Σκοπός

Σκοπός του τμήματος είναι να βοηθήσει τους/τις φοιτητές/τριες να αποκτήσουν την αναγκαία επιστημονική και παιδαγωγική βάση και τις κατάλληλες δεξιότητες για να ασκήσουν δημιουργικά το επάγγελμα του/της παιδαγωγού σε έναν κόσμο που συνεχώς αλλάζει και δημιουργεί νέα δεδομένα, τόσο στη διδασκαλία όσο και στην έρευνα, την πρακτική εφαρμογή και τη διοίκηση των σχολικών μονάδων. Στόχος είναι επίσης η δημιουργία ευαίσθητων δασκάλων, ικανών να διαχειριστούν τη διαφορετικότητα, η οποία είναι μια πραγματικότητα στο σύγχρονο σχολείο.

Εργαστήρια
To πρόγραμμα υποστηρίζεται από τα ακόλουθα εκπαιδευτικά εργαστήρια του Τμήματος:

  • Εργαστήριο Φυσικής Αγωγής και Θεάτρου
  • Εργαστήριο Τέχνης
  • Εργαστήριο Μουσικής και Κουκλοθεάτρου
  • Εργαστήρια για Θέματα Περιβάλλοντος

Επίσης, το πρόγραμμα υποστηρίζεται από τις Βιβλιοθήκες του Πανεπιστημίου, οι οποίες εμπλουτίζονται διαρκώς με σύγχρονη Διεθνή
Βιβλιογραφία, Επιστημονικά περιοδικά, ενώ παρέχουν ηλεκτρονική πρόσβαση σε εξειδικευμένες βάσεις δεδομένων.

Πρακτική Άσκηση
Οι φοιτητές/τριες υποβάλλονται σε πρακτική άσκηση σε δημοτικά σχολεία της Κύπρου βάσει συγκεκριμένων χρονοδιαγραμμάτων και κατόπιν συμφωνίας με το Υπουργείο Παιδείας και Πολιτισμού. Η πρακτική άσκηση των φοιτητών είναι συνολικής διάρκειας 4 εξαμήνων και ολοκληρώνεται κατά το πρώτο εξάμηνο του 4ου έτους σπουδών.

Αναμένεται ότι με την ολοκλήρωση των σπουδών τους οι φοιτητές/τριες:

  • Θα αποκτήσουν ακαδημαϊκό και παιδαγωγικό υπόβαθρο στο πλαίσιο των σύγχρονων αντιλήψεων,
  • Θα αναπτύξουν τις απαραίτητες διδακτικές, διοικητικές και διαπροσωπικές δεξιότητες και στάσεις για να ασκούν με τρόπο αποτελεσματικό και ποιοτικό το λειτούργημα του εκπαιδευτικού στο δημοτικό σχολείο,
  • Θα εξοικειωθούν με την πρακτική στις τάξεις του δημοτικού σχολείου,
  • Θα αναπτύξουν ευαισθησίες και σεβασμό προς τα παιδιά και τη διαφορετικότητα μεταξύ τους,
  • Θα αναπτύξουν ερευνητικό πνεύμα, ικανότητα και βούληση για προαγωγή του επαγγέλματος και της παιδαγωγικής γνώσης μέσω της έρευνας,
  • Θα εμπλακούν σε έρευνα που προάγει την παιδαγωγική γνώση και στηρίζει το παιδαγωγικό επάγγελμα, και
  • Θα αποκτήσουν εφόδια για συνέχιση των σπουδών τους σε μεταπτυχιακό επίπεδο.

Οι απόφοιτοι/τες του Τμήματος μπορούν να εργαστούν ως εκπαιδευτικοί δημοτικής εκπαίδευσης σε δημόσια και ιδιωτικά δημοτικά σχολεία. Επίσης, μπορούν να συνεχίσουν σε μεταπτυχιακές σπουδές στο χώρο της εκπαίδευσης στο Πανεπιστήμιο Frederick και σε Πανεπιστήμια του εξωτερικού.

ART101: Τέχνη Ι στο Δημοτικό Σχολείο

Course Contents

–  Child growth in art: developmental stages of child growth in art, issues of consideration when collecting children’s drawings, relating children’s growth in art with individual readiness and general stages of development, categorizing drawings and identifying convergences and deviations from theories. –  Elements of art and principles of design: introduction/ review of elements of art and principles of design both in theory and in practice, theory of colour, forming aims for learning activities related to the elements of art and principles of design.
–  Materials/means/procedures: experiment with ways/techniques of using graphic materials (pencil, colours, paints, pastels) and materials for three-dimensional and relief representations (clay and scrap materials).
–  Art concepts: landscapes and portraits, realistic and abstract art, recycling art, artifacts, etc.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Name different art concepts, describe them and apply them in their artworks (e.g. theory of colours, realistic and abstract art, portraits and landscapes, and recycling art).
  2. Experiment with different art materials and techniques, produce artworks and relate these experiences with art learning activities for children.
  3. Recognize different art concepts in artists’ works and in examples of children’s art, and use them in their artworks.
  4. Examine the developmental stages of children’s drawings. Collect children’s drawings, describe them, locate them to the developmental stages and discuss/explain their actions (individual differences and general patterns).
  5. Relate references of the art curriculum about embedding new technologies in art lessons with interactive websites. Explain the possibilities of specific websites, choose some of these and organize learning activities for children.

ART103: Τέχνη ΙΙ - Η Τέχνη και η Διδακτική της στο Δημοτικό Σχολείο

Course Contents

–  Visual literacy: visual literacy skills, including use of art language, visual vocabulary, and visual conventions, visual thinking, visual reasoning, critical viewing, etc.
–  Art understanding: significance, contribution/roles in art lessons/ units, methodology for approaching artworks, responding and interpreting artworks, elements of history of art
–  Teaching approaches: the in-depth approach, learning theories that support the in-depth approach, issues related to creativity, to the evaluation of the learner, and to the evaluation of teaching units, examples of visual arts lessons/units, and examples of children’s artworks –  Visual arts curriculum: aims and overall philosophy of art curricula, the Cypriot visual arts curriculum, methodological approaches
–  Cypriot artists: the work of selective Cypriot artists.
–  Practical engagement with art concepts, means and materials for teaching purposes: the human figure (study of the human figure, proportions, two-dimensional figures, three-dimensional figures, movement in 2D and 3D figures, space and balance), book illustration (fairy tales, illustration and children), use of multiple graphic materials (e.g. pencil, colours, markers, pastels, etc.), use of print-making materials, and use of materials for 3D artworks (e.g. pipe cleaners, iron, mod-roc, scrap materials, etc.)

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe, explain and assess the multiple roles that visual arts can have in the Cypriot primary school curriculum as well as in every person’s life.
  2. Outline, explain and demonstrate the contribution of artworks in developing visual literacy skills, critical thinking skills and creativity skills. Interpret artworks and investigate ways of utilizing artworks in planning and developing art lessons/ units.
  3. Review the in-depth approach for organizing art lessons and examine learning theories on which it is based. Describe and assess the stages for developing art lessons/units based on the in-depth approach.
  4. Experiment (studio work) with different visual arts concepts and different means, materials and techniques in order to select the most appropriate ones for variant learning activities.
  5. Plan, organize and apply visual arts lessons/units for primary school children that are challenging and provide opportunities for innovation. Examine, assess and explain learning outcomes of visual arts units.

CUR102: Το Σχολικό Περιβάλλον και η Οργάνωσή του στο Δημοτικό Σχολείο

Course Contents

The school as a social system: Definitions of theory and science, the theory of social systems, logical-natural-open systems, principles of open systems, characteristics of social systems, the school as a social system.

Teachers and Facilities: relationship between teachers’ professional experience and credentials and teacher effectiveness, how school facilities affect student and teacher outcomes, school and classroom planning and their pedagogical consequences.

School organization and climate: Student and teacher needs, theories of needs, achievement and motivation, school culture and climate, classroom management, bullying.

Research on school effectiveness.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyze and compare various ways of organizing the school environment
  2. Investigate and criticize pedagogical theories and their impact on school environment and student outcomes
  3. Describe and evaluate the ways by which the school environment (equipment, facilities) impact student and teacher outcomes
  4. Assess Cyprus’ educational system and compare it to effective educational systems around the world
  5. Identify the most effective principles of classroom management
  6. Describe schools as social systems and elaborate on how inputs are transformed into outputs.
  7. Enumerate and criticize school factors impacting school culture and climate.

CUR203: Θεωρία και Μεθοδολογία της Διδασκαλίας στο Δημοτικό Σχολείο

Course Contents

1.  Learning and Teaching: Basic notions of teaching, learning and cognition, types of learning, active learning and metacognition, major representatives of cognitive psychology and behaviorism and their impact on teaching and learning, lesson planning as a problem solving procedure.
2.  Modes and techniques of teaching, how to select appropriate method of teaching, differentiation in classroom.
3.  Lesson and unit planning, learning objectives, taxonomies of objectives, principles of effective teaching, classroom management.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Compare various methods of teaching and infer each method’s advantages and disadvantages.
  2. Prepare lesson plans according to student needs
  3. Analyze teaching as a problem solving procedure
  4. Identify the factors that contribute to effective teaching.
  5. Describe principles of effective teaching and incorporate them in daily lesson planning.
  6. Categorize questions in distinct categories and use them in teaching according to lesson objectives and student needs.

DEL100: Ψηφιακός Γραμματισμός στην Εκπαίδευση

Course Contents

Windows Operating System
Windows operating system management and use by prospective teachers for the classroom and school organization purposes as well as for preparation purposes.
Word Processor
A computer application that is used for mainly text processing purposes (composition, editing, formatting, copy, paste, move, print) as well as for tables, charts and graphs development. The most frequent and well-known word processor is M.S. Word.
Spreadsheets
A computer application that is used for mainly numerical data editing (import, edit, formal, copy, move, print) as well as applying basic mathematical and logical formulas and functions. It can be also used for diagram and chart development.
Presentations
It is a computer application used for creating, formatting modifying presentations using different slides layouts for presentation distribution and printing. Also, it can be used for developing, formatting, copying, and moving, text, image, graphics and diagrams.
Internet
Internet related concepts Web 1.0 & Web 2.0 tools and their use within the school and classroom environment, websites, homepages, search engines, email, chat-rooms.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To understand the usefulness and important of information communication technology in decision making and problem solving in order to achieve personal, educational and professional goals.
  2. To develop knowledge and skills on the use of technology as part of their profession as primary educators and particularly for organization and preparation purposes, and as instructional tools within the educational practice.
  3. To develop skills on the use of Windows Operating System in order to achieve educational and professional purposes and in particular for organization and preparation purposes, and as instructional tool within the educational practice.
  4. To develop knowledge in applying the Word Processor, Spreadsheets, Presentation Software and Internet in decision making, data processing, organization and classification within their profession as primary educators (preparation and instructional purposes).
  5. To select and apply the most appropriate software and applications in each situation. Specifically, to evaluate and choose the most appropriate forms of information presentation in each situation: text, function, table, graph, chart, and Internet information.

DIS301: Μεθοδολογία Εκπαιδευτικής Έρευνας

Course Contents

 – The meaning, types and characteristics of research (educational research)
– Methodological approaches to educational research
– The research process- definition of a research problem
– Literature Review and stages of conducting one. Basic skills of studying literature. The use of references
– Research Questions and formulation of research hypotheses.
Definition of research variables and the development of a conceptual framework.
– Population and Sampling- sampling procedures, power analysis
– Methods of data collection (survey, interview, observation, test)
– Validity and Reliability of measures
– Statistical analysis of data (descriptive and inferential statistics)
– Presentation and interpretation of results-Research Evaluation
– Ethics in educational research
– Stages of writing a research report

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Provide an overview of the research process with all required stages,
  2. Clearly outline a well-defined research problem and associated research questions and hypotheses,
  3. Carry out a preliminary literature review of past research on a study’s main concepts or theories,
  4. Link a conducted literature review to clearly stated research hypotheses,
  5. Describe the advantages and disadvantages of certain research instruments such as surveys, interviews and observations of subjects,
  6. Effectively present data associated with hypothesis testing,
  7. Evaluate data gathered to test proposed theory,
  8. Clearly state and elaborate on a study’s research limitations and implications,
  9. Distinguish between quantitative and qualitative approaches and methods,
  10. Prepare a research plan for either a quantitative or a qualitative study,

DIS302: Περιγραφική Στατιστική - Ποσοτική Ανάλυση Δεδομένων

Course Contents

–  The basic characteristics of quantitative research. The validity and the reliability of a questionnaire. The sample of a study.
–  Calculate: mean, median, mode, frequency, standard deviation
–  Use the excel to construct graphs and diagrams. Use the SPSS to calculate indicators for descriptive statistics, construct graphs etc.
–  Analyse the results from statistical analysis (from SPSS). Construct the necessary tables, diagrams and graphs for the presentation of the results. The use of normal distribution of data.
–  Calculate correlation, standard error etc. Use t-test, anova, manova etc for means comparison.
–  Exploratory factor analysis.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. List the basic methods for collecting data from quantitative research.
  2. Calculate mean, median, mode, standard deviation, range, etc..
  3. Analyze data by using SPSS and explain the table of the outputs.
  4. Present the results of statistical analysis and construct the necessary tables, diagrams and graphs for the presentation of the results.
  5. Access the use of each statistical method and calculate the mean difference, the correlation, the standard error, the comparison of means (t-test, anova, manova etc).
  6. Propose a schedule for the development of a quantitative research (title, purpose, research questions, variables, data collection, statistical analysis, presentation and interpretation of the results).

EDE201: Εκπαιδευτική Αξιολόγηση στο Δημοτικό Σχολείο

Course Contents

The role and importance of evaluation in schools.

