UNIVERSITY OF THE AEGEAN FACULTY OF HUMANITIES DEPARTMENT OF PRESCHOOL EDUCATION SCIENCES AND EDUCATIONAL DESIGN. study guide

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1 UNIVERSITY OF THE AEGEAN FACULTY OF HUMANITIES DEPARTMENT OF PRESCHOOL EDUCATION SCIENCES AND EDUCATIONAL DESIGN study guide Rhodes 2011

2 Editors : Eleni Theodoropoulou, Associate Professor/Head of T.E.P.A.E.S., Christina Papailiou, Assosiate Professor, Vassilios Papavasileiou, Lecturer, Emmanouil Sofos, PhD

3 Dear First Year Students, Welcome to the! University studies are one of the most interesting and creative periods in our life. The Academic freedom as well as communication among young people with different background are two factors which contribute to the formation and maturation of perceptions, beliefs and attitudes towards life and society. Since its foundation in 1984 the has proved that is an innovative and dynamic Institution with an international profile. These characteristics are due to the scientific and administrative personnel as well as to the alumni and they determine the quality of the undergraduate and the postgraduate studies. This Study Guide aims to help you to adapt to the new environment of the University Community and to point to the fact that student life does not include only study and exams, but also socialization, leisure time, culture, freedom of expression of ideas as well as living in a high quality environment. I wish you all a Fruitful Academic Year! Professor Paris Tsartas Rector of the

4 The has been traveling for 25 years in a difficult route, which ended in its active and ambitious participation in the developments of the Greek as well as the international scientific community. Moreover, the Department has been established in social consciousness as a living cell of the University. Up to now, the Department s collective effort focuses on designating the quality of the academic work, as this is produced through multiple processes which are generated systematically, as well as on emphasizing the characteristic of innovation, both in its strategic development and in the formation of the study program. Innovation is attached to the dimension of the Educational Design, which the T.E.P.A.E.S considers as its main developing, holistic factor. The dimension of the Educational Design has an integrative character, as it is involved in all subjects through their interrelations. The undergraduate, the graduate and the doctoral programs, the Teaching Training Center for Preschool Teachers, the varying in-service programs, the very many research projects and the students (undergraduate and postgraduate) active participation in research constitute the physiognomy of the T.E.P.A.E.S, which works tirelessly in a multiform manner, forming step by step the profile of the contemporary educator as scientist, researcher and active citizen. The T.E.P.A.E.S constitutes a community which is based on collaboration, co-responsibility, interpersonal relations, common decisions and common achievements by all its members unexceptionally. As a University agent, the T.E.P.A.E.S undertakes the challenge to form an educational philosophy, which selects and suggests ways of understanding and experiencing reality, and also to organize new forms of living, which are characterized by social and political sensitivity. Moreover, through these forms of living society will exercise its right to be supported by a powerful scientific community, which runs research in a free and democratic manner, defending in this way people s right for critical knowledge. The President of the TEPAES Eleni Theodoropoulou Associate Professor

5 Dear fellow student, The Student Council of the Department of Pre-School Education and Educational Design welcomes you to the School of Humanities of the and to the academic department of Rhodes. Being admitted to a department of higher education is a great accomplishment, a reward for years of hard work. The department s study guide portrays its image and is the A to Z guide for both the department s smooth operation and the completion of students degrees. Our department s new set study guide is the outcome of several months of consultation, discussion, conflict and above all cooperation for the department s own sake and will consequently contribute to smoothly resolving future problems on curriculum issues. The Student Council was present throughout this process, suggesting changes and intervening to facilitate new students as well as to ensure their smooth development in the department. The Student Council is the union body of students, which operates under a statute, and its composition is based on the results of the Panhellenic student elections, which take place once a year. Since its creation, our Council has never ceased to constitute a role model of operation, both regarding the claiming of issues of our concern and the resolution of individual and collective student issues, arising from time to time. All the Council members are committed to doing whatever it takes to make the department a model one across the country, as well as one of the best in the European Charter of higher education. We will be glad to have you aboard on the journey that has just begun... The Student Association Chair Mrs Charicleia Kousidou About the see: http: // About the island of Rhodes see: http: //

6 The Department of Pre-School Education and Educational Design was founded in It aims at the scientific, technological and professional training of students at high level in order to render them able to: plan, realize and evaluate educational policy, actions, services and products for pre-schoolers and other special groups. Teachers training is organized on new subject areas and in order to be able to perform their multi-level educational tasks, thus responding to the prerequisites set by of both the EU and the needs of our times along with international competition. The dynamic frame of this performance is that of sciences of educational design. THE DIVISIONS OF TEPAES The TEPAES is organized in 5 divisions: Pedagogical Studies and Teaching Psychology and Special Education Sociology, Economy, Educational Policy and Gender Studies Literature, Language and Culture Science and ICT in Teaching and Learning The main subjects of study and research in each division are the following: Pedagogical Studies and Teaching: General Pedagogy, Teaching Methodology, Multicultural Education, History of Education, Philosophy of Education, Environmental Education, Pedagogical Communication, Music Education, Pedagogy of leisure time, Vocational Education, Pedagogical Management of Innovations and Changes, Research Methods in Education, Curriculum Theories, Educational Design, Evaluation in Education, European Dimension of Education, Adult Education, Evaluation of Educational Organizations. Psychology and Special Education: Developmental Psychology, Cognitive Neuropsychology, Language Development, Developmental Psychopathology, Learning Disabilities, Intellectual Disability, Language Disorders, Special Education, School Psychology, Counseling, Creative Learning, Psychology of Communication. Sociology, Economy, Educational Policy and Gender Studies: Sociology of Education, Educational Economics and Socio-Economic Development, Educational Policy, Administration and Staff Management in Education, Development and Management of Human Resources in Education, Design and Evaluation in Education, Epistemology and Research Methodology, Gender Studies, Culture Studies.

