The dual level of school learning and the symbolic nature of interaction. Identity formation and role taking. Characteristics of teacher-student interaction. Definition and dimensions of communication. Verbal and non-verbal communication. Channels of non-verbal communication. The role of expectations in teacher-student interaction. The importance of the quality of the pedagogical relationship. The school class as a social group and especially as a group of peers. The effect of the quality of relationships in the classroom group on its behavior and performance. Management of problems in the school classroom by the teacher, such as the social isolation of some students, aggressive behavior and bullying in students’ community, interpersonal and intergroup conflicts in the school group.

Key words

Human interaction, Communication, Social role, Identity, Expectations, Preconceptions, Non-verbal behavior

Learning outcomes

Upon successful completion of the course, students are expected to:

1. understand that teacher's work in the classroom has, in principle, all the characteristics of human communication and social interaction,
2. be able to understand incidents of everyday life in the classroom with the help of scientific terms of the theory of symbolic interaction,
3. to be able to make an accurate diagnosis of the causes of the problems that arise in the common life of the class and to be able to propose pedagogically appropriate and acceptable solutions.
4. become aware of the role and influence of non-verbal behavior, expectations and prejudices in human coexistence and communication,
5. be able to describe the school class as a social group and in particular as a group of peers
6. be able to understand the structure and quality of social relations in the group of a certain class
7. be able to proceed with the appropriate actions in order to improve classmates’ social relations, based on findings 8) be able to describe the role of the teacher as manager and animator of the class group.

Supporting students with Special Educational Needs in their efforts to meet school requirements is a priority of educational policy in many countries around the world, as it is linked to quality of life and functioning in adult life. In the context of this course, theoretical considerations and issues related to Special Education and specifically to the field of Learning Disabilities are presented. Initially, the conceptual clarification and content of this diagnostic category of educational needs are examined. We start our reflection from discussing several models of explanation for the occurrence of serious learning difficulties when there are no obvious sensory, cognitive or psychosocial problems. The course then focuses on issues of assessment and identification of Learning Disabilities. Current methods, domains, and assessment procedures used in order to gather the necessary information for interpretation and instructional support for students are thoroughly presented. Finally, current teaching methods and empirically-based good practices are presented organized according to the specific characteristics of the academic subjects and the individual educational needs of students with Learning Disabilities.

The scope of this course is the study of the ways Internet technologies can be used for the development, delivery and support of language learning courses.

In the first part of this course, synchronous communication technologies as well as technologies that ensure the digital presence of the language teacher will be examined (videoconferencing software, blog creation software, podcasts, etc). Collaborative software as well as online surveys / questionnaires creation tools are also examined.

The second part of the course is dedicated to the development of courses in asynchronous learning platforms (Virtual Learning Environments). In this part, the theoretical principles and the possibilities of those environments as well as the ways they are used for language learning/training will be presented. The operational details of a specific VLE will be displayed in detail, and the students will develop language courses in this environment.

Aim of the module: is to examine the characteristics of the contemporary socioeconomic environment that need to be predicted, analyzed, and assessed from the organizations that offer educational services in the multilanguage and multicultural context and include, among others:

1. agility and flexibility,
2. lifelong training,
3. total quality,
4. innovation and entrepreneurship,
5. interdisciplinary and multiculturalism, in order to cope with the contemporary circumstances and requirements in the globalized environment

The course deals with concepts of linguistics and teaching methodology that are necessary for the implementation of bilingual/multilingual education programmes. Characteristics of bilingualism and multilingualism at individual and social level are discussed, as well as language policies on bilingualism/multilingualism and language status. Dimensions of bilingualism/multilingualism in language teaching/learning are examined. Emphasis is placed on cultural pluralism and its management models in education, the basic principles of intercultural education, intercultural competence and readiness of teachers and teaching choices and practices of interlingualism. Educational and language policies and practices relating to refugees and vulnerable social groups, as well as the link between family language policy and childhood bilingualism, are being particularly addressed.

The course has three parts:  (a) The Epistemology of Scientific Research Methods, (b) Research Design (c) Introduction to data analysis. (a) Epistemology:  In this part, the epistemology of scientific research is developed. Concepts, such as aims of research, generalization, theory, scientific explanation, prediction, scientific hypothesis, stating and testing hypothesis, empirical content, falsification, and theory building, were analyze. (b) Methodology: The basic principles of research design are examined and the main methods of data collection, such as, survey method, interviews, sociometrics and experiments are described. Qualitative and quantitative approaches are explained within the logic of scientific discovery. (c) Introduction to statistical thought and to qualitative data analysis. The attendance of all lessons has been proved crucial for students’ competence and their final success in this course. The course assessment is realized with a final written examination and small projects.