Relationship of teaching and evaluation in schools.

Working definitions for the terms: evaluation, assessment, measurement, examination, achievement.

Oral and written examination in school.

Questioning: types of questions, importance and relevant problems.

Marking and reporting student achievement – portfolios of assessment.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the meaning of evaluation in P.E.
  2. List the aims of evaluation in education and the importance of these aims in the process of teaching and learning.
  3. Apply evaluation process in practice.
  4. Solve problems connected to the oral and written examinations in school.
  5. Describe the importance of questioning in the process of teaching and learning.
  6. Identify different types of questions.
  7. Report the meaning of marks and marking systems in school, portfolios of assessment, describing results of evaluation to parents etc.

EDL401: Εκπαιδευτική Διοίκηση και Ηγεσία στο Δημοτικό Σχολείο

Course Contents

1. Introduction to the Science of Administration: Historical and theoretical review of the management science. Classical approach to management, Hawthorne Studies.
2. The theory of social systems: Meaning of social system, basic notions, the school unit as a social system, leader’s position and importance within social systems.
3. Theories and models of educational administration: Bureaucracy and Professional bureaucracy, Theories X and T, Henry Mintzberg, Hershey and Blanchard. 4. Motivation, Power and Politics: Theories of motivation ((Maslow, Herzberg, McClelland, Vroom), attribution theory, sources of power, political climate in schools.
5. Effectiveness in Education: Parameters affecting school effectiveness, Total Quality Management, International Research on School and Student Effectiveness.
6. Decision making procedures: Definition and types of decisions, decision making in schools, meaning of decisions for educational policy.
7. Theories of Educational Leadership: Trait Theory, Contingency model, Transactional and Transformational Leadership.
8. Special topics on Educational Leadership and Administration: Gender and educational leadership, emotional intelligence, ethics and educational administration, educational administration in Cyprus.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Outline the evolution of educational management and administration.
  2. Analyze and compare the various theories of educational administration and leadership.
  3. Describe and explain the basic elements of social systems.
  4. Evaluate the basic theories of educational leadership and suggest changes in the role of school principal with regard to these theories.
  5. Identify and evaluate the parameters contributing to effective decision making processes.
  6. Argue about the importance of school principals for student learning and achievement.
  7. Investigate the interactions between gender and educational management/administration and leadership and the role of ethics in educational administration.
  8. Apply results from research on effective educational leadership in Cyprus’ educational system.

ENG101: Aγγλικά Ι

Course Contents

An intensive study of the language which includes aspects of grammar and syntax leading to development of students’ writing and oral skills.
In particular, the course covers the following:
–   Introduction to major structural and grammatical areas of English:
Parts of Speech
Prepositions
Pronouns
Verbs: Main, Auxiliary
Statements (Affirmative, Negative, Interrogative, Imperative)
Tenses (Simple Future, Simple Present, Simple Past, Future Perfect, Present   Perfect, Past Perfect,         Continuous Tenses)
–  Word order, use of conjunctions, sentence structure and synthesis which lead to paragraph and composition writing
–  Writing paragraphs and compositions (narrative and descriptive)
–  Informal letter writing (giving news and invitation)
Vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs
–  Comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work
–  Development of oral communication skills through dialogues, role play, class  discussions on passages, articles, books, films and current issues
–  Spelling and punctuation rules

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use oral and written language effectively
  2. Analyse written and oral material
  3. Compose texts
  4. Express ideas orally and in writing producing organised and clear work
  5. Communicate thought clearly and accurately
  6. Use the vocabulary needed for effective communication
  7. Apply grammatical rules in various contexts
  8. Show knowledge of the basic structure of the language

ENG201: Αγγλικά ΙΙ

Course Contents

The fundamentals of effective writing and critical analysis are studied together with the building of vocabulary through analysis and discussion of passages based on various topics.  Extensive practice aiming at improving students’ speaking, listening, reading and writing skills is also included.
In particular, the course covers the following:
–  Conditional Clauses
–  Passive Voice
–  Derivatives
–  Gerund and Infinitive
–  Reported Speech
–  Revision, extension and further practice on Tenses
–  Further practice on syntax and the use of various conjunctions
–  Writing descriptive and narrative compositions
–  Informal letter writing (apology and advice)
–  Comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work
–  Vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs
–  Development of oral language skills through class-discussions and other  communicative drills

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use English competently and communicate effectively orally and in writing
  2. Express themselves confidently and accurately
  3. Identify and apply the structure of the language in various contexts
  4. Compose organised and coherent pieces of writing
  5. Use the vocabulary needed for effective communication
  6. Develop the various skills acquired with reference to reading, writing, listening, and speaking.

ENV300: Ζητήματα Αειφόρου Ανάπτυξης

Course Contents

  • Explore important contemporary environmental and sustainability issues: (air pollution, greenhouse effect, climate change, biodiversity depletion, ozone depletion, overpopulation, poverty, sustainable production and consumption, etc.)
  • The consequences of man- environment interaction on nature in the past, today, locally, peripherally and globally.
  • What is sustainable development?
  • Theories, ideologies, and philosophical approaches to resolving current environmental issues.
  • Human activity and its impact on the environment, viewed through the lance of different theories and philosophical stances (technocentric – ecocentric).
  • Sustainable development and systemic thinking.
  • First steps to Education for Sustainable Development

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyse and explain contemporary environmental and sustainability issues
  2. Analyse and reflect upon how the human activity affects the natural environment and critically asses the impact by using time (past and present) and place (local, peripheral and global) as examination parameters.
  3. Critically assess the impact of environmental degradation upon people’s quality of life, by co-examining social, financial and cultural aspects of environmental issues.
  4. Examine contemporary environmental – sustainability issues with respect to theories, ideologies and philosophical approaches.
  5. Understand the term Sustainable development, its principles, characteristics, aims and objectives.
  6. Explain why and how SD can address environmental, social and economic problems and become aware of their personal role in achieving a sustainable society.

ENV402: Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη στο Δημοτικό Σχολείο

Course Contents

Sustainable Development issues
Education for Sustainable Development, Pedagogical methods and teaching techniques
Values Education and ESD
ESD in Primary Education:
– Development and implementation of educational interventions within EE/ESD (multidisciplinary model)
– Cutinisation of the National Curriculum in order to identify opportunities within the various lessons for ESD integration. Exploration of teaching techniques that could be employed for achieving different objectives within the scope of ESD.
– Whole School ESD policy development and links with the local community.
– Examples of whole school ESD programs / projects in Cyprus schools
– The use of New Technologies in ESD (Internet sites, Software etc.)
– Outdoors studies – Field work. Visit to an EE Centre

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Perceive the complexity of Sustainable Development issues and explain the importance of Education for a sustainable future
  2. Explain the principles and philosophy of EE/ESD and identify the elements that differ one from the other.
  3. Compare and criticise the implementation models for EE/ESD followed by the Cyprus EE/ESD Curriculum.
  4. Identify and use opportunities for integrating EE/ESD issues within different curriculum areas (lessons) and plan and implement lessons of EE/ESD within these areas using different teaching techniques (role play, field study, moral dilemmas, concept mapping etc.)
  5. Reflect upon sustainability values and choose the appropriate strategies to adjust their teaching to the different age groups and according to the childrens’ needs and experiences.
  6. Plan and organise EE/ESD policy for the whole school unit and its operations.
  7. Develop and use evaluation instruments for EE/ESD.

GRK100: Νεολληνική Γλώσσα Ι

Course Contents

 – Introduction to text linguistics: text and society, text and genre types, stylistics, discourse markers.
– Processes and techniques of text production: paraphrase, condensation, analysis, narrative sequence, argumentation, description. Paragraph types and composition.
– Language teaching and text structure and formation: basic concepts of the discourse oriented language approach and teaching.
– Discourses: different types of Discourses, discourse analysis.
– Text reading and interpretation: communicative, sociolinguistic and stylistic factors. Texts as means of meaning making.
– Literacy: literacy and text. Multiliteracies, multimodality.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop knowledge of text linguistics and stylistics.
  2. Recognize the codes and rules of various discourse, text and genre types.
  3. Apply various processes and techniques of text production (paraphrase, condensation etc.)
  4. Decode the various elements communicative, sociolinguistic and stylistic elements of a text.
  5. Critically analyze multimodal texts.
  6. Appraise text production as a systematic process, describable, controllable and amenable in rules of deontology.

GRK102: Νεολληνική Γλώσσα ΙΙ

Course Contents

 – Language and linguistics: Linguistic sign (signifier, signified), the arbitrary nature of the sign, the linear nature of the signifier.
– Language development: Language as an exclusively human characteristic, Chomsky’s generative grammar.
– Language, communication and society: Basic elements of sociolinguistics and pragmatics, language variation, dialectology.
– Levels of linguistic analysis: phonetics,  phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics.
– Basic characteristics of the structure of Modern Greek language: Standard Modern Greek, Cypriot dialect

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recall the basic principles of the structure of language.
  2. Recognize the levels of linguistic anaylsis: phonetics, phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics.
  3. Relate language with its social context: Greek Cypriot bidialectism.
  4. Develop metalinguistic knowledge about the structure of Standard Modern Greek and Cypriot dialect.
  5. Make use the above mentioned knowledge in order to improve their teaching practices.

GRK113: Λογοτεχνική Ανάλυση

Course Contents

1. Introduction to basic concepts in literary analysis: thematic analysis; analysis of figural language; analysis of narrative economy; the concept of literary genre.
2. 19th century poetry. The romantic schism concerning Demotiki and Katharevousa. Romantic lyric, marvellous in poetry, narrative elements and satire.
3. 1880-1930 poetry and prose. Symbolist and post- symbolist poetry. Irony, history and politics in poetry. Realism and naturalism in Greek fiction. The transition from short story to novel.
4. Modernist expressions in poetry and prose after the 30’s. Free verse, surrealist image, everyday language in poetry, fragmentation of the poetic universe. Interior monologue, urban landscape and the development of novelistic fiction. Post-war developments in poetry and prose.
5. Current trends in children’s literature (intertextuality, metafiction, narrative experimentation, thematic renewal).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Present the most important historical data of the period (19th-20th century), including literary movements and their characteristics.
  2. State representative authors and texts of the period and their characteristics.
  3. Explain the main historical and theoretical issues of Modern Greek literature of the period.
  4. Explain the main methods and concepts in literary analysis.
  5. Select and use effective approaches and analytical notions for the description and interpretation of Modern Greek poetry and prose of the period, having as starting point the historical knowledge and the theoretical background acquired.

GRK203: Ανάγνωση και Γραφή στο Δημοτικό Σχολείο

Course Contents

The fundamentals of teaching reading and writing in Primary Education: the aim, the content, the curriculum, the textbooks, the lesson plans.

The communicative approach of teaching (in comparison with the traditional one).

Literacy: emergent literacy, early literacy, school literacy, multiliteracies, autonomous and ideological models of literacy.

Writing systems, (Greek) orthography and spelling acquisition.

Utilisation of educational material: criteria for the evaluation of the suggested material, developing and evaluating lesson plans, performing and evaluating micro-teachings

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize and explain the relation between reading and writing, and (historical) orthography and spelling
  2. Apply the proper methods for teaching and writing especially in the first grades of Primary School in accordance with the basic elements of the Curriculum for the Study of Modern Greek Language (critical literacy, communicative approach).
  3. Evaluate the adequacy of the educational material found in textbooks for teaching Modern Greek in Primary Education, and propose new one if needed.
  4. Create educational material based on emergent literacy.
  5. Solve problems connected to the taught concepts and present and justify the way according to which they work
  6. Explore, identify and explain primary school children’s perceptions on the taught concepts and phenomena.
  7. Develop and teach complete lesson plans for teaching reading and writing.
  8. Use research outcomes and data to develop and implement educational interventions.

GRK204: Διδακτική του γλωσσικού μαθήματος στο Δημοτικό Σχολείο

Course Contents

·         Language importance. Research findings. New and old time table.

·         New Language Curriculum. Basic principles. Language Units.

·         Teaching Methodology. Evaluation of language in Cyprus .

·         Traditional method. Old text-books.

·         Communicative approach. Authentic material.

·         Activities using authentic material in language lessons.

·         Genre based approach and critical literacy pedagogy.

·         Teaching of grammar. Spelling teaching.

·         Vocabulary teaching. Oral and written language.

·         New Language Curriculum: Literature.

·         Free Voluntary Reading .

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Outline the basic principles and general philosophy of the New Language Curriculum.
  2. Explain the main language teaching principles that are applied, with activities dealing comprehension, production and evaluation of authentic language material.
  3. Describe the various teaching procedures and understand the positive elements of modern methodology.
  4. Analyse and evaluate teaching lessons using an observational instrument.
  5. Evaluate the use of language in communication.

GRK205: Η Παιδική Λογοτεχνία και η Διδακτική της στο Δημοτικό Σχολείο

Course Contents

The teaching of literature in primary school. Short history overview. Modern literary education curricula in Cyprus , Greece and Europe .

Text centered and reader center theories in literary education.

Stages of the development of literary understanding. From the reader as player to the reader as hero and heroine.

Thematic understanding, style and thematic teaching. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Narrative understanding and narrative teaching. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Intertextual understanding and intertextual teaching. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Understanding genres / reading genres. Basic concepts and analytic tools. Teaching scenarios. Developing related activities.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the characteristics of contemporary children’s literature for latter childhood and trace these characteristics in specific texts.
  2. Know the stages of the development of literary understanding.
  3. Present, discuss critically and put into practice in a combinatory way theories of literary teaching, particularly reader centered theories and text centered theories.
  4. Explain the goals of the major literary teaching orientations in primary education, as well as their basic concepts and analytic tools.
  5. Develop teaching plans according to the major literary teaching orientations in primary education.
  6. Assess children’s understanding of narrative economy, genre, intertextuality, style, thematic and ideology.

