar goals, Updated edition, Black Cat Publishing, Canterbury, 2008
  • The Concise Oxford Dictionary, UK, Oxford University Press, 2004

Planned learning activities and teaching methodsThe course is delivered to students by means of lectures conducted by the instructor. The major method of teaching is the interactive communicative approach based on the principles of functional language learning and teaching. Audio-visual aids, class discussions, pair and group work and other communicative drills are among the instructor’s tools to keep students’ interest alive and elicit the maximum participation from students. Students are also encouraged to make extensive use of the Internet.Assessment methods and criteria

Tests 25%
Assignments 10%
Class work 5%
Final Exam 60%

Language of instructionEnglishWork placement(s)NO

 

Αγγλικά ΙΙ

Course Unit Title ENGLISH II
Course Unit Code ENG201
Course Unit Details BEd Primary Education (Required Courses) – BEd Pre-primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Use English competently and communicate effectively orally and in writing
  2. Express themselves confidently and accurately
  3. Identify and apply the structure of the language in various contexts
  4. Compose organised and coherent pieces of writing
  5. Use the vocabulary needed for effective communication
  6. Develop the various skills acquired with reference to reading, writing, listening, and speaking.
Mode of Delivery Face-to-face
Prerequisites ENG101 Co-requisites NONE
Recommended optional program components NONE
Course Contents The fundamentals of effective writing and critical analysis are studied together with the building of vocabulary through analysis and discussion of passages based on various topics.  Extensive practice aiming at improving students’ speaking, listening, reading and writing skills is also included.
In particular, the course covers the following:
–  Conditional Clauses
–  Passive Voice
–  Derivatives
–  Gerund and Infinitive
–  Reported Speech
–  Revision, extension and further practice on Tenses
–  Further practice on syntax and the use of various conjunctions
–  Writing descriptive and narrative compositions
–  Informal letter writing (apology and advice)
–  Comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work
–  Vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs
–  Development of oral language skills through class-discussions and other  communicative drills
Recommended and/or required reading:
Textbooks
  • Kathleen o’Brien, Fiona Longden, English for Adults (2 or 3),Latest Edition, Greece, Grivas Publications,2006 or
  • Olivia Johnston, Mark Farell, Ideas & Issues, Intermediate,Second Edition, UK, Chancerel International Publishers Ltd, 2008
  • Instructor’s booklet
  • Selection of newspaper, magazine and book extracts
References
  • Derek Sellen, Grammar goals, Updated edition, Black Cat Publishing, Canterbury, 2008
  • The Concise Oxford Dictionary, UK, Oxford University Press, 2004
Planned learning activities and teaching methods The course is delivered to students by means of lectures conducted by the instructor. The major method of teaching is the interactive communicative approach based on the principles of functional language learning and teaching. Audio-visual aids, class discussions, pair and group work and other communicative drills are among the instructor’s tools to keep students’ interest alive and elicit the maximum participation from students. Students are also encouraged to make extensive use of the Internet.
Assessment methods and criteria
Class work 5%
Assignments 10%
Tests 25%
Final Exam 60%
Language of instruction English
Work placement(s) NO

Ζητήματα Αειφόρου Ανάπτυξης

Course Unit Title ISSUES OF SUSTAINABLE DEVELOPMENT
Course Unit Code ENV300
Course Unit Details BEd Primary Education (Required Courses) – BEd Pre-primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Analyse and explain contemporary environmental and sustainability issues
  2. Analyse and reflect upon how the human activity affects the natural environment and critically asses the impact by using time (past and present) and place (local, peripheral and global) as examination parameters.
  3. Critically assess the impact of environmental degradation upon people’s quality of life, by co-examining social, financial and cultural aspects of environmental issues.
  4. Examine contemporary environmental – sustainability issues with respect to theories, ideologies and philosophical approaches.
  5. Understand the term Sustainable development, its principles, characteristics, aims and objectives.
  6. Explain why and how SD can address environmental, social and economic problems and become aware of their personal role in achieving a sustainable society.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents
  • Explore important contemporary environmental and sustainability issues: (air pollution, greenhouse effect, climate change, biodiversity depletion, ozone depletion, overpopulation, poverty, sustainable production and consumption, etc.)
  • The consequences of man- environment interaction on nature in the past, today, locally, peripherally and globally.
  • What is sustainable development?
  • Theories, ideologies, and philosophical approaches to resolving current environmental issues.
  • Human activity and its impact on the environment, viewed through the lance of different theories and philosophical stances (technocentric – ecocentric).
  • Sustainable development and systemic thinking.
  • First steps to Education for Sustainable Development
Recommended and/or required reading:
Textbooks
  • Georgopoulos Α. (2006) Earth, a small and fragile planet. Gutenberg, Athens.
  • Zachariou A., Kadis K., Nicolaou Α., (2011) Sustainable Development issues in Education. Politistiko idrima trapezas Kyprou.
References
  • Athanasakis A. (2004). Environmental Education in all levels of education. Gutenberg.
  • Georgopoulos A., & Tsaliki E., (2003). Environmental Education: Principles, philosophy, methodology, games and exercises. Gutenberg.
  • Dimitriou A. (2009) Environmental Education: Environment, sustainability. Theoretical and educational approaches. Epikentro.
  • Miller G. Tyler (2006). Environmental Sciences, Ion.
  • Τsintidis Τ., Christodoulou C., Delipetrou, P., & Georgiou, Κ. (2007). The red book of Cyprus Flora. Filodasikos Syndesmos Kyprou.
  • Wright R. (2005) Environmental Science. Toward a Sustainable Future Pearson Prendice Hall, USA.
  • Module notes
Planned learning activities and teaching methods The lessons use a combination of lecture, interactive workshops and videos. Teaching methods principally consist of experiential collaborative learning.
Assessment methods and criteria
Reflective Diary 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη στο Δημοτικό Σχολείο

Course Unit Title EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Course Unit Code ENV402
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Perceive the complexity of Sustainable Development issues and explain the importance of Education for a sustainable future
  2. Explain the principles and philosophy of EE/ESD and identify the elements that differ one from the other.
  3. Compare and criticise the implementation models for EE/ESD followed by the Cyprus EE/ESD Curriculum.
  4. Identify and use opportunities for integrating EE/ESD issues within different curriculum areas (lessons) and plan and implement lessons of EE/ESD within these areas using different teaching techniques (role play, field study, moral dilemmas, concept mapping etc.)
  5. Reflect upon sustainability values and choose the appropriate strategies to adjust their teaching to the different age groups and according to the childrens’ needs and experiences.
  6. Plan and organise EE/ESD policy for the whole school unit and its operations.
  7. Develop and use evaluation instruments for EE/ESD.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Sustainable Development issues
Education for Sustainable Development, Pedagogical methods and teaching techniques
Values Education and ESD
ESD in Primary Education:
– Development and implementation of educational interventions within EE/ESD (multidisciplinary model)
– Cutinisation of the National Curriculum in order to identify opportunities within the various lessons for ESD integration. Exploration of teaching techniques that could be employed for achieving different objectives within the scope of ESD.
– Whole School ESD policy development and links with the local community.
– Examples of whole school ESD programs / projects in Cyprus schools
– The use of New Technologies in ESD (Internet sites, Software etc.)
– Outdoors studies – Field work. Visit to an EE Centre
Recommended and/or required reading:
Textbooks
  • Flogaiti E., (2005) Education for the Environment and Sustainability. Ellinika Grammata Publications (in Greek)
  • Georgopoulos A., (2006) Environmental Ethics, Gutenberg
  • Demetriou A. (2009) Environmental Education: Environment and Sustainablility. Theoretical and pedagogical approaches
References
  • Palmer, J. & Neal, P. (1994). The Handbook of Environmental Education. Routledge, London
  • Flogaiti E., Liarakou G. (2007) From EE to ESD. Nisos publications
  • Georgopoulos Α., Tsaliki Ε., (2002) Environmental Education, methodology, games, activities. Gutenberg Publications (in Greek)
Planned learning activities and teaching methods The course is delivered by means of lectures and workshops engaging students in collaborative and experiential learning. Arrangements are also made for one outdoors study (field work) for acquiring experiences from the field as well as experiencing ways in which new technologies can be employed for teaching SD issues.
Assessment methods and criteria
Test 20%
Reflective Diary 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Νεολληνική Γλώσσα Ι

Course Unit Title MODERN GREEK LANGUAGE I
Course Unit Code GRK100
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Develop knowledge of text linguistics and stylistics.
  2. Recognize the codes and rules of various discourse, text and genre types.
  3. Apply various processes and techniques of text production (paraphrase, condensation etc.)
  4. Decode the various elements communicative, sociolinguistic and stylistic elements of a text.
  5. Critically analyze multimodal texts.
  6. Appraise text production as a systematic process, describable, controllable and amenable in rules of deontology.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Argiris Arhakis, Teaching of language and text structure, Patakis editions 2005.
Jean-Michel Adam, Les textes: types et prototypes, Patakis editions 1999
Course Contents  – Introduction to text linguistics: text and society, text and genre types, stylistics, discourse markers.
– Processes and techniques of text production: paraphrase, condensation, analysis, narrative sequence, argumentation, description. Paragraph types and composition.
– Language teaching and text structure and formation: basic concepts of the discourse oriented language approach and teaching.
– Discourses: different types of Discourses, discourse analysis.
– Text reading and interpretation: communicative, sociolinguistic and stylistic factors. Texts as means of meaning making.
– Literacy: literacy and text. Multiliteracies, multimodality.
Recommended and/or required reading:
Textbooks
  • Course notes
References
  • Ilias Matsaguras, School literacy, Grigoris editions, 2009.
  • Guntehr Kress & Theo van Leeuwen, Multimodal Discourse, Hodder Education 2001.
Planned learning activities and teaching methods Lectures, discussions, assignments
Assessment methods and criteria
Mid term and final examination 100%
Language of instruction English
Work placement(s) NO

Νεολληνική Γλώσσα ΙΙ

Course Unit Title MODERN GREEK LANGUAGE II
Course Unit Code GRK102
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Recall the basic principles of the structure of language.
  2. Recognize the levels of linguistic anaylsis: phonetics, phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics.
  3. Relate language with its social context: Greek Cypriot bidialectism.
  4. Develop metalinguistic knowledge about the structure of Standard Modern Greek and Cypriot dialect.
  5. Make use the above mentioned knowledge in order to improve their teaching practices.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Dimitrios Tombaidis, Teaching of Greek language, Vanias editions 2003.
Fivos-Anastasios Hristidis, History of Ancient Greek language, IMT editions, 2002
Course Contents  – Language and linguistics: Linguistic sign (signifier, signified), the arbitrary nature of the sign, the linear nature of the signifier.
– Language development: Language as an exclusively human characteristic, Chomsky’s generative grammar.
– Language, communication and society: Basic elements of sociolinguistics and pragmatics, language variation, dialectology.
– Levels of linguistic analysis: phonetics,  phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics.
– Basic characteristics of the structure of Modern Greek language: Standard Modern Greek, Cypriot dialect
Recommended and/or required reading:
Textbooks
  • Course notes
References
  • John Lyons, Introduction to linguistics, Cambridge University Press, 1993
Planned learning activities and teaching methods Lectures, discussions, assignments
Assessment methods and criteria
Mid term and final examination 100%
Language of instruction Greek
Work placement(s) NO

Λογοτεχνική Ανάλυση

Course Unit Title ANALYSIS OF GREEK LITERATURE
Course Unit Code GRK113
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Present the most important historical data of the period (19th-20th century), including literary movements and their characteristics.
  2. State representative authors and texts of the period and their characteristics.
  3. Explain the main historical and theoretical issues of Modern Greek literature of the period.
  4. Explain the main methods and concepts in literary analysis.
  5. Select and use effective approaches and analytical notions for the description and interpretation of Modern Greek poetry and prose of the period, having as starting point the historical knowledge and the theoretical background acquired.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1. Introduction to basic concepts in literary analysis: thematic analysis; analysis of figural language; analysis of narrative economy; the concept of literary genre.
2. 19th century poetry. The romantic schism concerning Demotiki and Katharevousa. Romantic lyric, marvellous in poetry, narrative elements and satire.
3. 1880-1930 poetry and prose. Symbolist and post- symbolist poetry. Irony, history and politics in poetry. Realism and naturalism in Greek fiction. The transition from short story to novel.
4. Modernist expressions in poetry and prose after the 30’s. Free verse, surrealist image, everyday language in poetry, fragmentation of the poetic universe. Interior monologue, urban landscape and the development of novelistic fiction. Post-war developments in poetry and prose.
5. Current trends in children’s literature (intertextuality, metafiction, narrative experimentation, thematic renewal).
Recommended and/or required reading:
Textbooks
  • Πολίτης, Λίνος. (1978) Ιστορία της νεοελληνικής λογοτεχνίας. Αθήνα: Ίκαρος.
  • Οικονομίδου, Σούλα. (2000) Χίλιες και μία ανατροπές. Η νεοτερικότητα στη λογοτεχνία για μικρές ηλικίες. Αθήνα: Ελληνικά Γράμματα.
References
  • Culler, Jonathan, (1998). Λογοτεχνική θεωρία. Μια συνοπτική εισαγωγή. μτφρ. Κ. Διαμαντάκου. Ηράκλειο: Πανεπιστημιακές Εκδόσεις Κρήτης.
Planned learning activities and teaching methods All lessons are organised in two parts. The first part has the form of a lecture, and is mostly theoretical, and the second has an applied format, with the students working with textual analysis related to the theoretical part of the lesson. The students have access to the computer presentations used for the lectures, as well as the literary texts discussed, through e-learning.
Assessment methods and criteria
Assignments 20%
Tests 40%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Ανάγνωση και Γραφή στο Δημοτικό Σχολείο

Course Unit Title READING AND WRITING IN PRIMARY SCHOOL
Course Unit Code GRK203
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Recognize and explain the relation between reading and writing, and (historical) orthography and spelling
  2. Apply the proper methods for teaching and writing especially in the first grades of Primary School in accordance with the basic elements of the Curriculum for the Study of Modern Greek Language (critical literacy, communicative approach).
  3. Evaluate the adequacy of the educational material found in textbooks for teaching Modern Greek in Primary Education, and propose new one if needed.
  4. Create educational material based on emergent literacy.
  5. Solve problems connected to the taught concepts and present and justify the way according to which they work
  6. Explore, identify and explain primary school children’s perceptions on the taught concepts and phenomena.
  7. Develop and teach complete lesson plans for teaching reading and writing.
  8. Use research outcomes and data to develop and implement educational interventions.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The fundamentals of teaching reading and writing in Primary Education: the aim, the content, the curriculum, the textbooks, the lesson plans.

 

The communicative approach of teaching (in comparison with the traditional one).

 

Literacy: emergent literacy, early literacy, school literacy, multiliteracies, autonomous and ideological models of literacy.

 

Writing systems, (Greek) orthography and spelling acquisition.

 

Utilisation of educational material: criteria for the evaluation of the suggested material, developing and evaluating lesson plans, performing and evaluating micro-teachings

Recommended and/or required reading:
Textbooks
  • Hadzilouka-Mavri I. et al. (2003). Reading and writing in the first grade of Elementary School, Cyprus Pedagogical Institute, Nicosia.
  • Course notes.
References
  • Spantidakis I. 2004. Problems in the production of writing of school age children: identification-evaluation-coping. Ellinika Grammata, Athens.
  • Spantidakis I. 2010. Socio-cognitive multimedia learning environments for the production of writing: from theory to practice, Gutenberg, Athens.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as discussions. Students will experiment in developing lesson plans and performing micro-teachings in order to experience the pedagogical approaches used in teaching reading and writing.
Assessment methods and criteria
Tests 20%
Micro-teaching 10%
Develop of a lesson plan 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Διδακτική του γλωσσικού μαθήματος στο Δημοτικό Σχολείο

Course Unit Title TEACHING OF GREEK LANGUAGE IN PRIMARY EDUCATION
Course Unit Code GRK204
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Outline the basic principles and general philosophy of the New Language Curriculum.
  2. Explain the main language teaching principles that are applied, with activities dealing comprehension, production and evaluation of authentic language material.
  3. Describe the various teaching procedures and understand the positive elements of modern methodology.
  4. Analyse and evaluate teaching lessons using an observational instrument.
  5. Evaluate the use of language in communication.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents          Language importance. Research findings. New and old time table.

         New Language Curriculum. Basic principles. Language Units.

         Teaching Methodology. Evaluation of language in Cyprus.

         Traditional method. Old text-books.

         Communicative approach. Authentic material.

         Activities using authentic material in language lessons.

         Genre based approach and critical literacy pedagogy.

         Teaching of grammar. Spelling teaching.

         Vocabulary teaching. Oral and written language.

         New Language Curriculum: Literature.

         Free Voluntary Reading.

Recommended and/or required reading:
Textbooks
  • Ministry of Education and Culture. (2010) Curriculum Programmes. Nicosia: Pedagogical Institute-Curriculum Development Unit.
References
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Tests 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Η Παιδική Λογοτεχνία και η Διδακτική της στο Δημοτικό Σχολείο

Course Unit Title TEACHING OF CHILDREN’S LITERATURE IN PRIMARY EDUCATION
Course Unit Code GRK205
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the characteristics of contemporary children’s literature for latter childhood and trace these characteristics in specific texts.
  2. Know the stages of the development of literary understanding.
  3. Present, discuss critically and put into practice in a combinatory way theories of literary teaching, particularly reader centered theories and text centered theories.
  4. Explain the goals of the major literary teaching orientations in primary education, as well as their basic concepts and analytic tools.
  5. Develop teaching plans according to the major literary teaching orientations in primary education.
  6. Assess children’s understanding of narrative economy, genre, intertextuality, style, thematic and ideology.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The teaching of literature in primary school. Short history overview. Modern literary education curricula in Cyprus, Greece and Europe.

Text centered and reader center theories in literary education.

Stages of the development of literary understanding. From the reader as player to the reader as hero and heroine.

Thematic understanding, style and thematic teaching. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Narrative understanding and narrative teaching. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Intertextual understanding and intertextual teaching. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Understanding genres / reading genres. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Recommended and/or required reading:
Textbooks
  • Culler, Jonathan (1998) Λογοτεχνική θεωρία. Μια συνοπτική εισαγωγή. μτφρ. Κ. Διαμαντάκου. Ηράκλειο: Πανεπιστημιακές Εκδόσεις Κρήτης. σελ. 113-129.
  • Πρόγραμμα σπουδών λογοτεχνίας. Παιδαγωγικό Ινστιτούτο Κύπρου. Υπηρεσία Ανάπτυξης Προγραμμάτων Σπουδών. 2010, 1-41.
  • Πρόγραμμα σπουδών για τη διδασκαλία της λογοτεχνίας στην υποχρεωτική εκπαίδευση. Οδηγός για τον εκπαιδευτικό. Αθήνα 2011, 1-31.
  • Καλογήρου, Τζίνα (2003) Ζητήματα θεωρίας, ανάγνωσης και διδασκαλίας του διηγήματος. Τέρψεις και ημέρες ανάγνωσης. τόμ. Α’. Αθήνα: Εκδόσεις της Σχολής Ι. Μ. Παναγιωτόπουλους. σ. 133- 143.
  • Κανατσούλη, Μένη (2004) Τι είναι ιδεολογία. Ιδεολογικές διαστάσεις της παιδικής λογοτεχνίας, Αθήνα, Τυπωθήτω – Γ. Δαρδανός, 2004, 15- 26.
  • Κανατσούλη, Μένη (2004) Διακειμενικές σχέσεις, ανατρεπτικά κείμενα και ιδεολογία. Ιδεολογικές διαστάσεις της παιδικής λογοτεχνίας. Αθήνα: Τυπωθήτω – Γ. Δαρδανός, σελ. 47 – 62.
  • Καρατάσου, Κ. (2009) Αλληγορίες ενηλικίωσης. Η αξιοποίηση των ειδών στη λογοτεχνική εκπαίδευση. Πρακτικά του συνεδρίου «Η διδασκαλία της ελληνικής ως πρώτης (ή ως δεύτερης) γλώσσας», επιμ. Ντίνας, Κ. Χατζηπαναγιωτίδη, Ά., Βακάλη, Ά., Κωτόπουλος, Τ. & Στάμου, Α., 2010.
  • http://linguistics.nured.uowm.gr/Nimfeo2009/praktika Παπαρούση, Μαρίτα (Ιούνιος 2005) Η δομή της λογοτεχνικής αφήγησης: σκέψεις για μια διδακτική αξιοποίηση. Κείμενα 2. 1-11.
  • Γιάννης Σ. Παπαδάτος, Παιδικό βιβλίο και φιλαναγνωσία. Θεωρητικές αναφορές και προσεγγίσεις- δραστηριότητες, Αθήνα, Πατάκης, 2009, 49-79.
  • Παπαρούση, Μαρίτα (Δεκέμβριος 2008) Εννοιολογική μεταφορά: μια απόπειρα διδακτικής αξιοποίησης. Κείμενα 8, σελ. 1- 13.
References
  • Pieper, Irene (2006) The Teaching of Literature. Intergovernmental Conference Languages of Schooling: towards a Framework for Europe. Strasburg.
  • Smit, Edna K. (May 1990) Teaching theme to elementary students. The Reading Teacher. σελ.699-701.
  • Munde, Gail (1997) What Are You Laughing at? Differences in Children’s and Adults’ Humorous Book Selections for Children. Children’s Literature in Education (28:4).
  • Philpot, Don K. (2005) Children’s Metafiction, Readers and Reading: Building Thematic Models of Narrative Comprehension. Children’s Literature in Education (36:2)
  • Dobson, Stephen (2005). Narrative Competence and the Enhancement of Literacy. Some Theoretical Reflections. International Journal of Media, Technology and Lifelong Learning (1:2).
Planned learning activities and teaching methods All lessons are organised in two parts. The first part has the form of a lecture, and is mostly theoretical, and the second has an applied format, with the students working with textual analysis related to the theoretical part of the lesson. The students have access to the computer presentations used for the lectures.
Assessment methods and criteria
Test 20%
Book analysis 10%
Group presentation 10%
Quizzes 20%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Η Διδασκαλία της Ελληνικής Γλώσσας ως Δεύτερης / Ξένης Γλώσσας στο Δημοτικό Σχολείο