7 Literature, Language and Culture: Linguistics, Writing in Preschool Education, Theatre in Education, Drama Play Improvisation, Theory and Interpretation of Literature, Folklore Folk Culture, Literature and Women s Identity, Literature in Education, Museum Education, Contemporary Greek Literature, Child Literature, Children s Books, Literature in Preschool Education. Science and ICT in Teaching and Learning: Teaching of Mathematics, Teaching of Statistics, Teaching of Science (Physics, Chemistry, Biology, Environmental Issues), ICT and Mass Media in Education, Instructional Engineering, Educational Material and Media, Design Innovation. Research in TEPAES Each Division of the TEPAES has an established laboratory which is involved in activities that span both research and teaching. The laboratories carry out projects with strong national and European research partnerships Degree Awarded The Department of Preschool Education Studies and Educational Design, School of Humanities, awards the following title: «Bachelor of Preschool Education Studies and Educational Design». The degree is appointed upon successful completion of the Study Program i.e. the student should attend courses for at least 8 semesters and successfully complete 55 courses which correspond to 162 Credit Points or 240 ECTS. These prerequisites are determined by the General Assembly. The way to calculate the final grade is determined by the Ministerial Decision Φ141/Β3/2166 (Φ.Ε.Κ. 308/ τ. Β') and is common in all Academic Institutions. The final grade is the standardized means of the grades earned in all courses. In cases there are surplus Credit Points, these may be excluded from the calculation of the final grade upon application of the student. The final grade is noted on the certificate descriptively and numerically. The descriptive grading scale is defined as follows: α) «Excellent», for grades from 8.50 to b) «Very Good», for grades from 6.50 to 8.49 and γ) «Good», for grades from 5.00 to The numerical grade is noted with two decimal places. The swearing-in of a graduate student constitutes a compulsory process, which takes place in a festive ceremony in the presence of the University Assembly as well as fellow graduate students. The graduate student pledges commitment to science as well as to the principles that he/she was taught at the. The graduation ceremony takes place three times a year at the end of each exam period. The date and place of the graduation ceremony are defined by the University Assembly. The graduation ceremony is

8 not related to the successful completion of the studies, but it constitutes a prerequisite for a student to get the certificate. In exceptional cases, when the graduate student is not able to be present at the graduation ceremony usually due to medical reasons the swearing-in process may be modified only upon decision of the Rector. Table 1 presents the number of courses, the Credit Points and the ECTS required for the Bachelor Degree. Number Courses Number of Courses L.U. E.C.T.S. A Compulsory B Compulsory Electives C Research Courses D Direction Courses E Practicum F Thesis 6 6 Total Final Examinations Grading The University of Aegean s Internal Regulation (Article 52, P.D.155, F.E.K.197/ , Issue A ) defines the following: 1. Successful completion of a course requires a grade greater than 5 (grade scale 0 to 10). 2. The final grade of a course may represent either the performance in the final examination, or the performance in a variety of assessments of equal or different weight. 3. Apart from the final examination, other methods of assessment may be the presentation of scientific papers or books or participation in small-scale projects. Students participation during the lectures may also be evaluated. 4. In evaluating an essay, students equal opportunities for access to the necessary resources should be taken into account. 5. Prerequisites for the enrolment in a course are determined by the course instructor. 6. Students failing the final examination are obliged to re-attend the practicum courses

9 or the courses including laboratory work. 7. There is an additional resit examination period (January February) for students who have not completed their studies in the predetermined period (4 academic years). 8. The Department General Assembly determines which Core Courses are prerequisites for later Core Courses. 9. Students are not allowed to sit the final examination unless they are formally enrolled in the course. 10. Students do not have the write to re-sit the final examination of a course that they have completed successfully in order to improve their grade. Course recognition Students who have successfully completed a course in another Higher Education Institution with a grade equal or greater to seven (7) and are now enrolled in the Department of Preschool Sciences and Educational Design may apply for recognition of this course. The final decision is taken by the Department General Assembly, according to the Ministerial Decision F.2.63/260/B3/2007 (F.E.K.1069/29/ ). The following prerequisites are defined for course recognition: (a) it corresponds to a course included in the TEPAES Study Program, (b) it is deemed that the basic topics of the course have been covered. Students are not obliged to reset final examination for recognized courses. However, the above referred terms are not applicable for Research Courses and Practicum. Credit Points accumulated from recognized courses may not exceed 65. Improvement Exam The TEPAES students have the option to re-seat exams in order to improve their grade in 6 courses (compulsory or compulsory electives) during the 4 th year of studies. Students have to submit an application for grade improvement exams to the Secretariat, which needs to be approved by the General Assembly. Only the highest grade is entered in the calculation of the final grade. Students may choose courses from different categories according to the division they follow. They also have the opportunity to create their own customized Study Program within a given framework, according to their personal interests and vocational orientation. Division of Pedagogical Studies and Teaching 34 ECTS (27 Credit Points, CP) 7 Core Courses (28 ECTS or 21 CPs) 2 Compulsory Electives (6 ECTS or 5 CPs) 1 or 2 Research Courses (4 8 ECTS or 3 6 CPs) Practicum/Field Experience Courses Phases A and C Division of Psychology and Special Education

10 26 ECTS (21 Credit Points, CP) 5 Core Courses (20 ECTS or 15 CPs) 2 Compulsory Electives (6 ECTS or 6 CPs) 1 or 2 Research Courses (4 8 ECTS or 3 6 CPs) Division of Literature, Language, and Culture 26 ECTS (21 Credit Points, CP) 5 Core Courses (20 ECTS or 15 CPs) 2 Compulsory Electives (6 ECTS or 6 CPs) 1 or 2 Research Courses (4 8 ECTS or 3 6 CPs) Practicum/Field Experience Courses Phase B Division of Sociology, Economy, Education Policy, and Gender Studies 26 ECTS (21 Credit Points, CP) 5 Core Courses (20 ECTS or 15 CPs) 2 Compulsory Electives (6 ECTS or 6 CPs) 1 or 2 Research Courses (4 8 ECTS or 3 6 CPs) Practicum/Field Experience Courses Phase B 10 interdisciplinary e-learning courses on Gender and Equality (optional) Division of Science and ICT in Teaching and Learning 26 ECTS (21 Credit Points, CP) 5 Core Courses (20 ECTS or 15 CPs) 2 Compulsory Electives (6 ECTS or 6 CPs) 1 or 2 Research Courses (4 8 ECTS or 3 6 CPs) Practicum/Field Experience Courses Phase B Research Courses According to the curriculum, students should attend successfully four (4) research courses corresponding to 16 ECTS credits or 12 Credit Points. Students may enroll in a research course from Term 5 onwards and are obliged to attend 3 research courses of different Divisions. Honors Thesis The Honors Thesis allows senior students to have an intensive research experience, which lasts the last two terms of the university studies (usually terms 7 and 8). To be eligible for

