Διδακτικό έργο και μαθησιακά αποτελέσματα (Master thesis)
In every human society throughout the centuries it has been essential that Education serve specific learning, social and cultural purposes. More specifically, the Elementary School, the backbone of the educational system, aims at achieving the students’ mental as well as physical development. There is no doubt that in this process the teacher plays a crucial role in helping students reach their full potential. During the lesson the teacher is in a relationship of constant interaction with the students. It is generally admitted however that, although the teacher follows consistent, uniform methods and techniques in the teaching process, the learning results sometimes considerably vary among the students. Taking the situation above into consideration the present research paper has attempted to investigate the teachers’ opinions concerning the reasons why there are diverse learning results after a lesson in which a consistent teaching method has been followed. The aim of this research has been to record teachers’ viewpoints on a number of educational issues. • General learning objectives in Elementary School. • Specific teaching practices in the classroom. • Learning results and the factors determining them. • Teacher interference as a way of improving the learning outcomes. The present paper has been based on the Qualitative Approach. It makes a general review of the situation based on 15 individual interviews with teachers currently working in Elementary Schools in the Prefecture of Thesprotia, Epirus. Some of the most important findings of the present research are the following: • The ultimate goal of the Elementary School is not only to provide knowledge on a cognitive level but to socialize and educate. • No teaching practices and methods can be effective unless they actively involve the students in the process. • There are not consistent learning results after a lesson and students’ performances can greatly vary. • Last but not least, diverse learning results as well as low school performance can be attributed to both sociological (the family’s educational background, economic condition etc.) and inherent (intellect, psychological/emotional condition) characteristics on the part of the students.
|Alternative title / Subtitle:||απόψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης|
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας|
|Subject classification:||Σχολική επίδοση|
|Keywords:||Μαθησιακά αποτελέσματα,Σχολική επίδοση,Πολιτισμικό κεφάλαιο,Προσδοκίες εκπαιδευτικών,Learning outcomes,School performance,Cultural capital,Teachers’ expectations|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
Files in This Item:
|Μ.Ε. ΚΑΣΣΑΡΗ ΕΛΕΝΗ 2017.pdf||1.78 MB||Adobe PDF||View/Open|
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