Course Unit Title GREEK AS A 2ND/FOREIGN LANGUAGE IN PRIMARY EDUCATION
Course Unit Code GRK308
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the meaning of Diglossia and Bilingualism
  2. Explain the theories of learning with respect to the didactic models of Greek as a second language
  3. Know and apply evaluation processes
  4. Solve problems connected to the taught of Greek to foreigners
  5. Explore, identify and explain primary school foreign children’s perceptions on the taught concepts and phenomena
  6. Develop and teach a complete lesson plan for Greek as a second/foreign language
  7. Develop a project/lesson plan about teaching Greek in a multicultural class in Primary Education
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components – A. Chatzipanagiotidou, Bilingualism and Greek as a second/foreign language  ( course notes)
– N.Mitsis, 2000, Introduction to the teaching Greek as a second/foreign language, Gutenberg Publications
Course Contents  – Introduction in the terms of “ Diaglossia” and “Bilingualism”: Types, models and situation in Schools
– Introduction in the teaching of a second/foreign language : The Classical, Communicative and Post-communicative methods
– Evaluation : Tests for all levels of Greek
– Problems in teaching Greek as a second/foreign language: Phonetics, Articles, Nouns and cases, Verbal aspect, word Order, Vocabulary, Idioms
– Producing teaching material: Greek as a second language, Greek as a foreign language, Grammar, Dictionaries ( ediamme.diaspora)
– Greek and Cypriot diaspora: Schools and language in Greek classes
Recommended and/or required reading:
Textbooks
  • W.Littlewood,2008, Communicative Language Teaching, University Studio Press
  • Evaluation of Greek as a second/foreign language, 2008, Ediamme, University of Crete
  • S.Mitakidou, 2005, Teaching of Greek, Epikentro Publications
  • Teaching material- Ediamme Diaspora, University of Crete
References
Planned learning activities and teaching methods The theoretical part of the course is delivered by means of lectures as well as workshops. Students will work also in order to experience the teaching approaches used in a multicultural and multilanguage class.
Assessment methods and criteria
Mid Term 25%
Projects 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Το Δημοτικό Σχολείο ως Συντελεστής Προαγωγής Υγείας

Course Unit Title HEALTH EDUCATION IN PRIMARY SCHOOL
Course Unit Code HED303
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify, describe and discuss objectives, key content areas and methodology of health education in both curriculum and hidden curriculum.
  2. Define and analyse ‘The Health Promoting School’ and identify steps involved in moving towards a participative health promoting climate in Primary schools.
  3. Identify areas in the primary school curriculum that promote positive self image, high self esteem, assertiveness and empowerment and propose activities towards these ends.
  4. Identify factors involved in sexuality education and summarise key ingredients of a sexuality programme for Primary school children.
  5. Examine and apply ways of involving parents and community in health education programmes.
  6. Analyse and examine whole school perspectives when planning a health education curriculum.
  7. Develop detailed teaching plans / strategies for a given topic for Primary school children and propose ways of evaluating health education programmes.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  Gouvra, M; Kyrides, A; Maurikaki, E. (2001) Health Education and School:Paedagogical and Biological Approach. Typothito, Athens
–  Gilbert Glen G., Sawyer Robin G. (2011) Health Education: Creating Strategies for Schools.USA Jones and Bartett’s Books
–  Cowley J., David K. and Williams, T.  (Editors). (2000). Health Education in Schools. Harper & Row. London.
Course Contents Health – Health Education: Health, Health Education and Health Promotion.
Health Education Curriculum: Objectives, key content areas, methodology and evaluation of school health education curriculum.
The Health Promoting school: Meaning of the health promoting school and its possible implications for health education in the primary school.
Steps involved in moving towards a more health promoting climate in Primary schools. Participative learning. Involvement of parents and community in health education programmes in primary schools.
Self esteem- Assertiveness: Integration of activities that promote self image, assertiveness, self esteem and empowerment in primary school.
Sex Education: Factors involved in sexuality education of school children. Key ingredients of sexuality programmes for primary school children. Integration of sex education in to different areas in the primary school curriculum.
Health Education: Development of detailed teaching plans / strategies for a given topic for primary school children and evaluation of health education programmes.
Recommended and/or required reading:
Textbooks
  • Lecture Notes and power point presentations.
  • Athanasiou Kyriacos (2007). Health Education. Athens: Grigoris.
References
  • David K. and Williams T. (2003). Health Education in Schools. Harper Education Series London Keyser B. Morrow, M. Doyle, K., Ogletree, R. and Parsons, N. (1999) Health Education Skills and Competencies Boston – London: Jones and Bartlett Publishers.
  • Fontana, D. (1981). Psychology for Teachers. Second Ed. G.B.: British Psychological Society (Chapters on Self – Esteem and Assertiveness).
  • Nettleton , S. and Gustafsson U.(Editors) (2002). The Sociology of Health and Illness. Oxford: Blackwell
  • Sharma Manoj & Romas John (2012). Theoretical Foundations of Health Education and Health Promotion. Jones & Bartlet Learning
  • Sheinfeld-Gorin, S. & Arnold, J. (2006). Health Promotion in Practice. USA: Jossey Bass.
  • Tones K. and S. Tilford (1994). Health Education: Effectiveness, efficiency and equity. Second Edition. London: Chapman and Hall.
  • Θεοδωράκης, Γ. και Χασάνδρα, Μ. (2006). Σχεδιασμός Προγραμμάτων Αγωγής Υγείας, Εκδόσεις Χριστοδουλίδη: Θεσσαλονίκη
  • Χατζηχρήστου, Χ. (2005) Κοινωνική και Συναισθηματική Αγωγή στο σχολείο: Πρόγραμμα Προαγωγής της Ψυχικής Υγείας και της Μάθησης. Τυπωθήτω- Γιώργος Δαρδανός, Αθήνα
  • Pick, S. Πλάθοντας τη ζωή. (1997). Αθήνα: Φυτράκης,
Planned learning activities and teaching methods The course is delivered to the students by means of lectures, which are aided by power point presentations, classroom discussions, role plays and group work. Lecture notes and presentations are available for students to use in combination with the textbooks.
Assessment methods and criteria
Assignments 20%
Presentation 10%
Group work participation 10%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Διαπολιτισμική Αγωγή

Course Unit Title INTERCULTURAL EDUCATION
Course Unit Code ICE121
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Know and explain the reasons of the immigration movement and its’ types
  2. Explain the theories of racism and its’ types
  3. Know the multicultutal environment and diversity in Cyprus
  4. Know the models of intercultural education
  5. Solve problems connected to the diversity and immigrants at school
  6. Explore, identify and explain primary school foreign children’s perceptions on the taught concepts and phenomena
  7. Develop and apply intercultural projects for multicultural students in class
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  A. Chatzipanagiotidou, Introduction to the Intercultural Education  ( course notes)
–  Ο. Ευαγγέλου-Ν. Κάντζου,Πολυπολιτισμικότητα και εκπαιδευτικός ρατσισμός, εκδόσεις Δίπτυχο, Αθήνα 2005
Course Contents –  Introduction to the “ Immigration”: Types, models and situation in Cyprus
–  Introduction in Intercultural Education : Intercultural Education models in Europe
–  Diversity and Racism: Discrimination, reasons and results
–  Multicultural and Intercultural Education: Differences and Theories
–  Intercultural material: Intercultural games and projects in class
Recommended and/or required reading:
Textbooks
  • Γ. Τσιάκαλος, Οδηγός αντιρατσιστικής εκπαίδευσης, Ελληνικά Γράμματα, Αθήνα 2000
  • Lynch J, Multicultural education: principles and practice, Routledge and kegan Paul,London
References
  • Ν.Παλαιολόγου-Ο.Ευαγγέλου, Διαπολιτισμική Παιδαγωγική, Ατρωπός, 2003
  • Banks J, Lynch j, Multicultural education in Western Societies, Praeger, New York , 1986
Planned learning activities and teaching methods The theoretical part of the course is delivered by means of lectures as well as workshops. Students will work also in order to experience the teaching approaches used in a multicultural class.
Assessment methods and criteria
Midterm Exam 25%
Project 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Εισαγωγή στην Παιδαγωγική Επιστήμη

Course Unit Title INTRODUCTION TO THE SCIENCE OF PEDAGOGY
Course Unit Code ISP100
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Analyse the important issues and theories related to pedagogy in education
  2. Develop their own personal philosophy regarding pedagogy
  3. Understand the role and the interaction between schools and families as agents of pedagogy
  4. Understand the basic strands of pedagogical science and analyse their consequences for issues of teaching and learning in an ever changing society
  5. Become familiar with the great educators of the past, analyse their work and theories and understand how their work contributed to the formulation of the modern pedagogical science
  6. Locate, analyse and offer solutions for the contemporary issues and problems that schools face today
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1. Educational Science: its description and content
2. The purpose and the necessity of pedagogy
3. Agents of pedagogy
4. The main strands of pedagogical science
5. The main schools of pedagogical thinking: traditional, progressive, liberal and critical pedagogy
6. Schools, schooling, teaching and learning
7. The relationships and interactions between schools, teachers, students, families and home environments
8. Socioeconomic changes and education
9. Great educators and their work: Rousseau, Pestalozzi, Froebel, Dewey, Decroly, Montessori, Herbart, Neil και Rogers.
10. The role of education in the 21st century
11. Development and critical evaluation of a personal pedagogical philosophy.
Recommended and/or required reading:
Textbooks
  • Krohn, F. (2012).Βασικές γνώσεις Παιδαγωγικής Επιστήμης. Αθήνα: Εκδόσεις ΙΩΝ
  • Yves, B. (2012). Δεκαπέντε Παιδαγωγοί: Σταθμοί στην ιστορία της παιδαγωγικής σκέψης
  • Instructor’s set of class notes
References
Planned learning activities and teaching methods Lectures
Computer Presentations
Group discussion on case studies
Materials posted online (e-learning).
Assessment methods and criteria
Midterm Exam 1 25%
Midterm Exam 2 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο Ι

Course Unit Title BASIC MATHEMATICAL CONCEPTS IN PRIMARY EDUCATION I
Course Unit Code MAT100
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Use and explain the basic rules of the arithmetic operations and the place value.
  2. Use different strategies for problem solving.
  3. Pose appropriate mathematical problems by using the respective equations or representations.
  4. Solve mathematical problems of proportional reasoning.
  5. Explain and apply the basic geometrical concepts.
  6. Present and justify the basic historical roots of the development of mathematical concepts in order to realize the mathematical continuity.
  7. Construct simple mathematical proofs.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents
  • The theory of sets and the teaching of numbers. The basic mathematical operations at primary education.
  • The mathematical operations with integers and fractions.
  • Criteria for divisibility.
  • Ratio, analogies and proportional reasoning.
  • Geometrical concepts of Euclidean geometry.
  • Mathematical relations, the concept of patterns.
  • Problem solving and different problem solving strategies.
  • The Euclidean geometry and the non-Euclidean geometry, the Boole algebra and the mathematical logic.
  • Mathematical proof. Justification and reasoning.
Recommended and/or required reading:
Textbooks
  • Τριανταφυλλίδης, Τ. & Σδρόλιας, Κ. (2005). Βασικές μαθηματικές έννοιες για τον εκπαιδευτικό της πρωτοβάθμιας εκπαίδευσης. Τυπωθήτω
References
  • Φιλίππου, Γ. (2003). Εισαγωγή στις βάσεις και βασικές έννοιες των μαθηματικών. Αθήνα: Ατραπός
  • Zaccaro, E. (2006). Becoming a problem solving genius. A handbook of math strategies.
  • Solomonovich, M. (2010). Euclidean Geometry: A first course. New York: iUniverse.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Many problems and exercises are provided to students for individual and group practical work.
Assessment methods and criteria
Tests 60%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο ΙΙ

Course Unit Title BASIC MATHEMATICAL CONCEPTS IN PRIMARY EDUCATION II
Course Unit Code MAT200
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. List and explain the basic rules of historical arithmetical systems.
  2. Explain the use of zero at the historical arithmetical systems and analyze its relation with students’ difficulties on the place value.
  3. Solve mathematical problems by using the Pascal’s triangle.
  4. Solve problems by using the basic rules of mathematical logic.
  5. Compare different mathematical solutions by studying number theory.
  6. Find the solutions of non-routine mathematical problems and pose creative problems.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  The arithmetical systems:  Babylonian, Egyptian, Romaic. The concept of zero and its difficulties. The algorithms for the mathematical operations and the place value. Pupils’ difficulties for the construction of basic mathematical concepts.
–  Mathematical logic. Basic rules and problem solving. Specific epistemological obstacles and its impact on the teaching of mathematics.
–  The theory of sets and the teaching of numbers. The basic mathematical operations at primary education.
–  Mathematical relations, the concept of patterns and the Pascal’s triangle.
–  The concept of probability and the teaching of probability at primary education.
–  Problem solving and different problem solving strategies.
Recommended and/or required reading:
Textbooks
  • Φιλίππου, Γ. (2003). Εισαγωγή στις βάσεις και βασικές έννοιες των μαθηματικών. Αθήνα: Ατραπός
References
  • Zaccaro, E. (2001). Real World Algebra – Understanding the power of mathematics.
  • Solomonovich, M. (2010). Euclidean Geometry: A first course. New York: iUniverse.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Many problems and exercises are provided to students.
Assessment methods and criteria
Tests 60%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Η Διδακτική των Μαθηματικών στο Δημοτικό Σχολείο

Course Unit Title TEACHING OF MATHEMATICS IN PRIMARY EDUCATION
Course Unit Code MAT202
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe and explain the basic units for the teaching of mathematics at primary education.
  2. Present the different of mathematical investigation and mathematical exploration.
  3. Explain the stages for the cognitive development of the mathematical thinking and describe the consequences of the different thinking and learning styles in the teaching and learning process.
  4. Present and analyze the stages of the problem solving procedure.
  5. Analyze the two dimensions of the mathematical concepts (procedural and conceptual) and present the stages for the development of the geometrical thinking.
  6. Propose ways for the evaluation of student’s mathematical thinking.
  7. Construct and design teaching plans for every mathematical concept
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Description and explanation of the 5 basic units for the teaching of mathematics at primary education (numbers and operations, geometry, measurement, patterns, probabilities and statistics). Study of the national curriculum. The concept of investigation and exploration. The use of enrichment activities.

Understanding of the basic theories for learning (constructivism and cognitive psychology). Applications for the teaching of mathematics at primary education. Piagetian and neo- piagetian theories. Problem solving. Polya’s stages. Problem posing.

The procedural and the conceptual dimensions of mathematical thinking. The role of intuition and the intuitive rules.

The teaching of each mathematical concept in regard to children’s cognitive development.

The development of creative thinking in mathematics.

Assessment of students’ mathematical thought and ability. How to encounter mistakes and misunderstandings.

Recommended and/or required reading:
Textbooks
  • Φιλίππου, Γ. & Χρίστου, Κ. (2005). Διδακτική των Μαθηματικών. Αθήνα: Δαρδάνος.
References
  • Καλαβάση, Φ. & Μεϊμάρη, Μ. (2000). Θέματα Διδακτικής των Μαθηματικών ΙΙΙ. Αθήνα: Gutenberg.
  • Geary, D.C. (1994). Children’s mathematical development: research and practical applications. Washington, DC: American Psychological Association.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Tests 20%
Assignments 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Μουσειακή Αγωγή και Εκπαίδευση στο Δημοτικό σχολείο

Course Unit Title MUSEUM EDUCATION FOR PRIMARY SCHOOLS
Course Unit Code MED122
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Define and contrast the basic principles and the meaning of Museum Education and the applications of Museum Education in teaching.
  2. List the purposes of Museum Education.
  3. Discuss and analyze the advantages and disadvantages of the integration of museum education in pre-primary schools, and recognize the importance of it in contemporary society.
  4. Identify the problems that schools are facing in the application of museum education in teaching.
  5. Describe ways that will help the integration of museum education in the Cypriot educational system.
  6. Analyze the role of the teacher in the promotion of museum education in schools.
  7. Distinguish the basic steps for the preparation of a visit at a museum.
  8. Create and apply educational programs at museums for pre-primary school children.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Theory for the meaning, the basic principles, the application and the purpose of Museum Education in education.
–  Pedagogical theory of Museum Education in Pre-primary Education.
–  Educational programs for Museum education. Different categories of museums.
–  Methodological and educational approaches for Museum Education.
–  The role of the monuments/ art works in society.
–  Presentation of Cypriot and European artists through their art works. Illustration of the aesthetical and plastic characteristics of the art works.
–  Visits at museums, galleries and archeological places.
Recommended and/or required reading:
Textbooks
  • Άλκηστις (1996). Μουσεία και σχολεία, δεινόσαυροι και αγγεία. Αθήνα: Ελληνικά Γράμματα.
  • Βέμη, Μπ. – Νάκου, Ε. (2010). Μουσεία και Εκπαίδευση. Αθήνα: Νήσος.
  • Δεληγιάννης, Δ. (2001). Περί μουσείων. Σημειώσεις για το μάθημα Μουσειακή Εκπαίδευση. Τμήμα προσχολικής Εκπαίδευσης. Βόλος: Πανεπιστήμιο Θεσσαλίας
  • Καλούρη – Αντωνοπούλου, Ρ. & Κάσσαρης, Χ. (1988). Το Μουσείο ως μέσο τέχνης και αγωγής. Αθήνα: Καστανιώτης.
  • Νάκου, Ε. (2001). Μουσεία: Εμείς, τα πράγματα και ο πολιτισμός. Αθήνα: Νήσος.
  • Hein, G. (1998). Learning in the Museum. London: Routledge.
  • Hooper-Greenhill, E. (1989). Initiatives in Museum Education. Leicester: Department of Museums Studies, University of Leicester.
  • Hooper-Greenhill, E. (1989). Museums and the Shaping of Knowledge. London/New York: Routledge.
References
  • Gombrich, E., (2004). Ιστορία της Τέχνης, Αθήνα: Μορφωτικό Ίδρυμα Εθνικής Τράπεζας.
  • Δάλκος, Γ. (2000). Σχολείο και μουσείο. Αθήνα: Καστανιώτης.
  • Κόκκινος, Γ. & Αλεξάκη, Ε. (2002). Διεπιστημονικές προσεγγίσεις στη Μουσειακή Αγωγή. Αθήνα: Μεταίχμιο.
  • Νικονάκου, Ν. (2010). Μουσειοπαιδαγωγική. Από την θεωρία στην πράξη. Αθήνα: Πατάκης
Planned learning activities and teaching methods The teaching of the lesson consists of face-to-face lectures of theoretical context and personal or group written essays, presentations of written works, discussions, visits at museums/galleries or archeological places, demonstration of art works.
Assessment methods and criteria
Written Essay & presentation of it in the classroom 20%
Test 20%
Plan of practical Activity 10%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

 

Μουσική Ι – Θεωρία της Μουσικής στο Δημοτικό Σχολείο

Course Unit Title MUSIC IN PRIMARY SCHOOL
Course Unit Code MUS100
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Develop skills related to music literacy, and identify and explain musical terms and symbols.
  2. Analyse songs melodically and rhythmically.
  3. Outline the content of the music curriculum (level 1).
  4. Use music literacy to reproduce music (instrumental and singing performance).
  5. Apply singing techniques.
  6. Explain the significance of music and musical activities on children’s all-round development.
  7. Choose appropriate musical activities to prepare and organise music lessons based on the music curriculum.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Basic theory: Music notes on G clef, duration of notes and rests, time signatures, musical symbols, dynamics.
–  Performing: Singing (children’s) songs and exercises to develop singing activities, performing simple songs on the recorder or any other melodic instrument, performing rhythmical phrases on percussion instruments.
–  Pedagogical issues: The contribution of music on children’s all-round development, introducing children to music literacy, musical activities with special reference to teaching a new song, preparation of music lesson plans, primary music curriculum and school music books of level 1 (years 1 and 2).
Recommended and/or required reading:
Textbooks
  • Pavlou, A & Pettemeridou- Pavlou, I (2009). Music Theory. Part 1. Nicosia.
References
  • Charalambous, A (2001). Musical games (red with CD). Nakas, Athens.
  • Charalambous, A (2002). Musical games (yellow with CD). Nakas, Athens.
  • Charalambous, A (2003). Musical games (green with CD). Nakas, Athens.
  • Stavrides, M (2000). Music in education. Gutenberg, Athens.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes, documents and presentations are available through e-learning for students to use in combination with the textbook.
Lectures are supplemented with practical work (music performance).
Assessment methods and criteria
Group Assignments 35%
Test 35%
Music Performance 30%
Language of instruction Greek
Work placement(s) NO

Μουσική ΙΙ – Η Μουσική και η Διδακτική της στο Δημοτικό σχολείο

Course Unit Title MUSIC II – TEACHING OF MUSIC IN PRIMARY EDUCATION
Course Unit Code MUS303
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Develop skills related to music literacy.
  2. Analyse songs melodically and rhythmically.
  3. Outline and evaluate the content of the music curriculum (level 2).
  4. Use music literacy to reproduce and produce music (instrumental and singing performance, music composition and lyrics writing).
  5. Evaluate and apply music teaching approaches with special reference to Orff music teaching method.
  6. Choose and use appropriate musical activities and means to prepare, organise and carry out music lessons based on the music curriculum.
  7. Use music software to compose and teach music (MuseScore and EMMELEIA, respectively).
Mode of Delivery Face-to-face
Prerequisites MUS100 Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Basic theory: Music notes on G and F clefs (including notes above and below the stave), duration of notes and rests, time signatures, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments.
–  Pedagogical issues: The constitution of a classical orchestra, the Orff music teaching method (means and techniques), musical activities with special reference to music and movement, and music composition and lyrics writing, organising music lessons, primary music curriculum and school music books of level 2 (years 3 to 5).
–  Music software: MuseScore and EMMELEIA.
Recommended and/or required reading:
Textbooks
  • Pavlou, A & Pettemeridou- Pavlou, I (2009). Music Theory. Part 1. Nicosia.
References
  • Andonakakis, D (1996). Carl Orff 1895-1982. Orfefs, Iraklio.
  • Stavrides, M (2000). Music in education. Gutenberg, Athens.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes, documents and presentations are available through e-learning for students to use in combination with the textbook.
Lectures are supplemented with practical work (music performance and composition, implementation of musical activities).
Assessment methods and criteria
Group Presentation 35%
Music composition & lyrics writing 35%
Test 30%
Language of instruction Greek
Work placement(s) NO
Course Unit Title TEACHING OF PHYSICAL EDUCATION IN PRIMARY EDUCATION
Course Unit Code PED103
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the basic principles of the structure of physical education in primary education.
  2. Recall, discuss and describe specific information from the course content.
  3. Utilization of knowledge regarding the course content and skills planning, execution and evaluation of physical education courses for primary school.
  4. Use techniques and teaching methods for teaching technical element of various sports.
  5. Acquire skills evaluation to determine if implementing goals and objectives set by the beginning of the school year.
  6. Use the above mentioned knowledge in order to improve their teaching practices.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Papaioannou, A., Theodorakis, J., & Goudas, M. (2003). For a better physical education. Thessaloniki, Publications Christodoulides