GRK308: Η Διδασκαλία της Ελληνικής Γλώσσας ως Δεύτερης / Ξένης Γλώσσας στο Δημοτικό Σχολείο

Course Contents

 – Introduction in the terms of “ Diaglossia” and “Bilingualism”: Types, models and situation in Schools
– Introduction in the teaching of a second/foreign language : The Classical, Communicative and Post-communicative methods
– Evaluation : Tests for all levels of Greek
– Problems in teaching Greek as a second/foreign language: Phonetics, Articles, Nouns and cases, Verbal aspect, word Order, Vocabulary, Idioms
– Producing teaching material: Greek as a second language, Greek as a foreign language, Grammar, Dictionaries ( ediamme.diaspora)
– Greek and Cypriot diaspora: Schools and language in Greek classes

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the meaning of Diglossia and Bilingualism
  2. Explain the theories of learning with respect to the didactic models of Greek as a second language
  3. Know and apply evaluation processes
  4. Solve problems connected to the taught of Greek to foreigners
  5. Explore, identify and explain primary school foreign children’s perceptions on the taught concepts and phenomena
  6. Develop and teach a complete lesson plan for Greek as a second/foreign language
  7. Develop a project/lesson plan about teaching Greek in a multicultural class in Primary Education

HED303: Το Δημοτικό Σχολείο ως Συντελεστής Προαγωγής Υγείας

Course Contents

Health – Health Education: Health, Health Education and Health Promotion.
Health Education Curriculum: Objectives, key content areas, methodology and evaluation of school health education curriculum.
The Health Promoting school: Meaning of the health promoting school and its possible implications for health education in the primary school.
Steps involved in moving towards a more health promoting climate in Primary schools. Participative learning. Involvement of parents and community in health education programmes in primary schools.
Self esteem- Assertiveness: Integration of activities that promote self image, assertiveness, self esteem and empowerment in primary school.
Sex Education: Factors involved in sexuality education of school children. Key ingredients of sexuality programmes for primary school children. Integration of sex education in to different areas in the primary school curriculum.
Health Education: Development of detailed teaching plans / strategies for a given topic for primary school children and evaluation of health education programmes.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify, describe and discuss objectives, key content areas and methodology of health education in both curriculum and hidden curriculum.
  2. Define and analyse ‘The Health Promoting School’ and identify steps involved in moving towards a participative health promoting climate in Primary schools.
  3. Identify areas in the primary school curriculum that promote positive self image, high self esteem, assertiveness and empowerment and propose activities towards these ends.
  4. Identify factors involved in sexuality education and summarise key ingredients of a sexuality programme for Primary school children.
  5. Examine and apply ways of involving parents and community in health education programmes.
  6. Analyse and examine whole school perspectives when planning a health education curriculum.
  7. Develop detailed teaching plans / strategies for a given topic for Primary school children and propose ways of evaluating health education programmes.

ICE121: Διαπολιτισμική Αγωγή

Course Contents

–  Introduction to the “ Immigration”: Types, models and situation in Cyprus
–  Introduction in Intercultural Education : Intercultural Education models in Europe
–  Diversity and Racism: Discrimination, reasons and results
–  Multicultural and Intercultural Education: Differences and Theories
–  Intercultural material: Intercultural games and projects in class

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Know and explain the reasons of the immigration movement and its’ types
  2. Explain the theories of racism and its’ types
  3. Know the multicultutal environment and diversity in Cyprus
  4. Know the models of intercultural education
  5. Solve problems connected to the diversity and immigrants at school
  6. Explore, identify and explain primary school foreign children’s perceptions on the taught concepts and phenomena
  7. Develop and apply intercultural projects for multicultural students in class

ISP100: Εισαγωγή στην Παιδαγωγική Επιστήμη

Course Contents

1. Educational Science: its description and content
2. The purpose and the necessity of pedagogy
3. Agents of pedagogy
4. The main strands of pedagogical science
5. The main schools of pedagogical thinking: traditional, progressive, liberal and critical pedagogy
6. Schools, schooling, teaching and learning
7. The relationships and interactions between schools, teachers, students, families and home environments
8. Socioeconomic changes and education
9. Great educators and their work: Rousseau, Pestalozzi, Froebel, Dewey, Decroly, Montessori, Herbart, Neil και Rogers.
10. The role of education in the 21st century
11. Development and critical evaluation of a personal pedagogical philosophy.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyse the important issues and theories related to pedagogy in education
  2. Develop their own personal philosophy regarding pedagogy
  3. Understand the role and the interaction between schools and families as agents of pedagogy
  4. Understand the basic strands of pedagogical science and analyse their consequences for issues of teaching and learning in an ever changing society
  5. Become familiar with the great educators of the past, analyse their work and theories and understand how their work contributed to the formulation of the modern pedagogical science
  6. Locate, analyse and offer solutions for the contemporary issues and problems that schools face today

MAT100: Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο Ι

Course Contents

  • The theory of sets and the teaching of numbers. The basic mathematical operations at primary education.
  • The mathematical operations with integers and fractions.
  • Criteria for divisibility.
  • Ratio, analogies and proportional reasoning.
  • Geometrical concepts of Euclidean geometry.
  • Mathematical relations, the concept of patterns.
  • Problem solving and different problem solving strategies.
  • The Euclidean geometry and the non-Euclidean geometry, the Boole algebra and the mathematical logic.
  • Mathematical proof. Justification and reasoning.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use and explain the basic rules of the arithmetic operations and the place value.
  2. Use different strategies for problem solving.
  3. Pose appropriate mathematical problems by using the respective equations or representations.
  4. Solve mathematical problems of proportional reasoning.
  5. Explain and apply the basic geometrical concepts.
  6. Present and justify the basic historical roots of the development of mathematical concepts in order to realize the mathematical continuity.
  7. Construct simple mathematical proofs.

MAT200: Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο ΙΙ

Course Contents

–  The arithmetical systems:  Babylonian, Egyptian, Romaic. The concept of zero and its difficulties. The algorithms for the mathematical operations and the place value. Pupils’ difficulties for the construction of basic mathematical concepts.
–  Mathematical logic. Basic rules and problem solving. Specific epistemological obstacles and its impact on the teaching of mathematics.
–  The theory of sets and the teaching of numbers. The basic mathematical operations at primary education.
–  Mathematical relations, the concept of patterns and the Pascal’s triangle.
–  The concept of probability and the teaching of probability at primary education.
–  Problem solving and different problem solving strategies.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. List and explain the basic rules of historical arithmetical systems.
  2. Explain the use of zero at the historical arithmetical systems and analyze its relation with students’ difficulties on the place value.
  3. Solve mathematical problems by using the Pascal’s triangle.
  4. Solve problems by using the basic rules of mathematical logic.
  5. Compare different mathematical solutions by studying number theory.
  6. Find the solutions of non-routine mathematical problems and pose creative problems.

MAT202: Η Διδακτική των Μαθηματικών στο Δημοτικό Σχολείο

Course Contents

Description and explanation of the 5 basic units for the teaching of mathematics at primary education (numbers and operations, geometry, measurement, patterns, probabilities and statistics). Study of the national curriculum. The concept of investigation and exploration. The use of enrichment activities.

Understanding of the basic theories for learning (constructivism and cognitive psychology). Applications for the teaching of mathematics at primary education. Piagetian and neo- piagetian theories. Problem solving. Polya’s stages. Problem posing.

The procedural and the conceptual dimensions of mathematical thinking. The role of intuition and the intuitive rules.

The teaching of each mathematical concept in regard to children’s cognitive development.

The development of creative thinking in mathematics.

Assessment of students’ mathematical thought and ability. How to encounter mistakes and misunderstandings.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and explain the basic units for the teaching of mathematics at primary education.
  2. Present the different of mathematical investigation and mathematical exploration.
  3. Explain the stages for the cognitive development of the mathematical thinking and describe the consequences of the different thinking and learning styles in the teaching and learning process.
  4. Present and analyze the stages of the problem solving procedure.
  5. Analyze the two dimensions of the mathematical concepts (procedural and conceptual) and present the stages for the development of the geometrical thinking.
  6. Propose ways for the evaluation of student’s mathematical thinking.
  7. Construct and design teaching plans for every mathematical concept

MED122: Μουσειακή Αγωγή και Εκπαίδευση στο Δημοτικό σχολείο

Course Contents

–  Theory for the meaning, the basic principles, the application and the purpose of Museum Education in education.
–  Pedagogical theory of Museum Education in Pre-primary Education.
–  Educational programs for Museum education. Different categories of museums.
–  Methodological and educational approaches for Museum Education.
–  The role of the monuments/ art works in society.
–  Presentation of Cypriot and European artists through their art works. Illustration of the aesthetical and plastic characteristics of the art works.
–  Visits at museums, galleries and archeological places.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and contrast the basic principles and the meaning of Museum Education and the applications of Museum Education in teaching.
  2. List the purposes of Museum Education.
  3. Discuss and analyze the advantages and disadvantages of the integration of museum education in pre-primary schools, and recognize the importance of it in contemporary society.
  4. Identify the problems that schools are facing in the application of museum education in teaching.
  5. Describe ways that will help the integration of museum education in the Cypriot educational system.
  6. Analyze the role of the teacher in the promotion of museum education in schools.
  7. Distinguish the basic steps for the preparation of a visit at a museum.
  8. Create and apply educational programs at museums for pre-primary school children.

MUS100: Μουσική Ι – Θεωρία της Μουσικής στο Δημοτικό Σχολείο

Course Contents

–  Basic theory: Music notes on G clef, duration of notes and rests, time signatures, musical symbols, dynamics.
–  Performing: Singing (children’s) songs and exercises to develop singing activities, performing simple songs on the recorder or any other melodic instrument, performing rhythmical phrases on percussion instruments.
–  Pedagogical issues: The contribution of music on children’s all-round development, introducing children to music literacy, musical activities with special reference to teaching a new song, preparation of music lesson plans, primary music curriculum and school music books of level 1 (years 1 and 2).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop skills related to music literacy, and identify and explain musical terms and symbols.
  2. Analyse songs melodically and rhythmically.
  3. Outline the content of the music curriculum (level 1).
  4. Use music literacy to reproduce music (instrumental and singing performance).
  5. Apply singing techniques.
  6. Explain the significance of music and musical activities on children’s all-round development.
  7. Choose appropriate musical activities to prepare and organise music lessons based on the music curriculum.

MUS303: Μουσική ΙΙ - Η Μουσική και η Διδακτική της στο Δημοτικό σχολείο

Course Contents

–  Basic theory: Music notes on G and F clefs (including notes above and below the stave), duration of notes and rests, time signatures, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments.
–  Pedagogical issues: The constitution of a classical orchestra, the Orff music teaching method (means and techniques), musical activities with special reference to music and movement, and music composition and lyrics writing, organising music lessons, primary music curriculum and school music books of level 2 (years 3 to 5).
–  Music software: MuseScore and EMMELEIA.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop skills related to music literacy.
  2. Analyse songs melodically and rhythmically.
  3. Outline and evaluate the content of the music curriculum (level 2).
  4. Use music literacy to reproduce and produce music (instrumental and singing performance, music composition and lyrics writing).
  5. Evaluate and apply music teaching approaches with special reference to Orff music teaching method.
  6. Choose and use appropriate musical activities and means to prepare, organise and carry out music lessons based on the music curriculum.
  7. Use music software to compose and teach music (MuseScore and EMMELEIA, respectively).

PED101: Φυσική Αγωγή Ι στο Δημοτικό Σχολείο

Course Contents

–  Introduction: Definition of pedagogy, the meaning and the importance of pedagogy, the role of pedagogy in our days, the Cypriot physical education curriculum Aims and objectives
–  Conceptual analysis of basic terms: Health, physical activity, exercise for health, different between health-relate fitness and skill-relate fitness, school and the role that can adopt, applications for promotion of physical activity. The purpose “Lifelong health-related exercise”.
–  Teaching models of physical education: The health education model, socio – moral, Character and responsibility models, sport education model, teaching games for understanding.
–  Developmental differences: Physical growth and development, changes that compose the phenomenon of growth, motor development, theory of “sensitive phases”, morphological traits of motor skills, types of movement.
–  Content of physical education:  functional and expressive movement, basic motor skills, motor skills with shift, motor skills without shift, skills of handling, meaning of movement , knowledge of body, meaning of effort.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Clarify the meaning of the pedagogy and its significance in education.
  2. Identify schools’ role in education and at the same time family’s role in upbringing.
  3. Clarify the terms related to physical activity and health education.
  4. Explore the new trends of physical education and its orientation to health issues.
  5. Explain the most common models of physical education.
  6. Explain the contents of the Cypriot Curriculum of physical education lesson and the National supportive educational material for each education level.
  7. Know and apply the basic knowledge for effective teaching of physical education.

