General Didactics: Learning and Teaching

COURSE CODE 66 SEMESTER 2nd,  4th, 6th & 8th
COURSE TITLE General Didactics: Learning and Teaching
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.
3 6
Please, add lines if necessary.Teaching methods and organization of the course are described in section 4.

Background, GeneralKnowledge, Scientific Area, Skill Development

Skill Development
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The course’s objective is to acquire knowledge, skills and abilities in regard to the basic dimensions of the school’s reality, such as: school organization, social and organizational operating framework of the classroom, pedagogical issues relating to education-learning, efficient function of the school unit and classroom, preventing and dealing with issues arising within the school, promotion and expansion of knowledge and developing mental, social and ethical independence of students.

In regard to acquired knowledge, upon successful completion of the course, students should be able to:

Identify the environment of the school unit and classroom, their structures, purposes and basic functions. Comprehend the educators and student’s role within the school community. Locate the school’s place within the local community as well as its relationship with its wider environment. Distinguish the influences and the pedagogical admissions which establish the different approaches regarding the function of both the school unit and classroom.

Upon completing the course, the following skills should have been acquired by the students:

Investigating and analyzing pedagogical characteristics relating to structure, goals, function and basic components of the school unit. Analyzing and interpreting the school’s position within the local community, as well as its relations with its environment. Supporting their views and theories on substantiated scientific opinions. Supporting and highlighting the necessity of an open to all democratic school.

General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information,


Adaptation to new situations

Decision making

Autonomous work


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


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

The aim of this course is to present, both theoretically and practically, the main approaches of the Science of School Pedagogy in its course of development with regard to the requirements in school education. These approaches relate to the prioritisation of educational aims, to the role of education in social reality, to the nature and competences of pupils, to the nature of school learning, to the processes and the conditions of learning and development and, by extension, to the roles and the desired type of educator. More in particular, emphasis is placed on: (a) the conceptual categories of the Sciences of Pedagogy (Experimental or Empirical Pedagogy, Hermeneutic Pedagogy, Critical Pedagogy); (b) pedagogic matters of education and learning (specification of main pedagogical terms, aims and purposes in education, main epistemological approaches and main principles of learning, interthematicity and interdisciplinarity as basic principles for organising curricula; and (c) psychopedagogic matters of the educational context (communication, interpersonal relations, needs, motives, stances, problems of learning and behaviour, socio-organisational context of operation of the school class).

The course includes the following modules: (a) the first module presents the school as a social institution and as a learning and educational space (concept, content and formation of school life, concept and definition of education, purposes and means of education, teaching, learning), the main stages of its development, the concept, the aims and the necessity of education, the educational reform interventions that took place in our country, and the forms of education; (b) the object of the second module are the two main factors of the educational process, i.e. the educator and the pupil (the role of the educator and the pupil in school, the profession of the educator and his/her career development, interpersonal relations between educators and pupils, the role of expectations, evaluation as pedagogical practice; and (c) the third module addresses matters in relation to the school class (models of organisation and management in education, theories about the school class, typology of the school class, personal theory about the school class, problem management, communication and management of conflicts, psychological climate).

Face to face, Distance learning, etc.
Face to face
Use of ICT in Teaching, in Laboratory Education, in Communication with students
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.


The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & 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.

Activity Workload/semester
Lectures 39
Elaboration of activities 21
Study of bibliography 45
Shortessaywriting 45
Course total 150
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.


Θεοφιλίδης Χ., (2002).Διαθεματική Προσέγγιση της Διδασκαλίας, Εκδόσεις Γρηγόρη, Αθήνα

Κανάκης Ι.Ν., (2001). Η Οργάνωση της Διδασκαλίας-Μάθησης με Ομάδες Εργασίας, Τυπωθήτω – Γιώργος Δαρδανός, Αθήνα

Κασσωτάκης Μ.Ι. – Φλουρής Γ., (2005). Μάθηση και διδασκαλία. Θεωρία, Πράξη και Αξιολόγηση της Διδασκαλίας, τ. Β΄, Αθήνα

Koρρέ Ε., (2010). Θέματα Διδακτικής Μεθοδολογίας. Αναλυτικό Πρόγρaμμα, Διδασκαλία, Σχολικά Εγχειρίδια, Εκδόσεις Γρηγόρη, Αθήνα.

Ματσαγγούρας Η.Γ., (2008). Ομαδοσυνεργατική Διδασκαλία και Μάθηση, Εκδόσεις Γρηγόρη, Αθήνα




 Alternative ways of examining a course in emergency situations


Teacher (full name):
Contact details:
Supervisors: (1)
Evaluation methods: (2)
Implementation Instructions: (3)
  • Please write YES or NO
  • Notedowntheevaluationmethodsusedbytheteacher, e.g.
  • written assignmentor/andexercises
  • writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:
  1. a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
  2. b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
  3. c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbers only of students eligible to participate in the examination.

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