Moudakis, K. (1993). Anatomy of a daily physical education lessons. Thessaloniki: Salto

Course Contents I. Effective Teaching in Elementary School Physical Education
The role of physical education for children
Maintaining a Learning Environment
Proposals to develop a positive motivational climate
Effective Communication
Managing People, Equipment, Space, and Time
Developing Content
Teacher Feedback
Assessing Program Quality
II. Scheduling and Timetabling
Planning and Organizing daily physical activity
Preparation of the teacher before teaching
The overall planning
The daily lesson
Evaluative data series, before we go in the lessons
Elements of kinetic learning
Classification of motor skills, techniques
Time allocation and exercise break
Subcomponents of a daily plan of physical education classes
Factors affecting the active time
Material-facilities
III. The Spectrum of Teaching Styles
Reproduction Styles
Production Styles
IV. Planning and organization of teaching
Structure of daily lessons of psychomotor education
Structure of daily lessons of sports skills
Introduction to methods of learning technical skills in various sports
V. Forms of evaluation in physical education
Evaluation of motor development
Evaluation of physical development
Recommended and/or required reading:
Textbooks
  • Course notes
References
  • Digelidis, N. (2007). Spectrum of teaching styles in physical education from theory to practice. Thessaloniki, Publications Christodoulides
Planned learning activities and teaching methods Lectures, discussions, assignments
Assessment methods and criteria
Mid term, project and final examination 100%
Language of instruction Greek
Work placement(s) NO

 

Φυσική Αγωγή Ι στο Δημοτικό Σχολείο

Course Unit Title PHYSICAL EDUCATION IN PRIMARY SCHOOL I
Course Unit Code PED101
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Clarify the meaning of the pedagogy and its significance in education.
  2. Identify schools’ role in education and at the same time family’s role in upbringing.
  3. Clarify the terms related to physical activity and health education.
  4. Explore the new trends of physical education and its orientation to health issues.
  5. Explain the most common models of physical education.
  6. Explain the contents of the Cypriot Curriculum of physical education lesson and the National supportive educational material for each education level.
  7. Know and apply the basic knowledge for effective teaching of physical education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Introduction: Definition of pedagogy, the meaning and the importance of pedagogy, the role of pedagogy in our days, the Cypriot physical education curriculum Aims and objectives
–  Conceptual analysis of basic terms: Health, physical activity, exercise for health, different between health-relate fitness and skill-relate fitness, school and the role that can adopt, applications for promotion of physical activity. The purpose “Lifelong health-related exercise”.
–  Teaching models of physical education: The health education model, socio – moral, Character and responsibility models, sport education model, teaching games for understanding.
–  Developmental differences: Physical growth and development, changes that compose the phenomenon of growth, motor development, theory of “sensitive phases”, morphological traits of motor skills, types of movement.
–  Content of physical education:  functional and expressive movement, basic motor skills, motor skills with shift, motor skills without shift, skills of handling, meaning of movement , knowledge of body, meaning of effort.
Recommended and/or required reading:
Textbooks
  • Zounchia, K. (2000). Physical Education in Elementary School.
  • Hatziharistos, D. (2003). Contemporary Physics Education system.
References
  • Gallahue, D. (2002) (translation. Efangelinou, Ch. & Papas, A.). Developmental Physical Education for today’s children. Thessaloniki: University Studio Press
  • Kioumourtoglou, E. (2007). Physical Education at the beginning of the 21st Century. Theoretical Approaches. Thessaloniki: Christodoulidi.
  • Anagnostou, G. (2008). Physical education in school age and the selection of athletes. Sofia: Avangard Prima
  • Pagrazzi, R. (1999). Teaching Physical Education in Primary Education. Thessaloniki: University Studio Press.
Planned learning activities and teaching methods The teaching of the course consists of lectures for the theoretical background. Also following the principles of collaborative learning in order to provide a better educational and learning experience to students, the content will be offered through class discussions.
Assessment methods and criteria
Presence and active participation 10%
Test 1 20%
Test 2 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO
Course Unit Title DEVELOPMENTAL PSYCHOLOGY
Course Unit Code PSY102
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe and compare basic theories of development and research methods in developmental psychology.
  2. Develop scientific thought and skills to discover knowledge individually as well as through cooperative learning.
  3. Develop critical thinking skills and understanding of the different processes of human development.
  4. Apply theories of learning in the description, understanding and differentiation of human behaviour and obtain a clear perception as to the role of the teacher in optimizing the cognitive, linguistic and psychosocial development of the child.
  5. Evaluate learning outcomes to improve teaching effectiveness.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Δημητρίου, Λ. (2005). Τα 6 πρώτα χρόνια της ζωής.  Αθήνα: Ελληνικά Γράμματα
Course Contents 1.  Introduction:
Introduction to basic concepts of Psychology, Introduction to Developmental Psychology, Theories of Development (Piaget: Theories of Cognitive Development; Erikson: Psychosocial perspective; Freud: Psychoanalytic perspective), Historical foundations of the study of development; Research Methods.
2.  Prenatal Development and the Neonatal period:
Developmental milestones and characteristics; The role of genetic and environmental factors (nature / nurture debate) in development. Physical, motor, cognitive, emotional growth of the newborn.
3.  Development in Infancy:
Physical, motor development of the infant (development of the brain, biological rhythms, reflexes); Cognitive development (senses, perception, learning); Language acquisition (theoretical concepts); Psychosocial development (attachment, sociability).
4.  Development of the Toddler:
Physical and motor development (development of the brain, motor skills); Cognitive development (learning, concepts, memory); Language development (vocabulary, understanding of concepts); Psychosocial development (autonomy, prosocial behaviour, socialization).
5.  Development of the Preschool Child:
Physical and motor development (growth and maturation); Cognitive development (Piaget’s preoperational stage; Egocentrism); Language development (vocabulary, grammar); Psychosocial development (self-esteem, gender identity, peer influence).
6. Development of the School-age Child
Physical and motor development; Cognitive development (social scripts, Piaget: Concrete thought, categorisation, understanding the concept of number); Psychosocial development (Kohlberg’s moral development, Socialization, Aggression).
Recommended and/or required reading:
Textbooks
  • Δημητρίου, Λ. (2005). Τα 6 πρώτα χρόνια της ζωής.Αθήνα: Ελληνικά Γράμματα
References
  • Cole, M. & Cole, S. (2002). H ανάπτυξη των παιδιών. Αθήνα: Τυπωθύτω Shaffer, D. (2008). Εξελικτική Ψυχολογία: Παιδική Ηλικία και Εφηβεία. Εκδόσεις Έλλην.
Planned learning activities and teaching methods Lectures, discussions, presentations, assignments.
Assessment methods and criteria
Mid-term exam, Presentation, Final exam 100%
Language of instruction Greek
Work placement(s) NO

Φυσική Αγωγή ΙΙ – Φυσική Αγωγή και η Διδακτική της στο Δημοτικό Σχολείο

Course Unit Title TEACHING OF PHYSICAL EDUCATION IN PRIMARY EDUCATION
Course Unit Code PED103
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the basic principles of the structure of physical education in primary education.
  2. Recall, discuss and describe specific information from the course content.
  3. Utilization of knowledge regarding the course content and skills planning, execution and evaluation of physical education courses for primary school.
  4. Use techniques and teaching methods for teaching technical element of various sports.
  5. Acquire skills evaluation to determine if implementing goals and objectives set by the beginning of the school year.
  6. Use the above mentioned knowledge in order to improve their teaching practices.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Papaioannou, A., Theodorakis, J., & Goudas, M. (2003). For a better physical education. Thessaloniki, Publications Christodoulides

Moudakis, K. (1993). Anatomy of a daily physical education lessons. Thessaloniki: Salto

Course Contents I. Effective Teaching in Elementary School Physical Education
The role of physical education for children
Maintaining a Learning Environment
Proposals to develop a positive motivational climate
Effective Communication
Managing People, Equipment, Space, and Time
Developing Content
Teacher Feedback
Assessing Program Quality
II. Scheduling and Timetabling
Planning and Organizing daily physical activity
Preparation of the teacher before teaching
The overall planning
The daily lesson
Evaluative data series, before we go in the lessons
Elements of kinetic learning
Classification of motor skills, techniques
Time allocation and exercise break
Subcomponents of a daily plan of physical education classes
Factors affecting the active time
Material-facilities
III. The Spectrum of Teaching Styles
Reproduction Styles
Production Styles
IV. Planning and organization of teaching
Structure of daily lessons of psychomotor education
Structure of daily lessons of sports skills
Introduction to methods of learning technical skills in various sports
V. Forms of evaluation in physical education
Evaluation of motor development
Evaluation of physical development
Recommended and/or required reading:
Textbooks
  • Course notes
References
  • Digelidis, N. (2007). Spectrum of teaching styles in physical education from theory to practice. Thessaloniki, Publications Christodoulides
Planned learning activities and teaching methods Lectures, discussions, assignments
Assessment methods and criteria
Mid term, project and final examination 100%
Language of instruction Greek
Work placement(s) NO

Εξελικτική Ψυχολογία

Course Unit Title DEVELOPMENTAL PSYCHOLOGY
Course Unit Code PSY102
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe and compare basic theories of development and research methods in developmental psychology.
  2. Develop scientific thought and skills to discover knowledge individually as well as through cooperative learning.
  3. Develop critical thinking skills and understanding of the different processes of human development.
  4. Apply theories of learning in the description, understanding and differentiation of human behaviour and obtain a clear perception as to the role of the teacher in optimizing the cognitive, linguistic and psychosocial development of the child.
  5. Evaluate learning outcomes to improve teaching effectiveness.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Δημητρίου, Λ. (2005). Τα 6 πρώτα χρόνια της ζωής.  Αθήνα: Ελληνικά Γράμματα
Course Contents 1.  Introduction:
Introduction to basic concepts of Psychology, Introduction to Developmental Psychology, Theories of Development (Piaget: Theories of Cognitive Development; Erikson: Psychosocial perspective; Freud: Psychoanalytic perspective), Historical foundations of the study of development; Research Methods.
2.  Prenatal Development and the Neonatal period:
Developmental milestones and characteristics; The role of genetic and environmental factors (nature / nurture debate) in development. Physical, motor, cognitive, emotional growth of the newborn.
3.  Development in Infancy:
Physical, motor development of the infant (development of the brain, biological rhythms, reflexes); Cognitive development (senses, perception, learning); Language acquisition (theoretical concepts); Psychosocial development (attachment, sociability).
4.  Development of the Toddler:
Physical and motor development (development of the brain, motor skills); Cognitive development (learning, concepts, memory); Language development (vocabulary, understanding of concepts); Psychosocial development (autonomy, prosocial behaviour, socialization).
5.  Development of the Preschool Child:
Physical and motor development (growth and maturation); Cognitive development (Piaget’s preoperational stage; Egocentrism); Language development (vocabulary, grammar); Psychosocial development (self-esteem, gender identity, peer influence).
6. Development of the School-age Child
Physical and motor development; Cognitive development (social scripts, Piaget: Concrete thought, categorisation, understanding the concept of number); Psychosocial development (Kohlberg’s moral development, Socialization, Aggression).
Recommended and/or required reading:
Textbooks
  • Δημητρίου, Λ. (2005). Τα 6 πρώτα χρόνια της ζωής.Αθήνα: Ελληνικά Γράμματα
References
  • Cole, M. & Cole, S. (2002). H ανάπτυξη των παιδιών. Αθήνα: Τυπωθύτω Shaffer, D. (2008). Εξελικτική Ψυχολογία: Παιδική Ηλικία και Εφηβεία. Εκδόσεις Έλλην.
Planned learning activities and teaching methods Lectures, discussions, presentations, assignments.
Assessment methods and criteria
Mid-term exam, Presentation, Final exam 100%
Language of instruction Greek
Work placement(s) NO

Παιδαγωγική Ψυχολογία

Course Unit Title PEDAGOGICAL PSYCHOLOGY
Course Unit Code PSY202
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain, recall and apply fundamental Theories of Learning and research methods in Psychology of Learning.
  2. Comprehend and discuss critically factors contributing to the learning processes.
  3. Analyze theoretical principles and research findings and detect the multiple influences of psychological, social and cultural factors in the processes of learning.
  4. Apply knowledge in maximizing and improving the teaching and learning processes.
  5. Know and apply evaluation to improve teaching effectiveness.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Reader compiled by L. Demetriou especially for the purposes of this class.
Course Contents 1.  Introduction:
Theories, Fundamental Principles and Methods of Psychology of Learning. Dynamics of Learning and the role of environmental influences in the learning process.
2.  Learning by Association A – Classical Conditioning:
Fundamentals of the Behavioral Theories of Learning. Principles of Classical Conditioning (Pavlovian Experiments, Acquisition, Extinction, Generalization, Discrimination).
3.  Learning by Association B – Operant Conditioning:
Thorndike’s principles of Learning by Trial and Error, Laws of Learning.
Skinner’s Theory of Operant Conditioning. Schedules of reinforcement in case study examples from classroom situations.  Extinction, correct implementation of punishment in classroom situations.
4.  Social Theories of Learning:
Bandura’s Social Learning Theory. Phases of Observational Learning. Influences of TV viewing, role of Social Learning in aggressive behaviours.
5.  Cognitive Theories of Learning:
Piaget’s Stages of Cognitive Development, Bruner’s Theory of Cognitive Growth and Vygotzky’s view of Cognitive Development. Information-Processing approach. Functions of Short- and Long-Term Memory.
6. Motivation and Learning:
Influence of personal and environmental factors of motivation. Role of Motivation in Behavior and Learning. Role of Achievement Attributions in the Learning Process. Application of motivational techniques in teaching.
7. Creativity:
Concepts of divergent and convergent thinking, phases of the creative act. Strategies to enhance creativity in the classroom.
8. Conceptions of Intelligence and its measurement:
Contemporary conceptions of intelligence. Critical discussion of the controversies of intelligence testing.
9. Classroom Management:
Integrate Theories of Learning into formulating objectives of classroom teaching. Planning for classroom discipline and management. Behavior Modification Techniques – applications.
Recommended and/or required reading:
Textbooks
  • Fontana, D. (1996). Ψυχολογία για Εκπαιδευτικούς. Αθήνα: Εκδ. Σαβαλλά.
  • Μπασέτας, Κ. (2002). Ψυχολογία της Μάθησης. Αθήνα: Ατραπός – Περιβολάκι
References
  • Καψάλη, Α. (1994). Παιδαγωγική Ψυχολογία. Θεσσαλονίκη: Α/φοι Κυριακίδη
  • Καλούρη – Αντωνοπούλου, Ρ. (1994). Παιδαγωγική Ψυχολογία: Αθήνα: Εκδ. Έλλην
  • Μάνου, Κ. (1990). Παιδαγωγική Ψυχολογία – Ψυχοπαιδαγωγική. Αθήνα: Εκδ. Γρηγόρη.
Planned learning activities and teaching methods Lectures, discussions, presentations, assignments.
Assessment methods and criteria
Assignments 20%
Midterm exam 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Βασικές Έννοιες Φυσικών Επιστημών

Course Unit Title INTRODUCTION TO NATURAL SCIENCES IN PRIMARY EDUCATION
Course Unit Code SCI100
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe and explain the nature of science, its values and structure as well as its characteristics.
  2. Understand and explain biology and ecology concepts from primary science education curriculum.
  3. Explain and employ scientific skills and processes in order to study / explore science concepts (within the primary education science curriculum / life and living processes: biology and ecology units).
  4. Discern the lesson planning stages for a lesson in natural sciences.
  5. Plan and implement simple research in order to explore students’ perceptions on the concepts taught and use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Introduction to Science Education: Scientific method, scientific processes, teaching science through inquiry.
–  Organising the science class: Collaborative learning in the natural sciences – the role  of the teacher and the students
–  Life and living organisms – Plants: Seed dispersion, the functions of flowers, leaves, the root. Endemic and endangered plant species in Cyprus.
–  Life and living organisms – Animals: animal taxonomy: vertebrates and invertebrates, mammal taxonomy, animal’s adaption to their environment, protected Cyprus fauna.
–  The human body: Identification and functions of body parts and systems (circulatory, respiratory, digestive, skeletal, muscular, according to primary science education curriculum). Senses and the nervous system: the eye, nose, skin, ear, tongue.
–  Ecology: The environment, food chain and webs, ecosystems operation and the interdependence of the living organisms. Pollution: air pollution, water pollution and solid waste. Protecting our environment. Water purification processes, solid waste management: reduce – reuse – recycle.
Recommended and/or required reading:
Textbooks
  • P. Kokkotas (2000). Teaching approaches in Natural Sciences, Typotheto, Athens.
  • Vlahos Ι.Α., (2004) Education in the Natural Sciences through constructive theory. Gregoris Publications,
References
  • R. Driver et al. (2000). Constructing Natural Science Concepts. Typotheto, Athens.
  • Spyropoulou – Katsani D. (2000). Pedagogical and teaching approaches to natural sciences. Typotheto, Athens.
  • Michas P. (2003), Teaching Science in Primary Education, Ellinika Grammata Publications, Athens.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following the steps of scientific investigations. Students will experiment, and work in groups in order to implement scientific investigations and experience the pedagogical approaches used in science teaching. Group assignments intend to enhance student’s opportunities for collaborative learning and provide them with basic experiences of research in the field of science teaching. Module’s activities include a visit in an EE Centre for the study of local flora or fauna (invertebrates).
Assessment methods and criteria
Lesson plan 5%
Micro-teaching 1 10%
Micro-Research 2 15%
Test 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Μουσική ΙΙ- Η Μουσική και η Διδακτική της στο Δημοτικό Σχολείο

Course Unit Title TEACHING OF NATURAL SCIENCES IN PRIMARY EDUCATION
Course Unit Code SCI303
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 5
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain, select and apply scientific skills and processes
  2. Explain the theories of learning with respect to the didactic models of science education and justify the selection of the constructive model.
  3. Know and apply evaluation processes
  4. Solve problems connected to the taught concepts and present and justify the way according to which they worked
  5. Explore, identify and explain primary school children’s perceptions on the taught concepts and phenomena.
  6. Develop and teach a complete lesson plan for natural sciences.
  7. Use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Introduction in the teaching of Natural Sciences: The scientific method, scientific skills and processes, science though inquiry.

The constructive theory in science education.

Magnets: properties, magnetic forces, magnetic field.

Forces: Friction, contact forces and field forces, results from force exertion, balance / equilibrium, simple machines, friction and movement, pressure, hydraulic pressure, atmospheric pressure.

Electricity: The atom, static and dynamic electricity, the importance of electricity, sources of electricity, hazards, conductors and insulators, resistance, parallel, series circuits, fuses, electromagnets.

Properties of matter: Volume, mass, shape, molecular structure. Mixtures and solutions, acid and alkaline matter.

Light:  Natural and artificial sources of light. Transparency of solid bodies, the properties of light, flat, convex and concave mirrors, images, symmetry, multiple images,  convex and concave lenses, anomalies in vision and the use of lences.

Recommended and/or required reading:
Textbooks
  • P. Kokkotas (2000). Teaching approaches in Natural Sciences, Typotheto, Athens.
  • Vlahos Ι.Α., (2004) Education in the Natural Sciences through constructive theory. Gregoris Publications,
References
  • R. Driver et al. (2000). Constructing Natural Science Concepts. Typotheto, Athens.
  • Spyropoulou – Katsani D. (2000). Pedagogical and teaching approaches to natural sciences. Typotheto, Athens
  • Michas P. (2003), Teaching Science in Primary Education, Ellinika Grammata Publications, Athens.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following the steps of scientific investigations. Students will experiment, and work in groups in order to implement scientific investigations and experience the pedagogical approaches used in science teaching.
Assessment methods and criteria
Test 20%
Micro-research 10%
Lesson plan 5%
Micro-teaching 10%
Workshop reports 5%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Μαθησιακές Δυσκολίες στο Παιδιά του Δημοτικού Σχολείου

Course Unit Title LEARNING DIFFICULTIES IN PRIMARY EDUCATION
Course Unit Code SED402
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Evaluate the importance of Early Identification and Intervention for developmental disabilities/disorders
  2. Outline the basic characteristics/symptoms of various developmental disabilities, such as sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
  3. Identify the early signs for each developmental; disability/disorder presented in class, e.g. sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
  4. Employ intervention strategies to support students with various developmental disabilities
  5. Explain the role of the primary school teacher in the identification of developmental disabilities
  6. State and debate for the importance of the primary school teacher during the intervention process.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Introduction:

Definition of Learning Difficulties

Introduction to special education

Special education in Cyprus (Historical overview and current situation)

Developmental Disabilities/Disorders

Definition, clinical characteristics/symptoms, diagnosis and intervention for:

Sensory Difficulties

Motor Difficulties

Mental Retardation

Down Syndrome

Autism and Asperger’s Syndrome

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder

Dyslexia

Recommended and/or required reading:
Textbooks
  • Μ. Τζουριάδου, (1995). Παιδιά με ειδικές εκπαιδευτικές ανάγκες. ΠΡΟΜΗΘΕΥΣ, 1995.
  • Ε. Λιβανίου, Μαθησιακές δυσκολίες και προβλήματα συμπεριφοράς στην κανονική τάξη. Εκδόσεις: ΚΕΔΡΟΣ, 2007.
  • Σ. Παντελιάδου, Μαθησιακές δυσκολίες και εκπαιδευτική πράξη: Τι και γιατί. Εκδόσεις: Πεδίο, 2010.
References
  • Μ. Τζενάκη & Ι. Μιχελογιάννης, Μαθησιακές δυσκολίες. Εκδόσεις: ΓΡΗΓΟΡΗ, 1998.
  • Β. Σακκάς, Μαθησιακές δυσκολίες και οικογένεια: Παιδαγωγική και κοινωνιοψυχολογική προσέγγιση. Εκδόσεις: ΑΤΡΑΠΟΣ-ΠΕΡΙΒΟΛΑΚΙ, 2001.
  • Χ. Ιωακειμίδη, & Ι. Γεωργούδης, Μαθησιακές δυσκολίες. Δυσλεξία. Θεωρία και πράξη. Εκδόσεις: ΙΔΙΩΤΙΚΗ ΕΚΔΟΣΗ, 2004.
  • Α. Κυπριωτάκης, Τα ειδικά παιδιά και η αγωγή τους. Αθήνα: Εκδόσεις Γρηγόρη, 2000.
  • Ε. Κάκουρος, Το Υπερκινητικό Παιδί. Ελληνικά Γράμματα, 2001.
  • Ε. Κάκουρος, & Κ. Μανιαδάκη, Διαταραχή Ελλειμματικής Προσοχής και Υπερκινητικότητα. Ελληνικά Γράμματα, 2000
  • Μ. Καϊλα, Ν. Πολεμικός & Γ. Φιλίππου, (1997). Άτομα με Ειδικές Ανάγκες. Ελληνικά Γράμματα, 1997.
  • Α. Ζωνιού-Σιδέρη, (1998). Οι ανάπηροι και η εκπαίδευση τους. Ελληνικά Γράμματα, 1998.
  • Ε. Τάφα, Συνεκπαίδευση παιδιών με και χωρίς προβλήματα μάθησης και συμπεριφοράς. Ελληνικά Γράμματα, 1998.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web (e-learning platform) for students to use in combination with the textbooks. During lectures some case studies are presented
Assessment methods and criteria
Reports-assignments (3) 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Σχολική Εμπειρία Ι στο Δημοτικό Σχολείο