PED103: Φυσική Αγωγή ΙΙ - Φυσική Αγωγή και η Διδακτική της στο Δημοτικό Σχολείο

Course Contents

I. Effective Teaching in Elementary School Physical Education
The role of physical education for children
Maintaining a Learning Environment
Proposals to develop a positive motivational climate
Effective Communication
Managing People, Equipment, Space, and Time
Developing Content
Teacher Feedback
Assessing Program Quality
II. Scheduling and Timetabling
Planning and Organizing daily physical activity
Preparation of the teacher before teaching
The overall planning
The daily lesson
Evaluative data series, before we go in the lessons
Elements of kinetic learning
Classification of motor skills, techniques
Time allocation and exercise break
Subcomponents of a daily plan of physical education classes
Factors affecting the active time
Material-facilities
III. The Spectrum of Teaching Styles
Reproduction Styles
Production Styles
IV. Planning and organization of teaching
Structure of daily lessons of psychomotor education
Structure of daily lessons of sports skills
Introduction to methods of learning technical skills in various sports
V. Forms of evaluation in physical education
Evaluation of motor development
Evaluation of physical development

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the basic principles of the structure of physical education in primary education.
  2. Recall, discuss and describe specific information from the course content.
  3. Utilization of knowledge regarding the course content and skills planning, execution and evaluation of physical education courses for primary school.
  4. Use techniques and teaching methods for teaching technical element of various sports.
  5. Acquire skills evaluation to determine if implementing goals and objectives set by the beginning of the school year.
  6. Use the above mentioned knowledge in order to improve their teaching practices.

PSY102: Εξελικτική Ψυχολογία

Course Contents

1.  Introduction:
Introduction to basic concepts of Psychology, Introduction to Developmental Psychology, Theories of Development (Piaget: Theories of Cognitive Development; Erikson: Psychosocial perspective; Freud: Psychoanalytic perspective), Historical foundations of the study of development; Research Methods.
2.  Prenatal Development and the Neonatal period:
Developmental milestones and characteristics; The role of genetic and environmental factors (nature / nurture debate) in development. Physical, motor, cognitive, emotional growth of the newborn.
3.  Development in Infancy:
Physical, motor development of the infant (development of the brain, biological rhythms, reflexes); Cognitive development (senses, perception, learning); Language acquisition (theoretical concepts); Psychosocial development (attachment, sociability).
4.  Development of the Toddler:
Physical and motor development (development of the brain, motor skills); Cognitive development (learning, concepts, memory); Language development (vocabulary, understanding of concepts); Psychosocial development (autonomy, prosocial behaviour, socialization).
5.  Development of the Preschool Child:
Physical and motor development (growth and maturation); Cognitive development (Piaget’s preoperational stage; Egocentrism); Language development (vocabulary, grammar); Psychosocial development (self-esteem, gender identity, peer influence).
6. Development of the School-age Child
Physical and motor development; Cognitive development (social scripts, Piaget: Concrete thought, categorisation, understanding the concept of number); Psychosocial development (Kohlberg’s moral development, Socialization, Aggression).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and compare basic theories of development and research methods in developmental psychology.
  2. Develop scientific thought and skills to discover knowledge individually as well as through cooperative learning.
  3. Develop critical thinking skills and understanding of the different processes of human development.
  4. Apply theories of learning in the description, understanding and differentiation of human behaviour and obtain a clear perception as to the role of the teacher in optimizing the cognitive, linguistic and psychosocial development of the child.
  5. Evaluate learning outcomes to improve teaching effectiveness.

PSY202: Παιδαγωγική Ψυχολογία

Course Contents

1.  Introduction:
Theories, Fundamental Principles and Methods of Psychology of Learning. Dynamics of Learning and the role of environmental influences in the learning process.  2.  Learning by Association A – Classical Conditioning:
Fundamentals of the Behavioral Theories of Learning. Principles of Classical Conditioning (Pavlovian Experiments, Acquisition, Extinction, Generalization, Discrimination).  3.  Learning by Association B – Operant Conditioning:
Thorndike’s principles of Learning by Trial and Error, Laws of Learning.
Skinner’s Theory of Operant Conditioning. Schedules of reinforcement in case study examples from classroom situations.  Extinction, correct implementation of punishment in classroom situations.
4.  Social Theories of Learning:
Bandura’s Social Learning Theory. Phases of Observational Learning. Influences of TV viewing, role of Social Learning in aggressive behaviours.
5.  Cognitive Theories of Learning:
Piaget’s Stages of Cognitive Development, Bruner’s Theory of Cognitive Growth and Vygotzky’s view of Cognitive Development. Information-Processing approach. Functions of Short- and Long-Term Memory.
6. Motivation and Learning:
Influence of personal and environmental factors of motivation. Role of Motivation in Behavior and Learning. Role of Achievement Attributions in the Learning Process. Application of motivational techniques in teaching.
7. Creativity:
Concepts of divergent and convergent thinking, phases of the creative act. Strategies to enhance creativity in the classroom.
8. Conceptions of Intelligence and its measurement:
Contemporary conceptions of intelligence. Critical discussion of the controversies of intelligence testing.
9. Classroom Management:
Integrate Theories of Learning into formulating objectives of classroom teaching. Planning for classroom discipline and management. Behavior Modification Techniques – applications.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain, recall and apply fundamental Theories of Learning and research methods in Psychology of Learning.
  2. Comprehend and discuss critically factors contributing to the learning processes.
  3. Analyze theoretical principles and research findings and detect the multiple influences of psychological, social and cultural factors in the processes of learning.
  4. Apply knowledge in maximizing and improving the teaching and learning processes.
  5. Know and apply evaluation to improve teaching effectiveness.

SCI100: Βασικές Έννοιες Φυσικών Επιστημών

Course Contents

–  Introduction to Science Education: Scientific method, scientific processes, teaching science through inquiry.
–  Organising the science class: Collaborative learning in the natural sciences – the role  of the teacher and the students
–  Life and living organisms – Plants: Seed dispersion, the functions of flowers, leaves, the root. Endemic and endangered plant species in Cyprus.
–  Life and living organisms – Animals: animal taxonomy: vertebrates and invertebrates, mammal taxonomy, animal’s adaption to their environment, protected Cyprus fauna.
–  The human body: Identification and functions of body parts and systems (circulatory, respiratory, digestive, skeletal, muscular, according to primary science education curriculum). Senses and the nervous system: the eye, nose, skin, ear, tongue.
–  Ecology: The environment, food chain and webs, ecosystems operation and the interdependence of the living organisms. Pollution: air pollution, water pollution and solid waste. Protecting our environment. Water purification processes, solid waste management: reduce – reuse – recycle.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and explain the nature of science, its values and structure as well as its characteristics.
  2. Understand and explain biology and ecology concepts from primary science education curriculum.
  3. Explain and employ scientific skills and processes in order to study / explore science concepts (within the primary education science curriculum / life and living processes: biology and ecology units).
  4. Discern the lesson planning stages for a lesson in natural sciences.
  5. Plan and implement simple research in order to explore students’ perceptions on the concepts taught and use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts.

SCI303: Μουσική ΙΙ- Η Μουσική και η Διδακτική της στο Δημοτικό Σχολεί

Course Contents

Introduction in the teaching of Natural Sciences: The scientific method, scientific skills and processes, science though inquiry.

The constructive theory in science education.

Magnets: properties, magnetic forces, magnetic field.

Forces: Friction, contact forces and field forces, results from force exertion, balance / equilibrium, simple machines, friction and movement, pressure, hydraulic pressure, atmospheric pressure.

Electricity: The atom, static and dynamic electricity, the importance of electricity, sources of electricity, hazards, conductors and insulators, resistance, parallel, series circuits, fuses, electromagnets.

Properties of matter: Volume, mass, shape, molecular structure. Mixtures and solutions, acid and alkaline matter.

Light:  Natural and artificial sources of light. Transparency of solid bodies, the properties of light, flat, convex and concave mirrors, images, symmetry, multiple images,  convex and concave lenses, anomalies in vision and the use of lences.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain, select and apply scientific skills and processes
  2. Explain the theories of learning with respect to the didactic models of science education and justify the selection of the constructive model.
  3. Know and apply evaluation processes
  4. Solve problems connected to the taught concepts and present and justify the way according to which they worked
  5. Explore, identify and explain primary school children’s perceptions on the taught concepts and phenomena.
  6. Develop and teach a complete lesson plan for natural sciences.
  7. Use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts

SED402: Μαθησιακές Δυσκολίες στο Παιδιά του Δημοτικού Σχολείου

Course Contents

Introduction:

   Definition of Learning Difficulties

   Introduction to special education

   Special education in Cyprus (Historical overview and current situation)

   Developmental Disabilities/Disorders

Definition, clinical characteristics/symptoms, diagnosis and intervention for:

  Sensory Difficulties

  Motor Difficulties

  Mental Retardation

  Down Syndrome

  Autism and Asperger’s Syndrome

  Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder

  Dyslexia

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Evaluate the importance of Early Identification and Intervention for developmental disabilities/disorders
  2. Outline the basic characteristics/symptoms of various developmental disabilities, such as sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
  3. Identify the early signs for each developmental; disability/disorder presented in class, e.g. sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
  4. Employ intervention strategies to support students with various developmental disabilities
  5. Explain the role of the primary school teacher in the identification of developmental disabilities
  6. State and debate for the importance of the primary school teacher during the intervention process.

SEP101: Σχολική Εμπειρία Ι στο Δημοτικό Σχολείο

Course Contents

–  The school as a system. Modern and traditional teaching. Curriculum concepts. Philosophy of New Curriculum.
–  Aims and objectives. Bloom’s taxonomy. Types of questions.
–  Evaluation and types of evaluation. Application of Bloom’s taxonomy in questioning.
–  Concept of co-operative leaning. Group criteria. Role of Teachers and students.
–  Discovery learning. Pedagogical and psychological basis. Role of Teachers and students.
–  Preparation of teaching lessons.
–  Observation classroom instruments.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the school as a system and its sub-systems.
  2. Explain the concepts of teaching and learning and recognize the basic learning theories.
  3. Use “open” and “close” questions and apply question taxonomies in the teaching practice.
  4. Know methods of teaching and classroom management principles.
  5. Apply discovery and co-operative learning as modern teaching strategies.
  6. Understand that curriculum is at the heart of the educational enterprise.
  7. Analyse and evaluate a lesson in a real classroom situation.

SEP103: Σχολική Εμπειρία ΙΙ στο Δημοτικό Σχολείο

Course Contents

–  Differentiation: concept, dimensions and application in school classrooms.
–  Theory of differentiation. New knowledge about teaching.
–  Educational Law: Duties of teachers, school obedience.
–  Creativity application in lessons.
–  New Time Table. Comparison with the old one.
–  Presentation and discussion of a research project.
–  Maths curriculum development in Cyprus primary schools.
–  Language teaching, literature and Free Voluntary Reading.
–  All Day School. Description and application.
–  New Evaluation System. Principles.
–  Writing in primary school.
–  Curriculum and curriculum development.
–  Preparation of teaching lessons.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe differentiation in the classroom.
  2. Explain the concept of creativity and how is applied in teaching.
  3. Know the principles of educational research and data collection instruments. Discuss research findings.
  4. Understand basic features of the Educational Law.
  5. Describe and apply the Free Voluntary Reading Programme in primary schools.
  6. Analyse and evaluate the New Evaluation Law in primary schools.
  7. Create teaching lessons in all areas of curriculum.

SOC401: Κοινωνιολογία της Εκπαίδευσης

Course Contents

–  Εισαγωγή στην Κοινωνιολογία. Κατανόηση βασικών κοινωνιολογικών εννοιών και οπτικών/μοντέλων ανάλυσης.
–  Βασικές σχολές/ μοντέλα ανάλυσης. Οι θεμελιωτές της Κοινωνιολογίας. Επίπεδα και κοινωνικές σφαίρες ανάλυσης. Κοινωνική σταθερότητα και Λειτουργισμός. Κοινωνική σύγκρουση και κοινωνική αλλαγή. Μορφές και θεσμοί κοινωνικοποίησης.
–  Το αντικείμενο της Κοινωνιολογίας της Εκπαίδευσης, οι συνθήκες εμφάνισης και ανάπτυξης του κλάδου στο πλαίσιο της ανάπτυξης της μαζικής εκπαίδευσης.
–  Η «θεωρία του ανθρώπινου κεφαλαίου», η θεωρία του Δομολειτουργισμού και η Εκπαίδευση σαν θεσμός και σαν διαδικασία.
–  Οι έρευνες για την ανισότητα και η ριζοσπαστική οπτική: ταξική αναπαραγωγή και ιδεολογική νομιμοποίηση.
–   Ιστορική-κοινωνική διαμόρφωση της μαζικής εκπαίδευσης στην Κύπρο. Προβλήματα και απρόσμενες συνέπειες.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Επεξηγούν βασικές κοινωνιολογικές έννοιες. Η κοινωνία σαν κοινωνικό σύστημα, οι κοινωνικοί θεσμοί και οι λειτουργίες τους, το άτομο στην καθημερινότητα. Κοινωνική ενσωμάτωση, κοινωνική σύγκρουση και κοινωνική αλλαγή.
  2. Αναλύουν, συζητούν και συγκρίνουν μεταξύ τους βασικές κοινωνιολογικές θεωρίες με εστίαση στο φαινόμενο της Κοινωνικοποίησης και τις ερμηνείες για τις δυναμικές των σχετικών δομών.
  3. Περιγράφουν και αναλύουν το αντικείμενο της Κοινωνιολογίας της Εκπαίδευσης, καθώς και τις συνθήκες εμφάνισης και ανάπτυξης του κλάδου.
  4. Αναλύουν την λειτουργία του σχολείου σαν μηχανισμού αναπαραγωγής, ενσωμάτωσης αλλα και εν δυνάμει κοινωνικής αλλαγής.. Αναλύουν την αντιμετώπιση από το σχολείο του φαινομένου της ανισότητας στις πολλαπλές της μορφές. Αναλύουν και συγκρίνουν μεταξύ τους τις διάφορες σχετικές με αυτό ερμηνείες.
  5. Ερμηνεύουν την ιστορική και κοινωνική λειτουργία και επιδράσεις της μαζικής εκπαίδευσης στην κυπριακή κοινωνία.

