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2019 - Volume 3 - Number 2

Creating Study Program for Teachers’ Initial Education: … and if Students’ and Program Designers’ Priorities are Divergent?

Georgios Stamelos * gstam@otenet.gr * ORCID: 0000-0001-9019-6542 * ResearcherID: T-6157-2017
University of Patras, Faculty of Social Sciences and Humanities, Department of Educational Sciences and Social Work, Patras, GREECE

Panagiota Evangelakou * penny-lfpr@hotmail.com * ORCID: 0000-0001-7349-0344
University of Patras, Faculty of Social Sciences and Humanities, Department of Educational Sciences and Social Work, Patras, GREECE

Open Journal for Sociological Studies, 2019, 3(2), 53-66 * DOI: https://doi.org/10.32591/coas.ojss.0302.03053s
Online Published Date: 3 December 2019

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

KEY WORDS: student-centered learning, learning outcomes, students’ beliefs, teacher education.

ABSTRACT:
Nowadays, policy makers and scientists are promoting the idea that students should be involved in shaping their curriculum, as an essential dimension of student centered learning. After a brief discussion of this idea, we attempt to uncover which competences the students consider to be important. For this, we carried out relevant research in a Department of Primary Education in Greece with students in the final year of their initial education.  The material used comes from the Tuning program. The research results reveal that students prioritize the competences that are directly linked to the school classroom, the act of teaching and school matters and place less importance on competences which are considered significant by the specialists and the policy makers, according to the specific bibliography. It seems that the students’ beliefs are more pragmatic and based on their previous school experience. However, this doesn’t facilitate innovative interventions and adjustments to new developments and trends. So, the question posed is: in the case of divergence between specialists and students regarding the curriculum, how could the issue be resolved?

CORRESPONDING AUTHOR:
Georgios Stamelos, University of Patras, PTDE, University Campus Gr-26504 Rion Patras, GREECE. E-mail: stamelos@upatras.gr.

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