Content

Education – Agricultural Education: concepts, aims and content (general education/ technical-occupational education/ training)

The evolution of Agr. Education in a)Greece and b) the member-states of the EU

Analysis of training needs – job analysis

Teaching and learning: conceptual boundaries of terms and processes; features, relationships and differentiations; teaching and learning principles and theories

Aims and objectives: setting aims and objectives; objectives (formulation, taxonomies, usefulness)

Organization and conduct of teaching: methodological principles and strategies; teaching methods

Contemporary teaching models: models of active, passive, individualistic, collaborative-participative learning; models developing critical and constructive thinking, meta-cognitive skills and democratic processes in the classroom

Designing teaching: role and prerequisites of the teaching plan; the design of the hourly teaching plan

Education evaluation: definition and role of evaluation; the evaluation of students (criteria-subjective and objective tests); programme evaluation..

Learning results

This is an introductory course in the main concepts, methodologies and practices of didactics with emphasis on vocational/occupational education and esp. agricultural education

By successfully completing the course students will be able to:

Describe, distinguish and explain the fundamental concepts, theories and methodologies of general and technical education and training
Select and justify the appropriate strategies and teaching forms/techniques, and teaching aids which, under certain circumstances, will secure the success of the teaching intervention/event.
Develop appropriate teaching/learning objectives, teaching plan and evaluation method within a given curriculum.
Evaluate a teaching intervention/event.

Cooperate with peers to collect appropriate materials so as to put together and present a piece of work related to the course contents/interests.

Bibliography

Suggested BibliographyQ Greek

Δερβίσης, Σ. (1998) Οι μαθητές μιας τάξης ως κοινωνική ομάδα και η ομαδοκεντρική διδασκαλία, Αθήνα, Gutenberg

Κατερέλος, Γ. (1999) Θεωρία και πράξη στην εκπαιδευτική σχέση: Κοινωνιοψυχολογική δυναμική της εκπαιδευτικής πρακτικής, Αθήνα, Ελληνικά Γράμματα.

Κοσσυβάκη, Φ. (1998) Κριτική επικοινωνιακή διδασκαλία: Κριτική προσέγγιση της διδακτικής πράξης, Αθήνα, Gutenberg

Κουτσούρης, Α. (2004) Ειδικά κεφάλαια Γεωργικής Εκπαίδευσης, ΓΠΑ, Αθήνα.

Ματσαγγούρας, Η. (1995) Η εξέλιξη της διδακτικής: Επιστημολογική θεώρηση, Αθήνα, Gutenberg

Ματσαγγούρας, Η. (1998) Θεωρία και πράξη της διδασκαλίας: Θεωρία της διδασκαλίας (Η προσωπική θεωρία ως πλαίσιο στοχαστικο-κριτικής ανάλυσης), Αθήνα, Gutenberg

Ματσαγγούρας, Η. (1999) Θεωρία και πράξη της διδασκαλίας: Η σχολική τάξη (χώρος, ομάδα, πειθαρχία, μέθοδος), Αθήνα: Εκδ. Γρηγόρη

Παπαδάκη-Κλαυδιανού, Α. (2009) Γεωργική Εκπαίδευση, Εκδ. Γράφημα, Θεσ/νικη.

Πετρουλάκης, Ν. (1992) Προγράμματα, εκπαιδευτικοί στόχοι, μεθοδολογία, Αθήνα: Εκδ. Γρηγόρη

Πηγιάκη, Π. (2003) Προετοιμασία, σχεδιασμός και αξιολόγηση της διδασκαλίας: Διδακτική μεθοδολογία, Αθήνα: Εκδ. Γρηγόρη

Τριλιανός, Θ. (1991 και 1992) Μεθοδολογία της διδασκαλίας (Ι και ΙΙ), Αθήνα, Αφοι Τολίδη

Φλουρής, Γ. (2003) Η αρχιτεκτονική της διδασκαλίας και η διαδικασία της μάθησης, Αθήνα: Εκδ. Γρηγόρη

Φράγκος, Χ. (1984) Ψυχοπαιδαγωγική, Αθήνα, Gutenberg

Talbert, B. A., Vaughn, R., Croom D. B. and J. S. Lee (2007) Foundations of Agricultural Education, Danville, ILL., PEP Books.

English

Related academic Journals::

Journal of Agricultural Education

The Journal of International Agricultural and Extension Education

The Journal of Agricultural Education & Extension

Instructor's Notes

Web Υπηρεσίες

NEWSLETTER

The Department was created in 2019 (article 20, Law 4589/2019) and is an evolution of the Supply Systems Management Department (D.S.E.). Housed in a 770 sq.m. building. within a plot with a total area of 8,000 sq.m. in facilities with extensive research and teaching spaces.