TEC302: Εκπαιδευτική Τεχνολογία

Course Contents

Theoretical Background (i.e. learning and design theories, pedagogical approaches, instructional design, lesson planning, philosophies of  integration).

Policy that governs educational technology integration Vs practice in various educational systems (i.e. Cyprus , Greece , Europe, USA , Australia ).

Factors that influence technology integration process in schools (i.e. personal, organizational, professional, 1st and 2nd order).

Open and closed educational computer applications: differences between the two categories.

Learning environments enhanced with technology: design and characteristics, added value, skills and abilities developed (higher order skills: synthesis, application, evaluation).

Interdisciplinarity: concepts related to the interdisciplinary approach, its added value and importance in relation to new technologies.

Teacher and student role: changes in teacher and student role when new technologies are integrated.

Class configuration:  different classroom approaches in relation to computer number (one to one, 3-5 computers in class, computer lab).

Evaluation criteria of selecting the most appropriate new technologies applications in relation the learning goals of each lesson/ unit.

Word processing, Multimedia and Hypermedia, Concept Mapping and Spreadsheets tools integration within the teaching and learning practices (philosophy of integration, added value, advantages and disadvantages examples of  integration).

Web 2.0 tools integration within the teaching and learning process (blogs, wikis, moodle, educational networking) and even more (internet websites and searchers, chat rooms, video conferencing, etc).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the need and importance of technology integration in the educational practice.
  2. Develop knowledge of the concepts (i.e. pedagogical theories and practices, tools, lesson planning) related to the integration of new technologies in teaching and learning process.
  3. Compare and contrast traditional and new educational tools integrated within the teaching and learning process.
  4. Develop knowledge and skills in putting into practice learning theories and pedagogical practice regarding technology integration in education
  5. Design learning environments and educational activities enhanced by new technologies
  6. Evaluate various new technologies applications based on numerous criteria and select the appropriate ones to integration given the learning goals of each lesson/ unit.

TEP205: Πρακτική Άσκηση στο Δημοτικό Σχολείο Ι

Course Contents

–  Seminar Attendance
–  Visit to schools in order to be aware of their organization and management
–  Classroom visits
–  Watching teachers teaching. Private discussion with classroom teachers
–  Private counseling of the advisor.
–  Private Study

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To understand that a teacher must have teaching and managerial skills in order to perform his job successfully.
  2. To develop the necessary skills in order to be able to organize and manage successfully a class and a school.
  3. To be aware of classroom and school environment and how he/she can manage them in order to run a class successfully.
  4. To develop the necessary skills in order to prepare a scheme of a lesson which he/she should apply in teaching.
  5. To prepare a project concerning the school and classroom environment, the duties and responsibilities of a teacher, and the criteria of a good teaching.

TEP206: Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙ

Course Contents

–  Seminar attendance
–  Private counselling by the advisor.
–  Watching teachers teaching.
–  Private discussion with classroom teachers
–  Preparing lesson schemes, audiovisual aids etc.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To further understand the necessity of acquiring teaching and managerial skills in order to perform his / her job successfully.
  2. To further develop the necessary skills that will help him/her to organize and run successfully a class.
  3. To be fully aware of classroom and school environment and be engaged in duties and responsibilities other than those in classroom.
  4. To further develop the necessary skills in preparing a scheme of a lesson which he/she should apply in teaching.

TEP301: Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙΙ

Course Contents

–  Seminar Attendance
–  Private counselling by the advisor.
–  Watching teachers and fellow-students teaching. Private discussion with classroom teachers.
–  Prepare lesson schemes, audiovisual aids, evaluation tests, etc.
–  Teaching various lessons
–  Self evaluation

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To practice systematically in planning and evaluating teaching activities (preparation of lesson schemes, evaluation tests, self evaluation paper etc).
  2. To further develop the classroom organization and management skills.
  3. To deal successfully with problematic situations further to those he/she met during previous teaching practice.
  4. To teach all kind of lessons of the curriculum in different grades.
  5. To participate in school activities other than those of teaching.

TEP401: Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙV

Course Contents

–  Seminar Attendance
–  Private counselling by the advisors. Express his/her teaching philosophy and support it by using appropriate reasoning.
–  Watching teachers and fellow-students teaching. Private discussion with classroom teachers.
–  Prepare lesson schemes, audiovisual aids, evaluation tests, etc.
–  Teaching various lessons
–  Self evaluation

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To acquire further skills in planning and evaluating teaching activities (preparation of lesson schemes, evaluation tests, audiovisual aids, etc).
  2. Plan and implement lessons by using his/her imagination and creativity.
  3. To adapt his/her teaching by making the necessary changes to the lesson scheme in order to face unexpectable events in the classroom.
  4. Teach effectively all kind of lessons in different grades.
  5. To participate in school activities other than those of teaching.

ELE101: Προσαρμοσμένη Κινητική Αγωγή

Course Contents

Basic theories- stages of psychokinetic development. Definition and purpose of Remedial Motor Activity.
Individualized Education Program (IEP). Structure and principles of an IEP. Goals and objectives. Holistic approach. Inclusion, its meaning and strategies.

Basic teaching principles. Adaptations and modifications of exercise. Individualized education program
Teaching strategies. Modifications, adaptations and inclusion techniques. Hearing disorders. Causes and characteristics, symptoms. Adaptations of athletic equipment and environment. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Learning difficulties. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Attention deficit hyperactivity disorder. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Respiratory problems Asthma. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson.

Teaching strategies. Modifications, adaptations and inclusion techniques. Spinal disorders. Causes and characteristics, symptoms. Modifications and adaptations in physical education lesson

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Provide students with basic knowledge concerning theory, in shaping the physical education lessons in such a way that meets the needs of all students.
  2. Describe the basic teaching principles. Adaptations and modifications of exercise.
  3. Describe the Basic theories- stages of psychokinetic development.
  4. Acquire experience by working with people with or without any disabilities.
  5. Organization and application of Remedial Motor Activity programs.
  6. Develop ability to teach effectively in any class in primary school.

ELE102: Υπαίθρια Μελέτη και Εκπαίδευση

Course Contents

–  Introduction to non-formal education
–  The pedagogical value of outdoors education – Field work and learning outdoors.
–  Outdoors teaching techniques (outdoors scientific investigations and techniques)
–  Outdoors teaching techniques (qualitative, experiential techniques)
–  Use of special equipment (e.g. for measuring humidity in the atmosphere, in the soil, the light intensity, slope, temperature, pH, etc), the use of the quadrant. Make a quadrant and a clinometer using simple materials.
–  Outdoors studies (study of a variety of local ecosystems: meadow, sand dunes, fresh water ponds, soil and desertification indications, etc.) Visits take place in areas near the university as well as in environmental education centres.
–  Integrating ESD in Outdoor teaching and learning (co-examination of environmental issues with social and economical issues)
–  The natural sciences museums and their educational value.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and present the theoretical scientific and pedagogical background of outdoors education.
  2. Develop and implement in local and peripheral environments (natural and cultural) lessons that employ the scientific skills and processes for outdoor problem solving or appropriate qualitative techniques according to the topic studied.
  3. Develop and implement educational interventions for the exploration of different ecosystems.
  4. Employ their experiences and acquired knowledge, to plan outdoor lessons that highlight the studied issues’ connections to their economic, environmental and social aspects.
  5. Use the school grounds, local community and local natural and cultural sites within their teaching in ways that can help students become responsible and active citizens.

ELE103: Διαδικτυακά Εκπαιδευτικά Λογισμικά

Course Contents

Web-based educational software, Web 1.0 2.0 and 3.0, educational benefits, importance, value, evaluation criteria, Concept Mapping, Educational Games, Avatars, Animation, Web based programming software, Screencasting, Podcasting, Educational Networking.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the importance of Internet use in education.
  2. Describe and explain the terms Internet 1.0, 2.0 and 3.0, their features, characteristics and differences.
  3. Describe and analyse the concept of “educational software” and “web based educational software”.
  4. Become familiar with the most popular web-based tools integrated in education.
  5. Understand and apply certain criteria in evaluating the appropriate web-based educational software to be applied in the classroom and choose the most appropriate in each situation.
  6. Apply and use the concepts, abilities, skills, theories, and educational strategies related to the integration of web-based educational software.
  7. Analyze the use, importance and value of web-based educational software in the teaching and learning practice.
  8. Develop educational material and lesson plans based on web-based educational software by synthesizing ideas and data, and come up with new methods and innovative ideas.

ELE104: Στρατηγικές Μάθησης και Μεταγνώσης

Course Contents

  •  Τhe basic theories about the different learning styles and thinking styles.
  • Characteristics of the different learning styles. Theory and practice.
  • Different cognitive styles and their relations with the different learning styles. Teaching implications.
  •  The concept of metacognition and its two main dimensions: metacognitive knowledge and self-regulation.
  • The development of metacognition. Different stages in relation to age.
  • The development of metacognitive strategies for problem solving and learning.
  • Self-regulatory strategies and the life-long learning education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Present and explain briefly the main theories about the different learning and thinking styles.
  2. Present the characteristics of the learning styles and discuss their implications into teaching.
  3. Present the characteristics of the learning styles and discuss their implications into teaching.
  4. Present the historical development of the concept of metacognition and explain its two main dimensions: metacognitive knowledge and self-regulation.
  5. Evaluate specific teaching processes in respect to the stages of metacognitive development.
  6. Evaluate the impact of the self-regulatory strategies on the life-long learning education.

ELE105: Νέες Προσεγγίσεις στη Μουσική Εκπαίδευση

Course Contents

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand, analyse and outline the content of the music curriculum.
  2. Use (music) technology for implementing the content of the music curriculum.
  3. Use music software to notate and reproduce music by applying skills related to music literacy developed in MUS100.
  4. Explain the significance of music integration.
  5. Prepare and organise music lessons based on interdisciplinarity.

ELE106: Εικαστική Έκφραση και Νέες Τεχνολογίες: Θεωρίες και Πρακτικές Εφαρμογής στην Εκπαίδευση

Course Contents

In this course the influence of new technologies in visual expression is examined. Students will acquire knowledge regarding the theoretical and practical implications of these new developments for visual arts education. They will also acquire knowledge of software for visual creation and will be given the opportunity to create visual images. They will be able to plan, teach and assess primary school children’s work with the use of new technologies.
–  The role of new technologies in visual arts education: transforming the art classroom
–  Visual arts education and its connections with children’s everyday experiences and interests.
–  Competences for handling new technologies, editing and creating of images and visual materials. Digital photography, digital video, open software and close software.
–  Websites of cultural institutions. Examples of educational material and interactive learning activities that are offered online by cultural institutions’ (museums’ and galleries’) websites.
–  Utilize new technologies as learning tools and tools for production of visual material. Designing teaching scenarios. Understanding how children/learners may use technology to produce/create and view images/artworks and how images may acquire meaning.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use the Internet/World Wide Web as a presentation tool, a teaching tool, a creative medium, and a professional resource.
  2. Perform simple photo-editing functions and use digital-imaging software and hardware for artistic and instructional purposes.
  3. Demonstrate within the context of education, creative and technical ability to produce and manage different types of images and visual material through different multimedia technologies.
  4. Evaluate and discuss applications of digital resources and technologies in the field of art education.
  5. Integrate the Internet and digital technologies into school art programs by planning art lessons and projects for students using available open software and digital media.
  6. Discuss aesthetic, ethical, and legal issues related to the use of digital technology in the visual arts education.

ELE107: Ελληνοκυπριακή Διασπορά: Ταυτότητες και Δεδομένα

Course Contents

–  Introduction in the terms of “ Diaspora” and “Immigration”
–  Analysis of the reasons of immigration and emigration
–  Greek-Cypriot Diaspora from old days up to today
–  Greece and Cyprus as countries of origin and host countries
–  Problems in the countries of origin and host countries as well
–  Ethno-cultural identity
–  Greek and Cypriot Diaspora: education in Greek classes

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the meaning of Diaspora and migration as well
  2. Explore and analyze the reasons of migration, immigration
  3. Explore and analyze the reasons of migration, immigration
  4. Know the definitions about countries of origin and host countries
  5. Explore, identify and know all data about Greek Language and Civilization and their types all over the world
  6. Explain ethno-cultural identity and its configuration
  7. Know Greek Cypriot Diaspora and its relation with Greece and Cyprus

ELE108: Μέλετη και Ενίσχυση της Φιλαναγνωσίας

Course Contents

–  The need of lifelong readers and the practices to develop such readers, as part of the target for a higher level of literacy skills
–  The research of reading habits, reading preferences, reading practices, and attitudes towards reading.
–  Reading promotion, critical literacy and multiliteracies. Factors that influence children’s attitudes towards reading in general and reading literature in particular.
–  Information and resources about successful reading programs.
–  Examination of principles and strategies for promoting the joy of reading and the building and sustaining of critical reading communities.
–  Teaching scenarios for the promotion of reading. Developing related activities.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the factors that influence children’s attitudes towards reading in general and reading literature in particular.
  2. Pose meaningful research questions about reading habits, reading preferences, reading practices, and attitudes towards reading.
  3. Develop teaching plans for reading promotion according to the major literary teaching orientations in primary education.
  4. Develop and implement strategies for promoting the joy of reading and the building and sustaining of critical reading communities.
  5. Assess children’s response to reading promotion activities.