Course Unit Title SCHOOL EXPERIENCE IN PRIMARY EDUCATION I
Course Unit Code SEP101
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe the school as a system and its sub-systems.
  2. Explain the concepts of teaching and learning and recognize the basic learning theories.
  3. Use “open” and “close” questions and apply question taxonomies in the teaching practice.
  4. Know methods of teaching and classroom management principles.
  5. Apply discovery and co-operative learning as modern teaching strategies.
  6. Understand that curriculum is at the heart of the educational enterprise.
  7. Analyse and evaluate a lesson in a real classroom situation.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Ministry of Education and Culture. (2010) Curriculum Programmes. Nicosia: Pedagogical Institute-Curriculum Development Unit.
Course Contents –  The school as a system. Modern and traditional teaching. Curriculum concepts. Philosophy of New Curriculum.
–  Aims and objectives. Bloom’s taxonomy. Types of questions.
–  Evaluation and types of evaluation. Application of Bloom’s taxonomy in questioning.
–  Concept of co-operative leaning. Group criteria. Role of Teachers and students.
–  Discovery learning. Pedagogical and psychological basis. Role of Teachers and students.
–  Preparation of teaching lessons.
–  Observation classroom instruments.
Recommended and/or required reading:
Textbooks
  • Primary school text-books
References
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Tests 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

 

Σχολική Εμπειρία ΙΙ στο Δημοτικό Σχολείο

Course Unit Title SCHOOL EXPERIENCE IN PRIMARY EDUCATION II
Course Unit Code SEP103
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe differentiation in the classroom.
  2. Explain the concept of creativity and how is applied in teaching.
  3. Know the principles of educational research and data collection instruments. Discuss research findings.
  4. Understand basic features of the Educational Law.
  5. Describe and apply the Free Voluntary Reading Programme in primary schools.
  6. Analyse and evaluate the New Evaluation Law in primary schools.
  7. Create teaching lessons in all areas of curriculum.
Mode of Delivery Face-to-face
Prerequisites SEP101 Co-requisites NONE
Recommended optional program components –  Ministry of Education and Culture. (2010) Curriculum Programmes. Nicosia: Pedagogical Institute-Curriculum Development Unit.
–  Carol Ann Tomlinson. (1999) The Differentiated Classroom. Virginia: Association for Supervision and Curriculum Development- ASCD.
Course Contents –  Differentiation: concept, dimensions and application in school classrooms.
–  Theory of differentiation. New knowledge about teaching.
–  Educational Law: Duties of teachers, school obedience.
–  Creativity application in lessons.
–  New Time Table. Comparison with the old one.
–  Presentation and discussion of a research project.
–  Maths curriculum development in Cyprus primary schools.
–  Language teaching, literature and Free Voluntary Reading.
–  All Day School. Description and application.
–  New Evaluation System. Principles.
–  Writing in primary school.
–  Curriculum and curriculum development.
–  Preparation of teaching lessons.
Recommended and/or required reading:
Textbooks
  • Primary school text-books
References
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Tests 40%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Κοινωνιολογία της Εκπαίδευσης

Course Unit Title SOCIOLOGY OF EDUCATION
Course Unit Code SOC401
Course Unit Details BEd Primary Education (Required Courses) – BEd Pre-primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Επεξηγούν βασικές κοινωνιολογικές έννοιες. Η κοινωνία σαν κοινωνικό σύστημα, οι κοινωνικοί θεσμοί και οι λειτουργίες τους, το άτομο στην καθημερινότητα. Κοινωνική ενσωμάτωση, κοινωνική σύγκρουση και κοινωνική αλλαγή.
  2. Αναλύουν, συζητούν και συγκρίνουν μεταξύ τους βασικές κοινωνιολογικές θεωρίες με εστίαση στο φαινόμενο της Κοινωνικοποίησης και τις ερμηνείες για τις δυναμικές των σχετικών δομών.
  3. Περιγράφουν και αναλύουν το αντικείμενο της Κοινωνιολογίας της Εκπαίδευσης, καθώς και τις συνθήκες εμφάνισης και ανάπτυξης του κλάδου.
  4. Αναλύουν την λειτουργία του σχολείου σαν μηχανισμού αναπαραγωγής, ενσωμάτωσης αλλα και εν δυνάμει κοινωνικής αλλαγής.. Αναλύουν την αντιμετώπιση από το σχολείο του φαινομένου της ανισότητας στις πολλαπλές της μορφές. Αναλύουν και συγκρίνουν μεταξύ τους τις διάφορες σχετικές με αυτό ερμηνείες.
  5. Ερμηνεύουν την ιστορική και κοινωνική λειτουργία και επιδράσεις της μαζικής εκπαίδευσης στην κυπριακή κοινωνία.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Εισαγωγή στην Κοινωνιολογία. Κατανόηση βασικών κοινωνιολογικών εννοιών και οπτικών/μοντέλων ανάλυσης.
–  Βασικές σχολές/ μοντέλα ανάλυσης. Οι θεμελιωτές της Κοινωνιολογίας. Επίπεδα και κοινωνικές σφαίρες ανάλυσης. Κοινωνική σταθερότητα και Λειτουργισμός. Κοινωνική σύγκρουση και κοινωνική αλλαγή. Μορφές και θεσμοί κοινωνικοποίησης.
–  Το αντικείμενο της Κοινωνιολογίας της Εκπαίδευσης, οι συνθήκες εμφάνισης και ανάπτυξης του κλάδου στο πλαίσιο της ανάπτυξης της μαζικής εκπαίδευσης.
–  Η «θεωρία του ανθρώπινου κεφαλαίου», η θεωρία του Δομολειτουργισμού και η Εκπαίδευση σαν θεσμός και σαν διαδικασία.
–  Οι έρευνες για την ανισότητα και η ριζοσπαστική οπτική: ταξική αναπαραγωγή και ιδεολογική νομιμοποίηση.
–   Ιστορική-κοινωνική διαμόρφωση της μαζικής εκπαίδευσης στην Κύπρο. Προβλήματα και απρόσμενες συνέπειες.
Recommended and/or required reading:
Textbooks
  • Giddens, A.(2002).Κοινωνιολογία. Αθήνα : Gutenberg.
  • Giddens,A.(1993).Εισαγωγή στην Κοινωνιολογία. Αθήνα: Οδυσσέας.
  • Φραγκουδάκη,Α.(1985).Κοινωνιολογία της Εκπαίδευσης. Αθήνα:Παπαζήση.
  • Ανθογαλίδου,Θ.(1987).Ο ρόλος της εκπαίδευσης στην αναπαραγωγή και εξέλιξη μιας παραδοσιακής κοινωνίας. Αθήνα : Θεμέλιο.
  • Apple,M.(1993).Εκπαίδευση και εξουσία. Θεσσαλονίκη:Παρατηρητής.
  • Μηλιός,Γ.(1993).Εκπαίδευση και εξουσία. Αθήνα:Κριτική Επιστημονική Βιβλιοθήκη.
  • Τσαούση,Δ.(2006).Η Κοινωνία του Ανθρώπου. Αθήνα:Gutenberg.
  • Παπαιωάννου,Α.(2003). Εκπαιδευτική Διοίκηση Διαχείριση: Το κοινωνικό Κεφάλαιο. Λευκωσία: Κύπρος.
  • Peter Loizos. (1986).Αλλαγές στη Δομή της Κοινωνίας. Στο Κυπριακά, 1878-1955.Λευκωσία: Κύπρος.
  • Φραγκουδάκη,Α.(1987). Γλώσσα και Ιδεολογία. Αθήνα: Οδυσσέας.
References
  • Υπουργείο Παιδείας.(1990).Σχολική αποτυχία. Λευκωσία: Γ.Τ.Π.
  • Παπαδόπουλος Μ. (2000). Πρόληψη και αντιμετώπιση της σχολικής βίας και του Λειτουργικού Αναλφαβητισμού.
Planned learning activities and teaching methods Η διδασκαλία του μαθήματος αποτελείται από διαλέξεις για την προσφορά του θεωρητικού υπόβαθρου. Οι φοιτητές/τριες εμπλέκονται στην διαδικασία μάθησης με ασκήσεις εφαρμογής των θεωρητικών εννοιών σε καθημερινά ζητήματα έτσι ώστε να δουν έμπρακτα την «υπόσχεση» της κοινωνιολογικής φαντασίας για  την κατανόηση της «διασταύρωσης της ιστορίας με την βιογραφία».
Η διαδικασία μάθησης είναι οργανωμένη σε ένα εξελικτικό πλαίσιο το οποίο να οδηγεί σε μια εμπέδωση και δημιουργική χρήση των εννοιών και των αναλυτικών μοντέλων.
Assessment methods and criteria
Test 20%
Assignment 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Εκπαιδευτική Τεχνολογία

Course Unit Title EDUCATIONAL TECHNOLOGY
Course Unit Code TEC302
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the need and importance of technology integration in the educational practice.
  2. Develop knowledge of the concepts (i.e. pedagogical theories and practices, tools, lesson planning) related to the integration of new technologies in teaching and learning process.
  3. Compare and contrast traditional and new educational tools integrated within the teaching and learning process.
  4. Develop knowledge and skills in putting into practice learning theories and pedagogical practice regarding technology integration in education
  5. Design learning environments and educational activities enhanced by new technologies
  6. Evaluate various new technologies applications based on numerous criteria and select the appropriate ones to integration given the learning goals of each lesson/ unit.
Mode of Delivery Face-to-face
Prerequisites COM101 Co-requisites NONE
Recommended optional program components NONE
Course Contents Theoretical Background (i.e. learning and design theories, pedagogical approaches, instructional design, lesson planning, philosophies of  integration).

Policy that governs educational technology integration Vs practice in various educational systems (i.e. Cyprus, Greece, Europe, USA, Australia).

Factors that influence technology integration process in schools (i.e. personal, organizational, professional, 1st and 2nd order).

Open and closed educational computer applications: differences between the two categories.

Learning environments enhanced with technology: design and characteristics, added value, skills and abilities developed (higher order skills: synthesis, application, evaluation).

Interdisciplinarity: concepts related to the interdisciplinary approach, its added value and importance in relation to new technologies.

Teacher and student role: changes in teacher and student role when new technologies are integrated.

Class configuration:  different classroom approaches in relation to computer number (one to one, 3-5 computers in class, computer lab).

Evaluation criteria of selecting the most appropriate new technologies applications in relation the learning goals of each lesson/ unit.

Word processing, Multimedia and Hypermedia, Concept Mapping and Spreadsheets tools integration within the teaching and learning practices (philosophy of integration, added value, advantages and disadvantages examples of  integration).

Web 2.0 tools integration within the teaching and learning process (blogs, wikis, moodle, educational networking) and even more (internet websites and searchers, chat rooms, video conferencing, etc).

Recommended and/or required reading:
Textbooks
  • Α. Ράπτης, και Α. Ράπτης. (2004) Μάθηση και Διδασκαλία στην Εποχή της Πληροφορίας: Παιδαγωγικές Δραστηριότητες (Τόμος Β’). Αθήνα.
  • Β. Ι. Κόμης. (2004) Εισαγωγή στις Εκπαιδευτικές Εφαρμογές των Τεχνολογιών της Πληροφορίας και των Επικοινωνιών. Αθήνα: Εκδόσεις Νέων Τεχνολογιών.
  • M. D. Roblyer. (2009). Εκπαιδευτική Τεχνολογία και Διδασκαλία. Ελλην, Αθήνα
  • Υπουργείο Παιδείας και Πολιτισμού, Τμήμα Δημοτικής Εκπαίδευσης, Υπηρεσία Ανάπτυξης Προγραμμάτων (2002). Αναλυτικά Προγράμματα Δημοτικής Εκπαίδευσης. Υπουργείο Παιδείας και Πολιτισμού, Λευκωσία.
References
  • J. Timothy, J. Newby, A. Donald. (2009). Εκπαιδευτική Τεχνολογία για Διδασκαλία και Μάθηση. Επίκεντρο
  • Ζωγόπουλος, Ε.Α (2003) Νέες Τεχνολογίες και Μέσα Επικοινωνίας στην Εκπαιδευτική Διαδικασία. Αθήνα: Εκδόσεις Κλειδάριθμος
  • M. Γρηγοριάδου, A. Ράπτης, Σ. Βοσνιάδου, και Χ. Κυνηγός. (2004) Οι τεχνολογίες της Πληροφορίας και της Επικοινωνίας στην Εκπαίδευση, πρακτικά 4ου Πανελλήνιου Συνεδρίου με διεθνή συμμετοχή (Τόμοι Α και Β), Αθήνα, 29 Σεπτεμβρίου-3 Οκτωβρίου 2004, Αθήνα: Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθήνας.
  • Χ. Θεοφιλίδη. (1997) Διαθεματική Προσέγγιση στη Διδασκαλία, Αθήνα: Εκδόσεις Γρηγόρη.
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following pedagogical principles, instructional design and lesson planning. Students will design and develop learning environments where new technologies are integrated as learning tools.
Assessment methods and criteria
3 individual assignments 45%
Group work-project and presentation 45%
Class participation 10%
Language of instruction Greek
Work placement(s) NO

Πρακτική Άσκηση στο Δημοτικό Σχολείο Ι

Course Unit Title TEACHING PRACTICE IN PRIMARY SCHOOL I
Course Unit Code TEP205
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. To understand that a teacher must have teaching and managerial skills in order to perform his job successfully.
  2. To develop the necessary skills in order to be able to organize and manage successfully a class and a school.
  3. To be aware of classroom and school environment and how he/she can manage them in order to run a class successfully.
  4. To develop the necessary skills in order to prepare a scheme of a lesson which he/she should apply in teaching.
  5. To prepare a project concerning the school and classroom environment, the duties and responsibilities of a teacher, and the criteria of a good teaching.
Mode of Delivery Face-to-face
Prerequisites SEP101,SEP103 Co-requisites NONE
Recommended optional program components Curriculum
Course Contents –  Seminar Attendance
–  Visit to schools in order to be aware of their organization and management
–  Classroom visits
–  Watching teachers teaching. Private discussion with classroom teachers
–  Private counseling of the advisor.
–  Private Study
Recommended and/or required reading:
Textbooks
  • Curriculum
References
  • Elementary School Text books
Planned learning activities and teaching methods –   Seminar Attendance
–  Private counselling by the advisor.
–  Watching teachers and fellow-students teaching. Private discussion with classroom teachers.
–  Prepare lesson schemes, audiovisual aids, evaluation tests, etc.
–  Teaching various lessons
–  Self evaluation
Assessment methods and criteria
Seminar Attendance 10%
School and classroom visits 20%
Project 70%
Language of instruction Greek
Work placement(s) NO

Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙ

Course Unit Title TEACHING PRACTICE IN PRIMARY SCHOOL II
Course Unit Code TEP206
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. To further understand the necessity of acquiring teaching and managerial skills in order to perform his / her job successfully.
  2. To further develop the necessary skills that will help him/her to organize and run successfully a class.
  3. To be fully aware of classroom and school environment and be engaged in duties and responsibilities other than those in classroom.
  4. To further develop the necessary skills in preparing a scheme of a lesson which he/she should apply in teaching.
Mode of Delivery Face-to-face
Prerequisites TEP205 Co-requisites NONE
Recommended optional program components School Curriculum
Course Contents –  Seminar attendance
–  Private counselling by the advisor.
–  Watching teachers teaching.
–  Private discussion with classroom teachers
–  Preparing lesson schemes, audiovisual aids etc.
Recommended and/or required reading:
Textbooks
  • Elementary School Text books
References
Planned learning activities and teaching methods Seminar attendance and visits to schools and classroom. Participation in class teaching activities.
Assessment methods and criteria
Seminar attendance 10%
School and classroom visits 10%
Evaluation of head teacher 10%
Project 70%
Language of instruction Greek
Work placement(s) NO

 

Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙΙ

Course Unit Title TEACHING PRACTITE IN PRIMARY SCHOOL III
Course Unit Code TEP301
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 8
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. To practice systematically in planning and evaluating teaching activities (preparation of lesson schemes, evaluation tests, self evaluation paper etc).
  2. To further develop the classroom organization and management skills.
  3. To deal successfully with problematic situations further to those he/she met during previous teaching practice.
  4. To teach all kind of lessons of the curriculum in different grades.
  5. To participate in school activities other than those of teaching.
Mode of Delivery Face-to-face
Prerequisites TEP206 Co-requisites NONE
Recommended optional program components School Curriculum
Course Contents –  Seminar Attendance
–  Private counselling by the advisor.
–  Watching teachers and fellow-students teaching. Private discussion with classroom teachers.
–  Prepare lesson schemes, audiovisual aids, evaluation tests, etc.
–  Teaching various lessons
–  Self evaluation
Recommended and/or required reading:
Textbooks
  • Elementary School Text books
References
Planned learning activities and teaching methods Seminar attendance, class attendance and lesson delivery
Assessment methods and criteria
Seminar attendance 10%
School and classroom visits 10%
Evaluation of head teacher 20%
Evaluation of the advisor 60%
Language of instruction Greek
Work placement(s) NO

Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙV

Course Unit Title TEACHING PRACTICE IN PRIMARY SCHOOL IV
Course Unit Code TEP401
Course Unit Details BEd Primary Education (Required Courses) –
Number of ECTS credits allocated 12
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. To acquire further skills in planning and evaluating teaching activities (preparation of lesson schemes, evaluation tests, audiovisual aids, etc).
  2. Plan and implement lessons by using his/her imagination and creativity.
  3. To adapt his/her teaching by making the necessary changes to the lesson scheme in order to face unexpectable events in the classroom.
  4. Teach effectively all kind of lessons in different grades.
  5. To participate in school activities other than those of teaching.
Mode of Delivery Face-to-face
Prerequisites TEP301 Co-requisites NONE
Recommended optional program components School Curriculum
Teaching  Methology
Course Contents –  Seminar Attendance
–  Private counselling by the advisors. Express his/her teaching philosophy and support it by using appropriate reasoning.
–  Watching teachers and fellow-students teaching. Private discussion with classroom teachers.
–  Prepare lesson schemes, audiovisual aids, evaluation tests, etc.
–  Teaching various lessons
–  Self evaluation
Recommended and/or required reading:
Textbooks
  • Elementary School Text books
References
Planned learning activities and teaching methods
Assessment methods and criteria
Seminar attendance 10%
School and classroom visits 10%
Evaluation of head teacher 10%
Evaluation of the advisor 70%
Language of instruction Greek
Work placement(s) NO

ΕΠΙΛΕΓΟΜΕΝΑ ΜΑΘΗΜΑΤΑ

Προσαρμοσμένη Κινητική Αγωγή

Course Unit Title ADAPTIVE MOVEMENT EDUCATION
Course Unit Code ELE101
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Provide students with basic knowledge concerning theory, in shaping the physical education lessons in such a way that meets the needs of all students.
  2. Describe the basic teaching principles. Adaptations and modifications of exercise.
  3. Describe the Basic theories- stages of psychokinetic development.
  4. Acquire experience by working with people with or without any disabilities.
  5. Organization and application of Remedial Motor Activity programs.
  6. Develop ability to teach effectively in any class in primary school.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Basic theories- stages of psychokinetic development. Definition and purpose of Remedial Motor Activity.
Individualized Education Program (IEP). Structure and principles of an IEP. Goals and objectives. Holistic approach. Inclusion, its meaning and strategies.

Basic teaching principles. Adaptations and modifications of exercise. Individualized education program
Teaching strategies. Modifications, adaptations and inclusion techniques. Hearing disorders. Causes and characteristics, symptoms. Adaptations of athletic equipment and environment. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Learning difficulties. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Attention deficit hyperactivity disorder. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Respiratory problems Asthma. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Spinal disorders. Causes and characteristics, symptoms. Modifications and adaptations in physical education lessonRecommended and/or required reading:Textbooks

  • Kokaridas, D. (2004). Physical Education for Students with Disabilities in Typical Schools. Thessaloniki: Christodoulidis.

References

  • Angelopoulou-Sakantami, N. (1985). Medical problems for people with physical and mental disabilities. Thessaloniki: University Studio Press.
  • Angelopoulou-Sakantami, N. (2002). Special education. Basic principles and methods. Thessaloniki: Christodoulides.
  • Koutsouki – koskina, D. (1998). Movement disorders and evolution. Theory and methodology. Athens: Athlotypo.

