Unit:
Department of Philosophy, Pedagogy and PsychologyLibrary of the School of Philosophy
Author:
Nikolopoulou Maria
Dissertation committee:
Μιχάλης Αθανάσιος, Αναπληρωτής Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Φουντοπούλου Μαρία-Ζωή, Καθηγήτρια, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Κυνηγός Πολυχρόνης, Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Φρυδάκη Ευαγγελία, Καθηγήτρια, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Δασκολιά Μαρία, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Μακρή Αικατερίνη, Επίκουρη Καθηγήτρια, Τμήμα Γλωσσικών και Διαπολιτισμικών Σπουδών, Πανεπιστήμιο Θεσσαλίας
Μαμούρα Μαρία, Επίκουρη Καθηγήτρια, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Original Title:
Συνεργατική βηματική κατασκευή ψηφιακών ιστοριών από εκπαιδευόμενους εκπαιδευτικούς γλώσσας: παιδαγωγικές και γλωσσοδιδακτικές όψεις
Translated title:
Collaborative step-by-step construction of digital stories by trainee language teachers: pedagogical and language teaching aspects
Summary:
In the field of teacher education, the way in which the professional development of teachers who teach the Greek language could be supported through their involvement in the creation of digital stories has not been systematically researched. This thesis explores the design of digital educational materials and educational activities by teacher trainees who teach Greek as a second language as well as a first language through their involvement in the collaborative step-by-step construction of a digital story. It aims to contribute to the understanding of how teachers practice and learn through design, how their design can be supported and how their participation in design in various ways affects the quality of the artefacts created. In particular, the collaborative step-by-step construction of a digital story aims: a) to highlight the effect of this construction on the development of teachers' Technological Pedagogical Content Knowledge (TPACK) and b) to study the role of step-by-step construction and the reflection and peer assessment done by stage in the quality of the artefacts created. The process is explored through the research tool of design research, while the material gathered during the research was processed through content analysis. The conclusion of the conducted qualitative research was carried out through the use and exploitation of different research aspects (analysis of the digital traces of electronic activity and interaction in the wiki environment and the answers to the questionnaires given at the beginning and at the end of the semester) with the aim of strengthening research credibility. The results provide evidence that the collaborative step-by-step construction of digital stories leads to teachers' gradual familiarization with Technological Pedagogical Content Knowledge (TPACK) and their development as designers of instructional materials for the Language course. In particular, it leads to revisions in the shaping of the stories and the script, which are due both to the reflection of the team per draft, but also to the peer review that took place under the drafts.
Main subject category:
Social, Political and Economic sciences
Keywords:
Technological Pedagogical Content Knowledge, Digital storytelling, Teaching the Modern Greek language, Design research, Teacher training
Number of references:
266
File:
File access is restricted until 2024-09-30.
phd_nikolopoulou.pdf
7 MB
File access is restricted until 2024-09-30.
