Abstract
The aim of this research is to analyze and compare the Teaching Practice (TP) in the Departments of Primary Education (DPE) in Greece, in terms of objectives, structure and evaluation. The data for this research was drawn from the Study Guides of nine Departments that we examined in Greece, and they were analyzed using the technique of document analysis. The analysis utilized B. Bernstein’s theoretical framework. The analysis of the data revealed that the TP framework is differentiated across the Departments in terms of time demarcation and student evaluation. These differentiations illustrate the differences in the Departments’ philosophy and organization. Nevertheless, the chief aim of all the Departments is to familiarize future teachers with their duties and responsibilities, an aim which is achieved through the gradual introduction of the trainees into the school field.
Highlights
Teaching Practice (TP) is an integral part of future teachers’ studies
The aim of this research was to conduct a comparative study of the TP, as this appears in the curricula of Greek Departments of Primary Education (DPE), and to pinpoint convergences and divergences in its goals, structure and operation
The first research question focused on the shaping of the goals, the operation and the structure of the TP in Greek DPEs
Summary
Teaching Practice (TP) is an integral part of future teachers’ studies. According to the Greek and international literature, it aims to fully prepare teacher trainees to enter the demanding field of education and to ready them for their future professional development, by assisting in their personal and professional growth. During TP they endeavor to apply their theoretical knowledge in practice, and to reflect on and renegotiate it (Chrisafidis, 2013; Fridaki, 2013; Lavonen et al, 2019; Mpoufi & Kafousi, 1995) In this way, future teachers are expected to be in a position to select the appropriate pedagogical practices, as well as the appropriate content of transmitted knowledge in the school classroom (Lavonen et al, 2019; Oikonomidis, 2011). TP should be directly and inseparably linked to the rest of the university lessons Otherwise, it is seen as a separate part of the university education that circumvents the theoretical knowledge that the trainee teachers have acquired (Avgitidou, 2014; Mpoufi & Kafousi, 1995; Zeichner, 2010)
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