11 the Honors Thesis, students are expected to have successfully completed all Core Courses of the corresponding Division. An Honours Thesis corresponds to 6 ECTS credits or 6 CPs. Should a student not wish to do an Honors Thesis, he/she must successfully complete 2 additional compulsory electives. Application for Honors Thesis should be submitted to the Secretariat Office. The Honors Thesis is supervised by three members of the TEPAES or other Departments. However, the main supervisor has to be a member of the teaching staff of the TEPAES. The Three Member Supervision Committee and the student arrange in common a date for the public presentation of the Honors Thesis, which is then announced by the Secretariat. The grade of the Honors Thesis is put by the Supervision Committee and is approved by the General Assembly. The General Assembly of the TEPAES has approved the following guide for the composition of an Honors Thesis COST OF LIVING RESIDENCE For the time being, the does not own halls of residence. Thus, in order to cover the residential needs of students with low economic background, the University rents high quality rooms. The number and the location of the rented rooms vary each year. Students are informed about the availability of rooms by the Students Welfare Service, where they may submit their application. The selection process is based on objective criteria and is completed a few days after the enrollment deadline. A new application has to be submitted every academic year. In case a student needs to rent a flat, he/she can find advertisements in local newspapers or on announcement boards or he/she may ask a real estate agency. Rents range from 250 to 350 EURO. MEDICAL SERVICES INSURANCE HEALTH CARE Students have the right to health insurance offering full coverage, in case they do not want to keep the health insurance provided by their parents. Student Health Insurance covers: 1. Medical examinations 2. Hospital examinations 3. Pharmaceutical care 4. Laboratory examinations 5. Medical examination at home 6. Delivery 7. Physiotherapy 8. Dental Care 9. Orthopedics For issuing a Student Health Card, the Students Welfare Service requires the following documents: A small photo of the student

12 Confirmation of cancellation of the previous health insurance Affirmation that the student does not have any other health insurance The Student Health Card is renewed every year by the Departmental Secretariat. In case of loss, the Student Health Card may be replaced in a 2 month period. LIBRARY The University Library Annex in Rhodes is located in Kleovoulos Building 1 st floor. The Annex is extended in 454 m 2, while the reading space is extended in 160 m 2 and has 56 seats. The library includes books, 215 titles of Greek and international journals as well as audiovisual material, which mainly cover Humanities and Social Sciences. Adress Democratias 1 Av., Kleovoulos Building 1 st floor, Rhodes Island, 85100, Greece Τel.: Fax: lib-rhodes@aegean.gr Opening hours Monday, Tuesday, Thursday: 08:00-18:30 Wednesday, Friday: 08:00-15:00 Helpdesk services Monday, Tuesday, Thursday: 09:00-18:00 Wednesday, Friday: 09:00-14:30 Department of Informatics and Communication, Rhodes Annex The main purpose of the Department of Informatics and Communication is to provide network, teaching and administrative services in the School of Humanities. The Department of Informatics and Communication operates a helpdesk and is also responsible for installing software, controlling computer functioning and creating electronic accounts, so as students to be able to enroll in courses, to select university publications and to use the services. A computer room is located in Kleovoulos Building, where students may use e-class and e- mail services or prepare their assignments. The personnel of the Department may deny access to students that misuse computers. Contact Tel.: STUDENT TRAVEL CARD

13 Upon enrollment, students get a Student Travel Card which provides discounts in all national public transportation media. A student is not entitled to a Student Travel Card if he is in military service, if he/she has graduated, if he/she has completed 6 years of study or if he/she has suspended his/her studies. FINANCIAL ASSISTANCE Scholarships The State Scholarships Foundation (IKY) provides scholarships to students for their entrance to the University as well as for their academic proficiency during the first four years of studies. Once a year the Students Welfare Service informs students, who are entitled to the scholarship. Moreover, during each academic year the Students Welfare Service and the Liaison Office announce scholars provided by other foundations. Housing benefit The Ministry of Education and Religions provides students with housing benefit of 1000 EURO under the following conditions: The student rents a flat or a room in city other than that of his/her permanent residence The family income is not greater than EURO (increasing EURO for every child) Student s parents do not own or they do not have the usufruct of houses or flats greater than 200 m 2 (except houses or flats located in villages with less than 3000 inhabitants) The student is enrolled in the term courses. If the student is not at the first year of studies, he/she should have successfully completed at least half of the courses of the previous academic year. Students whose sibling studies in another city, are still entitled to housing benefit. In case of siblings studying in the same city, one of them gets the full amount of housing benefit, while the others get half amount. Students pursuing a second Bachelor s Degree are not entitled to housing benefit. When and how is it possible to get the housing benefit? The housing benefit is provided upon submitting the following documents: A certificate of enrollment by the Departmental Secretariat A Lease Contract for Renters A validated copy of the paycheck Validated copy of the tax return for real estate STUDENT LOANS For the time being, the does not provide student loans. However, students may apply to banks for a loan with low interest rate and a grace period.

14 INFRASTRUCUTRE FOR CULTURAL ACTIVITES Performance Halls National Theater Municipal Theater Museums Archeological Museum (Knight s Hospital) Castello Cultural Museum (Argyrocastro Square) St. Catherin s Guest House Municipal Gallery (Medieval Town) New Gallery (Ekato Hourmadies) Cinemas Metropol (3 halls) Pallas (5 halls) Rodon (Summer) Outdoor cultural sites Ancient Stadium Monte Smith Theater Melina Merkouri Theater (Moat) Open Municipal Theater (Old Town) Sound and Light (Mandraki) Memorandum of cooperation between the Municipality of Rhodes and the University of the Aegean The Municipality of Rhodes Committee for the cooperation with Tertiary Education Institutions, the Mayor of the City of Rhodes and the School of Humanities of the University of the Aegean signed a memorandum of cooperation in October This memorandum aims to reinforce local development with the integration of the dimension of multiculturalism and technology in every-day life as well as the organization of networks in the City of Rhodes in the following sectors: Cultural and Tourism Development International Relations and Networks of Mediterranean Cities Distribution of innovation and modern technology Electronic Governance

15 Civil Infrastructure and Environmental Sustainability Social Connection Improvement of administrative skills in the service of citizens In collaboration with local agents, they organize forums, research projects, pilot projects, educational seminars, work groups, conferences etc. Cooperation Agreement between T.E.P.A.E.S. and the Municipality of Rhodes Since the second semester of the academic year , the two Programs of Practical Training of the Department (1 st under the Study Guide and 2 nd under the EPEAEK* program) benefit from an agreement between T.E.P.A.E.S. and the Municipality of Rhodes, which provides for the use of Nurseries and KDAI Centers of Rhodes for the implementation of the programs. *EPEAEK: Operational Program for Education and Initial Vocational Training