Contains

The course has three parts:  (a) The Epistemology of Scientific Research Methods, (b) Research Design and c) Introduction to data analysis and writing a scientific paper. 

Syllabus:

1. Epistemology of Research Methodology
2. Designing a research project I
3. Designing a research project II
4. Research Questions and Hypotheses, the role of scientific Theories
5. Methods data collection Ι
6. Methods data collection ΙI
7. Issues of Validity and Reliability
8. Data Analysis, Descriptive statistics
9. Correlations and statistical associations among variables
10. Analysis of Qualitative Data
11. Presentation of research findings
12. Analysis of scientific reasoning
13. Writing a scientific report.

The attendance of all lessons is mandatory. The assessment procedure includes small projects and a final written examination.

Bibliography

• Σταμοβλάσης, Δ., & Βαϊοπούλου, Γ. (2021). Μεθοδολογία έρευνας στις κοινωνικές επιστήμες: Επιστημολογία, σχεδιασμός, συλλογή και ανάλυση ποσοτικών και ποιοτικών δεδομένων. Θεσσαλονίκη: Ζυγός. ISBN: 978-618-5063-67-2. Κωδικός στο σύστημα Εύδοξος: 102075594
• Σταμοβλάσης Δ. (2016) Μεθοδολογία Εκπαιδευτικής Έρευνας. Θεσσαλονίκη: Ζυγός.
• Babbie, Ε. (2011). Εισαγωγή στην κοινωνική έρευνα. Αθήνα: Εκδόσεις Κριτική.
• Creswell, W. J. (2011). Η έρευνα στην εκπαίδευση: Σχεδιασμός, διεξαγωγή και αξιολόγηση της ποσοτικής και ποιοτικής έρευνας. Αθήνα: Ίων.
• Denzin, N., & Lincoln, Y. (2005). Qualitative research. New Delhi: Sage Publications.
• Σαραφίδου, Γ.-Ό. (2011). Συνάθροιση ποσοτικών και ποιοτικών προσεγγίσεων: Η εμπειρική έρευνα. Αθήνα : Gutenberg

In this course, postgraduate students will study and investigate (bibliographical/archival/empirical) issues that they have personally chosen and which are related to the teaching approaches of foreign language in multilingual and multicultural contexts. In this way, the following threefold objective will be achieved:

1. to familiarize and systematically engage them with basic concepts and theories related to teaching approaches and foreign language teaching,
2. to acquire/update/deepen/apply their knowledge and skills in educational research; and
3. to link theory with practice, which aims at individual awareness and improvement of the teacher and the educational reality.

Students will be able, if organisationally feasible and if they wish, to combine their research with a Microteaching project that they will design and apply in the seminar.

The aim of this course is to make the students able to evaluate in an appropriate, reliable and valid way the actors and constituents of an education system.

Το μάθημα πραγματεύεται γενικές εφαρμογές λογισμικών και σύνθετων πολύγλωσσων ψηφιακών περιβαλλόντων στη σχολική τάξη. Ενδεικτικά ασχολείται:

1. Δυνατότητες και προοπτικές τεχνολογιών Web 2.0 και Web 3.0 (εικονική και επαυξημένη πραγματικότητα, φορητή μάθηση, ψηφιακή αφήγηση, σώματα κειμένων, κ.ά.).
   
2. Σύνδεση τεχνολογιών Web 2.0 και 3.0 με τα σχολικά κοινά.
   

Οι φοιτητές στο τέλος του εξαμήνου πρέπει να κατέχουν τις βασικές γνώσεις για την χρήση και την αξιοποίηση ποικίλων εφαρμογών λογισμικού, τον τρόπο λειτουργίας και τις δυνατότητες που προσφέρουν στη γλωσσική σχολική τάξη και, επίσης, να είναι σε θέση:

• να πραγματοποιούν έρευνα και να αξιοποιούν το διαδίκτυο χρησιμοποιώντας προχωρημένες τεχνικές αναζήτησης ώστε να διαχειρίζονται κάθε είδους πληροφορία (κείμενο, οπτικοακουστικά αποσπάσματα κτλ) που μπορεί να είναι χρήσιμη στη διδασκαλία της γλώσσας,
  
• να ερευνούν και να αξιοποιούν λογισμικά και δυνατότητες των τεχνολογιών Web 2.0 και Web 3.0 καθώς και διαδικτυακές υπηρεσίες, με σκοπό την συλλογή ή/και την ανάπτυξη σύνθετων μαθησιακών αντικειμένων και την αξιοποίηση αυτών στην εκπαιδευτική διαδικασία,
  
• να χρησιμοποιούν σύγχρονα περιβάλλοντα διαχείρισης για υπηρεσίες γλωσσικής εκπαίδευσης, ή/και να χρησιμοποιούν σύνθετες διαδικτυακές υπηρεσίες και να τις εφαρμόζουν στη σχολική τάξη.

