Unit:
Κατεύθυνση Κοινωνικές Νευροεπιστήμες, Κοινωνική Παιδαγωγική και ΕκπαίδευσηLibrary of the School of Education
Author:
Lepintzi Panagoula
Supervisors info:
Ηρώ Μυλωνάκου - Κεκέ. Καθηγήτρια Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αγγελική Βουδούρη. Καθηγήτρια Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μάριος Κουκουνάρας - Λιάγκης. Επίκουρος Καθηγητής Τμήματος Θεολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Ο Κοινωνικοπαιδαγωγικός Ρόλος του Σχολείου. Αντιλήψεις Εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης για Ζητήματα Κοινωνικής Παιδαγωγικής
Translated title:
The Socio-Pedagogical Role of the School.Concepts of primary education teachers on issues of Social Pedagogy
Summary:
This diploma thesis highlights the socio-pedagogical role of the school through the perceptions of primary school teachers working in elementary school, which are related to issues of Social Pedagogy. The survey was preceded by a bibliographic review of socio-pedagogical issues, indicative ways of coping and the role of the school in the above. For the research process, a research tool (questionnaire) was developed to examine the extent to which each socio-pedagogical issue concerns teachers, the attitudes of teachers towards the socio-pedagogical approach to in-school bullying, the influence of perceptions of intimidation on the choice of how to deal with the issues and the perceptions of teachers about the teacher's socio-pedagogical role.
The survey was attended by 225 teachers of all specialties, most of them primary school teachers. As a result of their responses, teachers are largely confronted with student behavioral problems, problems in school and family communication, and differences in the specific learning needs of children. Also, their perceptions of in-school bullying are characterized by socio-pedagogical targeting, which does not seem to have any particular influence on their choice of how to solve the issues. As to the role of the teacher, teachers find that they are converging or should converge greatly in the role of the social educator, while at the same time recording a number of limitations and obstacles in that direction. In conclusion, there are suggestions for upgrading the school's socio-pedagogical role.
Main subject category:
Education
Keywords:
Social Pedagogy, socio-pedagogical role of the school, socio-pedagogical issues, in-school bullying, teachers’ attitudes
Number of references:
208