16 COURSES DESCRIPTION 1. DIVISION OF PEDAGOGICS & TEACHING METHODOLOGY Students are obliged to accumulate 27 teaching credits (34 ECTS) 21 teaching credits equal to 28 ECTS and comprise 7courses from the list of compulsory ones 6 teaching credits equal to 6 ECTS and comprise 2 courses from the list of optional ones (electives) Finally this dividion offers Research Courses out of which students can choose up to two (3 up to 6 credits, corresponding to 6-8 ECTS). The topics and the content of the research courses will be defined at the beginning of the academic year. This division is also responsible for the students Teaching Practice of the 1 st and 3 rd Phase. COMPULSORY COURSES Course title: METHODOLOGY OF PSYCHO-EDUCATIONAL RESEARCH Course code: ΥA006 Type of course: Theoretical Semester: Α Semester Number of credits allocated (E.C.T.S.): 4 Number of teaching credits: 3 Name of lecturer: Maria Kaila To generally educate students in scientific psycho-educational research, and more specifically to initiate them into the preparation of specific research designs. To offer information and knowledge concerning the use of the tools and techniques of the educational research. To associate scientific research with environmental education issues, interracial relationships and new technologies and the cognitive approaches, wherever that is possible, for collecting, analysing and processing educational data. Prerequisites: none Course contents (Syllabus): Diagrammatic presentation, comments and reflection on scientific research. Presentation of the process which is followed in scientific research in the educational field. Possibilities, limitations, ethical principles. Taxonomical research criteria and conceptual determinations of its different kinds. Presentation of the most important methods and techniques (observation, experimental method, social measurement, interview, questionnaire, content

17 analysis, etc) which are used for the collection and process of data. Elaboration, process and evaluation of research designs. Καΐλα, Μ. (2007). Ο εκπαιδευτικός στα όρια της παιδαγωγικής σχέσης. (2 η έκδοση). Αθήνα: εκδ. ιδίας. Βάμβουκας, Μ. (2000). Εισαγωγή στην Ψυχοπαιδαγωγική Έρευνα και Μεθοδολογία. (Στ Εκδοση). Αθήνα: Γρηγόρης In other language: Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in Education (6 lh ed.). London: Routledge. Comm, R., Woods, P. (1993). Educational research in action. London: Chapman. Mcniff, J., Lomax, P., & Whitehead, J. (2003). You and your action research project (2 nd ed.). London: Routledge Falmer. Teaching methods: Collaborative method- Interdisciplinary approach - ICT Assessment methods: Paper submission - Written examinations Course title: INTRODUCTION TO GENERAL PEDAGOGY Course code: ΥΑ008 Type of course: Theoretical sessions and workshops Semester: Number of credits allocated (E.C.T.S.): 4 Number of teaching credits: 3 Name of lecturer: Anastasios Kontakos The general goal of the subject is brainstorming on issues concerning the conditions and consequences of pedagogic action on the basis of data, knowledge and experiences form the field of the Science of Pedagogy and the pedagogic dialogue in general. More specifically, the aims of the subject are the following: The delimitations of the Science of pedagogy The conceptual elucidation of pedagogy terminology The comprehension of pedagogic processes The mapping of pedagogic bodies The outline of the characteristics of the recipients of educational services The problematization of the pedagogic fields Prerequisites: none Course contents(syllabus): Introduction to the basic principles, concepts and theories of General Pedagogy with an emphasis on its epistemology, as well as systemic and critical presentation of its various

18 orientations (interpretational, phenomenological, empirical, analytical, Marxist neomarxist, critical pedagogy). In this framework, particular thematic units will be negotiated, so that, and in contradiction with the scientific perceptions of others, students will be able to present their thoughts both orally and in writing, in a scientifically acceptable and, and for others, comprehensible form. The thematic units which will be discussed during sessions are the following: 1. Science of Pedagogy What is the Science of Pedagogy? Why do we need it? When was Pedagogy first established? Creation of the Basic Pedagogic Plan Pedagogy field structure Science of Pedagogy Orientation 2. Basic Pedagogic Processes Education Training Socialization Teaching Learning 3. Pedagogic Action Bodies Family and Home Environment (Natural and Social) Teacher Adult Education New Means 4. The recipients of the Pedagogic Action The child The learner The adult 5. Pedagogic Professional Fields Educational Institutions (administration) 6. Teaching and Research Methods of Educational Research Interpretational methods Empirical methods Κοντάκος, Α. (2010). Εισαγωγή στην Παιδαγωγική των Μέσων. Αθήνα: Εκδόσεις ΑΤΡΑΠΟΣ Καϊλα, Μ., Πολεμικός, Ν., Κοντάκος, Α., Γκόβαρης, Χ. (2002). Σύγχρονοι Παιδαγωγικοί Προβληματισμοί. Αθήνα: Εκδόσεις ΑΤΡΑΠΟΣ-ΠΕΡΙΒΟΛΑΚΙ Πυργιωτάκης, Γ. (1999). Εισαγωγή στην Παιδαγωγική Επιστήμη. Αθήνα: ΕΛΛΗΝΙΚΑ ΓΡΑΜΜΑΤΑ Χατζηδήμου, Δ. (2006). Εισαγωγή στην Παιδαγωγική. Θεσσαλονίκη: Εκδόσεις Κυριακίδη, Β.

