THE TEACHER DURING THE TEACHING PROCESS / Ο ΔΑΣΚΑΛΟΣ ΚΑΤΑ ΤΗ ΔΙΔΑΚΤΙΚΗ ΔΙΑΔΙΚΑΣΙΑ

Autori

  • Eugenia Bazani Director, 13th Primary School of Chalandri, Greece

DOI:

https://doi.org/10.46827/ejes.v13i4.6605

Parole chiave:

intra-school violence, delinquency, training, good practices / ενδοσχολική βία, παραβατικότητα, εκπαίδευση, καλές πρακτικές

Abstract

The general perception of old pedagogy focused on the role of the adult and overlooked the pedagogical role of the group. In contrast, modern scientific pedagogy recognizes the dynamic role of the student group, striving through it to maximize the learning outcomes of the school and focus its interest on the ideal of genuine communication between individuals. The "new school" is based on the close relationship between school and life and aims to provide lively education and learning, oriented towards the interests and experiences of the child. In this way, teachers will be able to teach children to use the language system in appropriate ways, which also means teaching them about their culture. The use of language is also a social activity, and therefore, it is the acquisition of the ability to communicate linguistically that allows children to acquire the ability to act in the social world. 

 

Η γενική αντίληψη της παλιάς παιδαγωγικής επικέντρωνε την προσοχή της στο ρόλο του ενηλίκου και παραέβλεπε τον παιδαγωγικό ρόλο της ομάδας. Αντίθετα, η σύγχρονη επιστημονική παιδαγωγική αναγνωρίζει το δυναμικό ρόλο της μαθητικής ομάδας, προσπαθεί μέσω αυτής να μεγιστοποιήσει τα μαθησιακά αποτελέσματα του σχολείου και να επικεντρώσει το ενδιαφέρον της στο ιδεώδες για μια πραγματική επικοινωνία μεταξύ των ατόμων. Το «νέο σχολείο» έχει ως αφετηρία του τη στενή σχέση σχολείου και ζωής και ως στόχο μια ζωντανή αγωγή και μάθηση, προσανατολισμένη στα ενδιαφέροντα και στις εμπειρίες του παιδιού. Έτσι, οι εκπαιδευτικοί θα μπορέσουν να μάθουν τα παιδιά να χρησιμοποιούν το γλωσσικό σύστημα με τους κατάλληλους τρόπους που σημαίνει ταυτόχρονα να μάθουν τον πολιτισμό τους. Η χρήση της γλώσσας είναι ταυτόχρονα και κοινωνική δράση κι επομένως η απόκτηση της ικανότητας για γλωσσική επικοινωνία είναι που επιτρέπει στα παιδιά και την απόκτηση της ικανότητας δράσης στον κοινωνικό κόσμο. 

Biografia autore

  • Eugenia Bazani, Director, 13th Primary School of Chalandri, Greece

    Evgenia Bazani, Director, 13th Primary School of Chalandri, Greece.

    Degrees:

    1. Main Degree: Department of Primary Education

    2. Additional degrees

    a) Second university degree Title: Philosophy – Pedagogy and Psychology

    b) Additional Degree Title: Human Resource Management and Administration

    3. Title of Teaching Institution: Marasleio Teaching Institution

    4. Postgraduate title. Title: Gender and Religion, National and Kapodistrian University of Athens – Department of Theology

    5. First Foreign Language: Title: French DELF (1st Degree & 2nd Degree) Educational Institution: French Embassy

    6. Additional Foreign Language Title: English and German

    7. Computer Knowledge: Level 1 and 2

    Literary and research work:

    "The position of women in the society of Mani"

    Experience from performing duties:

    Pedagogical Institute of Primary Education (01-09-2023 to 26-06-2024)

    Director of a school unit (16/11/2007 - 08/08/2011 at the 10th Primary School of Agia Paraskevi, 09/08/2011 - 31/07/2017 at the 5th Primary School of Chalandri, 01/08/2017 - 21/06/2023 at the 3rd Primary School of Vrilissia, 27-06-2024 to 31-07-2027 at the 13th Primary School of Chalandri).

    Eugenia Bazani   13-01-2026.

Riferimenti bibliografici

Argule, M. & Trower, P. (1981). Face to Face, (translated by M. Solman), Athens: Psychogios.

Voudouris, K. (1984). Philosophy of Education, Athens: Self-published.

Georgas, D. (1986). Social Psychology, Athens: Self-published.

Georgouli, K. (1973). General Pedagogy, Athens: Papadima.

Georgousis, P. (1989). Psychology of Teaching Methods, Athens: Self-published.

Gotovos, T. (1986). The Logic of the Existing School, Athens: Contemporary Education.

Gkari, K. (1990). Binary Communication and Intensive Phenomena, Encyclopedia of Educational Psychology – Dictionary, vol. 4, 2025 - 2069.

Danassis – Afentakis, A. (1985). Teaching – Learning, Athens: University of Athens.

Filloux, J. (1985). Psychology of Groups and Classroom Study, vol. 6, Athens: Diptych.

Kapsali, A. (1981). Educational Psychology, published by Kyriakidis, Thessaloniki.

Kitsou, A. (1976). Communication and Discussion, Athens: Self-published.

Kosmopoulos, A. (1983). Relational Dynamics in Personality Education, Athens: Self-published.

Kossyvaki, F. (1998). Critical Communication Teaching. A Critical Approach to Teaching Practice, Athens: Gutenberg.

Kougialis, T. (1978). Communication, New Education, vol. 5, 18.

Kroustalakis, G. (n.d.). Education, ed. Athens: Lychnos.

Markantonis, I. (1989). Traditions of Pedagogy and Teaching, Athens: Mavromatis.

Matsaggouras, I. (1985). Teaching in Greek Schools: Research Description, Evaluation, and Teaching Suggestions, Contemporary Education, vol. 25, 82.

Mialaret, G. (1985). Introduction to Pedagogy, Translated by Katsimani K., Athens: Self-published.

Morrison, A. & Mc. Intyre, D. (1975). Teachers and Teaching, Translated by Dalaka Th., Athens: Diptych.

Bambiniotis, G. (1980). Theoretical Linguistics, Athens: Self-published.

Bellas, T. (1985). Psychosociology of Education, Athens: Epikairotita.

Xochellis, P. (1986). Fundamental Problems of Pedagogical Science, Thessaloniki: Kyriakidis.

Xochellis, P. (1979). School Pedagogy, Thessaloniki: Kyriakidis.

Xochellis, P. (1984). Educational Work as a Social Role, Thessaloniki: Kyriakidis.

Paraskevopoulos, I. (1985). Evolutionary Psychology, vol. 3, Athens: Self-published.

Polychronopoulou, P. (1985). Philosophy of Education, vol. 3, Athens: Self-published.

Porpodas, K. (1991). Cognitive Psychology - Issues in the Psychology of Language. Problem Solving, vol. 2, Athens: Self-published.

Sotiropoulos, L. (1985). Anthropology in Education, Athens: Hellenic Letters.

Tsipitaris, A. (1998). Psychosociology of the School Classroom, Athens: Self-published.

Fragou, H. (1978). Greek and European Universities, Athens: Self-published.

Charalambopoulos, I. (1978). Program for the Education and Practice of Creative Thinking, Athens: Self-published.

Dowloads

Pubblicato

2026-03-23

Fascicolo

V. 13 N. 4 (2026)

Sezione

Articles

Licenza

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).