ELE109: Επαγγελματική Ανάπτυξη Εκπαιδευτικών/ Επαγγελματικές Κοινότητες Μάθησης

Course Contents

Theories of adult learning, models of teachers’ professional development, the impact of professional development on teacher practices and teacher effectiveness, professional learning communities as a means of professional development, dimensions of learning communities, impact of learning communities on student, teacher and school outcomes, challenges in implementing professional learning communities, sustaining learning communities.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the chronological evolution of the concepts “professional learning for educators” and “professional learning communities”.
  2. Describe and analyse the main stages of teachers’ professional development
  3. Understand the main concepts for adult learning
  4. Become familiar with models of teachers’ professional learning and professional development
  5. Understand the teachers’ main preconceptions regarding the procedures of teaching and learning and analyse their importance
  6. Understand and evaluate effective techniques for teachers’ professional development
  7. Describe and evaluate the main aspects of teachers’ professional learning communities
  8. Argue about the importance and necessity of developing learning communities in education
  9. Analyse the reasons why learning communities fail
  10. Suggest ways of dealing with ineffective learning communities in education
  11. Analyse case studies of communities in various school and educational contexts

ELE110: Κοινωνική Ψυχολογία

Course Contents

Learning Outcomes of the course unit

ELE111: Διδακτική της Ιστορίας

Course Contents

1.  Introduction to the resources and processes that are central to developing historical understanding. Understanding of the significance of history within a multi-cultural society and to consider the importance and place of history within the curriculum.
2.  History is the interpretation of what are considered to be significant human activities in the past and the process by which these activities are selected, investigated and analysed. History is not the story of the past but rather the attempt to reconstruct and interpret elements of the past which are of interest to us.
3.  History gives children a knowledge of past human experiences at family, local, national and international levels. Pupils also develop an understanding, appropriate to their age, of time and chronology, change and continuity, cause and effect. They acquire skills appropriate to their developmental stages so that they may interpret evidence in a critical way.
4.  History in the primary school can then make a unique and vital contribution to the harmonious development of the child in a truly child-centred education.
5.  History is concerned with interpretations of the actions of people in the past and the ways in which men, women and children responded to, and lived through, these events. Exploring the lives of people in the past, and especially the causes and effects of their actions, contributes to the child awareness of human character, motivation, belief and emotion.
6.  A major concern is the involvement of children in the study of personal and local history. Their historical understanding is enriched as they visit and investigate the buildings and common features of the locality and the lives of people who have lived there.
7.  Children develop an enhanced understanding of their own country and the wider world through encountering elements of national and international history. At times history has concentrated on political developments and the lives of famous people.
8.  History can make a critical contribution to the child’s language development. History also has a language of its own.
9. History provides many opportunities for the development and application of skills in the area of information and communication technologies and encourages the use of ICTs in the development of children’s historical understanding and skills.
10.  Assessment is an integral part of teaching and learning in history, as in other areas of the curriculum. Assessment techniques can assist in enriching the learning experience of the child and provide useful information for pupils, teachers, parents and others.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Teaching of history emphasis is given on the objectives that have to be satisfied and to historical competences that have to be developed.
  2. The process of learning is more important than the content of learning.
  3. Content is chosen on the basis of learning objectives.
  4. The approach followed is the student-centered with special emphasis on discovery learning.
  5. Learning equipment and modern technology are used.

ELE112: Διδακτική των Θρησκευτικών

Course Contents

The basic principles of orthodox Christian faith
Triadic, Christological and ecclesiological dogmas, the creation of human being, the Church as a community of diverse personalities.
Theology and its relation to the physical and the human/social environment
The pagan, the rational-exploitative, philosophical and churchly attitude towards physical life. The eco-nomic, cultural and sociological background of Theology.
The connection between local and universal, Christian Denominations, main world religions, non-religious belief systems
Orthodox Church and ecumenicity-globalization; Protestantism and Roman Catholicism; examination of basic beliefs of Islam, Hinduism, Buddhism (cosmology, anthropology, the afterlife) and non-religious belief systems (atheism, agnosticism, humanism); comparative analysis.
Religious Education in (Public) primary education
Cultural and historical role of the subject and the relevant Document of the European Union (2005). Modern Cypriot society and Religious Education; Religious Education in Europe.
Pedagogical and teaching dimensions for the teaching of Religious Education
Cognitive, socio-psychological prerequisites of primary education and religious faith; the modern planning of R.E., analytical curriculum, textbooks and assessment of R.E.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To understand the main doctrines of Orthodox Christian Theology (triadic, Christological dogma, ecclesiology), the ecclesiastical anthropology (i.e. psychosomatic unity), the value of a loving attitude towards the fellow human beings with respect for one’s otherness, as well as the existential meaning of the above in the modern world and the educational environment.
  2. To appreciate the importance of respect and love for the natural world which theology points out, within the context of the modern demand for the cultivation of ecological consciousness―together with the positive reception of human civilization and culture―on the premise that it has to be preserved as something that humanity enjoys as a gift.
  3. To connect theological principles with the economic and political life (citizenship) in the broadest sense of those notions within the framework of the universal calling for unity, peace and justice.
  4. To obtain basic knowledge of the teachings of other Christian Churches (Protestant and Roman Catholic), as well as of those of the main world religions (Islam, Judaism, Hinduism, Buddhism) and be introduced to non-religious belief systems (e.g. atheism, agnosticism, humanism e.t.c.).
  5. To learn the reasons which justify the teaching of the subject of Religious Education in the Public Schools of Cyprus and the other European countries; the cognitive and other prerequisites of this subject in primary education; the way in which the characteristics of psychological and cognitive development of children in primary education relate to religious faith; the contents of the analytical curriculum of Religious Education, the textbooks and assessment methods.
  6. To enable students to efficiently plan a lesson of Religious Education with emphasis on the use of alternative resources such as artistic works and the new media.
  7. To develop critical thinking and eagerness to discuss and consciously express their opinion on issues which concern the connection of orthodox theology to the Church, of religion to society and existential targeting with special focus on the educational processes and techniques.

ELE113: Πτυχιακή Εργασία Ι

Course Contents

·  According to the decided project.
·  Developing of research ideas: causal and conceptual relations
·  Original questions and hypotheses: using analogies
·  Searching the literature
·  Topic selection
·  Research planning
·  Qualitative and quantitative research
·  Secondary sources

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Collect data and information form the literature concerning the subject of the dissertation decided in cooperation with the supervisor.
  2. Cooperate with the supervisor concerning the whole project of composing the dissertation, and acquire the ability of making a literature review and research (methodology).
  3. Conduct research following certain deadlines as well as the supervisor’s recommendations.
  4. (Self)-evaluate their own effort and adapt the project according to the supervisor’s recommendations.
  5. Acquire the ability of composing a substantiated dissertation and methodically and analytically extend their knowledge and skills already developed during their whole studies.

ELE114: Πτυχιακή Εργασία ΙΙ

Course Contents

·         Planning your dissertation: The literature review, Research methods, findings, conclusions and appendices

·         Organising your thinking: Developing consistent arguments, Using evidence (Describing it, Drawing inferences, Creating causal connections)

·         Using Language (Clarity, Consistency)

·         Writing the dissertation (Simplicity and economy)

·          Referencing and bibliographies

·         Editing: The Structure, The Content

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Apply the methodology needed for collecting the data that is necessary for the composition of the dissertation.
  2. Register and substantiate the research findings.
  3. Discuss the research findings and compare them with similar results, come to conclusions and make suggestions concerning the subject of the dissertation.
  4. Compose the dissertation according to the given recommendations.
  5. Support the dissertation in front of an evaluation committee.

ELE115: Ζητήμα Ειδικής Εκπαίδευσης

Course Contents

Learning Outcomes of the course unit

ELE116: Θέατρο στην Εκπαίδευση

Course Contents

1.  Introduction to the art of theatre: aspects, professionals, function in society.
2.  Drama as a module in pre-primary school and its aims.
3.  Theatre games for acquaintance, team building, trust-building and concentration and exercises on the means of expression and on the senses in combination with music, dance, corporal expression and plastic arts.
4.  Basic drama conventions: mime, improvisation, role-playing, still images, teacher-in-role and else according to examples used.
5.  Storytelling and performing of tales and presentation of simple performances in the classroom using improvised costumes, sets and props.
6.  Connection of drama techniques with Primary education curriculum.
7.  Professional theatre for young audiences and its creative incorporation in the school routine.
8.  Drama lesson planning principles and examples.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the contribution of Drama as a module in the development of the child’s creativity, imagination, communication skills, self-esteem and empathy, in the expression of his/her feelings and in his/her perception of the body and the space.
  2. List and describe the basic aspects of the art of theatre.
  3. Use the production of theatre performances for young audiences in order to enrich their work in the Primary Education.
  4. Describe, distinguish and apply the various Drama in education techniques and conventions.
  5. Use the skills obtained in order to prepare Drama lesson plans and evaluate the outcomes of the lesson and of their own work.
  6. Explain the contribution of Drama as a teaching tool in all subject areas and apply it.
  7. Achieve self-awareness, self-esteem and empathy and apply group work techniques in the educational process.
  8. Cooperate with an interactive and creative way with their co-students, having tolerance and respect of differences and transmit this value to their pupils.

ELE117: Θέματα Υγείας

Course Contents

–  Historical perspective of health. Contemporary approaches to health, mental health, illness, and preventive behaviours, health behaviours (attitudes, values gender, age, environment, peers, media etc.) and implications to health education.
–  Health Models: Models of health (i.e.: biomedical model, social model, biosychosocial) and their relationship to health education and health promotion schools.
–  Alternative Medicine: Alternative methods of medicine (i.e.: homeopathy, acupuncture, aromatherapy, osteopathology).  Medicalisation of health and its implications for society, for health education and for health promotion in schools.
–  Theories / Models of Behaviour Change:  Theories / models of behaviour change (the health belief model, the theory of reasoned action) and their relationship to health education. Factors that determine acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.)
–  Healthy Relationships and Mental Health Promotion: Skills for effective communication (listening skills, expression of feelings etc.), assertiveness skills and skills for resolving conflict in relationships.  Areas in the school curriculum that could help children form healthy relationships.
–  Child Abuse – Domestic Violence: Different types of child and women abuse. (Physical, psychological, mental, social, and sexual).  Implications of abuse to health.  Skills for identifying and reporting child abuse.
–  Gender and Health: Gender influences on physical and psychological health. The role of stereotypes in relation to physical, social and psychological health.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Examine and explain the terms: health and illness in contemporary society, alternative methods of medicine, medicalisation of health and its implications to health education and health promotion.
  2. Identify and describe different reasons that determine the acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.) and discuss their implications to health education.
  3. Compare and contrast models of health (i.e: biomedical model, social model, psychosocial model) and theories of behaviour change and discuss their relationship to health education in schools.
  4. Identify, critically analyse and discuss gender influences, differences and inequalities in relation to physical, psychological and social health, morbidity and mortality, examine the role of stereotypes in relation to health and explain reasons for gender inequalities in health.
  5. Identify steps involved in questioning gender stereotypes and examine the role of formal and informal education in de-constructing them.
  6. Identify different types of child and women abuse (physical, psychological, mental, social, and sexual), discuss their implications to health and propose ways of preventing child abuse and dealing with it.
  7. Develop and apply communication skills (listening skills, expression of feelings), assertiveness skills and skills for resolving conflict and examine their relationship to health maintenance and health promotion.
  8. Develop detailed teaching plans / strategies for de-constructing gender stereotypes.
  9. Evaluate and apply research findings that are related to prevention of ill health and the promotion of health.

ELE118: Διδακτική των Αγγλικών στη Δημοτική Εκπαίδευση

Course Contents

Learning Outcomes of the course unit

HIS300: Ιστορία της Εκπαίδευσης

Course Contents

  • History of education in Greece: Before, during and after the Greek Revolution in 1821; Kapodistrias era (1828-1831); the Bavarian rule era (1833-1862); key events in the second half of 19th century, 20th century and 21st century that influenced the Greek educational system.
  • History of education in Cyprus: the Greek-Cypriot educational system during the Turkish rule era (1571-1878); the Greek-Cypriot educational system during the British rule era (1878-1960); the Greek-Cypriot educational system during the Independence era (1860-1992); The development of the higher education system (1992-today); Factors that influenced the evolution of the Cypriot educational system.
  • Comparison of the educational system of the two countries.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe key events and regulations in the history of education in Greece and Cyprus.
  2. Analyze the characteristics of the history of education and its association with the evolution of culture (ideas, values, achievements, traditions) in Greece and Cyprus.
  3. Critically examine issues relating to the history of education in Greece and Cyprus, including the evolution of the educational system at three levels: primary, secondary and higher.
  4. Compare and evaluate the development of the educational systems in Greece and Cyprus.
  5. Recognize the historical, political and socio-cultural context in which education takes place.
  6. Evaluate significant issues relating to the history of education in Greece and Cyprus.

GED101: Φυσική Δραστηριότητα και Εναλλακτικοί Τρόπο Άσκησης

Course Contents

Theoretical training:
–  Definition and components of health.
–  Relationship between physical activity and physical fitness and health.
–  Age-dependent morphological and physiological changes of humans.
–  Control of components of physical fitness.
–  Methods for developing the components of physical fitness.
–  Physical inactivity, teens, young’s and adults
–  Obesity, hypertension and exercise, Smoking and exercise.
–  Various types of exercise
Practical training:
–  Learning of basic anthropometric techniques
–  Learning of resting and exercise heart rate.
–  Methods for controlling agility

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Knowledge how selected chronic diseases and behavior may affect various organic systems and a person’s functional capacity.
  2. Analyze the benefits of exercise on functionality as well as on the psychological and social health of people.
  3. Develop knowledge of effects of exercise on physiological and functional alterations
  4. Knowledge for various types of exercise.
  5. Knowledge about design and implementation of exercise programs.