Planned learning activities and teaching methodsThe taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbook.Assessment methods and criteria

Midterm exam 30%
Project 30%
Final Exam 40%

Language of instructionGreekWork placement(s)Special Room

 

Υπαίθρια Μελέτη και Εκπαίδευση

Course Unit Title OUTDOOR EDUCATION
Course Unit Code ELE102
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain and present the theoretical scientific and pedagogical background of outdoors education.
  2. Develop and implement in local and peripheral environments (natural and cultural) lessons that employ the scientific skills and processes for outdoor problem solving or appropriate qualitative techniques according to the topic studied.
  3. Develop and implement educational interventions for the exploration of different ecosystems.
  4. Employ their experiences and acquired knowledge, to plan outdoor lessons that highlight the studied issues’ connections to their economic, environmental and social aspects.
  5. Use the school grounds, local community and local natural and cultural sites within their teaching in ways that can help students become responsible and active citizens.
Mode of Delivery Face-to-face
Prerequisites SCI100 Co-requisites NONE
Recommended optional program components Coliopoulos, D. (2004). The educational approach of natural sciences museums. Athens: Metehmio.
Course Contents –  Introduction to non-formal education
–  The pedagogical value of outdoors education – Field work and learning outdoors.
–  Outdoors teaching techniques (outdoors scientific investigations and techniques)
–  Outdoors teaching techniques (qualitative, experiential techniques)
–  Use of special equipment (e.g. for measuring humidity in the atmosphere, in the soil, the light intensity, slope, temperature, pH, etc), the use of the quadrant. Make a quadrant and a clinometer using simple materials.
–  Outdoors studies (study of a variety of local ecosystems: meadow, sand dunes, fresh water ponds, soil and desertification indications, etc.) Visits take place in areas near the university as well as in environmental education centres.
–  Integrating ESD in Outdoor teaching and learning (co-examination of environmental issues with social and economical issues)
–  The natural sciences museums and their educational value.
Recommended and/or required reading:
Textbooks
  • Lessons’ notes and handouts.
References
  • Tsindidis Τ., Christodoulou S., Delipetrou P., Georgiou Κ. (2007). The Red book of Cypriot flora. Cyprus Association of the Friends of the Forest, Nicosia.
  • Ballantyne, R. & Packer, J. (2008). Learning for Sustainability: The role and impact of Outdoor and Environmental Education Centers. University of Queensland.
  • Braund, M. & Reiss, M. (2004). Learning science outside the classroom, London: Roudledge Falmer.
  • Falk, J.H., & Dierking, L.D. (2002). Lessons without limit: how free-choice learning is transforming meaning. Alta Mira Press.
  • Jacobson, S.K., McDuff, M. & Monroe, M. (2006). Conservation Education and Outreach Techniques: A Handbook of Techniques. Oxford University Press.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi Young, M., Sanders, D. & Benefield, P. (2004). A Review of Research on Outdoor Learning. National Foundation for Educational Research and Kings College.
  • Sobel, D. (2008). Childhood and Nature: Design Principles for Educators. USA: Stenhouse Puplishers.
Planned learning activities and teaching methods Experiential and collaborative learning through Field work and workshops in the science laboratory. Students have the opportunity to reflect and be critical upon the modules’ activities through their reflective diary.
Assessment methods and criteria
Test 20%
Research Project 20%
Lesson Plan 20%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Διαδικτυακά Εκπαιδευτικά Λογισμικά

Course Unit Title WEB-BASED EDUCATIONAL SOFTWARE
Course Unit Code ELE103
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the importance of Internet use in education.
  2. Describe and explain the terms Internet 1.0, 2.0 and 3.0, their features, characteristics and differences.
  3. Describe and analyse the concept of “educational software” and “web based educational software”.
  4. Become familiar with the most popular web-based tools integrated in education.
  5. Understand and apply certain criteria in evaluating the appropriate web-based educational software to be applied in the classroom and choose the most appropriate in each situation.
  6. Apply and use the concepts, abilities, skills, theories, and educational strategies related to the integration of web-based educational software.
  7. Analyze the use, importance and value of web-based educational software in the teaching and learning practice.
  8. Develop educational material and lesson plans based on web-based educational software by synthesizing ideas and data, and come up with new methods and innovative ideas.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Web-based educational software, Web 1.0 2.0 and 3.0, educational benefits, importance, value, evaluation criteria, Concept Mapping, Educational Games, Avatars, Animation, Web based programming software, Screencasting, Podcasting, Educational Networking.
Recommended and/or required reading:
Textbooks
  • Σολομωνίδου, Χ. (2006) Εκπαιδευτική Τεχνολογία: μέσα, υλικά, διδακτική χρήση και αξιοποίηση. Αθήνα: Εκδόσεις Καστανιώτη.
  • Σιμάτου, Α. (2000) Τεχνολογία και Εκπαίδευση: επιλογή και χρήση των εποπτικών μέσων. Αθήνα: Εκδόσεις Πατάκη.
  • Ζωγόπουλος, Ε.Α. (2003) Νέες Τεχνολογίες και Μέσα Επικοινωνίας στην Εκπαιδευτική Διαδικασία. Αθήνα: Εκδόσεις Κλειδάριθμος.
  • Ανδρεαδάκης κ.α. (2012). Εκπαίδευση εκπαιδευτικών: Σύγχρονες τάσεις και ζητήματα. Αθήνα: Εκδόσεις ΙΩΝ
  • Instructor’s set of class notes
References
Planned learning activities and teaching methods Lectures
Presentations
Group discussion and presentations on articles reporting classroom interventions employing web-based educational software
Materials posted online (e-learning)
Assessment methods and criteria
Assignment 1 20%
Assignment 2 20%
Assignment 3 20%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Στρατηγικές Μάθησης και Μεταγνώσης

Course Unit Title LEARNING STRATEGIES AND METACOGNITION
Course Unit Code ELE104
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Present and explain briefly the main theories about the different learning and thinking styles.
  2. Present the characteristics of the learning styles and discuss their implications into teaching.
  3. Present the characteristics of the learning styles and discuss their implications into teaching.
  4. Present the historical development of the concept of metacognition and explain its two main dimensions: metacognitive knowledge and self-regulation.
  5. Evaluate specific teaching processes in respect to the stages of metacognitive development.
  6. Evaluate the impact of the self-regulatory strategies on the life-long learning education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents
  •  Τhe basic theories about the different learning styles and thinking styles.
  • Characteristics of the different learning styles. Theory and practice.
  • Different cognitive styles and their relations with the different learning styles. Teaching implications.
  •  The concept of metacognition and its two main dimensions: metacognitive knowledge and self-regulation.
  • The development of metacognition. Different stages in relation to age.
  • The development of metacognitive strategies for problem solving and learning.
  • Self-regulatory strategies and the life-long learning education.
Recommended and/or required reading:
Textbooks
  • Μακρής, Ν. & Δεσλή, Δ. (2004). Γνωστική Ψυχολογία Σήμερα: Γέφυρες γιατ η μελέτη της νόησης. Τυπώθητω.
References
  • Berger, A. (2011). Self-regulation: Brain, Cognition and Development. Human brain development series.
  • Larson, C. (2009). Metacognition: New Research Developments. NOVA publishers.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Many group exercises are provided to students for practical work and experiences.
Assessment methods and criteria
Test 20%
Individual works 20%
Group work 20%
Final Exam 20%
Language of instruction Greek
Work placement(s) NO

Νέες Προσεγγίσεις στη Μουσική Εκπαίδευση

Course Unit Title NEW TRENDS IN MUSIC EDUCATION
Course Unit Code ELE105
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand, analyse and outline the content of the music curriculum.
  2. Use (music) technology for implementing the content of the music curriculum.
  3. Use music software to notate and reproduce music by applying skills related to music literacy developed in MUS100.
  4. Explain the significance of music integration.
  5. Prepare and organise music lessons based on interdisciplinarity.
Mode of Delivery Face-to-face
Prerequisites MUS100 Co-requisites NONE
Recommended optional program components –  Music Curriculum: The philosophy, structure and content of the music curriculum.
–  Music technology: The use of technology as a facilitating means for carrying out the content of the music curriculum:  the use of various types of (music) software: for carrying out musical activities in class, for sound production / recording, for notating music and creating media / sound files
–  Interdisciplinarity: Music integration with other forms of art and other subjects of the national curriculum.
Course Contents
Recommended and/or required reading:
Textbooks
  • Pavlou, A & Pettemeridou- Pavlou, I (2009). Music Theory. Part 1. Nicosia.
  • Ministry of Education (2010). National Curriculum for Cypriot Democracy’s public schools. Pedagogical Institute of Cyprus.
References
  • Kelly, A. V (2004). The Curriculum: theory and practice. Sage publications.
  • Papazaris, A (2007). Interdisciplinary activities and music. Diptiho.
  • No author (2010). MuseScore handbook (translated by Ionian University: Music department). Retrieved from http://musescore.org.
  • Arapi, E (N.D). Audacity manual Greek.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes, documents and presentations are available through e-learning for students to use in combination with the textbook.
Lectures are supplemented with practical work (use of music software).
Assessment methods and criteria
Assignments 20%
Test 20%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

Εικαστική Έκφραση και Νέες Τεχνολογίες: Θεωρίες και Πρακτικές Εφαρμογής στην Εκπαίδευση

Course Unit Title VISUAL EXPRESSION AND NEW TECHNOLOGIES: THEORIES AND PRACTICAL APPLICATION IN EDUCATION
Course Unit Code ELE106
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Use the Internet/World Wide Web as a presentation tool, a teaching tool, a creative medium, and a professional resource.
  2. Perform simple photo-editing functions and use digital-imaging software and hardware for artistic and instructional purposes.
  3. Demonstrate within the context of education, creative and technical ability to produce and manage different types of images and visual material through different multimedia technologies.
  4. Evaluate and discuss applications of digital resources and technologies in the field of art education.
  5. Integrate the Internet and digital technologies into school art programs by planning art lessons and projects for students using available open software and digital media.
  6. Discuss aesthetic, ethical, and legal issues related to the use of digital technology in the visual arts education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents In this course the influence of new technologies in visual expression is examined. Students will acquire knowledge regarding the theoretical and practical implications of these new developments for visual arts education. They will also acquire knowledge of software for visual creation and will be given the opportunity to create visual images. They will be able to plan, teach and assess primary school children’s work with the use of new technologies.
–  The role of new technologies in visual arts education: transforming the art classroom
–  Visual arts education and its connections with children’s everyday experiences and interests.
–  Competences for handling new technologies, editing and creating of images and visual materials. Digital photography, digital video, open software and close software.
–  Websites of cultural institutions. Examples of educational material and interactive learning activities that are offered online by cultural institutions’ (museums’ and galleries’) websites.
–  Utilize new technologies as learning tools and tools for production of visual material. Designing teaching scenarios. Understanding how children/learners may use technology to produce/create and view images/artworks and how images may acquire meaning.
Recommended and/or required reading:
Textbooks
  • Roblyer, M.D. (2008). Educational technology and teaching. Athens: ELLIN [In Greek]
References
  • Chatzisavvides, S. & Gazani, Ε. (2005). Multimodal and one-modal/ visual speech. From conception to production of the child subject (pp. 27-35). In O. Constantinidou-Semoglou (ed), Image and child. Thessaloniki: Cannot Not Design Publication.
  • Markatatos, G. (2003). Applying a lesson plan to teach visual arts and computers with the use of the software “virtual painter” (pp. 302-309). In M. Iosifidou and N. Jimopoulos (eds) Proceedings of the 2nd Conference Syrou in ICT. Syros, May 2003
  • Pavlou, V. (2012). The use of the Windows Movie Maker software in the context of visual arts education. In Proceedings of the 2nd Conference of CSICTE (Cyprus Society of Information and Communication Technology in Education), 5th of May, 2012, Nicosia, Cyprus.
  • Polkas, L. (2011). Comparing text with its digital images (pp. 1-5). In K. Glezou & Ν. Jimopoulos (eds.), Proceedings of the 6th Panhellenic Conference of Educators for ICT “Utilizing ICT in Teaching Practice, Syros, 6-8 May, 2011.
  • Vasillikopoulou, M. Mpoloudakis, M. Arapoglou, I., Georgiakakis, P. Altanis, I. Retalis, S. (2008). Results of the pilot workshop of using educational digital comics with students from the primary and secondary level of education. 5th PanHellenic Conference of the Scientific Organization of Primary Educators for the dissemination of ICT in education, 4 & 5 October 2008, Piraeus, Greece
Planned learning activities and teaching methods This is mainly a hands-on course that introduces students to the use of digital media in the field of visual art education. Students explore ways to use existing Web-based tools and resources in the art classroom and widely-available desktop software and imaging media for artistic and instructional purposes.

Therefore the course is basically delivered by means of workshops in the computer lab, engaging students in individual and collaborative learning. At the same time the course is supported by theory which is delivered by means of lectures and discussions engaging students in collaborative learning.

Assessment methods and criteria
Assignments 40%
Midterm Exam 30%
Final Exam 30%
Language of instruction Greek
Work placement(s) NO

Ελληνοκυπριακή Διασπορά: Ταυτότητες και Δεδομένα

Course Unit Title GREEK-CYPRIOT DIASPORA. IDENTITIES AND DATA
Course Unit Code ELE107
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the meaning of Diaspora and migration as well
  2. Explore and analyze the reasons of migration, immigration
  3. Explore and analyze the reasons of migration, immigration
  4. Know the definitions about countries of origin and host countries
  5. Explore, identify and know all data about Greek Language and Civilization and their types all over the world
  6. Explain ethno-cultural identity and its configuration
  7. Know Greek Cypriot Diaspora and its relation with Greece and Cyprus
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components M. Damanakis, 2007, Identities and Education in Diaspora,Gutemberg Publications
Course Contents –  Introduction in the terms of “ Diaspora” and “Immigration”
–  Analysis of the reasons of immigration and emigration
–  Greek-Cypriot Diaspora from old days up to today
–  Greece and Cyprus as countries of origin and host countries
–  Problems in the countries of origin and host countries as well
–  Ethno-cultural identity
–  Greek and Cypriot Diaspora: education in Greek classes
Recommended and/or required reading:
Textbooks
  • Greek Diaspora all over the world, 2008, Ediamme, University of Crete
References
  • Data of Ediamme Diaspora, University of Crete/, www.ediamme.diaspora.gr
Planned learning activities and teaching methods The theoretical part of the course is delivered by means of lectures as well as workshops.
Assessment methods and criteria
Midterm Exam 25%
Projects 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Μέλετη και Ενίσχυση της Φιλαναγνωσίας

Course Unit Title STUDY AND PROMOTION OF READING
Course Unit Code ELE108
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe the factors that influence children’s attitudes towards reading in general and reading literature in particular.
  2. Pose meaningful research questions about reading habits, reading preferences, reading practices, and attitudes towards reading.
  3. Develop teaching plans for reading promotion according to the major literary teaching orientations in primary education.
  4. Develop and implement strategies for promoting the joy of reading and the building and sustaining of critical reading communities.
  5. Assess children’s response to reading promotion activities.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  Καρπόζηλου, Μ. (1994). Το παιδί στη χώρα των βιβλίων. Συμβολή στη μελέτη των παιδικών αναγνωσμάτων. Αθήνα: Καστανιώτης. 37-80.
–  Κατσίκη- Γκίβαλου, Άντ.,  Καλογήρου, Τζ., Χαλκιαδάκη, Ά. (Επιμ.), Φιλαναγνωσία και σχολείο (σελ. 27-34). Αθήνα: Πατάκης.
–  Kirby, John R., Ball, Angela, Geier, B. Kelly, Parrila, Rauno, Wade-Woolley, Lesly (2011). The development of reading interest and its relation to reading ability. Journal of Research in Reading, 34 (3), 263-280.
–  Μαλαφάντης, Κωνσταντίνος Δ. (2005). Παιδαγωγικές πρακτικές για την προαγωγή της φιλαναγνωσίας των παιδιών. Στο Παιδαγωγική της λογοτεχνίας, τόμ. Β’, Αθήνα: Γρηγόρης. σ. 15- 58.
–  Μαλαφάντης, Κωνσταντίνος (2005). Το παιδί και η ανάγνωση. Αθήνα: Γρηγόρης.
–  Παπαντωνάκης, Γ, Αθανασιάδης, Η., Καπλάνογλου, Μ., Πολίτης. Δ. (2010). Οι ιδέες των παιδιών για την παιδική λογοτεχνία. Αθήνα: Τόπος.
Course Contents –  The need of lifelong readers and the practices to develop such readers, as part of the target for a higher level of literacy skills
–  The research of reading habits, reading preferences, reading practices, and attitudes towards reading.
–  Reading promotion, critical literacy and multiliteracies. Factors that influence children’s attitudes towards reading in general and reading literature in particular.
–  Information and resources about successful reading programs.
–  Examination of principles and strategies for promoting the joy of reading and the building and sustaining of critical reading communities.
–  Teaching scenarios for the promotion of reading. Developing related activities.
Recommended and/or required reading:
Textbooks
  • Γιάννης Σ. Παπαδάτος, Παιδικό βιβλίο και φιλαναγνωσία. Θεωρητικές αναφορές και προσεγγίσεις- δραστηριότητες, Αθήνα, Πατάκης, 2009.
References
  • Φιλαναγνωσία. Καινοτόμες δράσεις ενίσχυσης της φιλαναγνωσίας των μαθητών. Εθνικό Κέντρο Βιβλίου (ΕΚΕΒΙ). http://www.philanagnosia.gr/
  • Μικρός αναγνώστης. Εθνικό Κέντρο Βιβλίου (ΕΚΕΒΙ). http://www.mikrosanagnostis.gr/
  • Έρευνες αναγνωστικής συμπεριφοράς. http://www.ekebi.gr/frontoffice/portal.asp?cpage=NODE&cnode=309
  • Το ΕΚΕΒΙ και το παιδί http://www.ekebi.gr/frontoffice/portal.asp?cpage=NODE&cnode=149
Planned learning activities and teaching methods All lessons are organised in two parts. The first part has the form of a lecture, and is mostly theoretical, and the second has workshop format. The students have access to the computer presentations used for the lectures.
Assessment methods and criteria
Test 20%
Workshop reports 20%
Teaching scenario 20%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Επαγγελματική Ανάπτυξη Εκπαιδευτικών/ Επαγγελματικές Κοινότητες Μάθησης

Course Unit Title TEACHERS PROFESSIONAL DEVELOPMENT – PROFESSIONAL LEARNING COMMUNITIES IN SCHOOLS
Course Unit Code ELE109
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the chronological evolution of the concepts “professional learning for educators” and “professional learning communities”.
  2. Describe and analyse the main stages of teachers’ professional development
  3. Understand the main concepts for adult learning
  4. Become familiar with models of teachers’ professional learning and professional development
  5. Understand the teachers’ main preconceptions regarding the procedures of teaching and learning and analyse their importance
  6. Understand and evaluate effective techniques for teachers’ professional development
  7. Describe and evaluate the main aspects of teachers’ professional learning communities
  8. Argue about the importance and necessity of developing learning communities in education
  9. Analyse the reasons why learning communities fail
  10. Suggest ways of dealing with ineffective learning communities in education
  11. Analyse case studies of communities in various school and educational contexts
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Theories of adult learning, models of teachers’ professional development, the impact of professional development on teacher practices and teacher effectiveness, professional learning communities as a means of professional development, dimensions of learning communities, impact of learning communities on student, teacher and school outcomes, challenges in implementing professional learning communities, sustaining learning communities.
Recommended and/or required reading:
Textbooks
  • Ανδρεαδάκης κ.α. (2012). Εκπαίδευση εκπαιδευτικών: Σύγχρονες τάσεις και ζητήματα. Αθήνα: Εκδόσεις ΙΩΝ
  • Οικονομίδης, Β. (2011). Εκπαίδευσξη και Επιμόρφωση Εκπαιδευτικών. Αθήνα: Εκδόσεις ΠΕΔΙΟ.
  • Instructor’s set of class notes
References
Planned learning activities and teaching methods Lectures
Computer Presentations
Group discussion on case studies
Materials posted online (e-learning).
Assessment methods and criteria
Participation in class meetings 10%
Midterm Exam 1 15%
Midterm Exam 2 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Διδακτική της Ιστορίας

Course Unit Title TEACHING OF HISTORY IN PRIMARY EDUCATION
Course Unit Code ELE111
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Teaching of history emphasis is given on the objectives that have to be satisfied and to historical competences that have to be developed.
  2. The process of learning is more important than the content of learning.
  3. Content is chosen on the basis of learning objectives.
  4. The approach followed is the student-centered with special emphasis on discovery learning.
  5. Learning equipment and modern technology are used.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components Ηλίας Χαραλάμπους. (2014). Διδακτική της Ιστορίας — Πανεπιστημιακές
σημειώσεις, Λεμεσός, Κύπρος.
Course Contents 1.  Introduction to the resources and processes that are central to developing historical understanding. Understanding of the significance of history within a multi-cultural society and to consider the importance and place of history within the curriculum.
2.  History is the interpretation of what are considered to be significant human activities in the past and the process by which these activities are selected, investigated and analysed. History is not the story of the past but rather the attempt to reconstruct and interpret elements of the past which are of interest to us.
3.  History gives children a knowledge of past human experiences at family, local, national and international levels. Pupils also develop an understanding, appropriate to their age, of time and chronology, change and continuity, cause and effect. They acquire skills appropriate to their developmental stages so that they may interpret evidence in a critical way.
4.  History in the primary school can then make a unique and vital contribution to the harmonious development of the child in a truly child-centred education.
5.  History is concerned with interpretations of the actions of people in the past and the ways in which men, women and children responded to, and lived through, these events. Exploring the lives of people in the past, and especially the causes and effects of their actions, contributes to the child awareness of human character, motivation, belief and emotion.
6.  A major concern is the involvement of children in the study of personal and local history. Their historical understanding is enriched as they visit and investigate the buildings and common features of the locality and the lives of people who have lived there.
7.  Children develop an enhanced understanding of their own country and the wider world through encountering elements of national and international history. At times history has concentrated on political developments and the lives of famous people.
8.  History can make a critical contribution to the child’s language development. History also has a language of its own.

9. History provides many opportunities for the development and application of skills in the area of information and communication technologies and encourages the use of ICTs in the development of children’s historical understanding and skills.

10.  Assessment is an integral part of teaching and learning in history, as in other areas of the curriculum. Assessment techniques can assist in enriching the learning experience of the child and provide useful information for pupils, teachers, parents and others.Recommended and/or required reading:Textbooks

  • Ministry of Education and Culture. (2010) Curriculum Programmes. Nicosia: Pedagogical Institute-Curriculum Development Unit.
  • Primary school text-books
  • Κόκκινος, Γ. (2006). Διδακτικές Προσεγγίσεις στο Μάθημα της Ιστορίας. Αθήνα: Μεταίχμιο.
  • Κάββουρα, Δ. (2011). Διδακτική της Ιστορίας. Αθήνα: Μεταίχμιο.

