Unit:
Κατεύθυνση Εκπαίδευση Ενηλίκων. Συνεχιζόμενη Εκπαίδευση και Διά Βίου ΜάθησηLibrary of the School of Education
Author:
Palanga Evangelia-Niki
Supervisors info:
Κωνσταντίνα Τσώλη, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Θωμάς Μπαμπάλης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ελισάβετ Λαζαράκου, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Μέθοδοι διδασκαλίας στη σχολική εκπαίδευση και στην εκπαίδευση ενηλίκων
Translated title:
Teaching methods in school education and in adult education
Summary:
The current study attempts to capture and compare the current perceptions of Primary Education teachers as well as Adult Education teachers, on issues related to teaching and assessment in education. The main question is whether Adult Education presents common elements or borrows methods that are familiar to Primary Education. Consequently, inspired by the above possible connections, questions were designed with the primary aim of examining teachers’ perceptions regarding what information they collect before planning their lesson. Subsequently, the next question concerned possible differentiations of the knowledge that each teacher should possess in order to better respond to their work. Of course, one could not omit the question regarding the learning theories used as well as the teaching methods or techniques that derive from them. Furthermore, in addition to the question regarding the type of logistical infrastructure and supervisory means that each teacher probably uses, the last axis of questions concerned evaluation as well as the common points that connect Primary Education and Adult Education. Finally, possible changes that need to be made in education were examined. Regarding the sample, 16 in total, 8 teachers and 8 adult educators, participated in semi-structured interviews, which were also videotaped. Among the main conclusions drawn were that both teachers and adult educators take into account the background and possible difficulties of their students before starting to teach, while mainly applying experiential and discovery learning. Subsequently, they apply all three types of evaluation of their teaching while being positive about receiving feedback for themselves, mainly through discussion with their students, in order to improve. They find that both types of education can borrow functional elements from each other, with the difference that in Adult Education there is greater freedom. The proposed changes include a reduction in material and a more extensive use of experiential activities and games.
Main subject category:
Education - Sport science
Keywords:
Primary Education, Adult Education, learning theories, evaluation, teaching techniques-methods, ways of encouragement
Number of references:
330