19 Σταμάτης, Π. (2009). Παιδαγωγική Επικοινωνία στην Προσχολική και Πρωτοσχολική Εκπαίδευση. Αθήνα: Εκδόσεις ΑΤΡΑΠΟΣ Debesse M. - Mialarel. G.: Οι Παιδαγωγικές Επιστήμες Τόμος 2 - Ιστορία της Παιδαγωγικής. Ρέμπλε Αλμπερτ (1990). (μεταφρ. Θεοφ. Χατζηστεφανίδου). Εκδόσεις Δημ. Παπαδήμα, Αθήνα. Teaching methods: The subject is taught on a weekly three-hour basis. Every three-hour session is supported with contemporary audio-visual material and technological means. Weekly sessions are organized as follows: First hour: common negotiation of an issue among teaching practitioner and students (lecture, conversation, workshop) Second hour: students projects presentation Third hour: contact and conversation with educators and specialists on the History of Education. Students are invited to develop a dialogue driven by the stimuli provided during each session. During each session, students are encouraged to express their questions and queries to the teaching practitioner as well as their views and experiences after their prompting appropriate didactic questions. Moreover, they are invited to develop a dialogue driven by the stimuli provided during the teaching and learning session. Moreover, except for personal contact and co-operation with the teaching practitioner students will be frequently provided with material and information related to the subject via . Assessment methods: Preparation for and about the subject demonstrates interest and active participation in the teaching and learning procedure. This is the only way one can understand and process the most important information and views and thus can be helped towards success when they are assessed. Students performance is assessed as follows: 1. Composition of a brief thematic project (up to 10 pages), which will be based on one of the subject sessions and constitute the 50% of the total grade of the subject. 2. Assessment through a form of brief written examination at the end of the semester, which will constitute the remaining 50% of the total grade of the subject. In this way students will be facilitated with the process of the subject s reading material as well as the relevant bibliography. Course title: CURRICULUM THEORY Course code: ΥΑ003 Type of course: Theoretical Semester: B Semester Number of credits allocated (E.C.T.S.): 4 Number of teaching credits: 3 Name of lecturer: Yannis Hadzigeorgiou

20 The aim of this course is to enable students to understand the notion of curriculum, its various orientations, models of planning and evaluation, as well as the various perspectives on curriculum design for the future. Prerequisites: none Course contents(syllabus): Contemporary reality and the need for curriculum reform. The concept of curriculum and kinds of curriculum. The function of the curriculum. Curriculum orientations. Curriculum design/planning models, aims and objectives. The content of the curriculum. Curriculum and technology. Curriculum evaluation. Contemporary perspectives on curriculum design. Contemporary Programs for Preschool Children. Curriculum for the future. Βρεττός, Ι. & Καψάλης, Α. (2009). Αναλυτικά Προγράμματα. Θεσσαλονίκη: Art of Text Κουτσελίνη, Μ. (1997). «Σύγχρονες Τάσεις και Προοπτικές των Αναλυτικών Προγραμμάτων. Η εγκυρότητα τους για Εκπαίδευση που Προσανατολίζεται στον 210 Αιώνα». Τα αναλυτικά Προγράμματα στην Πρωτοβάθμια Εκπαίδευση. Πρακτική 10ου Πανελληνίου Εκπαιδευτικού Συνεδρίου ΔΟΕ και ΠΟΕΔ. Ιωάννινα, Απριλίου Ντολιοπούλου, Ε. (2000). Σύγχρονα Προγράμματα για Παιδιά Προσχολικής Ηλικίας. Αθήνα: Τυπωθήτω. Φλουρής, Γ. (1991). «Δυσαρμονία Εκπαιδευτικών Νόμων, Σχολικού Προγράμματος, Διδακτικών Βιβλίων και Διδακτικής Πράξης: Μία πτυχή της Κρίσης της Ελληνικής Εκπαίδευσης». Στο Ι. Πυργιωτάκης και Ι. Κανάκης ( Επ.), Παγκόσμια Κρίση στην Εκπαίδευση. Αθήνα: Γρηγόρης. Φλουρής Γ. (1995α). Αντιστοιχία Εκπαιδευτικών Σκοπών, Αναλυτικού Προγράμματος και Εκπαιδευτικών Μέσων: Μερικές Όψεις της Εκπαιδευτικής Αντιφατικότητας». Στο Α. Καζαμίας και Μ. Κασσωτάκης (Επ.), Ελληνική Εκπαίδευση: Προοπτικές Ανασυγκρότησης και Εκσυγχρονισμού. Αθήνα: Σείριος. Φλουρής, Γ. (1995β). Αναλυτικά Προγράμματα Για Μία Νέα Εποχή Στην Εκπαίδευση. Αθήνα: Γρηγόρης (πρώτη έκδοση 1983). Xαραλάμπους, Δ. (Επ.). (2007). Εκπαιδευτική Μεταρρύθμιση και Εκπαιδευτική Πολιτική. Παρόν, Παρελθόν και Μέλλον. Αθήνα: Ελληνικά Γράμματα. Xατζηγεωργίου, I. (1999). Γνώθι το Curriculum. Θέματα Αναλυτικών Προγραμμάτων και Διδακτικής. Αθήνα: Ατραπός. (σ. 630) (Know the Curriculum. Topics on Curriculum and Instruction) Χατζηγεωργίου, I. (2000). John Dewey. Αθήνα: Ατραπός. (σ. 167) Χατζηγεωργίου, I. (2003). Πρόταση για Ένα Σύγχρονο Αναλυτικό Πρόγραμμα: Μια Ολιστική-Οικολογική Προοπτική. Αθήνα: Ατραπός. (Α Proposal for a Contemporary Curriculum: A Holistic-Ecological Perspective) Xατζηγεωργίου, Ι. (2004β). Αναλυτικά Προγράμματα: Προβλήματα και Προοπτικές. Στο Γ. Μπαγάκης (Επ.), Ο Εκπαιδευτικός και το Αναλυτικό Πρόγραμμα (σ ). Αθήνα: Μεταίχμιο.