GED102: Εργαλεία Διαδικτύου

Course Contents

Internet in Education: definition, description and characteristics, internet in education, uses and affordances of the internet, advantages and disadvantages.
Web 1.0 & Web 2.0: description and characteristics, Web 2.0 tools.
Blogs: definition, description and characteristics, types of blogs, blogs integration in numerous practices, blogs uses and applications, blog development.
Wikis: definition, description and characteristics, wikis integration in numerous practices, wikis uses and applications, wikis development.
Social networking: definition, characteristics, tools, functions and applications of various social networks such as Facebook, Youtube, LinkedIn, Flickr, Twitter.
Google documents: definition, description, characteristics, functions and tools, Google documents integration in various practices, google documents uses and applications.
Podcasting:  definition, description, characteristics, functions and tools, production and editing of podcasting documents, online management of podcasting documents, and podcasting documents.
Screen casting (authoring and screen capture tools): definition, description, characteristics, functions and tools, production and editing of screen casting documents.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and analyze Web 1.0 and Web 2.0. Report and analyze the differences and similarities, as well as compare the affordances and opportunities of Web 2.0. Report Web 2.0 tools.
  2. Describe, explain and analyze blogs and their characteristics, importance and usefulness.
  3. Report the various types of blogs.
  4. Explain and analyze blogs uses in numerous practices.
  5. Develop knowledge and skills in using blogs.
  6. Describe, explain and analyze Wikis, their characteristics, functions and affordances as well as their advantages and disadvantages.
  7. Develop knowledge and skills in using wikis.
  8. Describe and explain the concept of “Social networking”.
  9. Report and analyze the characteristics, tools and functions of social networking sites, their value and usefulness.
  10. Develop knowledge and skills in using social networking for various purposes.
  11. Describe and explain Google documents characteristics, tools and functions.
  12. Develop knowledge and skills in using Google documents for numerous purposes.
  13. Describe and explain podcasting documents’ characteristics, tools and functions.
  14. Develop knowledge and skills in creating podcasting documents.
  15. Upload podcasting documents in a website.
  16. Describe and explain screen casting documents’ characteristics, tools and functions.
  17. Develop knowledge and skills in creating screen casting documents.
  18. Upload and publish screen casting documents in a website.

GED103: Οπτική Επικοινωνία στη Σύγχρονη Εποχή

Course Contents

Basics of communication: learning communication skills visual forms in the process of communication, critical skills and visual communication, visual mediums, visual arts, senders, receivers and symbols.
–  Elements and principles of visual communication: lines, shape and form, balance, size, perspective
–  The use of colour in images: primary, secondary and tertiary colours, contrasting, complementary and context of colours, colours and perception, colours in media and advertising, etc.
–  Typography as a visual element: evolution and timeline of letterfonts, type gallery, type terminology, type specifications, textual placement.
–  Photography: basic design principles and concepts that are used in photography, along with more technical information about actually taking photographs.
–  Metaphors, symbols and images: media and semiotics, signs, signifiers and signified, images, metaphors and icons, metonymy and cultural paradigms, codes and semiotic meanings, connotations, narratives and myths.
–  The use of the image in contemporary society, not only as representation but also as an integral part of society and culture (in the wider sense). Critical viewing of products of visual culture.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand how visual elements and principles of design are used to convey information.
  2. Define how colour is perceived by the human eye and describe how colour works to convey certain emotions and feelings.
  3. Describe how text is also a graphic element and how its use is critical to the successful design (typography as a visual element).
  4. Discuss how images are recognized and processed as part of human communication.
  5. Recognize how visual information is obtained through signs and symbols (be familiar with semiotics and the study of sings and symbols) and relate how metaphors and metonymies are recognized.
  6. Examine photography as a fairly new form of visual communication that was (and still is) the result of technological advances, and use photography to produce/ compose images for visual communication.
  7. Analyse images and demonstrate how images are used and interpreted as art.
  8. Evaluate how visual communication functions within the public spaces we visit throughout our lives and thus affects the way we act, feel and respond to our environment.

GED104: Ισότητα και Φύλο

Course Contents

–  Introduction in the terms of “ gender” “sexuality”and “feminism”
–  Analysis of woman identity
–  The position of women in Europe
–  The private sphere and gender differentiation
–  Gender, equality and politics
–  Ethno-cultural identity
–  Aspects of training on gender and equality
–  Language and Gender

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the meaning of Gender and Gendering transformations
  2. Try theoretical and methodological discussion for the feminist sociology
  3. “Re-Construct” Boys and Girls in the Primary Classroom: Making Pupils Sensitive to Gender Symmetry Issues
  4. Explore Women’s Social Identity
  5. Know all about feminism and education
  6. Explain the necessity and issues of teachers’ training in gender equality
  7. Explain the points of sexism in language

GED105: Λογοτεχνία και Κινηματογράφος

Course Contents

–  Short historical overview about film adaptations. Special reference to major adaptations for children’s and young adults’ cinema.
–  Basic concepts of film and literary analysis. Popular genres in film and literary narrative.
–  Film and literary narrative. Similarities and differences in storytelling. The issue of faithfulness.
–  Comprehension of filmic and literary narrative. Intertextuality in films and novels.
–  Creative film and reading audiences. Adaptation exercises. Developing related activities.
–  Books and films in classroom. Multiliteracies, film and literary education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use in a consistent way concepts regarding film and literary narrative to discuss specific literary and filmic texts.
  2. Specify differences between film and literary narrative.
  3. Discuss how film and literary narrative influenced each other.
  4. Critically examine intertextual relations between novels and films.

SPE304A: Ειδικότητα στην Ελληνική Γλώσσα Ι

Course Contents

·  Introduction in the History of Greek: Ancient Greek, Great Alexander’s period, Byzantine period, the period 1453-1821, The «diaglossia» problem in Greece, «katharevousa» and «demotiki», Modern Greek today.
·  Text and society, text and genre types
·  Bilingualism and diaglossia. Diversity and the Cyprus case
·  Literacy and text. Multiliteracies, multimodality
·  Didactic utility of Modern Greek Dialects

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Know the history of Greek language from ancient days till today.
  2. Relate language with its social context: Greek Cypriot bidialectism
  3. Solve problems connected to the diaglossia and the situation in Cyprus.
  4. Recall the basic levels of linguistic anaylsis: phonetics, phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics
  5. Recognize the different text and genre types

SPE304B: Ειδικότητα στα Μαθηματικά Ι

Course Contents

Description and explanation of the 5 basic units for the teaching of mathematics. Study of the curriculum (the concepts of exploration, investigation and enrichment). The most emphasis at the teaching of mathematics.

The basic theories for learning (constructivism and cognitive psychology). Piagetian and neo- piagetian theories. Cognitive obstacles, intuitive rules and misconceptions.

Cognitive styles, mathematical models and the multiple representation flexibility.

Metacognition and mathematical thinking. Self-representation and self-regulation. Self-regulatory strategies and the problem solving procedure. The use of mathematical model for self-regulation.

The stages of the development of creative thinking in mathematics.

The affective domain in mathematics.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and explain the main recent domains in the research for the teaching and learning of mathematics at education.
  2. Present the stages for the development of mathematical thinking and justify the cognitive obstacles pupils encounter concerning different mathematical concepts by using the neopiagetian perspective.
  3. Construct and design teaching plans for every mathematical concept and reconstruct mathematical units in order to be taught by using more recent teaching tools.
  4. Present the different dimensions of the metacognition and explain its relation with the self-regulatory performance during problem solving.
  5. Analyse students’ mistakes, misunderstandings and misconceptions depending on philosophical, epistemological, psychological and teaching factors that influence learning propose ways for encountering those situations.

SPE304C: Ειδικότητα στις Φυσικές Επιστήμες Ι

Course Contents

–  Science Education: Theories and perspectives
o  The constructivism theory
o  Active learning
o  Higher order reasoning in science teaching
o  Metacognition in science education
–  Scientific method, scientific processes, teaching science through inquiry.
–  Organising the science class: Collaborative learning in the natural sciences – the role  of the teacher and the students
–  Scientific concepts: Energy, environmental and social concerns

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand and employ the teaching and learning theories connected to science education as well as appropriate teaching models in order to produce and teach science lessons.
  2. Be informed about the new science curriculum’s objectives and concepts.
  3. Understand and be able to teach scientific concepts from the areas of physics, chemistry and biology.
  4. Promote critical scientific thinking, science processes and inquiry using appropriate pedagogical approaches and methods within their teaching.
  5. Integrate technology in the teaching and learning of scientific concepts and in order to facilitate the development of scientific skills and processes.
  6. Critically examine their own role as educators to promote the consideration of scientific, environmental and social issues as well as values through science teaching.
  7. Be informed about research concerning good practices and actions in the area of science education and be able to perform small scale research in the field of science education.

SPE304D: Ειδκότητα στη Φυσική Αγωγή Ι

Course Contents

Learning Outcomes of the course unit

SPE304E: Ειδικότητα στην Εικαστική Αγωγή Ι

Course Contents

–  Cypriot artists: the work of a selection of well-known Cypriot artists, factors that influence the work of artists, study of contemporary artists (well known and younger ones).
–  Research skills: the structure of interview schedules, how to contact interviews and transcribe them, how to analyze interviews and visual data.
–  Children’s drawings: the role of children’s drawings in the art subject and in other subjects of the school curriculum (interdisciplinary approach), developmental stages, means for investigation, comprehension and interpretation, diagnostic tool, expression of emotions and experiences, means for therapy, etc.
–  New technologies: current issues related to the use of new technologies in art lessons/ units. On-line interactive activities, freeware software, such as Gimp, the use of video art (windows movie maker software), use of technology by the teacher and the children, developing teaching scenarios.
–  Studio work and engagement with art concepts, means and materials for teaching purposes:
o Identity (multiple identities: personal, cultural, national, European):
Produce video by using the window movie maker software to express issues related to their identities, produce drawings related to identity issues, realistic drawings (portrait, face proportions, shapes of faces, etc.), profile and en face,  surrealistic drawings, examples of children’s artworks, developmental stages, variety of graphic materials (e.g. pencils, charcoal, colours, markers, paints, etc.), and examples of artists’ works.
o Mosaics:
Artists’ works, mosaics in the Greek culture, techniques, teaching scenarios/ learning activities with children, examples children’s mosaic artworks, on-line mosaics, production of mosaics with different mosaic.
o Still life:
Enhancement of observational skills, representations of still life (realistic and not), artists’ works, examples of children’s works, teaching scenarios, on-line activities (“live” still lives), pencils, pastels, paints, canvases.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Name contemporary Cypriot artists, collect data about contemporary Cypriot artists through personal interviews (practice qualitative research methods in data collection for educational purposes), study their work and produce presentations about them.
  2. Recognize art concepts, in theory (through artists’ artworks and children’s artworks) and experiment with them in practice. Relate these experiences with learning activities for children.
  3. Experiment with a variety of materials and apply different techniques in order to express visually ideas by producing mainly two-dimensional representations. Relate these experiences with learning activities for children.
  4. Discuss children’s artworks and relate them to learning preferences, ways of motivating learners, individual characteristics and general patterns of children’s representational awareness.
  5. Investigate current trends in visual arts education (including the role of new technologies), illustrate through artworks new technologies potential and design learning activities for children.
  6. Propose learning activities and organize art lessons/ art units that respond to children’s learning preferences and current trends in visual arts education.

SPE304ST: Ειδικότητα στη Μουσική Ι

Course Contents

–  Music theory: Major scales, key signatures, transpositions, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments.
–  Pedagogical issues: The Kodaly music teaching method (techniques and implementation), organising school celebrations, preparation of musical acts, evaluation of primary music curriculum.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop skills related to music theory.
  2. Recognise and build major scales.
  3. Use music theory to transpose songs.
  4. Evaluate and apply music teaching approaches with special reference to Kodaly music teaching method.
  5. Compare music teaching approaches (Orff and Kodaly).
  6. Use music software (music editor) to arrange and modify musical abstracts in order to create musical acts.

SPE305A: Ειδικότητα στην Ελληνική Γλώσσα ΙΙ

Course Contents

Introduction in the teaching of languages: The classical method, the audiovisual method, the communicative approach, the post communicative method

Structuralism in language teaching.

Skills in teaching a language. Listening, Speaking, Reading, Writing

Vocabulary: word production, meaning and word analysis

Grammar: Morfology, syntax of Greek (L1)

Language, culture and society: socio-cultural understandings

Audiovisual aids: the use of picture, film and music in language teaching

Technology : the use of internet in language teaching

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain, select and apply scientific skills and processes
  2. Explain the theories of learning a language with respect to the didactic models of language teaching and justify the selection of the communicative approach model.
  3. Know and apply evaluation processes and language testing
  4. Solve problems connected to the taught concepts and present and justify the way according to which they worked
  5. Explore, identify and explain primary school children’s perceptions on the taught concepts.
  6. Develop and teach a complete lesson plan for language(L1) teaching .
  7. Use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts.

SPE305B: Ειδικότητα στα Μαθήματικα ΙΙ

Course Contents

The concept “cognitive technology” and the new perspectives of using technology in the teaching of mathematics.

The use of internet in education. Advantages and disadvantages. As a tool for teacher and as a tool for student.

Logo. The philosophy of Papert and the use of the program today.

Dynamic geometry. The use of sketchpad, euclidraw, geogebra etc.

The use of technology in the teaching of statistics and probability.

The interactive board and its use in mathematics education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. List reasons for using technology today in the teaching of mathematics.
  2. Explain the advantages and disadvantages for using the internet at the teaching of mathematics.
  3. Explain the “cognitive technology” and the basic values of the constructivism in relation to the use of technology.
  4. Propose ways for using technology for the teaching of specific mathematical concepts.
  5. Analyze the stages of the development of geometrical thinking and justify the use of dynamic geometry in education.

