Among a multitude of teacher-related issues, teacher education is one of ever growing importance. In this paper we present the results of the first part of an ongoing research project on teacher education, taking place at the University of Athens. We focus on the first stage of the Practicum (observing, analysing and understanding the context of educational action), considering it important for the students to be introduced to reflective approach of the educational practice. In order to illuminate the context of the research, we present the status of teacher education in Greece, and the stages and content of student teachers’ education in the Faculty of Early Childhood Education in the University of Athens, particularly the way their Practicum is organised. In this paper, we present the first part of a study, in which we investigate our students’ expectations at every stage of their Practicum and their perception and evaluation of their initial contact with the Kindergarten classroom. Our approach registers in an actual debate on teacher education, that views practice, together with theory, as a tool of student teachers’ professional development.
|Keywords:||Teacher Education, Practicum, Theory-practice Approach, Greece, Students, Expectations|
Assistant Professor, Faculty of Early Childhood Education, University of Athens, Athens, Greece
Lecturer, Faculty of Early Childhood Education, University of Athens, Athens, Greece
Lecturer of Curriculum Studies, Faculty of Early Childhood Education, University of Athens, Athens, Greece
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