21 Χατζηγεωργίου, I. (2005α). Η Αναδομιστική διάσταση των Αναλυτικών Προγραμμάτων Ως Απόρροια της Ολιστικής-Οικολογικής Κοσμοθεωρίας. Στο Γ. Φλουρής & Μ. Κασσωτάκης (Επ.), Εκπαιδευτικά Ανάλεκτα: Τιμητικός Τόμος για τον Βύρωνα Μασσιάλα (σ ). Αθήνα: Ατραπός. Χατζηγεωργίου, Ι. (2005β). Ένας Επαναπροσδιορισμός της Εκπαιδευτικής Διαδικασίας. Πρόλογος στο Κ. Εgan Ο Πεπαιδευμένος Νους: Πώς τα Νοητικά Εργαλεία Διαμορφώνουν την Κατανόησή Μας (The Educated Mind: How Cognitive Tools Shape Our Understanding) (σ. 7-22). Αθήνα: Ατραπός. Χατζηγεωργίου, Ι. (2007). Σύγχρονη Πραγματικότητα και η ανάγκη για την αναμόρφωση του Αναλυτικού Προγράμματος. Στο Δ. Χαραλάμπους (Επ.), Εκπαιδευτική Πολιτική: Παρελθόν Παρόν και Μέλλον. Αθήνα: Ελληνικά Γράμματα. In other language: Apple, M. (1996). Cultural Politics and Education. Buckingham: Oxford University Press. Bennett, c. (1996). Comprehensive Multicultural Education. Boston: Allyn and Bacon. Egan, K. (1997/2005). The Educational Mind: How Cognitive Tools Shape Our Understanding. Chicago: The University of Chicago Press. (Ο Πεπαιδευμένος Νους: Πως τα Νοητικά Εργαλεία Διαμορφώνουν την Κατανόησή μας. Αθήνα: Ατραπός. Hicks, D. (1998). Identifying Sources of Hope in Postmodern Times. Στο Hicks και R. Slaughter (Επ.), World Yearbook of Education 1998: Futures education. London: Kogan Page. Hatzigeorgiou, Y. (1997). Relationships, Meaning and the Science Curriculum. Curriculum and Teaching,12, Lawton, D. (1996). Beyond the National Curriculum: Teacher Professionalism and Empowerment. London: Hodder and Stoughton. Lonngworth, N.& Davies, K. (1996). Lifelong Learning: New Visions, New Implications. New roles for People, Organizations, Nations and Communities in the 21st Century. London:Kogan Page. Pinar, W., Reynolds, W., Slattery, P. & Taubman, P. (1995). Pinar, W. (Επ.) (1998). Curriculum: Toward New Identities. New York: Garland Publishing Inc. Stinner, A. (1995). Contextual Settings, Science Stories and Large Context Problems: Toward a More Humanistic Science Education. Science Education. Science Education, 79, Thick, C. (1995). The Right to Hope: Global Problems, Global Visions. London: Earthscan. Toffler, A. (1998). Από την Ουτοπία στην Πρακτοπία». Εφημερίδα Το Βήμα, Δεκεμβρίου, 6-7. Walker, J.(1996). Postmodernism and the Study of the Future. Futures Research Quarterly, 12, Teaching methods: Lecture complemented with: a) group discussion of topics of interest, b) article presentations c) planning curricular units by use of the WEB

22 Assessment methods: The students can choose between two equivalent ways of assessment. 1. Two tests (40% x 2) plus a summary and critique of two articles (10% x 2) or 2. Oral or written examinations (80%) plus a summary and critique of two articles (10% x 2) Language of instruction: Greek Course title: TEACHING METHOLOGY AND ITS IMPLEMENTATIONS Course code: YA007 Type of course: Theoretical Semester: B Semester Number of credits allocated (E.C.T.S.): 4 Number of teaching units: 3 Name of lecturer: Emmanouil Konsolas Within the frame of this lessons the general objectives for the students are : approach the pedagogical phenomenon of teaching through the cognitive approach of teaching theories and models. overcome their pedagogical and teaching insufficiencies regarding topics that are related with the preparation, the conducting and the evaluation of teaching. implement a teaching plan, which will be based on a complete methodology of didactics in teaching procedure. Prerequisites: none Course contents(syllabus): Historical review regarding the evolution of didactic methodology. Concept and basic principles of teaching. Curricula and teaching methodology. Teaching and educational aims. Teaching principles. Teaching models. Teaching methods and approaches. The structural levels of teaching. The selection and exploitation of old and new means within teaching praxis. Characteristics of a modern teacher that are demanded for an efficient teaching. Organizing and controlling school class/ psychological social environment of school class. Conducting and assessing school class. Teaching evaluation. Jacobsen D., Eggen P., Kauchak D., (2009). Μέθοδοι Διδασκαλίας. Ενίσχυση της Μάθησης των παιδιών από το Νηπιαγωγείο έως το Λύκειο. Επιστημονική Επιμέλεια - Εισαγωγή: Μ. Σακελλαρίου, Μ. Κόνσολας. Μετάφραση: Ρ. Λαμπρέλλη. Αθήνα: Ατραπός. Joyce B., Weil M., Calhoun E., (2009). Διδακτική Μεθοδολογία. Διδακτικά Μοντέλα. Μτφρ.: Ν. Κουβαράκου. Επιμέλεια: Κ. Κασιμάτη. Αθήνα: Ίων. Κασσωτάκης Μ. & Φλουρής Γ., (2006). Μάθηση και διδασκαλία. Τόμος Α & Β. Αθήνα: εκδ. ίδιου

23 Καψάλης Α. & Νημά Ε. (2008). Σύγχρονη Διδακτική. Β Έκδοση. Θεσσαλονίκη: Αδελφών Κυριακίδη Κόνσολας Μ., Νικολάου Ε., (2009). Το Ντροπαλό Παιδί. Απόψεις των εκπαιδευτικών στο πλαίσιο της διδακτικής πράξης. Αθήνα: Γρηγόρη Κοσσυβάκη Φ., (2006). Εναλλακτική Διδακτική. Προτάσεις για μετάβαση από τη Διδακτική του Αντικειμένου στη Διδακτική του Ενεργού Υποκειμένου. Αθήνα: Gutenberg. Ματσαγγούρας Η., (1997). Θεωρία της Διδασκαλίας (τόμος β ): Στρατηγικές Διδασκαλίας: Από την Πληροφόρηση στην Κριτική Σκέψη. Αθήνα: Gutenberg (γ έκδοση) Ματσαγγούρας Η., (1998). Θεωρία της Διδασκαλίας (τόμος α ): Η Προσωπική Θεωρία ως Πλαίσιο Στοχαστικο-Κριτικής Ανάλυσης. Αθήνα: Gutenberg Μπιρμπίλη Μ., (2008). Προς μία παιδαγωγική του διαλόγου: Η σημασία και ο ρόλος των ερωτήσεων στην προσχολική εκπαίδευση. Αθήνα: Gutenberg Τριλιανός Θ., (2004). Μεθοδολογία της Σύγχρονης Διδασκαλίας. Τόμος Α, Β (3η έκδ.). Αθήνα: εκδ. ίδιου Χατζηδήμου Δ., (2007). Εισαγωγή στη θεματική της διδακτικής. Συμβολή στη θεωρία και στην πράξη της διδασκαλίας. Θεσσαλονίκη: Αδελφών Κυριακίδη Χριστιάς Ι., (2003). Θεωρία και Μεθοδολογία της Διδασκαλίας. Αθήνα: Γρηγόρη Teaching methods: Teaching and learning methods, so that the theoretical background of cognitive objects will be presented, as well as the research, didactic and practical value of them. ICT use for an improved conduct of teaching praxis Systematic effort to integrate students in lesson s procedure, through the realization and presentation of their projects during teaching hour. Laboratory implementation of cognitive objects Implementation of activities through students visits to Primary Education schools After the completion of lessons a cd will be distributed to students, including the projects of all participants in each lesson. Assessment methods: Students evaluation is based on the examination s accumulative system, combined with the research-compositional essay, the participation in the laboratory tasks and the written final examination. Necessary pre-requirement of success will be: The presentation of the essay using powerpoint, in the teaching class The participation of students in activities implementation in the teaching class The participation of students in practicum in teaching class Consequently, the continuous attendance of lessons is considered to be necessary

