PEDAGOGICAL PRACTICES AND TEACHER COLLABORATION IN INTERCULTURAL RECEPTION CLASSES IN GREEK PRIMARY SCHOOLS

Autors/ores

  • Gerasimos Koustourakis Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
  • Maria Amplianiti Master in Education Sciences, Department of Education and Social Work, University of Patras, Greece
  • Archontoula Lagiou PhD Candidate, Department of Education and Social Work, University of Patras, Greece
  • Anna Asimaki Professor, Department of Education and Social Work, University of Patras, Greece

DOI:

https://doi.org/10.46827/ejes.v11i10.5532

Paraules clau:

reception classes, educational priority zones, pedagogical practices, collaborative relationships, interculturality

Resum

This study, which utilizes Basil Bernstein’s theoretical framework, aims to investigate the pedagogical practices implemented in the Reception Classes in Educational Priority Zones (RC EPZ) in primary schools, which were set up in Greece as support for the educational needs of socially and interculturally vulnerable student groups (such as refugee children). In addition, it aims to investigate the development of collaborative relationships between the teachers in these reception classes and their colleagues who teach in the normal classes that the RC EPZ pupils come from. The research was conducted using semi-structured interviews and with the participation of 18 teachers who taught in RC EPZ primary schools in the region of Central Greece. The main findings of this study revealed that the pedagogical practices of the teachers in the RC EPZ are characterised by weak classification and framing and lean towards the rules of implementation of an invisible pedagogical practice. What’s more, it emerged that collaborative relationships between the RC EPZ teachers and the normal class teachers were significantly limited and scant.

 

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Biografies de l'autor/a

  • Gerasimos Koustourakis, Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece

    Gerasimos Koustourakis (PhD) is Professor in Sociology of Education and School Knowledge at the Department of Educational Sciences and Early Childhood Education of the School of Humanities and Social Sciences, University of Patras, Greece. He is also a tutor in the Postgraduate Studies Programme master’s in education in the School of Humanities of the Hellenic Open University teaching Open and Distance Learning.

    E-mail: koustourakis@upatras.gr

    ResearchGate: https://www.researchgate.net/profile/Gerasimos-Koustourakis

    ORCID: https://orcid.org/0000-0001-8499-5399  

  • Maria Amplianiti, Master in Education Sciences, Department of Education and Social Work, University of Patras, Greece

    Maria Amplianiti is a primary school teacher. She also holds a master’s degree in “Education Sciences” from the Department of Education and Social Work, School of Humanities and Social Sciences, University of Patras.

    E-mail: pde5164@ac.upatras.gr

  • Archontoula Lagiou, PhD Candidate, Department of Education and Social Work, University of Patras, Greece

    Archontoula Lagiou is a primary school teacher. She also holds a master’s degree in “Education Sciences” and is a PhD candidate at the Department of Education and Social Work, School of Humanities and Social Sciences, University of Patras.

    E-mail: pde6716@ac.upatras.gr

    ResearchGate: https://www.researchgate.net/profile/Archontoula-Lagiou 

    ORCID: https://orcid.org/ 0000-0002-9467-8431  

  • Anna Asimaki, Professor, Department of Education and Social Work, University of Patras, Greece

    Anna Asimaki (PhD) is Professor in Sociology of Education at the Department of Educational Science and Social Work of the School of Humanities and Social Sciences, University of Patras, Greece. She is also a tutor in the Postgraduate Studies Programme in the same Department, teaching Professional Development for Teachers.

    E-mail: asimaki@upatras.gr

    ResearchGate: https://www.researchgate.net/profile/Anna-Asimaki  

    ORCID: https://orcid.org/0000-0002-0518-4123

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Publicat

2024-08-18

Número

Vol. 11 Núm. 10 (2024)

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