References Planned learning activities and teaching methodsThe taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.Assessment methods and criteria

Midterm Exam 40%
Final Exam 60%

Language of instructionGreekWork placement(s)NO

 

 

Διδακτική των Θρησκευτικών

Course Unit Title TEACHING OF RELIGION IN PRIMARY EDCATION
Course Unit Code ELE112
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. To understand the main doctrines of Orthodox Christian Theology (triadic, Christological dogma, ecclesiology), the ecclesiastical anthropology (i.e. psychosomatic unity), the value of a loving attitude towards the fellow human beings with respect for one’s otherness, as well as the existential meaning of the above in the modern world and the educational environment.
  2. To appreciate the importance of respect and love for the natural world which theology points out, within the context of the modern demand for the cultivation of ecological consciousness―together with the positive reception of human civilization and culture―on the premise that it has to be preserved as something that humanity enjoys as a gift.
  3. To connect theological principles with the economic and political life (citizenship) in the broadest sense of those notions within the framework of the universal calling for unity, peace and justice.
  4. To obtain basic knowledge of the teachings of other Christian Churches (Protestant and Roman Catholic), as well as of those of the main world religions (Islam, Judaism, Hinduism, Buddhism) and be introduced to non-religious belief systems (e.g. atheism, agnosticism, humanism e.t.c.).
  5. To learn the reasons which justify the teaching of the subject of Religious Education in the Public Schools of Cyprus and the other European countries; the cognitive and other prerequisites of this subject in primary education; the way in which the characteristics of psychological and cognitive development of children in primary education relate to religious faith; the contents of the analytical curriculum of Religious Education, the textbooks and assessment methods.
  6. To enable students to efficiently plan a lesson of Religious Education with emphasis on the use of alternative resources such as artistic works and the new media.
  7. To develop critical thinking and eagerness to discuss and consciously express their opinion on issues which concern the connection of orthodox theology to the Church, of religion to society and existential targeting with special focus on the educational processes and techniques.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The basic principles of orthodox Christian faith
Triadic, Christological and ecclesiological dogmas, the creation of human being, the Church as a community of diverse personalities.
Theology and its relation to the physical and the human/social environment
The pagan, the rational-exploitative, philosophical and churchly attitude towards physical life. The eco-nomic, cultural and sociological background of Theology.
The connection between local and universal, Christian Denominations, main world religions, non-religious belief systems
Orthodox Church and ecumenicity-globalization; Protestantism and Roman Catholicism; examination of basic beliefs of Islam, Hinduism, Buddhism (cosmology, anthropology, the afterlife) and non-religious belief systems (atheism, agnosticism, humanism); comparative analysis.
Religious Education in (Public) primary education
Cultural and historical role of the subject and the relevant Document of the European Union (2005). Modern Cypriot society and Religious Education; Religious Education in Europe.
Pedagogical and teaching dimensions for the teaching of Religious Education
Cognitive, socio-psychological prerequisites of primary education and religious faith; the modern planning of R.E., analytical curriculum, textbooks and assessment of R.E.
Recommended and/or required reading:
Textbooks
  • A summary of the lectures on the various Units is uploaded on the e-learning platform as well as links to or texts of selected articles and essays.
References
  • Berry Wendell, Sex, Economy, Freedom and Community, Pantheon Books, Νέα Υόρκη, Σαν Φρανσίσκο 1993.
  • Θωμά Παναγιώτης, «“Λίγα λουλούδια για το στόλισμα του Επιταφίου…”. Καλλιτεχνική έκφραση και Εκκλησία. Σχόλια και ενδεικτικά παραδείγματα», Εκκλησιαστικός Κήρυκας 15 (2009) 54-70.
  • Θωμά Παναγιώτης, «Μικρή και μεγάλη οικο-νομία. Μια απόπειρα (επαν)εύρεσης του τοπικώς και θεολογικώς κατοικείν», Ένεκεν 21 (2011) 19-33.
  • Θωμά Παναγιώτης, «Reworking the Christological pattern: inhabitation and domesticity in Oscar Wilde’s The Happy Prince», Σynthesis 3 (2013), σ. 114-129.
  • Ματσούκας Νίκος Α., Δογματική και Συμβολική θεολογία Β΄. Έκθεση της ορθόδοξης πίστης σε αντιπαράθεση με τη δυτική χριστιανοσύνη, Π. Πουρναράς, Θεσσαλονίκη ⁵1999.
  • Ματσούκας Νίκος Α., Πολιτισμός αύρας λεπτής, Το Παλίμψηστον, Θεσσαλονίκη 2000.
  • Ματσούκας Νίκος Α., Παλαιάς και Καινής Διαθήκης. Σημεία νοήματα αποτυπώματα, Π. Πουρναράς, Θεσσαλονίκη 2002.
  • Ντεμπρέ Ρεζίς, Η διδασκαλία της θρησκείας στο ετερόθρησκο σχολείο, Εστία, Αθήνα 2004.
  • Φωτίου Σταύρος Σ. (επιμ.), Παιδαγωγία ζωής, Αρμός, Αθήνα 1999.
  • Wilde Oscar, The Happy Prince and other stories, Harmondsworth, Penguin Books, Middlesex 1994.
  • Καλαϊτζίδης Παντελής, «Τα θρησκευτικά ως πολιτιστικό μάθημα», Σύναξη 74 (2000) 69-83.
  • Fotiou Stavros S., “Diversity and unity: the vision of Christian Education in an age of globalization,” The Greek Orthodox Theological Review 49 (2004) 269-278.
  • Fotiou Stavros S., “One in Christ: the icon of the Nativity of Christ as a charter of Church,” One in Christ 45:1 (2011) 21-34.
  • Fotiou Stavros S., “The knowledge of religions in the textbooks of the lesson of Religious Education in the public schools of the Republic of Cyprus,” Michaela Moravcikova (Ed.), State-Church relations in Europe, Bratislava: Institute for State-Church Relations, 2008, 245-248.
Planned learning activities and teaching methods Group reading/examination/analysis of theological texts. Use of open-ended questions to stimulate critical thinking based on things learned. Interactive learning through the projection of videos, the listening of songs and the interpretation of iconography, paintings and films.
Assessment methods and criteria
Assignments 35%
Midterm Exam 25%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

 

Πτυχιακή Εργασία Ι

Course Unit Title DISSERTATION I
Course Unit Code ELE113
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Collect data and information form the literature concerning the subject of the dissertation decided in cooperation with the supervisor.
  2. Cooperate with the supervisor concerning the whole project of composing the dissertation, and acquire the ability of making a literature review and research (methodology).
  3. Conduct research following certain deadlines as well as the supervisor’s recommendations.
  4. (Self)-evaluate their own effort and adapt the project according to the supervisor’s recommendations.
  5. Acquire the ability of composing a substantiated dissertation and methodically and analytically extend their knowledge and skills already developed during their whole studies.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  According to the decided project.
·  Developing of research ideas: causal and conceptual relations
·  Original questions and hypotheses: using analogies
·  Searching the literature
·  Topic selection
·  Research planning
·  Qualitative and quantitative research
·  Secondary sources
Recommended and/or required reading:
Textbooks
  • Wisker, G. (2009). The undergraduate research handbook. New York: Palgrave Macmillan.
References
  • Greetham, B. (2009). How to write your undergraduate dissertation. New York: Palgrave Macmillan.
  • Cottrell, S. (2008). The study skills handbook. New York: Palgrave Macmillan.
Planned learning activities and teaching methods The planning and executing the study on a topic relevant to education is based on empirical and theoretical evidence or on literature review under the supervision of member of staff.
Assessment methods and criteria
Project assignment 100%
Language of instruction Greek
Work placement(s) NO

Πτυχιακή Εργασία ΙΙ

Course Unit Title DISSERTATION II
Course Unit Code ELE114
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Apply the methodology needed for collecting the data that is necessary for the composition of the dissertation.
  2. Register and substantiate the research findings.
  3. Discuss the research findings and compare them with similar results, come to conclusions and make suggestions concerning the subject of the dissertation.
  4. Compose the dissertation according to the given recommendations.
  5. Support the dissertation in front of an evaluation committee.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents          Planning your dissertation: The literature review, Research methods, findings, conclusions and appendices

         Organising your thinking: Developing consistent arguments, Using evidence (Describing it, Drawing inferences, Creating causal connections)

         Using Language (Clarity, Consistency)

         Writing the dissertation (Simplicity and economy)

          Referencing and bibliographies

         Editing: The Structure, The Content

Recommended and/or required reading:
Textbooks
  • Greetham, B. (2008). How to write better essays. New York: Palgrave Macmillan.
References
  • Greetham, B. (2009). How to write your undergraduate dissertation. New York: Palgrave Macmillan.
  • Cottrell, S. (2011). Critical thinking skills. New York: Palgrave Macmillan.
Planned learning activities and teaching methods The planning and executing the study on a topic relevant to education is based on empirical and theoretical evidence or on literature review under the supervision of member of staff.
Assessment methods and criteria
Project Assessment 100%
Language of instruction Greek
Work placement(s) NO


 

Θέατρο στην Εκπαίδευση

Course Unit Title THEATRE IN EDUCATION
Course Unit Code ELE116
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe the contribution of Drama as a module in the development of the child’s creativity, imagination, communication skills, self-esteem and empathy, in the expression of his/her feelings and in his/her perception of the body and the space.
  2. List and describe the basic aspects of the art of theatre.
  3. Use the production of theatre performances for young audiences in order to enrich their work in the Primary Education.
  4. Describe, distinguish and apply the various Drama in education techniques and conventions.
  5. Use the skills obtained in order to prepare Drama lesson plans and evaluate the outcomes of the lesson and of their own work.
  6. Explain the contribution of Drama as a teaching tool in all subject areas and apply it.
  7. Achieve self-awareness, self-esteem and empathy and apply group work techniques in the educational process.
  8. Cooperate with an interactive and creative way with their co-students, having tolerance and respect of differences and transmit this value to their pupils.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components 1.  Kontogianni, A. (2000). Drama in Education. Athens: Ellinika Grammata. [Κοντογιάννη, Ά. (2000), Η δραματική τέχνη στην εκπαίδευση, Ελληνικά Γράμματα, Αθήνα].
2.  Woolland, B. (1999). Instructing Drama in the Primary School. Athens: Ellinika Grammata. [Η διδασκαλία του δράματος στο δημοτικό σχολείο, μτφ. Ε. Ι. Κανηρά, Ελληνικά Γράμματα, Αθήνα].
3.  Govas, N. (2003). Towards a Creative Youth Drama. Exercises, games, techniques. A practical guide for theatre group animators and educators. Athens: Metaichmio. [Γκόβας, Ν. (2003), Για ένα δημιουργικό νεανικό θέατρο. Ασκήσεις, παιχνίδια, τεχνικές. Ένα πρακτικό βοήθημα για εμψυχωτές θεατρικών ομάδων και εκπαιδευτικούς, Μεταίχμιο, Αθήνα].
Course Contents 1.  Introduction to the art of theatre: aspects, professionals, function in society.
2.  Drama as a module in pre-primary school and its aims.
3.  Theatre games for acquaintance, team building, trust-building and concentration and exercises on the means of expression and on the senses in combination with music, dance, corporal expression and plastic arts.
4.  Basic drama conventions: mime, improvisation, role-playing, still images, teacher-in-role and else according to examples used.
5.  Storytelling and performing of tales and presentation of simple performances in the classroom using improvised costumes, sets and props.
6.  Connection of drama techniques with Primary education curriculum.
7.  Professional theatre for young audiences and its creative incorporation in the school routine.
8.  Drama lesson planning principles and examples.
Recommended and/or required reading:
Textbooks
  • Lesson notes given by the instructor.
References
  • Grammatas, T. (1999). Didactics of Theatre and Drama, Athens: Tipothito. [Γραμματάς, Θ. (1999), Διδακτική του θεάτρου, Τυπωθήτω, Αθήνα].
  • Avdi, A. & Hatzigeorgiou, M. (2007). The Art of Drama in Education. 48 Suggestions for Drama Workshops. Athens: Metaichmio. [Αυδή, Α. & Χατζηγεωργίου, Μ. (2007), Η τέχνη του δράματος στην εκπαίδευση. 48 προτάσεις για εργαστήρια θεατρικής αγωγής, Μεταίχμιο, Αθήνα].
  • Beauchamp, H. (1998), The Children and the Drama Games. Familiarisation with Drama. Athens: Tipothito. [Τα παιδιά και το Δραματικό Παιχνίδι. Εξοικείωση με το Θέατρο, μτφ. Ε. Πανίτσκα, Τυπωθήτω, Αθήνα. Original title: Beauchamp, H. (1984), Les Enfants et le jeu dramatique1984, A. de Boec].
  • Faure, G. & Lascar, S. (21994), Drama in Pre-Primary and Primary Education. Athens: Gutenberg. [Το θεατρικό παιχνίδι στο νηπιαγωγείο και στο δημοτικό σχολείο, μτφ. Α. Στρουμπούλη, Gutenberg, Αθήνα].
Planned learning activities and teaching methods The module will provide the theoretical background but will emphasize on practice.
Lectures, interactive lessons, short scale projects in class, group work. Familiarisation with bibliography. Use of power point and video projections.
Practice on personal and group work: application of Drama-in-education techniques. Experimentation on the function of a drama in education by experiencing team-work in class.
Assessment methods and criteria
Presence and performance in class 20%
Midterm test 30%
Project 1: Two lesson plans 30%
Project 2: Presentation in small groups of a lesson plan 20%
Language of instruction Greek
Work placement(s) NO

Θέματα Υγείας

Course Unit Title HEALTH EDUCATION
Course Unit Code ELE117
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Examine and explain the terms: health and illness in contemporary society, alternative methods of medicine, medicalisation of health and its implications to health education and health promotion.
  2. Identify and describe different reasons that determine the acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.) and discuss their implications to health education.
  3. Compare and contrast models of health (i.e: biomedical model, social model, psychosocial model) and theories of behaviour change and discuss their relationship to health education in schools.
  4. Identify, critically analyse and discuss gender influences, differences and inequalities in relation to physical, psychological and social health, morbidity and mortality, examine the role of stereotypes in relation to health and explain reasons for gender inequalities in health.
  5. Identify steps involved in questioning gender stereotypes and examine the role of formal and informal education in de-constructing them.
  6. Identify different types of child and women abuse (physical, psychological, mental, social, and sexual), discuss their implications to health and propose ways of preventing child abuse and dealing with it.
  7. Develop and apply communication skills (listening skills, expression of feelings), assertiveness skills and skills for resolving conflict and examine their relationship to health maintenance and health promotion.
  8. Develop detailed teaching plans / strategies for de-constructing gender stereotypes.
  9. Evaluate and apply research findings that are related to prevention of ill health and the promotion of health.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  Αγάθωνος – Γεωργοπούλου Ε. (1991). Κακοποίηση – Παραμέληση Παιδιών.  2η έκδοση.  Αθήνα: Γρηγόρη.
–  Annandale Ellen and Hunt Kate (2000). Gender Inequalities and Health. UK: Open University Press.
–  AποστολίδουΜ. Μαυρικίου Π., Πάρλαλης Στ. (2014). Πρώτη Παγκύπρια Ερευνα για την Έκταση, Μορφές, Συχνότητα και Επιπτώσεις της Βίας ενάντια στις Γυναίκες στην Κυπριακή Οικογένεια. Για τη Συμβουλευτική Επιτροπή για την πρόληψη και Καταπολέμηση της Βίας στην Οικογένεια.  (www.familyviolence.gov.cy)
–  Αποστολίδου, Μ., Παπαδόπουλος, Κ. Παγιάτσου, Μ., Ιερίδου, Α. Αποστολίδου, Ζ. (2005).  Έκταση , μορφές και επιπτώσεις της βίας ενάντια στα παιδιά στην κυπριακή οικογένεια. Λευκωσία: Συμβουλευτική Επιτροπή για την πρόληψη και Καταπολέμηση της Βίας στην Οικογένεια.  (www.familyviolence.gov.cy)
–  Dubos, R. (1999).  Το Όραμα της Υγείας: Ουτοπίες, Πρόοδοι και Βιολογικές Αλλαγές. Αθήνα: Κάτοπτρο.
–  Fernado, S. (1991). Mental Health. Race and Culture. Basingstoke: MacMillan Press.
–  Illitch, I. (1989) Medical Nemesis. Great Britain: Penguin Books.
–  Keyser B. Morrow, M. Doyle, K., Ogletree, R. and Parsons, N. (1999) Health Education Skills and Competencies Boston – London: Jones and Bartlett Publishers.
–  Ουόκερ, Λ. (1989) Η Κακοποιημένη Γυναίκα  Αθήνα: Ελληνικά Γράμματα.
Course Contents –  Historical perspective of health. Contemporary approaches to health, mental health, illness, and preventive behaviours, health behaviours (attitudes, values gender, age, environment, peers, media etc.) and implications to health education.
–  Health Models: Models of health (i.e.: biomedical model, social model, biosychosocial) and their relationship to health education and health promotion schools.
–  Alternative Medicine: Alternative methods of medicine (i.e.: homeopathy, acupuncture, aromatherapy, osteopathology).  Medicalisation of health and its implications for society, for health education and for health promotion in schools.
–  Theories / Models of Behaviour Change:  Theories / models of behaviour change (the health belief model, the theory of reasoned action) and their relationship to health education. Factors that determine acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.)
–  Healthy Relationships and Mental Health Promotion: Skills for effective communication (listening skills, expression of feelings etc.), assertiveness skills and skills for resolving conflict in relationships.  Areas in the school curriculum that could help children form healthy relationships.
–  Child Abuse – Domestic Violence: Different types of child and women abuse. (Physical, psychological, mental, social, and sexual).  Implications of abuse to health.  Skills for identifying and reporting child abuse.
–  Gender and Health: Gender influences on physical and psychological health. The role of stereotypes in relation to physical, social and psychological health.
Recommended and/or required reading:
Textbooks
  • Lecture Notes
  • Power point presentations
  • Kaplan, R. Sallis, J. and Paterson. (1993). Health and Human Behaviour. International Editions: McGraw-Hill.
References
  • Bird Chloe E. & Rieker Patricia P. (2008). Gender and Health: The Effects of Constrained Choices and Social Policies. N.Y: Cambridge University Press.
  • Connell, Robert, W. (2006) [2002]. Το Κοινωνικό Φύλο (μετ. Ελένη Κοτσιφού), Θεσσαλονίκη: Επίκεντρο.
  • Curtis, S.E. (2003). Health and Inequality. London: Sage Publications
  • Downie, R.S., Tannahill, C and Tannahill, A. (1996). Health Promotion: Models and Values. Oxford: Oxford University Press.
  • Green, J. and Thorogood, N. (2004). Qualitative Methods for Health Research. London: Sage Publications.
  • Nettleton , S. and Gustafsson U.(Editors) (2002) The Sociology of Health and Illness. Oxford: Blackwell.
  • Ogden, J. (1996). Health Psychology. Buckingham:Open University Press
  • Παπαδάτου, Δ. και Αναγνωστόπουλος, Φ. (1995). Η Ψυχολογία στο Χώρο της Υγείας. Αθήνα: Ελληνικά Γράμματα.
  • Tones K. and S. Tilford (1994). Health Education: Effectiveness, efficiency and equity. Second Edition. London: Chapman and Hall.
Planned learning activities and teaching methods The course is delivered to the students by means of lectures, which are aided by power point presentations, classroom discussions, role plays and group work. Lecture notes and presentations are available for students to use in combination with the textbooks.
Assessment methods and criteria
Assignment 20%
Presentation 20%
Group work participation 10%
Final Exam 50%
Language of instruction English
Work placement(s) NO

Ιστορία της Εκπαίδευσης

Course Unit Title HISTORY OF EDUCATION
Course Unit Code HIS300
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) – BEd Pre-primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe key events and regulations in the history of education in Greece and Cyprus.
  2. Analyze the characteristics of the history of education and its association with the evolution of culture (ideas, values, achievements, traditions) in Greece and Cyprus.
  3. Critically examine issues relating to the history of education in Greece and Cyprus, including the evolution of the educational system at three levels: primary, secondary and higher.
  4. Compare and evaluate the development of the educational systems in Greece and Cyprus.
  5. Recognize the historical, political and socio-cultural context in which education takes place.
  6. Evaluate significant issues relating to the history of education in Greece and Cyprus.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents
  • History of education in Greece: Before, during and after the Greek Revolution in 1821; Kapodistrias era (1828-1831); the Bavarian rule era (1833-1862); key events in the second half of 19th century, 20th century and 21st century that influenced the Greek educational system.

 

  • History of education in Cyprus: the Greek-Cypriot educational system during the Turkish rule era (1571-1878); the Greek-Cypriot educational system during the British rule era (1878-1960); the Greek-Cypriot educational system during the Independence era (1860-1992); The development of the higher education system (1992-today); Factors that influenced the evolution of the Cypriot educational system.

 

  • Comparison of the educational system of the two countries.

 

Recommended and/or required reading:
Textbooks
  • Κάτσικας, Χ., & Θεριανός, Κ. Ν. (2007). Ιστορία της Νεοελληνικής Εκπαίδευσης: Από την ίδρυση του ελληνικού κράτους μέχρι το 2007. Αθήνα: Σαββάλας.
  • Περσιάνης, Π. Κ. (2006). Συγκριτική ιστορία της εκπαίδευσης της Κύπρου 1800-2004. Αθήνα: Gutenberg.
References
  • «Χρονικό» (εφημερίδα «Πολίτης») (2003), Η Εκπαίδευση στην Τουρκοκρατία και Αγγλοκρατία,, τεύχος αρ. 120, ημερομηνίας 21/9/2003.
  • «Χρονικό» (εφημερίδα «Πολίτης») (2011), Τα αλληλοδιδακτικά σχoλεία στην Κύπρο, τεύχ. 181, ημερ. 18/09/2011
  • Βολονάκης, Δ. Μιχαήλ. (1913). Η εκπαίδευσις εν Κύπρω από της αγγλικής κατοχής 1878-1912. Αθήνα.
  • Γεραντώνη, Ε. (1949). Αλφαβητάριο ‘Τα καλά παιδιά’. Αθήνα: Οργανισμός Εκδόσεως Σχολικών Βιβλίων. (ειδική έκδοση για την εφημερίδα Το Βήμα).
  • Γιαννικόπουλος, Α. Β. (1993). Ιστορία της ελληνικής εκπαίδευσης ΙΙ: Ελληνιστική εποχή. Αθήνα: Εκδόσεις Γρηγόρη.
  • Δημητριάδου, Έ. (2006). Θύμησες Κερύνειας: Τα σχολεία της πόλης, 1921-1974. Λευκωσία.
  • Ευαγγελόπουλος, Σ. (1998, 1999). Ελληνική Εκπαίδευση, τόμ. Α, Β. Αθήνα, Ελλ. Γράμματα.
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
Assignment 1 20%
Assignment 2 20%
Final Exam 60%
Language of instruction Greek
Work placement(s) NO

ΕΠΙΛΕΓΟΜΕΝΑ ΓΕΝΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

Φυσική Δραστηριότητα και Εναλλακτικοί Τρόπο Άσκησης

Course Unit Title PHYSICAL ACTIVITY AND ALTERNATIVE WAYS OF EXERCISE
Course Unit Code GED101
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Knowledge how selected chronic diseases and behavior may affect various organic systems and a person’s functional capacity.
  2. Analyze the benefits of exercise on functionality as well as on the psychological and social health of people.
  3. Develop knowledge of effects of exercise on physiological and functional alterations
  4. Knowledge for various types of exercise.
  5. Knowledge about design and implementation of exercise programs.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Theoretical training:
–  Definition and components of health.
–  Relationship between physical activity and physical fitness and health.
–  Age-dependent morphological and physiological changes of humans.
–  Control of components of physical fitness.
–  Methods for developing the components of physical fitness.
–  Physical inactivity, teens, young’s and adults
–  Obesity, hypertension and exercise, Smoking and exercise.
–  Various types of exercise
Practical training:
–  Learning of basic anthropometric techniques
–  Learning of resting and exercise heart rate.
–  Methods for controlling agility
Recommended and/or required reading:
Textbooks
  • Course notes
References
  • Corbin, C.B., Lindsey, R., Welk, G., (2001). Exercise-Robustness & Health. Edit V. Kleisoras, Athens: Pasxalis.
  • Tokmakidis, P.S (2003). Exercise and chronic disease. Medical publications, ,Athens: Pasxalis.
  • Toudas, G. (2004). Smoking and cardiovascular disease. Medical step,77: 70-72
Planned learning activities and teaching methods Lectures,discussions, assignments
Assessment methods and criteria
Midterm exam 30%
Project 30%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

Εργαλεία Διαδικτύου

Course Unit Title WEB TOOLS
Course Unit Code GED102
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain and analyze Web 1.0 and Web 2.0. Report and analyze the differences and similarities, as well as compare the affordances and opportunities of Web 2.0. Report Web 2.0 tools.
  2. Describe, explain and analyze blogs and their characteristics, importance and usefulness.
  3. Report the various types of blogs.
  4. Explain and analyze blogs uses in numerous practices.
  5. Develop knowledge and skills in using blogs.
  6. Describe, explain and analyze Wikis, their characteristics, functions and affordances as well as their advantages and disadvantages.
  7. Develop knowledge and skills in using wikis.
  8. Describe and explain the concept of “Social networking”.
  9. Report and analyze the characteristics, tools and functions of social networking sites, their value and usefulness.
  10. Develop knowledge and skills in using social networking for various purposes.
  11. Describe and explain Google documents\ characteristics, tools and functions.
  12. Develop knowledge and skills in using Google documents for numerous purposes.
  13. Describe and explain podcasting documents’ characteristics, tools and functions.
  14. Develop knowledge and skills in creating podcasting documents.
  15. Upload podcasting documents in a website.
  16. Describe and explain screen casting documents’ characteristics, tools and functions.
  17. Develop knowledge and skills in creating screen casting documents.
  18. Upload and publish screen casting documents in a website.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Internet in Education: definition, description and characteristics, internet in education, uses and affordances of the internet, advantages and disadvantages.

