A Sociological Approach to Painting Teaching according to the Contemporary Greek Kindergarten Curriculum

Koustourakis, Gerasimos

doi:10.18848/2327-7939/cgp/v20i01/48408

Cited by 11 publications

(16 citation statements)

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“…The various units of analysis that were highlighted were classified in a specific category of analysis. Sentences are taken as the units of analysis, which are according to their semantic meaning (Koustourakis, 2014;Neves and Morais, 2001). The sentences were placed into one of the following 9 categories of analysis (for both 1st and 2nd part of open-ended question) that emerged from the objective and the theoretical framework of the specific research (Table 1).…”

Section: The Purpose Of the Studymentioning

confidence: 99%

Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

Apostolou

Stellakis

2020

J Child Edu Soc

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The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.

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Section: The Purpose Of the Studymentioning

confidence: 99%

Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

Apostolou

Stellakis

2020

J Child Edu Soc

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“…When the kindergarten teachers allow the children to act autonomously and to choose the corners they wish to occupy, while applying the rules for the use of school space, then this is weak framing which is an element of an invisible pedagogy (F-). When the kindergarten teachers clearly control the implementation of the rules for the acceptable use of the classroom space by the children or determine the corners in which the pupils need to work, then a strong framing is being applied which constitutes an element of a visible pedagogy (Bernstein, 2000(Bernstein, , 2004Koustourakis, 2014). However, what usually happens in the daily life of the kindergartens is that mixed pedagogical practices are used, which draw elements from a visible as much as an invisible pedagogy (Bernstein, 1996;Koustourakis, 2013Koustourakis, , 2014Morais & Neves, 2011;Sanders-Smith, 2015).…”

Section: Theoretical Notesmentioning

confidence: 99%

“…In this paper, we seek to approach the views of the kindergarten teachers on the rules that concern the pedagogical use of classroom space, as well as the contribution the teachers and the pupils make in the interactive framework of daily school life as much to the creation as to the implementation of these rules in the case of Greek pre-school education, given that the contemporary Greek kindergarten curriculum follows an academic logic and presupposes the use of space for the teaching of themes that are drawn from its knowledge areas (such as Language, Mathematics etc.) (Koustourakis, 2014). The paper begins with the section on theoretical notes and this is followed by the section with the research questions and the methodology.…”

Section: Introductionmentioning

confidence: 99%

A Sociological Approach to the Determination and Implementation of Rules for the Pedagogical Use of Kindergarten Classroom Space

Koustourakis¹

2018

AIJSS

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In this research paper, which makes use of Bernstein's sociological theory, we seek to detect the formation and implementation of rules for the use of kindergarten classroom space. The research was conducted with Greek kindergarten teachers and its main findings revealed that the teachers specified visible regulative and instructional rules for the pedagogical use of the corners in kindergarten classrooms. The kindergarten teachers place great weight on the regulative rules since the kindergarten pupils' understanding of them contributes to the implementation of the instructional rules, which concern the use of the classroom corners. For the application of these rules in the interactive framework of the kindergartens, the teachers mostly chose behaviorist theories of instruction (strong framing). However, the ultimate goal of the kindergarten teachers, provided that the infants understand the recognition rules, is for the pupils to be able to act independently for the implementation of the realization rules regarding the acceptable ways of working in the school space (weak framing).

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“…Bernstein perceives each pedagogical practice as a cultural transmission and believes that the fundamental relationship for cultural reproduction is the pedagogical relationship which consists of the transmitters (teachers) and receivers (learners) (Bernstein, 1989, p. 125, pp. 111-114;Koustourakis, 2014;McLean, Abbas, & Ashwin, 2012, p. 268).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigation of the Rights of Children in Primary Education through the Pedagogical Practices of the Teachers

Asimaki¹,

Koustourakis

Lagiou³

et al. 2016

WJER

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In this paper, which makes use of Basil Bernstein’s theoretical framework, the investigation of the rights of children as they are implemented through the pedagogical practices of primary school teachers in Greece is, first of all, sought. Then, secondly, the degree of differentiation in the practices, with regard to these particular rights, which are determined by the Convention on the Rights of the Child which was adopted in 1989 by the United Nations, is also sought. For the realization of the research, in which primary school teachers participated, semi-structured interviews were used as our research tool. The main findings were the following: that for the promotion of the rights of the children which relate to leisure time and play, non-discriminatory treatment, the right to the free expression of opinion and participation as well as for priority to be given to the children’s best interests, visible pedagogical practices in the space of the classroom were implemented, with explicit instructional and regulative rules, by the teachers in the sample. A few teachers expressed a desire for a weakening of the framing aimed at an increase in the pupils’ participation in the educational process in specific low status subjects.

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A Sociological Approach to Painting Teaching according to the Contemporary Greek Kindergarten Curriculum

Cited by 11 publications

References 0 publications

Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

A Sociological Approach to the Determination and Implementation of Rules for the Pedagogical Use of Kindergarten Classroom Space

Investigation of the Rights of Children in Primary Education through the Pedagogical Practices of the Teachers

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