Ο Πρόεδρος και τα μέλη του Διδακτικού Προσωπικού καλωσορίζουν τους νεοεισαχθέντες φοιτητές του Τμήματος.
- GENERAL
| SCHOOL | SOCIAL POLITICAL AND ECONOMIC SCIENCES | ||||
| DEPARTMENT | SOCIAL POLICY | ||||
| LEVEL OF STUDIES | LEVEL 6 | ||||
| COURSE CODE | 71 |
SEMESTER |
1st & 3rt | ||
| COURSE TITLE | Sociology of Education | ||||
| TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of th ecourse e.g. lectures, labsetc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHING HOURS PER WEEK | ECTS CREDITS | |||
| 3 | 6 | ||||
| Please, add lines if necessary.Teaching methods and organization of the course are described in section 4. | |||||
| COURSETYPE
Background, GeneralKnowledge, Scientific Area, Skill Development |
General Knowledge | ||||
| PREREQUISITES:
|
No | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | No | ||||
| COURSEURL: | |||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course. | |
| After successful completion of the course students will be able to:
– To know the concept of sociology of education. • To know the sociology of school and the classroom. • Understand Social and Educational Inequalities. • Understand the individual dimensions of Education and social, economic development. • Explain the different theoretical approaches. • Explain the relationship between education and social institutions. • Critically approach the sociology of education. • Write assignments related to educational policy. |
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| General Skills | |
| Name the desirable general skills upon successful completion of the module | |
| Search, analysis and synthesis of data and information,
ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas |
Project design and management
Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive reasoning |
| – Autonomous work
– Search, analysis and synthesis of data and information, ICT Use – Working in an interdisciplinary environment – Promoting free, creative and inductive reasoning – Critical thinking |
|
- COURSE CONTENT
| The course material is divided into 13 weeks, the content of which is:
– Introduction to the Sociology of Education. – Education and Society. – Social and Educational Institutions. – The role of educational policy. – Social and Educational Inequalities. Education and social, economic development. – Education and the education system. – The school as a social organization. The role of the school. The school culture. School and family communication. – Sociology of the classroom. – Reflection on the sociology of education. |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face to face, Distance learning, etc. |
Face to face | ||||||||||||||
| USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Yes
For this course, the online e-class platform is used, on which online texts, digital study sources and work environments are put. Through this online environment, communication with the students is delivered, updates are posted and work assignments are given.
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| TEACHING ORGANIZATION
The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.
The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards. |
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| Student Evaluation
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others
Please indicate all relevant information about the course assessment and how students are informed |
The evaluation is based on two axes: a) the active participation of students in the educational process, which is ensured with their involvement in a submitted assignment that is considered as a prerequisite for understanding the content of the course and their participation in the final examinations; and b) their participation in the final written examination.
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- SUGGESTED BIBLIOGRAPHY
| Κελπανίδης, Μ. (2004). Κοινωνιολογία της εκπαίδευσης. Αθήνα: Ελληνικά Γράμματα.
Φραγκουδάκη, Α. (2000). Κοινωνιολογία της εκπαίδευσης. Αθήνα: Παπαζήσης Κυρίδης, Α. (1999). Εκπαιδευτική ανισότητα. Θεσσαλονίκη: Αφοι Κυριακίδη. Συλλογικό. (2017). Κοινωνιολογία της εκπαίδευσης. Εισαγωγή σε βασικές έννοιες και θεματικές. Αθήνα: GUTENBERG. Δασκαλάκης, Δ. (2017). Κοινωνιολογία της εκπαίδευσης. Αθήνα: Παπαζήση. |