Web 1.0 & Web 2.0: description and characteristics, Web 2.0 tools.

Blogs: definition, description and characteristics, types of blogs, blogs integration in numerous practices, blogs uses and applications, blog development.

Wikis: definition, description and characteristics, wikis integration in numerous practices, wikis uses and applications, wikis development.

Social networking: definition, characteristics, tools, functions and applications of various social networks such as Facebook, Youtube, LinkedIn, Flickr, Twitter.

Google documents: definition, description, characteristics, functions and tools, Google documents integration in various practices, google documents uses and applications.

Podcasting:  definition, description, characteristics, functions and tools, production and editing of podcasting documents, online management of podcasting documents, and podcasting documents.

Screen casting (authoring and screen capture tools): definition, description, characteristics, functions and tools, production and editing of screen casting documents.

Recommended and/or required reading:
Textbooks
  • Jonassen, D., Howland, J., Marra, M.R., and Crismond, D. (2011). Ουσιαστική μάθηση με την τεχνολογία. Μέθεξις
  • Holzner, Σ., & Holzner, Ν. (2009). Google Docs 4 Everyone. Retrieved from: http://www.ebook3000.com/Google-Docs-4-Everyone_95182.html (Free ebook to download)
  • Richardson. W. (2010). Blogs, Wikis, Podcasts and other powerful Web-tools for classrooms. Corwin Press
  • Instructor’s set of class notes
References
Planned learning activities and teaching methods Lectures
Presentations
Group discussion and presentations on articles reporting classroom interventions employing web-based educational software
Materials posted online (e-learning).
Assessment methods and criteria
Assignment 1 20%
Assignment 2 20%
Assignment 3 20%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

 

Οπτική Επικοινωνία στη Σύγχρονη Εποχή

Course Unit Title VISUAL COMMUNICATION IN THE CONTEMPORARY ERA
Course Unit Code GED103
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand how visual elements and principles of design are used to convey information.
  2. Define how colour is perceived by the human eye and describe how colour works to convey certain emotions and feelings.
  3. Describe how text is also a graphic element and how its use is critical to the successful design (typography as a visual element).
  4. Discuss how images are recognized and processed as part of human communication.
  5. Recognize how visual information is obtained through signs and symbols (be familiar with semiotics and the study of sings and symbols) and relate how metaphors and metonymies are recognized.
  6. Examine photography as a fairly new form of visual communication that was (and still is) the result of technological advances, and use photography to produce/ compose images for visual communication.
  7. Analyse images and demonstrate how images are used and interpreted as art.
  8. Evaluate how visual communication functions within the public spaces we visit throughout our lives and thus affects the way we act, feel and respond to our environment.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Basics of communication: learning communication skills visual forms in the process of communication, critical skills and visual communication, visual mediums, visual arts, senders, receivers and symbols.
–  Elements and principles of visual communication: lines, shape and form, balance, size, perspective
–  The use of colour in images: primary, secondary and tertiary colours, contrasting, complementary and context of colours, colours and perception, colours in media and advertising, etc.
–  Typography as a visual element: evolution and timeline of letterfonts, type gallery, type terminology, type specifications, textual placement.
–  Photography: basic design principles and concepts that are used in photography, along with more technical information about actually taking photographs.
–  Metaphors, symbols and images: media and semiotics, signs, signifiers and signified, images, metaphors and icons, metonymy and cultural paradigms, codes and semiotic meanings, connotations, narratives and myths.
–  The use of the image in contemporary society, not only as representation but also as an integral part of society and culture (in the wider sense). Critical viewing of products of visual culture.
Recommended and/or required reading:
Textbooks
  • Lester, Paul Martin (2013). Visual communication: images with messages. USA: Wadsworth
References
  • Berger, John, (2008). Ways of seeing. UK: BBC and Penguin books.
  • Κοκογιάννης, Κ. (2011). Η «γραμματική» του οπτικού κειμένου και η έμφυλη διάσταση του αποτυπώματός του σε παιδιά προσχολικής ηλικίας, Το βήμα των κοινωνικών επιστημών, Τεύχος 60, σελ. 137-157.
  • Wells, L. (επιμ.) (2007). Εισαγωγή στη φωτογραφία. Αθήνα: ΠΛΕΘΡΟΝ
Planned learning activities and teaching methods The module is taught with a variety of approaches/methodologies: lectures, students’ presentations, visits, virtual visits (workshops).
Lecture notes and presentations are available through the e-learning platform for students to use in combination with the textbook.
Assessment methods and criteria
Assignments 65%
Final Exam 35%
Language of instruction Greek
Work placement(s) NO

Ισότητα και Φύλο

Course Unit Title GENDER AND GENDER EQUALITY
Course Unit Code GED104
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the meaning of Gender and Gendering transformations
  2. Try theoretical and methodological discussion for the feminist sociology
  3. “Re-Construct” Boys and Girls in the Primary Classroom: Making Pupils Sensitive to Gender Symmetry Issues
  4. Explore Women’s Social Identity
  5. Know all about feminism and education
  6. Explain the necessity and issues of teachers’ training in gender equality
  7. Explain the points of sexism in language
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  ΕΜΦΥΛΟΙ ΜΕΤΑΣΧΗΜΑΤΙΣΜΟΙ/GENDERING TRANSFORMATIONS , Conference Proceedings 2007, University of Crete, Rethymnon
–  O παράγοντας φύλο και η σχολική πραγματικότητα στην πρωτοβάθμια εκπαίδευση, 2001, Κέντρο Ερευνών για Θέματα Ισότητας ( ΚΕΘΙ), Θεσσαλονίκη
–  Σεξισμός και γλώσσα , σημειώσεις διδάσκουσας
Course Contents –  Introduction in the terms of “ gender” “sexuality”and “feminism”
–  Analysis of woman identity
–  The position of women in Europe
–  The private sphere and gender differentiation
–  Gender, equality and politics
–  Ethno-cultural identity
–  Aspects of training on gender and equality
–  Language and Gender
Recommended and/or required reading:
Textbooks No specific textbook required
References
  • Κατάλογος βιβλιογραφίας θεμάτων ισότητας, 2006, Ινστιτούτο Κοινωνικής Πολιτικής, Εθνικό Κέντρο Κοινωνικών Ερευνών, Ελλάδα, www.isotita.gr/var/uploads/EPEAEK%204.1.1/Bibliokatalogos.doc
  • Ισότητα των φύλων 11dim-kaval.kav.sch.gr/main/isotita/intro_isot.htm
Planned learning activities and teaching methods The theoretical part of the course is delivered by means of lectures as well as workshops.
Assessment methods and criteria
Midterm 25%
Projects 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Λογοτεχνία και Κινηματογράφος

Course Unit Title LITERATURE AND CINEMA
Course Unit Code GED105
Course Unit Details BEd Primary Education (Elective Courses & General Education Courses) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Use in a consistent way concepts regarding film and literary narrative to discuss specific literary and filmic texts.
  2. Specify differences between film and literary narrative.
  3. Discuss how film and literary narrative influenced each other.
  4. Critically examine intertextual relations between novels and films.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  Guerin, M.-A. (2007). Η αφήγηση στον κινηματογράφο. Μτφρ. Δώρα Θυμιοπούλου. Αθήνα: Πατάκης.
–  Λεοντάρης, Γ. (2001). Ρόλοι και λειτουργίες του αφηγητή στη λογοτεχνική και την κινηματογραφική αφήγηση: Πρώτα στοιχεία για μια εισαγωγή στη συγκριτική αφηγηματολογία. περ. Σύγκριση/ Comparaison 12, σ. 160-172.
–  Μωραΐτης, Μ. (επιμ). (1990). Το μυθιστόρημα στον κινηματογράφο. Μτφρ. Μ. Μωραΐτης. Αθήνα: Αλεξάνδρεια.
–  Ταμπάκη-Ιωνά, Φ. & Γαλάνη, Μ. Ε. (επιμ.) (2012). Από τη λογοτεχνία στον κινηματογράφο. Αθήνα: Αιγόκερως.
Course Contents –  Short historical overview about film adaptations. Special reference to major adaptations for children’s and young adults’ cinema.
–  Basic concepts of film and literary analysis. Popular genres in film and literary narrative.
–  Film and literary narrative. Similarities and differences in storytelling. The issue of faithfulness.
–  Comprehension of filmic and literary narrative. Intertextuality in films and novels.
–  Creative film and reading audiences. Adaptation exercises. Developing related activities.
–  Books and films in classroom. Multiliteracies, film and literary education.
Recommended and/or required reading:
Textbooks
  • Κακλαμανίδου, Δ. (2006). Όταν το μυθιστόρημα συνάντησε τον κινηματογράφο. Θεωρητικές προσεγγίσεις και συγκριτικές αναλύσεις. Αθήνα: Αιγόκερως.
  • Giotopoulou, K., 2013. Η κινηματογραφική ταινία στο μάθημα της λογοτεχνίας στην ελληνική εκπαίδευση. In M. Tsianikas, N. Maadad, G. Couvalis, and M. Palaktsoglou (eds.) «Greek Research in Australia: Proceedings of the Biennial International Conference of Greek Studies, Flinders University June 2011», Flinders University Department of Language Studies – Modern Greek: Adelaide, 361-376. https://www.academia.edu/4824487/_
  • Κούρτη Ε. Σιδηροπούλου Χ. Τσίγκρα Μ. (2009). Ερευνώντας τον Κόσμο του Παιδιού, Αφιέρωμα «Παιδική Ηλικία και Κινηματογράφος». Επιστημονική περιοδική έκδοση της Ο.Μ.Ε.Ρ., τεύχος 09, Αθήνα: Ελληνικά Γράμματα.
References
Planned learning activities and teaching methods All lessons are organized in two parts. The first part has the form of a lecture, and is mostly theoretical, and the second is delivered in an applied format (workshops), with the students engaging creatively with films and novels. The students have access to the computer presentations used for the lectures.
Assessment methods and criteria
Test 20%
Dossier containing reports on the workshops 20%
Group presentation 20%
Final Exam 40%
Language of instruction Greek
Work placement(s) NO

ΜΑΘΗΜΑΤΑ ΕΙΔΙΚΟΤΗΤΑΣ

Ειδικότητα στην Ελληνική Γλώσσα Ι

Course Unit Title SPECIALIZATION IN GREEK LANGUAGE I
Course Unit Code SPE304A
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Know the history of Greek language from ancient days till today.
  2. Relate language with its social context: Greek Cypriot bidialectism
  3. Solve problems connected to the diaglossia and the situation in Cyprus.
  4. Recall the basic levels of linguistic anaylsis: phonetics, phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics
  5. Recognize the different text and genre types
Mode of Delivery Face-to-face
Prerequisites GRK102,GRK100 Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  Introduction in the History of Greek: Ancient Greek, Great Alexander’s period, Byzantine period, the period 1453-1821, The «diaglossia» problem in Greece, «katharevousa» and «demotiki», Modern Greek today.
·  Text and society, text and genre types
·  Bilingualism and diaglossia. Diversity and the Cyprus case
·  Literacy and text. Multiliteracies, multimodality
·  Didactic utility of Modern Greek Dialects
Recommended and/or required reading:
Textbooks
  • History of ancient Greek- A.F.Christides, Institute of Neohellenic Studies
  • Didactic utility of Modern Greek Dialects – K.Dinas e.t.c., University Studio Press , Thessaloniki, 2009
  • Course notes –A.Chatzipanagiotidou
References
  • Lyons, J,-Introduction to linguistics, Patakis editions,1981
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following the steps of scientific investigations. Students will work in groups in order to implement scientific investigations and experience communicative approaches used in language teaching.
Assessment methods and criteria
Mid-term exam 25%
Projects 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στα Μαθηματικά Ι

Course Unit Title SPECIALIZATION IN MATHEMATICS I
Course Unit Code SPE304B
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Describe and explain the main recent domains in the research for the teaching and learning of mathematics at education.
  2. Present the stages for the development of mathematical thinking and justify the cognitive obstacles pupils encounter concerning different mathematical concepts by using the neopiagetian perspective.
  3. Construct and design teaching plans for every mathematical concept and reconstruct mathematical units in order to be taught by using more recent teaching tools.
  4. Present the different dimensions of the metacognition and explain its relation with the self-regulatory performance during problem solving.
  5. Analyse students’ mistakes, misunderstandings and misconceptions depending on philosophical, epistemological, psychological and teaching factors that influence learning propose ways for encountering those situations.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents Description and explanation of the 5 basic units for the teaching of mathematics. Study of the curriculum (the concepts of exploration, investigation and enrichment). The most emphasis at the teaching of mathematics.

The basic theories for learning (constructivism and cognitive psychology). Piagetian and neo- piagetian theories. Cognitive obstacles, intuitive rules and misconceptions.

Cognitive styles, mathematical models and the multiple representation flexibility.

Metacognition and mathematical thinking. Self-representation and self-regulation. Self-regulatory strategies and the problem solving procedure. The use of mathematical model for self-regulation.

The stages of the development of creative thinking in mathematics.

The affective domain in mathematics.

Recommended and/or required reading:
Textbooks
  • Campell, J. (2005). Handbook of mathematical cognition. New York: Psychology Press.
  • Ernest, P., Greer, B. & Sriraman, B. (2009). Critical issues in mathematics education. Montana Mathematics Enthusiast
References
  • Haners, J. et al. (1999). Teaching and learning thinking skills. Netherlands: Swets & Zeitlinger.
  • Lampert, M. (2001). Teaching problems and problems of teaching. New Hoven: Yale University Press.
  • Βοσνιάδου, Σ. (1995). Η ψυχολογία των μαθηματικών. Αθήνα: Gutenberg.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. In many cases students have to work collaboratively in order to think critically and creatively, communicate with each other and present a group work.
Assessment methods and criteria
Individual work and presentation 30%
Assignments 20%
Test 20%
Final Exam 30%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στις Φυσικές Επιστήμες Ι

Course Unit Title SPECIALIZATION IN NATURAL SCIENCES I
Course Unit Code SPE304C
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand and employ the teaching and learning theories connected to science education as well as appropriate teaching models in order to produce and teach science lessons.
  2. Be informed about the new science curriculum’s objectives and concepts.
  3. Understand and be able to teach scientific concepts from the areas of physics, chemistry and biology.
  4. Promote critical scientific thinking, science processes and inquiry using appropriate pedagogical approaches and methods within their teaching.
  5. Integrate technology in the teaching and learning of scientific concepts and in order to facilitate the development of scientific skills and processes.
  6. Critically examine their own role as educators to promote the consideration of scientific, environmental and social issues as well as values through science teaching.
  7. Be informed about research concerning good practices and actions in the area of science education and be able to perform small scale research in the field of science education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  Anagnostakis S. (2006) Exploring students’ systemic thinking and attitutdes on energy uses. 2nd Conference of School programs on EE, Athens (in greek)
–  Plakitsi K., Colios N., (2008) Natural Sciences as a means to upraising contemporary citizens for peace and sustainability,4ο PEEKPE Conference, Nafpliio. (in greek)
–  Kalkanis G., Stranga S., Imbrioti D., Dendrinos K., Demopoulos B., Patrinopoulos M., Tsagkogeorga Α., (2002). A proposal for science oriented approaches to teaching natural sciences through systems analysis by the use of digital technologies. Conference Proceedings 3rd Panhellenic Conference for Science Education  and New Technologies in Education University of Crete  (in greek)
Course Contents –  Science Education: Theories and perspectives
o  The constructivism theory
o  Active learning
o  Higher order reasoning in science teaching
o  Metacognition in science education
–  Scientific method, scientific processes, teaching science through inquiry.
–  Organising the science class: Collaborative learning in the natural sciences – the role  of the teacher and the students
–  Scientific concepts: Energy, environmental and social concerns
Recommended and/or required reading:
Textbooks
  • Halkia K. (2012) Teaching natural sciences (Διδάσκοντας Φυσικές Επιστήμες) Patakis, Athens (in greek).
  • P. Kokkotas (2000). Teaching approaches in Natural Sciences, Typotheto, Athens. (in greek)
  • Spyropoulou – Katsani (2000) Educational and Pedagogical Approaches in teaching natural sciences. (Διδακτικές και παιδαγωγικές προσεγγίσεις στις φυσικές επιστήμες). Typotheto. Athens (in greek)
  • Flogaiti Ε. (2005) Education for the Environment and Sustainability, Ellinika Grammata, Athens (in greek)
References
  • R. Driver et al. (2000). Constructing Natural Sciences Concepts, Typotheto, Athens. (in greek)
Planned learning activities and teaching methods Lecture is used in some cases for the introduction of the theoretical part of the module. The scientific concepts are delivered mainly through participative and collaborative workshops with the use of scientific investigations, use of technology and teaching techniques such as concept mapping, debate, role play etc. Students work in groups in order to produce and deliver lesson plans through microteaching.
Assessment methods and criteria
Test 25%
Micro – teaching 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στις Φυσικές Επιστήμες Ι

Course Unit Title SPECIALIZATION IN ART EDUCATION I
Course Unit Code SPE304E
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Name contemporary Cypriot artists, collect data about contemporary Cypriot artists through personal interviews (practice qualitative research methods in data collection for educational purposes), study their work and produce presentations about them.
  2. Recognize art concepts, in theory (through artists’ artworks and children’s artworks) and experiment with them in practice. Relate these experiences with learning activities for children.
  3. Experiment with a variety of materials and apply different techniques in order to express visually ideas by producing mainly two-dimensional representations. Relate these experiences with learning activities for children.
  4. Discuss children’s artworks and relate them to learning preferences, ways of motivating learners, individual characteristics and general patterns of children’s representational awareness.
  5. Investigate current trends in visual arts education (including the role of new technologies), illustrate through artworks new technologies potential and design learning activities for children.
  6. Propose learning activities and organize art lessons/ art units that respond to children’s learning preferences and current trends in visual arts education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Cypriot artists: the work of a selection of well-known Cypriot artists, factors that influence the work of artists, study of contemporary artists (well known and younger ones).
–  Research skills: the structure of interview schedules, how to contact interviews and transcribe them, how to analyze interviews and visual data.
–  Children’s drawings: the role of children’s drawings in the art subject and in other subjects of the school curriculum (interdisciplinary approach), developmental stages, means for investigation, comprehension and interpretation, diagnostic tool, expression of emotions and experiences, means for therapy, etc.
–  New technologies: current issues related to the use of new technologies in art lessons/ units. On-line interactive activities, freeware software, such as Gimp, the use of video art (windows movie maker software), use of technology by the teacher and the children, developing teaching scenarios.
–  Studio work and engagement with art concepts, means and materials for teaching purposes:
o Identity (multiple identities: personal, cultural, national, European):
Produce video by using the window movie maker software to express issues related to their identities, produce drawings related to identity issues, realistic drawings (portrait, face proportions, shapes of faces, etc.), profile and en face,  surrealistic drawings, examples of children’s artworks, developmental stages, variety of graphic materials (e.g. pencils, charcoal, colours, markers, paints, etc.), and examples of artists’ works.
o Mosaics:
Artists’ works, mosaics in the Greek culture, techniques, teaching scenarios/ learning activities with children, examples children’s mosaic artworks, on-line mosaics, production of mosaics with different mosaic.
o Still life:
Enhancement of observational skills, representations of still life (realistic and not), artists’ works, examples of children’s works, teaching scenarios, on-line activities (“live” still lives), pencils, pastels, paints, canvases.
Recommended and/or required reading:
Textbooks
  • EKATE (2010). 50 Years of artistic creation [In Greek & English]. Nicosia: Cyprus Chamber of Fine Arts.
  • Pavlou, V., Papamarkou, M. & Stylianou, E. (2008). Art – Primary Education – Internet. Educational supportive material for embedding ICT in the learning process. [In Greek] Nicosia: Pedagogical Institute Cyprus.
References
  • Pavlou, V. (2005). Art is…. understanding sixth grade pupils’ perceptions of art. Canadian Review of Art Education 32(2), 19-40.
  • Pavlou, V. and Valanides, N. (2008). Digital online activities with cross-curriculum and interdisciplinary approaches in kindergarten: the role of visual arts. [In Greek] In Ch.Aggeli and N.Valanides (eds), Proceedings of the 6th Panhellenic Conference with International Participation: The Technologies of Information and Communication in Education (pp. 288-298). 25-28 of September, 2008, Limassol, Cyprus.
Planned learning activities and teaching methods The choice of the methodology adopted for the delivery of this course is based on the PCKg model (Pedagogical Content Knowing) for student-teacher preparation, which emphasizes the need to provide future teachers simultaneously knowledge in four areas: a) pedagogical knowledge, b) subject matter (content) knowledge, c) knowledge of the learners, and d) knowledge of the learning environment.

