Aspects of Greek Teachers Concerning Teaching Within Co-educational Classes: An Exploratory Approach to Elementary School

Sakellariou, Maria; Strati, Panagiota; Mitsi, Polyxeni

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OPEN JOURNAL FOR EDUCATIONAL RESEARCH (OJER)
ISSN (Online) 2560-5313 * ojer@centerprode.com

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2019 - Volume 3 - Number 2

Aspects of Greek Teachers Concerning Teaching Within Co-educational Classes: An Exploratory Approach to Elementary School

Maria Sakellariou * marisak@yahoo.gr * ORCID: 0000-0001-7538-6751
University of Ioannina, Department of Pre-School Education, GREECE

Panagiota Strati * panagiotastrati@yahoo.gr * ORCID: 0000-0003-4701-4154
University of Ioannina, Department of Pre-School Education, GREECE

Polyxeni Mitsi * pollymitsi@yahoo.gr * ORCID: 0000-0002-7414-6227
University of Ioannina, Department of Pre-School Education, GREECE

Open Journal for Educational Research, 2019, 3(2), 109-122 * https://doi.org/10.32591/coas.ojer.0302.06109s
Online Published Date: 26 December 2019

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

KEY WORDS: co-education, teachers, elementary school, retraining.

ABSTRACT:
Recognition of diversity and special educational needs within the contemporary educational system is regarded as a significant practice which promotes accessibility and full participation for all. The purpose of this study is: (a) to propound all the important parameters related with co-education between typically and non-typically developed children within the elementary school, and (b) to infer useful conclusions concerning the attitude, knowledge, and capability of Greek elementary school teachers regarding inclusive co-education. In the current study, the aspects of 303 teachers from the Epirus Region, Greece, were analyzed on issues concerning co-inclusive education and educators’ retraining. The educators state that they are due for support in order to correspond to all students’ needs in the general school. They correlate co-inclusive education with the retraining of the educators as well as with the collaboration between all members of the faculty.

CORRESPONDING AUTHOR:
Panagiota Strati (PhD), University of Ioannina, Department of Pre-School Education, GREECE. E-mail: panagiotastrati@yahoo.gr.

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