The continuous, dynamic process of decision-making, planning, organization, direction and control of all productive resources involved in the educational effort is the content of the modules which will be presented in the module. In the context of the course, executives' roles and competences, basic theories of management in general as well as more specific topics related to educational organizations, such as total quality management and knowledge management, will be examined.

The present module emphasizes the human factor and its role in the contemporary approach of the educational management. Core issues of organizational behavior such as antecedents of human behavior in the work environment, classical and contemporary theories of motivation and leadership as well as issues that relate to the topic of teamwork and conflict management. Lastly, key policies and practices of human resource management will be highlighted.

The sections to be taught refer to the clarification of terms "innovation" and "entrepreneurship", the types of innovation, the various forms of entrepreneurship development in general and in particular in the field of education, the theory for the development of the business model of an innovative business idea as well as in the presentation of its structures and support bodies. The introduction of innovations and their development through strategic planning will also form an important part of the material. At the end, students will be taught the theory and practices of developing a business plan to exploit a business idea/opportunity.

The thematic areas that will be developed during the courses/seminars are the following:

• Cognitive, didactic, linguistic theories of foreign language acquisition
• Linking acquisition theories with teaching practice
• Learning terminology relevant to language teaching using ICTs
• Finding appropriate digital material and adapting it for language teaching
• Using interactive electronic tools for the development of relevant skills (oral and written comprehension, oral and written production)
• Digital Game-Based Learning
• Gamification
• Useful sources for finding educational material
• Electronic feedback tools for foreign language teaching
• Communities of Practice and Learning Communities
• Useful web 2.0 support tools

Οι μεταπτυχιακοί φοιτητές/τριες μπορούν να αναλάβουν θέμα μεταπτυχιακής εργασίας (διπλωματικής) με την έναρξη του Γ’ εξαμήνου σπουδών, εφόσον έχουν ολοκληρώσει με επιτυχία τουλάχιστον 7 από τα 10 μαθήματα.

Η Μεταπτυχιακή Εργασία μπορεί να είναι ερευνητικού περιεχομένου και πρέπει να έχει επαρκή βαθμό πρωτοτυπίας ή να αποδεικνύει καλή γνώση και σε βάθος κατανόηση ενός ειδικού θέματος τρέχοντος ερευνητικού ή τεχνολογικού ενδιαφέροντος.

Η εκπόνηση της Μεταπτυχιακής Εργασίας γίνεται με την επίβλεψη μέλους ΔΕΠ που διδάσκει στο ΔΠΜΣ, ύστερα από σχετική ανάθεση της ΕΔΕ. Το μέλος αυτό και δύο επιπλέον μέλη ΔΕΠ, οι οποίοι, επίσης, ορίζονται από την ΕΔΕ μετά από πρόταση του επιβλέποντα, βαθμολογούν τη Μεταπτυχιακή Εργασία. Ο τελικός βαθμός της Μεταπτυχιακής Εργασίας προκύπτει από το μέσο όρο της βαθμολογίας των τριών βαθμολογητών. Οι μεταπτυχιακοί φοιτητές/τριες προτείνουν οι ίδιοι το θέμα που τους ενδιαφέρει σε κάποιον επιβλέποντα/διδάσκοντα, ή επιλέγουν από ενδεικτικό κατάλογο θεμάτων σχετικών με το επιστημονικό τους αντικείμενο τον οποίο καταρτίζουν κάθε χρόνο οι διδάσκοντες και δηλώνουν το θέμα στην ΕΔΕ προς έγκριση.

Η Μεταπτυχιακή Εργασία εκπονείται εντός του Γ’ εξαμήνου σπουδών και πρέπει να ολοκληρωθεί μέχρι την συμπλήρωση του επιτρεπτού ορίου φοίτησης.

Η Μεταπτυχιακή Εργασία συγγράφεται στην Ελληνική Γλώσσα και δεν μπορεί να είναι μικρότερη των 15.000 λέξεων, μη συμπεριλαμβανομένων των σημειώσεων, της βιβλιογραφίας, των πινάκων, κλπ.. Η ΕΔΕ με αιτιολογημένη απόφαση μπορεί να αποφασίσει τη συγγραφή της σε άλλη γλώσσα.