The module operates at two levels:
–  The theoretical level that explores current trends in art education that relate  to  the theory of art (history of Cypriot art, culture in Cyprus) and to teaching of art (teaching approaches, learning preferences, developmental stages and individual differences, motivating learners, embedding new technologies in art lessons/units, etc.), and
–  The studio level that deals with the in-depth familiarization through practice with different artistic/visual concepts and different techniques and ways to produce artworks.

During both levels students are shown examples of art lessons/units with children in the Cypriot primary schools with emphasis on learners’ outcomes and learning preferences. The examples, as well as other lecture notes, are available to the e-learning platform.

Assessment methods and criteria
Presentation in class 5%
Assignment 1 20%
Assignment 2 25%
Portfolio 50%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στη Μουσική Ι

Course Unit Title SPECIALIZATION IN MUSIC I
Course Unit Code SPE304ST
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Develop skills related to music theory.
  2. Recognise and build major scales.
  3. Use music theory to transpose songs.
  4. Evaluate and apply music teaching approaches with special reference to Kodaly music teaching method.
  5. Compare music teaching approaches (Orff and Kodaly).
  6. Use music software (music editor) to arrange and modify musical abstracts in order to create musical acts.
Mode of Delivery Face-to-face
Prerequisites MUS100 Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Music theory: Major scales, key signatures, transpositions, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments.
–  Pedagogical issues: The Kodaly music teaching method (techniques and implementation), organising school celebrations, preparation of musical acts, evaluation of primary music curriculum.
Recommended and/or required reading:
Textbooks
  • Pavlou, A & Pettemeridou- Pavlou, I (2009). Music Theory. Part 1. Nicosia.
References
  • Comeau, G (1995). Comparing Dalcroze, Orff and Kodaly: Choosing your Approach to Teaching Music. CFORP, Ontario.
  • Stavrides, M (2000). Music in education. Gutenberg, Athens.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes, documents and presentations are available through e-learning for students to use in combination with the textbook.
Lectures are supplemented with practical work (music performance and implementation of musical activities).
Assessment methods and criteria
Group presentation (preparation of Christmas celebration) 40%
Test 25%
Presentation (preparation of a musical act) 35%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στην Ελληνική Γλώσσα ΙΙ

Course Unit Title SPECIALIZATION IN GREEK LANGUAGE II
Course Unit Code SPE305A
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain, select and apply scientific skills and processes
  2. Explain the theories of learning a language with respect to the didactic models of language teaching and justify the selection of the communicative approach model.
  3. Know and apply evaluation processes and language testing
  4. Solve problems connected to the taught concepts and present and justify the way according to which they worked
  5. Explore, identify and explain primary school children’s perceptions on the taught concepts.
  6. Develop and teach a complete lesson plan for language(L1) teaching .
  7. Use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts.
Mode of Delivery Face-to-face
Prerequisites SPE304A Co-requisites NONE
Recommended optional program components NONE
Course Contents Introduction in the teaching of languages: The classical method, the audiovisual method, the communicative approach, the post communicative method

Structuralism in language teaching.

Skills in teaching a language. Listening, Speaking, Reading, Writing

Vocabulary: word production, meaning and word analysis

Grammar: Morfology, syntax of Greek (L1)

Language, culture and society: socio-cultural understandings

Audiovisual aids: the use of picture, film and music in language teaching

Technology : the use of internet in language teaching

Recommended and/or required reading:
Textbooks
  • Communicative Language Teaching, William Littlewood, University Studio Press, 2008
References
  • Teaching material – Language text books for Primary Education , OEDB YPEPTH, Greece
  • Communicative approach for teaching language –Primary Education, A. Iordanidou, A. Fterniati, patakis Editions, 2006
  • Teaching Modern Greek, D. Tompaidis, Vanias editions, 1995
Planned learning activities and teaching methods The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following the steps of scientific investigations. Students will work in groups in order to implement scientific investigations and experience communicative approach used in language teaching.
Assessment methods and criteria
Mid-term exam 25%
Projects 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στα Μαθήματικα ΙΙ

Course Unit Title SPECIALIZATION MATHEMATICS II
Course Unit Code SPE305B
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. List reasons for using technology today in the teaching of mathematics.
  2. Explain the advantages and disadvantages for using the internet at the teaching of mathematics.
  3. Explain the “cognitive technology” and the basic values of the constructivism in relation to the use of technology.
  4. Propose ways for using technology for the teaching of specific mathematical concepts.
  5. Analyze the stages of the development of geometrical thinking and justify the use of dynamic geometry in education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The concept “cognitive technology” and the new perspectives of using technology in the teaching of mathematics.

The use of internet in education. Advantages and disadvantages. As a tool for teacher and as a tool for student.

Logo. The philosophy of Papert and the use of the program today.

Dynamic geometry. The use of sketchpad, euclidraw, geogebra etc.

The use of technology in the teaching of statistics and probability.

The interactive board and its use in mathematics education.

Recommended and/or required reading:
Textbooks
  • Βοσνιάδου, Σ. (2006). Σχεδιάζοντας περιβάλλοντα μάθησης υποστηριζόμενα από τις σύγχρονες τεχνολογίες. Gutenberg.
  • Κυνηγός, Χρ. (2007). Το μάθημα της διερεύνησης: παιδαγωγική αξιοποίηση των ψηφιακών τεχνολογικών για τη διδακτική των μαθηματικών. Ελληνικά Γράμματα.
References
  • Lampert, M. (2001). Teaching problems and problems of teaching. New Hoven: Yale University Press.
  • The International Journal of Technology in Mathematics Education
  • Hoyles, C., Morgan, C. & Woodhouse (1999). Rethinking the mathematics curriculum. Falmer Press.
  • Hoyles, C. & Lagrange, J. (2009). Mathematics Education and Technology. Rethinking the Terrain: the 17th ICMI Study. Springer.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. In many cases students have to work collaboratively in order to think critically and creatively, communicate with each other and present a group work.
Assessment methods and criteria
Individual work and presentation 30%
Assignments 20%
Tests 20%
Final Exam 30%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στις Φυσικές Επιστήμες ΙΙ

Course Unit Title SPECIALIZATION IN NATURAL SCIENCES IΙ
Course Unit Code SPE305C
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand and employ the teaching and learning theories connected to science education as well as appropriate teaching models in order to produce and teach science lessons.
  2. Be informed about the new science curriculum’s objectives and concepts.
  3. Understand and be able to teach scientific concepts from the areas of physics, chemistry and biology.
  4. Promote critical scientific thinking, science processes and inquiry using appropriate pedagogical approaches and methods within their teaching.
  5. Integrate technology in the teaching and learning of scientific concepts and in order to facilitate the development of scientific skills and processes.
  6. Critically examine their own role as educators to promote the consideration of scientific, environmental and social issues as well as values through science teaching.
  7. Be informed about research concerning good practices and actions in the area of science education and be able to perform small scale research in the field of science education.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components –  Anagnostakis S. (2006) Exploring students’ systemic thinking and attitutdes on energy uses. 2nd Conference of School programs on EE, Athens (in greek)
–  Plakitsi K., Colios N., (2008) Natural Sciences as a means to upraising contemporary citizens for peace and sustainability,4ο PEEKPE Conference, Nafpliio. (in greek)
–  Kalkanis G., Stranga S., Imbrioti D., Dendrinos K., Demopoulos B., Patrinopoulos M., Tsagkogeorga Α., (2002). A proposal for science oriented approaches to teaching natural sciences through systems analysis by the use of digital technologies. Conference Proceedings 3rd Panhellenic Conference for Science Education  and New Technologies in Education University of Crete  (in greek)
Course Contents –  Scientific concepts – curriculum units:
Sound
Matter: Water and its properties
Matter: Acids and alkalines
Matter: Air
–  The use of new technologies in exploring scientific concepts
Recommended and/or required reading:
Textbooks
  • Evagorou M. & Avraamidou L. (2012). Theoretical and educational approaches in natural sciences (Θεωρητικές και διδακτικές προσεγγίσεις στις φυσικές επιστήμες). Diadrasi. (in greek)
  • Halkia K. (2012) Teaching natural sciences (Διδάσκοντας Φυσικές Επιστήμες) Patakis, Athens (in greek).
  • Kokkotas P. (2000). Teaching approaches in Natural Sciences, Typotheto, Athens. (in greek)
  • Spyropoulou – Katsani (2000) Educational and Pedagogical Approaches in teaching natural sciences. (Διδακτικές και παιδαγωγικές προσεγγίσεις στις φυσικές επιστήμες). Typotheto. Athens (in greek)
References
  • R. Driver et al. (2000). Constructing Natural Sciences Concepts, Typotheto, Athens. (in greek)
  • Bell R. and Smetana L., (2008) Using computer simulations to enhance science teaching and learning. In Bell R., Gess-Newsome J. and Luft J. (Eds) Technology in the secondary science classroom. Arlington, VA:NSTA Press.
Planned learning activities and teaching methods Lecture is used in some cases for the introduction of the theoretical part of the module. The scientific concepts are delivered mainly through participative and collaborative workshops with the use of scientific investigations, use of technology and teaching techniques such as concept mapping, debate, role play etc. Students work in groups in order to produce and deliver lesson plans through microteaching.
Assessment methods and criteria
Micro-research 25%
Micro-teaching 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στη Φυσική Αγωγή ΙΙ

Course Unit Title SPECIALISATION IN PHYSICAL EDUCATION II
Course Unit Code SPE305D
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Acquire personal philosophy and apply knowledge and skills in terms of content and ways of teaching sports skills.
  2. Develop skills for design and the conduct of research in physical education.
  3. Use of assessment tools, which can be applied in a school setting.
  4. Standardisation and application of each ordeal and interpretation of results.
  5. Solve problems connected to the functions and procedures of socialisation and their influence on sports.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Teaching Volleyball: Skills without the ball (stances, running technique, change of direction – foot work), Skills with the ball (serving, passing, setting, attacking, blocking, Recent changes in the game, such as the addition of the libero position and rally scoring, team-oriented steps covering offense. Special emphasis is given in the playful mode of teaching appropriate in schools.
–  Teaching Basketball: Skills without the ball (stances, running technique, change of direction, stops, pivoting, defensive slides), Skills with the ball (receiving the ball, two counts rhythm), Passing (chest pass, bounce pass, overhead pass), Dribbling (control, speed, crossover, reverse), Shooting (jump-shot, lay-up, hook-shot, free–throw), movement with the ball- fakes (perimeter-inside players), Defending the player with the ball.
–  Teaching of Track and Field: Technique of high jump, teaching of high jump, technique of the sprint starting, teaching of the sprint starting, technique of relay racing, teaching of relay racing, basic theory and rules of relay racing, technique of long jump, teaching of long jump.
–  Research method: Introduction – Overview of measurement and evaluation, criteria for choosing a test, anthropometric characteristics and body composition, tests of cardiovascular fitness, tests of flexibility, assessment of fundamental motor skills, test for the identification of children with movement difficulties (movement ABC test).
–  Special topics: Social function of sports, sports and free time, commercialisation of sports, organisation of the sports’ forms, mass media and sports, sports and violence.
Recommended and/or required reading:
Textbooks
  • Council of Europe (1992). Eurofit – European test of physical fitness. Thessaloniki: Salto.
  • Bagiatis, K. (2004). Research Methodology in Physical Education. Publications, Christodoulidi.
  • Misas, V. (1984). Mini basketball.
  • Zetou, E., Haritonidis, K. (2001). The teaching of volleyball I. Thessaloniki: Publications University Studio Press.
  • Dombrowski, O. (2000). Classic sports in physical education from primary to high school. Publications Salto
References
  • Zetou, E., Haritonidis, K. (2001). The teaching of volleyball II. Thessaloniki: Publications University Studio Press.
  • Pappas, Ch. (2002). Introduction in Sociology of Sports. Athens, Publications Typothito.
  • Kioumourtzoglou, E. & Goudas, M. (2003). Basketball beyond Fundamentals and Tactics. Thessaloniki, Publications Christodoulidi.
Planned learning activities and teaching methods The teaching of the course consists of lectures and practical applications of the course’s theoretical and practical background. Following the principles of experimental and collaborative learning in order to provide a better educational and learning experience to student, the content will be offered through investigations and experiments. In this way, the instructor will be able to identify areas of weakness with regard to course content among students. The development of group work (micro research micro-teaching) is intended to further develop pedagogic and research skills among students primarily through their cooperation in classroom.
Assessment methods and criteria
Lesson plan 1 5%
Micro- teaching 1 15%
Lesson plan 2 5%
Micro- teaching 2 15%
Lesson plan 3 5%
Micro- teaching 3 15%
Lesson plan 4 5%
Micro- teaching 4 15%
Lesson plan 5 5%
Micro- teaching 5 15%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στην Εικαστική Αγωγή ΙΙ

Course Unit Title SPECIALIZATION IN ART EDUCATION II
Course Unit Code SPE305E
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Name modern and contemporary art movements (history of art), compare art movements and outline similarities and differences, identify important aesthetic elements in artworks and develop visual literacy skills.
  2. Identify, explain and demonstrate further the role of art viewing activities in planning art lessons/units, organize and propose learning activities that promote the active participation of the learners.
  3. Recognize art concepts, in theory (through artists’ artworks and children’s artworks) and experiment with them in practice.
  4. Experiment with a variety of materials and apply different techniques in order to express visually ideas by producing mainly three-dimensional representations.
  5. Discuss children’s artworks and relate them to learning preferences, ways of motivating learners, individual characteristics and general patterns of children’s representational awareness.
  6. Investigate current trends in visual arts education and especially connections between visual arts and contemporary society. Study contemporary social issues and point out how these are expressed through visual arts. Discuss contextual approaches in visual arts education.
  7. Organize and propose learning activities/ art lessons/ art units that relate to contemporary social issues, criticize and revise their proposals and discuss their effectiveness.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Art appreciation: modern and post-modern art movements from the history of art, comparison and discussion, artworks as a means of expression ideas, messages, values, social issues, etc.
–  Contemporary social reality and visual arts: development of research skills for understanding social contemporary issues in artworks and for understand cultures of different civilizations, attitudes and values towards western art, teaching approaches for organizing art lessons/ units, planning, organizing and evaluating art lessons/ units
–  Studio work and engagement with art concepts, means and materials for teaching purposes:
o  Clay:
Clay as an artistic/expressive mean, three-dimensional artworks, relief artworks, tools for clay, processes for exploring clay, technical issues, everyday objects made with clays, artifacts with clay from different cultures, masks in different cultures, learning activities with children, artists’ artworks with clay, examples of children’s artworks with clay.
o  Scrap material:
The use of scrap material (man-made and natural) for artistic purposes, producing relief and three-dimensional representations with scrap materials, artists’ artworks with scrap materials, learning opportunities for children, collage, environmental issues and visual arts.
o  Printing
Engraving and printing, different techniques, variety and alternative materials for printing, positive-negative space, artists’ artworks, children’s artworks, learning opportunities.
Recommended and/or required reading:
Textbooks
  • Epstein A. & Trimi, Ε. (2005). Visual arts and young children. Supporting the young artists. [In Greek] Athens: Typothito, George Dardaros.
  • Gombrich. (1995). History of art. [In Greek). Educational Institution of National Bank.
References
  • Pavlou, V. (2009). Understanding Young Children’s Three-Dimensional Creative Potential in Art Making, International Journal of Art and Design Education, 28(2), 139-150.
  • Pavlou, V. and Christodoulou, N. (2008). Understanding factors that affect young people’s views toward citizenship and acceptance of diversity. Paper presented at the first International conference on Child and Youth Research in the 21st Century: A Critical Appraisal organized by the International Childhood and Youth Research Network (ICYRNet), Nicosia, European University Cyprus, 28-29 of May, 2008.
Planned learning activities and teaching methods The choice of the methodology adopted for the delivery of this course is based on the PCKg model (Pedagogical Content Knowing) for student-teacher preparation, which emphasizes the need to provide future teachers simultaneously knowledge in four areas: a) pedagogical knowledge, b) subject matter (content) knowledge, c) knowledge of the learners, and d) knowledge of the learning environment.
The module operates at two levels:
–  The theoretical level that explores current trends in art education that relate  to  the theory of art (modern and post-modern art movements) and to teaching of art (contextual teaching approaches, learning preferences, etc.), and
–  The studio level that deals with the in-depth familiarization through practice with different artistic/visual concepts and different techniques and ways to produce artworks.
During both levels students are shown examples of art lessons/units with children in the Cypriot primary schools with emphasis on learners’ outcomes and learning preferences. The examples, as well as other lecture notes, are available to the e-learning platform.
Assessment methods and criteria
Presentation in class 5%
Assignment 1 20%
Assignment 2 25%
Portfolio 50%
Language of instruction Greek
Work placement(s) NO

Ειδικότητα στη Μουσική ΙΙ

Course Unit Title SPECIALIZATION IN MUSIC II
Course Unit Code SPE305ST
Course Unit Details BEd Primary Education (Specialization) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Develop skills related to music harmony.
  2. Recognise and build major and minor chords.
  3. Use music theory to harmonise songs.
  4. Accompany songs on the keyboard.
  5. Evaluate and apply music teaching approaches with special reference to Dalcroze music teaching method (eurhythmics and solfege).
  6. Compare music teaching approaches (Dalcroze, Orff, Kodaly).
  7. Use music software (MuseScore) to orchestrate and harmonise songs.
  8. Modify music lesson plans.
Mode of Delivery Face-to-face
Prerequisites MUS100,SPE304D Co-requisites NONE
Recommended optional program components NONE
Course Contents –  Music theory: Major and minor chords, key signatures, transpositions, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments, accompany songs on keyboards (chords playing).
–  Pedagogical issues: The Dalcroze music teaching method (eurhythmics, solfege, techniques – implementation), orchestrating songs, school celebrations, preparation of musical acts, design and modify music lessons (years 5 and 6).
Recommended and/or required reading:
Textbooks
  • Pavlou, A & Pettemeridou- Pavlou, I (2009). Music Theory. Part 1. Nicosia.
References
  • Androutsos, P (1994). Methods of Teaching Music: a Critical Review of Orff and Dalcroze Method. Edition Orpheus, Athens.
  • Comeau, G (1995). Comparing Dalcroze, Orff and Kodaly: Choosing your Approach to Teaching Music. CFORP, Ontario.
  • Stavrides, M (2000). Music in education. Gutenberg, Athens.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes, documents and presentations are available through e-learning for students to use in combination with the textbook.
Lectures are supplemented with practical work (music performance, implementation of eurhythmics).
Assessment methods and criteria
Assignment 35%
Test 35%
Group assignment 30%
Language of instruction Greek
Work placement(s) NO

ΙΔΙΑΙΤΕΡΟΤΗΤΕΣ ΠΡΟΓΡΑΜΜΑΤΟΣ

Οι φοιτητές/τριες υποβάλλονται σε πρακτική άσκηση σε δημοτικά σχολεία της Κύπρου βάσει συγκεκριμένων χρονοδιαγραμμάτων και κατόπιν συμφωνίας με το Υπουργείο Παιδείας και Πολιτισμού. Η πρακτική άσκηση των φοιτητών είναι συνολικής διάρκειας 4 εξαμήνων και ολοκληρώνεται κατά το πρώτο εξάμηνο του 4ου έτους σπουδών.

ΣΥΧΝΕΣ ΕΡΩΤΗΣΕΙΣ

  1. Πως θα βρω σπίτι στην Κύπρο;

Επικοινωνόντας με το γραφείο Φοιτητικής Μέριμνας του Πανεπιστημίου θα έχετε όσες πληροφορίες χρειάζεστε προκειμένου να επιλέξετε το σπίτι που σας αντιπροσωπεύει. Το γραφείο θα σας στείλει τη λίστα με τα διαθέσιμα διαμερίσματα που ενοικιάζονται περιμετρικά του Πανεπιστημίου και θα είστε πλέον σε θέση να επιλέξετε σπίτι πριν ακόμη μεταβείτε στην Κύπρο.

  1. Ποιο είναι το κόστος διαμονής και διατροφής;

Τα ενοίκια κυμαίνονται γύρω στα 300 με 350 ευρώ. Η διατροφή είναι αντίστοιχη με το κόστος διατροφής στην Ελλάδα. Κατά μέσο όρο ένας φοιτητής θα χρειαστεί μηνιαίως από 600- 800 ευρώ, ανάλογα με το επίπεδο ζωής που επιθυμεί κάθε φοιτητής.

  1. Πού μπορώ να απευθύνομαι κατά τη διάρκεια των σπουδών μου;

Στο Πανεπιστήμιο Frederick λειτουργεί η Υπηρεσία Σπουδών και Φοιτητικής Μέριμνας. Σκοπός της Υπηρεσίας είναι η συμβολή στην ανάπτυξη ενός ακαδημαϊκού περιβάλλοντος όπου προάγεται η εποικοδομητική μάθηση, η ακαδημαϊκή επιτυχία και η κοινωνικοποίηση των φοιτητών του Πανεπιστημίου.

Για κάθε φοιτητή ορίζεται Ακαδημαϊκός Σύμβουλος ο οποίος τον καθοδηγεί κατά τη διάρκεια των σπουδών του.

Το Πανεπιστήμιο Frederick, στην προσπάθειά του να βοηθήσει τους φοιτητές να πετύχουν αυτό που επιδιώκουν κατά τη διάρκεια των σπουδών τους, αποφάσισε να εισαγάγει στις δομές του το θεσμό του Συνηγόρου του Φοιτητή. Ο Συνήγορος επιδιώκει συνεχώς επιβεβαίωση για δίκαιη και ισότιμη μεταχείριση όλων των μελών της πανεπιστημιακής κοινότητας.

  1. Πώς μπορούν να ενημερωθούν οι γονείς για τις ακαδημαϊκές επιδόσεις των παιδιών τους;

Οι γονείς μπορούν να ζητούν από το πανεπιστήμιο να λαμβάνουν ενημέρωση για την πρόοδο των παιδιών τους.

  1. Οικονομική ενίσχυση φοιτητών

Το Υπουργείο Παιδείας και Πολιτισμού έχει καθιερώσει κυβερνητικά μέτρα στήριξης τα οποία προσφέρονται σχεδόν κάθε χρόνο, μετά από σχετική αίτηση.

Η ενίσχυση αφορά στην επιδότηση ενοικίου, διατροφής, αγοράς πανεπιστημιακών βιβλίων και γραφικής ύλης και αγοράς ή αναβάθμισης  Η/Υ. Στην περίπτωση που ο αριθμός των αιτήσεων υπερβαίνει το προσφερόμενο κονδύλι, τότε οι φοιτητές λαμβάνουν μέρος της επιδότησης.