Κατεύθυνση Προπονητικό πεδίο
Library of the School of Physical Education and Sport Science

2017-04-01

2016

Plaka Christina

Μπουρνέλλη Π.,Καθηγήτρια, ΣΕΦΑΑ, ΕΚΠΑ
Καμπερίδου Ε., Επίκουρη Καθηγήτρια, ΣΕΦΑΑ, ΕΚΠΑ
Τσουβαλά Μ., Επίκουρη Καθηγήτρια, Σχολή Ανθρωπιστικών και Κοινωνικών Σπουδών, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας

Οι λαϊκοί χοροί απ' όλο τον κόσμο ως μέσο συνεργασίας και αποδοχής της διαφορετικότητας στην πρωτοβάθμια εκπαίδευση

Greek

Οι λαϊκοί χοροί απ' όλο τον κόσμο ως μέσο συνεργασίας και αποδοχής της διαφορετικότητας στην πρωτοβάθμια εκπαίδευση

The purpose of this study was to examine and evaluate the effect of a specially designed, cross-thematic integrated project of teaching folklore dances, from different regions of the world, in developing collaborations between elementary school students as well as contributing to the acceptance of diversity. The study was based on the hypothesis that the implementation of this project would have a positive influence in developing students’ collaborative skills along with contributing to the acceptance of diversity in the classroom. The sample consisted of 14 fifth-grade pupils, 8 boys and 6 girls from the Fourth Elementary School of Taurus. As the most appropriate method of exploring the hypothesis mentioned above, a case study with an ethnographic character was selected for the purpose of this study. A thorough program for teaching folklore dances from countries around the world— which would be cross-thematically integrated— was designed and implemented by the teacher during the school students’ "flexible/project time period". The program included cross-thematic integrated courses of 25 credit-hours, designed according to the project method and lasted for six months. Interviews, observations and journal registrations were the tools used by the researcher for the data collection. In each research question, two thematic branches were revealed from the analysis of the results. The first research question examined: a) student motivation and participation and b) their ability in forming and managing relationships.
The second investigated: a) the existence of stereotypes and b) the concept of the Self. According to the results, teaching folklore dances based on a variety of experiential, cross-thematic integrated activities that promote the Social and Emotional Learning, motivated students, boosted their participation and created the conditions for developing collaborations. Progress was made in the ability to develop relationships between students, but the distinction related to gender preference remained. Furthermore, it was observed that the reproduction of certain stereotypes, which had been noticed before the implementation of the program, was reduced and this was an important contribution to the development of the students’ interactive relations. Nonetheless, social stereotypes were not eliminated by the end of the project. Finally, there was an unambiguous development of self-perception and self-esteem of students, a fact that mainly underpinned the acceptance and appreciation of their self and, in turn, their acceptance and appreciation by other students.

: Folklore dances, Cross-thematic integration, Cross curricular way of teaching, Cross-curricular thematic approach, Inter-disciplinary program, Working groups, Project method, Curiculum, Interpersonal relationships, Collaboration, Acceptance, Diversity

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https://pergamos.lib.uoa.gr/uoa/dl/object/1450061