24 Course title: PHILOSOPHY OF EDUCATION Course code: ΥΑ001 Type of course: Theory - Workshop Semester: C Semester Number of credits allocated (E.C.T.S.): 4 Number of teaching units : 3 Name of lecturer: Eleni Theodoropoulou Research, categoriation, interpretation firstly of the character position and role of Philosophy of Education in the frame of the Sciences of Education as well in the larger frame of Human Sciences and secondly of its distinct and non visible functions, on a theoretical and on a practical level as well. The whole procedure is organized as an introduction to the field of Philosophy of Education. Clarification of the specific characteristics of the subject (identification, recognition and distinction). Εmphasis on its philosophical nature. Clarification of the possibility of intervention and of possible forms of intervention of Philosophy of Education to the realm of education οn micro and macro-level Presentation and understanding of philosophical, pedagogical, interdisciplinary dynamics and contemporaneity of Philosophy of Education through concrete examples, analysis and use of materials. Prerequisites: none Course contents(syllabus): Relations between Philosophy and Philosophy of Education, Pedagogy and Philosophy of Education. Clarification of Philosophy s of Education position into the field of Sciences of Education. Analytics of its relation with sciences, literature, arts. Its specificity to identify and deal with questions, problems, synthesis of questions and construction of answers οr nucleuses of answers. Contents and contexts, listed and possible of Philosophy of education (extension, depth and perspectives). Concretization of fundamental principles, concepts, objectives, finalities, questions-problems. Elaboration and understanding of the way of thinking construction and of the hermeneutical dimension as specific characteristics of Ph.of Ed. Working on the bond between philosophical and pedagogical theories. Understanding Philosophy of Education as a tool in the frame of the training of educators classroom as experience field (workshops). Special subjects (as, body, otherness, ethics/moral, gender, values, antinomy and dilemmas). «ΕΠΙΣΤΗΜΕΣ ΑΓΩΓΗΣ», πρδκ., 2003, Φιλοσοφία της Παιδείας και Εκπαιδευτική Πρακτική, τεύχος 4, Πανεπιστήμιο Κρήτης, Παιδαγωγικό Τμήμα Δ.Ε. ADORNO TH., 1975, Σε τι χρησιμεύει η ακόμη φιλοσοφία; (εισ., μτφρ., επιμ., Π. Σούρλα), Αθήνα, Έρασμος

25 ΒOLLNOW, O.F., 1986, Φιλοσοφική Παιδαγωγική, Αθήνα, Εκδ. Γρηγόρη ΘΕΟΔΩΡΟΠΟΥΛΟΥ Ε. (επιμ., μτφρ., εισαγ. σημ.), 2010, Φιλοσοφία της Παιδείας: λόγοι, όψεις, διαδρομές, Αθήνα: Πεδίο ΚΑΝΤ Ι., 2004, Περί Παιδαγωγικής, Αφοί Κυριακίδη MARPLES, R., (επιμ.), 2002, Οι σκοποί της εκπαίδευσης (μτφρ. Π. Σ. Χατζηπαντελή), Αθήνα, Μεταίχμιο PLESSNER H., Κείμενα Φιλοσοφικής Ανθρωπολογίας, (μτφρ. επιμ. Ι. Θεοδωρόπουλος), Πρέβεζα REBOUL O., 1996, «Φιλοσοφία της Παιδείας», στο: MIALARET G. Κ.ά., Εισαγωγή στις Επιστήμες της Αγωγής, Αθήνα, τυπωθήτω Γ. Δάρδανος In other language: ΒRΕΝΖΙΚΑ W., 1992, Philosophy of educational knowledge, Kluwer Academic Publishers, Dudrecht, Boston, London, 1992 DEWEY, J., 1916, Democracy and Education [in: John Dewey, The Middle Works, , Vol. 9] HARE W., PORTELLI J.P., (eds) 2005, Key Questions for Educators, Canada, EdpHil Books HOUSSAYE, J., (dir.), 1999, Education et Philosophie, Paris, ESF éditeur KAHN, P., OUΖOULIAS, A., THIERRY, P., (dir.), 1990, L Education. Approches Philosophiques, Paris, PUF PETERS R.S., 1987, The concept of education, London, Routledge & Kegan Paul SCHEFFLER I., 1991, In Praise of the Cognitive Emotions, and Other Essays in the Philosophy of Education. New York: Routledge WINCH, Chr. GINGELL, J., 2003, Key Concepts in the Philosophy of Education, London and New York, Routledge Teaching methods: Seminars (philosophical) dialogue, text and other sources analysis, case study/workshops Assessment methods: Exercises/workshops, papers, semester exams (written), questionnaires Course title: HISTORY OF EDUCATION Course code: YΑ004 Type of course: Theoretical sessions and workshops Semester: Number of credits allocated (E.C.T.S.): 4 Number of teaching units : 3 Name of lecturer: Kontakos Anastasios The general goal of the subject is the introduction to the scientific field of the History of Education (history of institutions, bodies, ideas, judgments, methods, theories) and its methodology and provides common basic training in this field.

