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INVESTIGATION OF THE PEDAGOGICAL PRACTICES LITERATURE TEACHERS USE FOR TEACHING MODERN GREEK LANGUAGE IN SENIOR HIGH SCHOOL: A SOCIOLOGICAL APPROACH


 
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1. Title Title of document INVESTIGATION OF THE PEDAGOGICAL PRACTICES LITERATURE TEACHERS USE FOR TEACHING MODERN GREEK LANGUAGE IN SENIOR HIGH SCHOOL: A SOCIOLOGICAL APPROACH
 
2. Creator Author's name, affiliation, country Anna Asimaki; Associate Professor, Department of Education and Social Work, University of Patras, Greece
 
2. Creator Author's name, affiliation, country Nikolitsa Berdeni; B.Ed., M.Ed., Primary School Teacher, Greece
 
2. Creator Author's name, affiliation, country Gerasimos Koustourakis; Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
 
2. Creator Author's name, affiliation, country Archontoula Lagiou; PhD Candidate, Department of Education and Social Work, University of Patras, Greece
 
3. Subject Discipline(s)
 
3. Subject Keyword(s) general senior high school (lyceum), literature teachers, pedagogical practices, language
 
4. Description Abstract

The aim of this paper, which makes use of Basil Bernstein’s theoretical framework, is to take a sociological approach to the pedagogical practices that are implemented by literature teachers for teaching Modern Greek Language in the first year of Senior High School, which is a transitional year in the second tier of Greek secondary education. We also aim to investigate the corrective ‘strategies’ that these teachers adopt in order to contribute to their pupils’ successful acquisition of school knowledge related to the Language lesson. The research was carried out using the tools of structured observation and semi-structured interview with a sample of 14 literature teachers, who were working in Greek secondary education. The most significant research findings revealed that the pedagogical practices that were implemented by the teachers in the sample are linked to the implementation of explicit regulative and instructional rules that originate in a visible pedagogical practice. What’s more, ‘corrective’ strategies were implemented with the pupils who weren’t able to satisfy the sequencing and pacing rules of the transmitted knowledge. It also emerged that an important site for the completion of the acquisition of transmitted school knowledge is related to the field of ‘shadow’ education.

 

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5. Publisher Organizing agency, location Open Access Publishing Group
 
6. Contributor Sponsor(s)
 
7. Date (YYYY-MM-DD) 2020-07-01
 
8. Type Status & genre Peer-reviewed Article
 
8. Type Type
 
9. Format File format PDF
 
10. Identifier Uniform Resource Identifier https://oapub.org/lit/index.php/EJLLL/article/view/190
 
10. Identifier Digital Object Identifier (DOI) http://dx.doi.org/10.46827/ejlll.v4i1.190
 
11. Source Title; vol., no. (year) European Journal of Literature, Language and Linguistics Studies; Vol 4, No 1 (2020)
 
12. Language English=en en
 
13. Relation Supp. Files
 
14. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
15. Rights Copyright and permissions Copyright (c) 2020 Anna Asimaki, Nikolitsa Berdeni, Gerasimos Koustourakis, Archontoula Lagiou
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