Department of Philology
Library of the School of Philosophy

2020-07-02

2020

Feresidi Kalliopi

1. Καραδήμας Δημήτριος, Αναπληρωτής Καθηγητής, Τμήμα Φιλολογίας, ΕΚΠΑ (επιβλέπων)
2. Γκαράνη Μυρτώ, Επίκουρη Καθηγήτρια, Τμήμα Φιλολογίας, ΕΚΠΑ
3. Παπακωνσταντίνου Γεώργιος, Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
4. Παπαθωμάς Αμφιλόχιος, Καθηγητής, Τμήμα Φιλολογίας, ΕΚΠΑ
5. Βερτουδάκης Βασίλειος, Επίκουρος Καθηγητής, Τμήμα Φιλολογίας, ΕΚΠΑ
6. Βέρδης Αθανάσιος, Επίκουρος Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
7. Μηλίγκου Ευανθία-Έλλη, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ

Αρχαία Ελληνικά στη δευτεροβάθμια εκπαίδευση: το ζητούμενο της φρονήσεως και αξιολόγηση της αποτελεσματικότητας της επαγγελματικής ανάπτυξης των φιλολόγων

Greek

Ancient Greek in secondary education: phronesis and evaluation of professional development effectiveness of philologists

Phronesis, as evidenced by aristotelian and isocratic texts, which are, first of all, studied in this doctoral thesis, is the intellectual virtue of man to contemplate and to decide on particular situations of human life, based on sound logic and aiming at a prosperous life. It is a good of the soul, acquired through the experience and diligence of the individual himself and those who will teach him, based on the phronimou logic, how to foresee time, circumstances and events, in order to proceed to a corresponding decision at a time and execute an action accordingly. Subsequently, I study key positions for the teacher evaluation and professional development, as formulated through contemporary international and Greek literature. I therefore introduce a tabulation and analysis of the request of teacher’s phronesis as a whole and its implications in the field of professional development, based on the equivalence relationship that emerges. In particular, I examine the elements that make teachers’ professional development effective and potentially contribute to the teacher’s phronesis. For this reason, I present an attempt of evaluating the effective professional development of the teachers who teach Ancient Greek in secondary education, with a view to phronesis and aiming at the improvement of teaching. Through the Delphi Method, conclusions are drawn and suggestions are made that can be used for the professional development of philologists, based on the teacher’s phronesis, as delivered by Aristotle and Isocrates and adapted to the contemporary needs of educatiοnal practice. The basic argument of the present thesis is that teaching is phronesis and the purpose of effective professional development is to acquire the teacher’s phronesis.

General works

phronesis, evaluation, teachers' professional development, teacher's phronesis, Aristotle and Isocrates, Delphi Method

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https://pergamos.lib.uoa.gr/uoa/dl/object/2917931