Department of Primary Education
Library of the School of Education

2020-07-07

2020

Voidakou Irini

κ.Μαρία Τζάνη, Ομότιμη Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε.Κ.Π.Α.
κ. Αθανάσιος Τριλιανός, Ομότιμος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε.Κ.Π.Α.
κ. Ιωάννης Βρεττός, Ομότιμος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε.Κ.Π.Α.
κ. Κωνσταντίνος Μαλαφάντης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Ε.Κ.Π.Α.
κ. Αργυρώ Πρόσκολλη, Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Ε.Κ.Π.Α.
κ. Βασίλειος Τσάφος, Αναπληρωτής Καθηγητής του Τμήματος Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, Ε.Κ.Π.Α.
κ. Δημήτριος Φωτεινός, Επίκουρος Καθηγητής του Παιδαγωγικού Τμήματος Δευτεροβάθμιας Εκπαίδευσης του Ε.Κ.Π.Α.

Η αγγλική και η γαλλική γλώσσα στα αναλυτικά προγράμματα σπουδών δημόσιας πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης της Ελλάδας την περίοδο 1836-2016: Μια ιστορική και παιδαγωγική προσέγγιση.

Greek

English and French in the Curricula of public primary and secondary education in Greece during the years 1836-2016: a historical and pedagogical approach.

The primary purpose of this research is to locate and investigate the pedagogical characteristics of the Curricula (Programmes of studies) for the teaching of English and French in the context of Greek, public primary and secondary education. The research also aims to compare these two Curricula groups based on their pedagogical orientation. Moreover, it is examined whether these Curricula groups bear elements of the pedagogy of Herbart, which had influenced Greek education in the 19th and early decades (or even the middle) of the 20th century.
The methodology applied in this research is content analysis, given the archival material employed. In this context, we coded the pedagogical theory known from relevant, university textbooks, as well as the documents mentioned in the prefaces of the Curricula. Moreover, we compiled a table which briefly renders the content of the French literary texts that are suggested for the teaching of French in the relevant Curricula.
The characteristics that result from the content analysis are further divided into linguistic-pedagogical features and purely pedagogical features. The research shows that the intention of the State has been the cultivation and education of the students, their socio-political, individual, moral, cognitive, emotional, professional and inter-cultural development. It is also shown that many of these pedagogical features date back to ancient Greek education and are similarly found in pedagogical theories and systems of later centuries. Furthermore, certain pedagogical features of the examined Curricula are detected in recent theories of Intelligence , in the teaching applications of basic Learning Theories, as well as in specific Approaches / Methods of foreign language teaching.
Regarding the differences between the two groups of Curricula (with the exception of the New Integrated Foreign Languages Curriculum), it could be argued that the pedagogical characteristics of the French Curricula often have a strong intercultural character that does not insist on the culture of the target language only. Most importantly, the Curricula in question, despite being older in relation to the English Curricula, introduce early advanced goals and practices of the teaching-learning process. It is also shown that the English Curricula have laid emphasis on issues of a more technical nature, as well as on students' interlinguistic consciousness. The English for Young Learners (EYL) Programme (2016) bears also important pedagogical features, namely those which are related to multiple and emotional intelligence.
Finally, the pedagogy of Herbart is detected, to a limited extent, in specific areas of the Curricula.

Education

Curricula, English, French, pedagogical features.

No

0

Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2918404