SPE305C: Ειδικότητα στις Φυσικές Επιστήμες ΙΙ

Course Contents

–  Scientific concepts – curriculum units:
Sound
Matter: Water and its properties
Matter: Acids and alkalines
Matter: Air  –  The use of new technologies in exploring scientific concepts

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand and employ the teaching and learning theories connected to science education as well as appropriate teaching models in order to produce and teach science lessons.
  2. Be informed about the new science curriculum’s objectives and concepts.
  3. Understand and be able to teach scientific concepts from the areas of physics, chemistry and biology.
  4. Promote critical scientific thinking, science processes and inquiry using appropriate pedagogical approaches and methods within their teaching.
  5. Integrate technology in the teaching and learning of scientific concepts and in order to facilitate the development of scientific skills and processes.
  6. Critically examine their own role as educators to promote the consideration of scientific, environmental and social issues as well as values through science teaching.
  7. Be informed about research concerning good practices and actions in the area of science education and be able to perform small scale research in the field of science education.

SPE305D: Ειδικότητα στη Φυσική Αγωγή ΙΙ

Course Contents

–  Teaching Volleyball: Skills without the ball (stances, running technique, change of direction – foot work), Skills with the ball (serving, passing, setting, attacking, blocking, Recent changes in the game, such as the addition of the libero position and rally scoring, team-oriented steps covering offense. Special emphasis is given in the playful mode of teaching appropriate in schools.
–  Teaching Basketball: Skills without the ball (stances, running technique, change of direction, stops, pivoting, defensive slides), Skills with the ball (receiving the ball, two counts rhythm), Passing (chest pass, bounce pass, overhead pass), Dribbling (control, speed, crossover, reverse), Shooting (jump-shot, lay-up, hook-shot, free–throw), movement with the ball- fakes (perimeter-inside players), Defending the player with the ball.
–  Teaching of Track and Field: Technique of high jump, teaching of high jump, technique of the sprint starting, teaching of the sprint starting, technique of relay racing, teaching of relay racing, basic theory and rules of relay racing, technique of long jump, teaching of long jump.
–  Research method: Introduction – Overview of measurement and evaluation, criteria for choosing a test, anthropometric characteristics and body composition, tests of cardiovascular fitness, tests of flexibility, assessment of fundamental motor skills, test for the identification of children with movement difficulties (movement ABC test).
–  Special topics: Social function of sports, sports and free time, commercialisation of sports, organisation of the sports’ forms, mass media and sports, sports and violence.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Acquire personal philosophy and apply knowledge and skills in terms of content and ways of teaching sports skills.
  2. Develop skills for design and the conduct of research in physical education.
  3. Use of assessment tools, which can be applied in a school setting.
  4. Standardisation and application of each ordeal and interpretation of results.
  5. Solve problems connected to the functions and procedures of socialisation and their influence on sports.

SPE305ST: Ειδικότητα στη Μουσική ΙΙ

Course Contents

–  Music theory: Major and minor chords, key signatures, transpositions, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments, accompany songs on keyboards (chords playing).
–  Pedagogical issues: The Dalcroze music teaching method (eurhythmics, solfege, techniques – implementation), orchestrating songs, school celebrations, preparation of musical acts, design and modify music lessons (years 5 and 6).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop skills related to music harmony.
  2. Recognise and build major and minor chords.
  3. Use music theory to harmonise songs.
  4. Accompany songs on the keyboard.
  5. Evaluate and apply music teaching approaches with special reference to Dalcroze music teaching method (eurhythmics and solfege).
  6. Compare music teaching approaches (Dalcroze, Orff, Kodaly).
  7. Use music software (MuseScore) to orchestrate and harmonise songs.
  8. Modify music lesson plans.

SPE305E: Ειδικότητα στην Εικαστική Αγωγή ΙΙ

Course Contents

–  Art appreciation: modern and post-modern art movements from the history of art, comparison and discussion, artworks as a means of expression ideas, messages, values, social issues, etc.  –  Contemporary social reality and visual arts: development of research skills for understanding social contemporary issues in artworks and for understand cultures of different civilizations, attitudes and values towards western art, teaching approaches for organizing art lessons/ units, planning, organizing and evaluating art lessons/ units
–  Studio work and engagement with art concepts, means and materials for teaching purposes:
o  Clay:
Clay as an artistic/expressive mean, three-dimensional artworks, relief artworks, tools for clay, processes for exploring clay, technical issues, everyday objects made with clays, artifacts with clay from different cultures, masks in different cultures, learning activities with children, artists’ artworks with clay, examples of children’s artworks with clay.
o  Scrap material:
The use of scrap material (man-made and natural) for artistic purposes, producing relief and three-dimensional representations with scrap materials, artists’ artworks with scrap materials, learning opportunities for children, collage, environmental issues and visual arts.
o  Printing
Engraving and printing, different techniques, variety and alternative materials for printing, positive-negative space, artists’ artworks, children’s artworks, learning opportunities.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Name modern and contemporary art movements (history of art), compare art movements and outline similarities and differences, identify important aesthetic elements in artworks and develop visual literacy skills.
  2. Identify, explain and demonstrate further the role of art viewing activities in planning art lessons/units, organize and propose learning activities that promote the active participation of the learners.
  3. Recognize art concepts, in theory (through artists’ artworks and children’s artworks) and experiment with them in practice.
  4. Experiment with a variety of materials and apply different techniques in order to express visually ideas by producing mainly three-dimensional representations.
  5. Discuss children’s artworks and relate them to learning preferences, ways of motivating learners, individual characteristics and general patterns of children’s representational awareness.
  6. Investigate current trends in visual arts education and especially connections between visual arts and contemporary society. Study contemporary social issues and point out how these are expressed through visual arts. Discuss contextual approaches in visual arts education.
  7. Organize and propose learning activities/ art lessons/ art units that relate to contemporary social issues, criticize and revise their proposals and discuss their effectiveness.
Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 204
Επιλεγόμενα Μαθήματα 20
Επιλεγόμενα Γενικής Εκπαίδευσης 8
Μαθήματα Ειδικότητας 8
Σύνολο 240

Υποχρεωτικά Μαθήματα

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 204 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 ART101 Τέχνη Ι στο Δημοτικό Σχολείο 4 2
2 ART103 Τέχνη ΙΙ – Η Τέχνη και η Διδακτική της στο Δημοτικό Σχολείο 5 3
3 CUR102 Το Σχολικό Περιβάλλον και η Οργάνωσή του στο Δημοτικό Σχολείο 4 2
4 CUR203 Θεωρία και Μεθοδολογία της Διδασκαλίας στο Δημοτικό Σχολείο 4 3
5 DEL100 Ψηφιακός Γραμματισμός στην Εκπαίδευση 4 2
6 DIS301 Μεθοδολογία Εκπαιδευτικής Έρευνας 4 2
7 DIS302 Περιγραφική Στατιστική – Ποσοτική Ανάλυση Δεδομένων 4 2
8 EDE201 Εκπαιδευτική Αξιολόγηση στο Δημοτικό Σχολείο 5 3
9 EDL401 Εκπαιδευτική Διοίκηση και Ηγεσία στο Δημοτικό Σχολείο 4 2
10 ENG101 Aγγλικά Ι 4 2
11 ENG201 Αγγλικά ΙΙ 4 3
12 ENV300 Ζητήματα Αειφόρου Ανάπτυξης 4 3
13 ENV402 Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη στο Δημοτικό Σχολείο 5 3
14 GRK100 Νεολληνική Γλώσσα Ι 4 2
15 GRK102 Νεολληνική Γλώσσα ΙΙ 5 3
16 GRK113 Λογοτεχνική Ανάλυση 4 3
17 GRK203 Ανάγνωση και Γραφή στο Δημοτικό Σχολείο 4 3
18 GRK204 Διδακτική του γλωσσικού μαθήματος στο Δημοτικό Σχολείο 5 3
19 GRK205 Η Παιδική Λογοτεχνία και η Διδακτική της στο Δημοτικό Σχολείο 5 3
20 GRK308 Η Διδασκαλία της Ελληνικής Γλώσσας ως Δεύτερης / Ξένης Γλώσσας στο Δημοτικό Σχολείο 5 3
21 HED303 Το Δημοτικό Σχολείο ως Συντελεστής Προαγωγής Υγείας 4 3
22 ICE121 Διαπολιτισμική Αγωγή 4 3
23 ISP100 Εισαγωγή στην Παιδαγωγική Επιστήμη 6 3
24 MAT100 Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο Ι 4 3
25 MAT200 Βασικές Μαθηματικές Έννοιες στο Δημοτικό Σχολείο ΙΙ 4 2
26 MAT202 Η Διδακτική των Μαθηματικών στο Δημοτικό Σχολείο 5 3
27 MED122 Μουσειακή Αγωγή και Εκπαίδευση στο Δημοτικό σχολείο 4 3
28 MUS100 Μουσική Ι – Θεωρία της Μουσικής στο Δημοτικό Σχολείο 4 3
29 MUS303 Μουσική ΙΙ – Η Μουσική και η Διδακτική της στο Δημοτικό σχολείο 5 3
30 PED101 Φυσική Αγωγή Ι στο Δημοτικό Σχολείο 4 3
31 PED103 Φυσική Αγωγή ΙΙ – Φυσική Αγωγή και η Διδακτική της στο Δημοτικό Σχολείο 5 3
32 PSY102 Εξελικτική Ψυχολογία 6 3
33 PSY202 Παιδαγωγική Ψυχολογία 5 3
34 SCI100 Βασικές Έννοιες Φυσικών Επιστημών 4 3
35 SCI303 Μουσική ΙΙ- Η Μουσική και η Διδακτική της στο Δημοτικό Σχολείο 5 3
36 SED402 Μαθησιακές Δυσκολίες στο Παιδιά του Δημοτικού Σχολείου 4 3
37 SEP101 Σχολική Εμπειρία Ι στο Δημοτικό Σχολείο 4 2
38 SEP103 Σχολική Εμπειρία ΙΙ στο Δημοτικό Σχολείο 4 2
39 SOC401 Κοινωνιολογία της Εκπαίδευσης 4 2
40 TEC302 Εκπαιδευτική Τεχνολογία 4 3
41 TEP205 Πρακτική Άσκηση στο Δημοτικό Σχολείο Ι 4 2
42 TEP206 Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙ 4 3
43 TEP301 Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙΙΙ 8 0
44 TEP401 Πρακτική Άσκηση στο Δημοτικό Σχολείο ΙV 12 0

Επιλεγόμενα Μαθήματα

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 20 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 ELE101 Προσαρμοσμένη Κινητική Αγωγή 4 2
2 ELE102 Υπαίθρια Μελέτη και Εκπαίδευση 4 2
3 ELE103 Διαδικτυακά Εκπαιδευτικά Λογισμικά 4 2
4 ELE104 Στρατηγικές Μάθησης και Μεταγνώσης 4 2
5 ELE105 Νέες Προσεγγίσεις στη Μουσική Εκπαίδευση 4 2
6 ELE106 Εικαστική Έκφραση και Νέες Τεχνολογίες: Θεωρίες και Πρακτικές Εφαρμογής στην Εκπαίδευση 4 2
7 ELE107 Ελληνοκυπριακή Διασπορά: Ταυτότητες και Δεδομένα 4 2
8 ELE108 Μέλετη και Ενίσχυση της Φιλαναγνωσίας 4 2
9 ELE109 Επαγγελματική Ανάπτυξη Εκπαιδευτικών/ Επαγγελματικές Κοινότητες Μάθησης 4 2
10 ELE110 Κοινωνική Ψυχολογία 4 2
11 ELE111 Διδακτική της Ιστορίας 4 2
12 ELE112 Διδακτική των Θρησκευτικών 4 2
13 ELE113 Πτυχιακή Εργασία Ι 4 0
14 ELE114 Πτυχιακή Εργασία ΙΙ 4 0
15 ELE115 Ζητήμα Ειδικής Εκπαίδευσης 4 2
16 ELE116 Θέατρο στην Εκπαίδευση 4 2
17 ELE117 Θέματα Υγείας 4 2
18 ELE118 Διδακτική των Αγγλικών στη Δημοτική Εκπαίδευση 4 2
19 HIS300 Ιστορία της Εκπαίδευσης 4 2

Επιλεγόμενα Γενικής Εκπαίδευσης

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 8 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 GED101 Φυσική Δραστηριότητα και Εναλλακτικοί Τρόπο Άσκησης 4 2
2 GED102 Εργαλεία Διαδικτύου 4 2
3 GED103 Οπτική Επικοινωνία στη Σύγχρονη Εποχή 4 2
4 GED104 Ισότητα και Φύλο 4 2
5 GED105 Λογοτεχνία και Κινηματογράφος 4 2

Μαθήματα Ειδικότητας

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 8 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 SPE304A Ειδικότητα στην Ελληνική Γλώσσα Ι 4 3
2 SPE304B Ειδικότητα στα Μαθηματικά Ι 4 3
3 SPE304C Ειδικότητα στις Φυσικές Επιστήμες Ι 4 3
4 SPE304D Ειδκότητα στη Φυσική Αγωγή Ι 4 3
5 SPE304E Ειδικότητα στην Εικαστική Αγωγή Ι 4 3
6 SPE304ST Ειδικότητα στη Μουσική Ι 4 3
7 SPE305A Ειδικότητα στην Ελληνική Γλώσσα ΙΙ 4 3
8 SPE305B Ειδικότητα στα Μαθήματικα ΙΙ 4 3
9 SPE305C Ειδικότητα στις Φυσικές Επιστήμες ΙΙ 4 3
10 SPE305D Ειδικότητα στη Φυσική Αγωγή ΙΙ 4 3
11 SPE305E Ειδικότητα στην Εικαστική Αγωγή ΙΙ 4 3
12 SPE305ST Ειδικότητα στη Μουσική ΙΙ 4 3

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