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M.A. (Greek) / Please refer to full text to view abstract

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Thesis (Ph. D.)--Ohio State University, 2006. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.)--University of Chicago, Committee on the History of Culture, August 2002. / Includes bibliographical references. Also available on the Internet.

This study was directed at investigating the need for practical experiences in the undergraduate education of secondary school teachers in Greece.The judgement concerning such a need was based on the conclusions drawn from the examination of international practices in the field of practical experiences and from the perceptions of first year Greek teachers regarding the need for such experiences.The education of Greek secondary school teachers was compared with the education of similar teachers in France, Germany and the United. States. The perceptions of Greek teachers concerning the need for practical experiences were assessed through their response to a questionnaire. Of the 350 beginning teachers contacted, 180 responded. The questionnaire consisted of 20 items which described skills identified through the literature as outcomes of practical experiences. The twenty skills were classified under the following seven subcategories:1. Classroom management2. Planning for instruction3. Application of learning theories4. Teacher awareness of his/her strengths and weaknesses 5. Awareness of student needs 6. Student evaluation 7. Awareness of the multiple duties of the teacherUsing a four-point, agree-disagree scale, the respondents rated each skill first as to its importance and then as to the adequacy of their training with regard to the skill. The relative importance and adequacy score for each skill was determined by calculating the percentage of respondents who rated the skill important or their preparation adequate.Demographic information on the teachers was collected for the description of the sample and to serve as independent variables in the analysis of the data.. One-way analyses of variance were performed to investigate the significance of the selected variables on the degree of importance and adequacy of each subscale. On the basis of the one-way analyses of variance, two independent variables were selected for a multi-analyses of variance.The following conclusions were based on the findings of the comparative examination of teacher education systems and on the analyses of the survey data.1. In all systems except that of Greece the importance of practical experiences has been recognized and ways have been devised to incorporate practical experiences in the education of secondary school teachers.2. In the French, the German, and the American systems, there was a discernible trend toward improving education courses offered in universities by strengthening the practical experiences component.3. The analysis of the survey data indicated that more than 84°,%% of the Greek teachers felt that the skills were important, but less than 37% considered their training in these skills adequate.4. Greek teachers' perceptions of the importance of the classroom management skills differed significantly depending on the university from which they had graduated.5. Greek teachers' perceptions of the importance of skills for the application of learning theories differed significantly depending on the kind of pre-service teaching experience the respondents had. Those teachers with substitute teaching experience rated these skills more important.6. Teachers who had not received any kind of practical experiences during their education rated the adequacy of their preparation in classroom management skills as less adequate.7. Math/science teachers, more than any other subject matter teacher, considered classroom management skills important. They also perceived their preparation regarding these skills as least adequate.International developments regarding practical experiences in teacher education and the need for such experiences expressed by Greek teachers strongly suggest that some form of practical experiences be incorporated into the education of secondary school teachers in Greece.

Inaug.-Diss.--Basel. / Vita. "Literaturverzeichnis": p. [vi]-viii.

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