26 More specifically, the following general aims are sought: The utilization of historic resources for the comprehension of the educational past. The development of a critical perception of historic facts. The connection of the educational present with the past and future. The understanding of the historical rationale of educational issues. The development of a culturally and historically grounded professional conscience. Prerequisites: none Course contents (Syllabus): Introduction to the historical comprehension of pedagogic problems, pedagogic judgments, educational systems, educational institutions, educational reforms and pedagogic ideas. There has been an effort to approach contemporary educational issues and appropriate pedagogic action planning for the future through the understanding of historic educational facts via a complex teaching-learning manner, which combines lectures with the presentation of students personal projects. In particular, the following thematic areas are examined: Introduction History of Pedagogy: Re-constructing the pedagogic subject Hellenic and Roman Ancient Era Western and Eastern Middle Age Renaissance, humanism, reform, anti-reform Education during Turkish occupation Baroque, the era of enlightenment, classical idealist era, industrialism Reform Pedagogy I Reform Pedagogy II Contemporary Hellenic Education I Contemporary Hellenic Education II Contemporary Pedagogic Trends Κοντάκος, Α. (2007). Χρονολόγιο Ιστορίας της Εκπαίδευσης. Αθήνα: Εκδόσεις ΑΤΡΑΠΟΣ Κοντάκος, Α. (2003). Μύθοι και Εκπαίδευση. Προτάσεις για μια Παιδαγωγική του Μύθου. Αθήνα: Εκδόσεις ΑΤΡΑΠΟΣ ΠΕΡΙΒΟΛΑΚΙ Reble, A. (1999). Ιστορία της Παιδαγωγικής. Αθήνα: Εκδόσεις ΠΑΠΑΔΗΜΑΣ Μπουζάκης, Σ. (2002). Νεοελληνική Εκπαίδευση Εξαρτημένη Ανάπτυξη. Αθήνα: Εκδόσεις GUTENBER Βρεττός, Ι. (2005). Θεωρίες της Αγωγής: Τόμος Α : Πλάτων, Comenius, Rousseau. Αθήνα: Αυτοέκδοση Βρεττός, Ι. (2005). Θεωρίες της Αγωγής: Τόμος Β :Pestalozzi, Αδ. Κοραής. Αθήνα: Αυτοέκδοση Χαράλαμπου Νούτσου (2001). Ιδεολογία και εκπαιδευτική πολιτική.εκδόσεις Βιβλιόραμα, Αθήνα,.

27 Φραγκουδάκη Άννας (1987). Εκπαιδευτική μεταρρύθμιση και φιλελεύθεροι διανοούμενοι Άγονοι αγώνες και ιδεολογικά αδιέξοδα στο μεσοπόλεμο. Εκδόσεις Κέδρος, Αθήνα. Χαραλάμπους Δημήτρης (2007). Μεταπολίτευση και εκπαιδευτική πολιτική παρελθόν - παρόν μέλλον. ΕΛΛΗΝΙΚΑ ΓΡΑΜΜΑΤΑ, Αθήνα. Χουρδάκης Αντώνης (2002). Η παιδεία στην Κρητική Πολιτεία ( ). Εκδόσεις Gutenberg, Αθήνα. Teaching methods: The subject is taught on a weekly three-hour basis. Every three-hour session is supported with contemporary audio-visual material and technological means. Weekly sessions are organized as follows: First hour: common negotiation of an issue among teaching practitioner and students (lecture, conversation, workshop) Second hour: students projects presentation Third hour: contact and conversation with educators and specialists on the History of Education. Students are invited to develop a dialogue driven by the stimuli provided during each session. During each session, students are encouraged to express their questions and queries to the teaching practitioner as well as their views and experiences after their prompting appropriate didactic questions. Moreover, they are invited to develop a dialogue driven by the stimuli provided during the teaching and learning session. Moreover, except for personal contact and co-operation with the teaching practitioner students will be frequently provided with material and information related to the subject via . Assessment methods: Preparation for and about the subject demonstrates interest and active participation in the teaching and learning procedure. This is the only way one can understand and process the most important information and views and thus can be helped towards success when they are assessed. Students performance is assessed as follows: 1. Composition of a brief thematic project (up to 10 pages), which will be based on one of the subject sessions and constitute the 50% of the total grade of the subject. 2. Assessment through a form of brief written examination at the end of the semester, which will constitute the remaining 50% of the total grade of the subject. In this way students will be facilitated with the process of the subject s reading material as well as the relevant bibliography. Course title: LEARNING THEORIES AND TEACHER BEHAVIOR Course code: ΥA005 Type of course: Theoretical Semester: D Semester Number of credits allocated (E.C.T.S.): 4 Number of teaching units: 3 Name of lecturer: Maria Kaila

28 The future teachers, the university students will be introduced to the psychological learning theories, both at a behavioral level and at a social-cognitive, cognitive and psychodynamic level. They will be able to evaluate, to locate positive aspects in relation to teaching areas and to implement them. They will be able to connect the learning theories with school and family, so that they will be able to act as consultants to parents. Prerequisites: none Course contents (Syllabus): Psychological learning theories and their utilization in educational procedure, especially in the field of learning and teaching. Presentation and analysis of behavioral theories (Pavlov, Thorndike, Watson, Guthrie, Skinner etc.), social-cognitive (Bandura, Mahoney, Meichenbaum etc.), cognitive (Lewin, Tolman, Piaget, Bruner etc.), and psychodynamic (Freud, Adler, Jung, Erikson etc.). Sternberg, R. (2007). Γνωστική Ψυχολογία.(Επιμ. Γ. Ξανθάκου και Μ. Καΐλα, μτφ. Ι. Βραχωρίτου), Αθήνα : Ατραπός. Κολιάδης, Ε. (1996). Θεωρίες Μάθησης και Εκπαιδευτική Πράξη, Α: Συμπεριφοριστικές Θεωρίες. Αθήνα: Αυτοέκδοση. Κολιάδης, Ε. (1997). Θεωρίες Μάθησης και Εκπαιδευτική Πράξη,Β: Κοινωνικογνωστικές Θεωρίες Αθήνα: Αυτοέκδοση. Κολιάδης, Ε. (1997). Θεωρίες Μάθησης και Εκπαιδευτική Πράξη, Γ: Γνωστικές Θεωρίες, Αθήνα: Ελληνικά Γράμματα. Κολιάδης, Ε. (2002). Γνωστική Ψυχολογία, Γνωστική Νευροεπιστήμη και Εκπαιδευτική Πράξη. Αθήνα: Αυτοέκδοση. Teaching methods: Collaborative method- Interdisciplinary approach - ICT Assessment methods: Paper submission - Written examinations Course title: INTERCULTURAL EDUCATION Course code: ΥΕΑ024 Type of course: Theoretical Semester: Number of credits allocated (E.C.T.S.): 3 Number of teaching units :3 Name of lecturer: Thomai Mperzamani ELECTIVES