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Redefining the Importance of Children's Voices in Personal Social Emotional Development Curriculum Using the Mosaic Approach
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Rouvali, Aimilia; Riga, Vassiliki – Education 3-13, 2019
The research explores the implementation of the Mosaic Approach into a Greek early years' setting. For the data collection, 21 children were observed using cameras, tours, mapping, and researcher's interviews with teachers and parents. Special consideration was given to the newly added tool of peer-to-peer interviews. Results depicted children's…
Descriptors: Teaching Methods, Social Development, Emotional Development, Self Esteem
Primary Teachers' Perceptions of Professional Empowerment: From the Local Context to a Global Perspective
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Andrikopoulos, Vasilios P.; Ifanti, Amalia A. – Curriculum and Teaching, 2018
This study attempts to investigate primary education teachers' perceptions of their professional empowerment in Greece. Six dimensions of teacher professional empowerment were measured: decision making; professional development; professional status; autonomy; self-efficacy and impact. Data analysis revealed that teachers appear to be empowered as…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Empowerment, Teacher Attitudes
Teaching L2 for Students with a Refugee/Migrant Background in Greece: Teachers' Perceptions about Reception, Integration and Multicultural Identities
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Simopoulos, Giorgos; Magos, Kostas – Global Education Review, 2020
Refugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly)…
Descriptors: Refugees, Second Language Learning, Second Language Instruction, Greek