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Abstract

This paper explores the perceptions of a sample of teachers as far as the teaching of experiential, participatory educational techniques to foreign pupils is concerned. The sample of the survey consisted of 50 teachers of primary schools throughout Greece while the data were collected through a questionnaire. Based on the findings gathered, conclusions are drawn on the cognitive and empirical background of the sample, on the use of techniques, as well as its perceptions on their effectiveness, the difficulties of their application and their training in them. In particular, the survey results show that almost all teachers had formed a good cognitive background about these techniques, but there is a need for further training and modernization of their knowledge on teaching. Finally, further discussion on the issues can be accomplished under study.In the present study, fifty (50) teachers working in the Primary Schools participated. Most participants were women aged between 25 and 35, having a service of more than 10 years and a postgraduate diploma. Data collectionIn the present study, a structured questionnaire of 34 questions was used. This questionnaire consists of thirtyfour questions, including questions about events (Vamboukas, 1998). Ten of them correspond to demographic data (sex, age, marital status, years of teaching experience, workplace, type of public school, postgraduate or other studies) and the rest refer to four factors: the cognitive and empirical background of respondents about specific experiential, participatory educational techniques, the effectiveness of teaching these techniques, the causes of the difficulties in their application and the teachers' training in specific techniques. Given that this is a sample survey based on a standard questionnaire characterized by stability and coherence, it has given the prospect of reaching a part of the population in order to test the theoretical data. Consequently, the results derived from a sufficient number of teachers, and for this reason, the cases have been theoretically formulated and subjected to rigorous and valid control.In order to formulate the content of the questions, the contribution of relevant references on experiential, participatory educational techniques, and experiential learning was important. In addition, the prevailing conditions in the Hosting Classes were taken into account in accordance with the official educational policy texts, which in the current period support refugees in many regions. Finally, the official educational material available to teachers is a factor that has been taken into account when formulating the content of the questions. Limitations of the researchThis research is limited by specific elements based on the research purpose, formulation, and control of research questions, as well as the sample of participants/teachers. These methodological constraints and delimitations are identified in the following key points:• The cognitive background and the perceptions of the participating teachers on specific experie...