Upon successful completion of the course, students will be able to:

• identify the fundamental principles and theories related to teaching and learning
• categorize the factors that influence teaching and learning and relate them to educational policy and the context in which teaching and learning take place
• distinguish between different teaching methods and teaching strategies
• describe the main phases of the teaching process and adapt them to the teaching method they select
• select and apply appropriate teaching methods according to the subject matter, learning objectives, and characteristics of the learners
• design and develop a lesson plan / teaching scenario by applying specific strategies and selecting appropriate activities and instructional materials
• utilize Information and Communication Technologies (ICT) to support and enhance teaching and learning, taking into account their pedagogical added value
• present a comprehensive lesson plan and relate categories of objectives to learning outcomes
• recognize the value of collaborative learning and incorporate it into their teaching practice
• distinguish between different types of assessment and design an assessment plan
• design assessment activities by selecting from a wide range of assessment techniques and tools, including multiple-choice questions, open-ended questions, matching questions, fill-in-the-blank questions, rubrics, self-assessment, peer assessment, and others
• recognize the importance of active learning and design and implement contemporary teaching methods and approaches, such as collaborative and inquiry-based learning, discovery learning, and differentiated instruction, drawing on principles of constructivism
• recognize the importance of aligning learning objectives, instructional activities, and assessment within the framework of instructional design
• design and present examples of educational applications
• implement teaching practicum (within the university setting) with the participation of groups of fellow students;
• reflect on their teaching practice following the completion of their teaching
• observe and evaluate their fellow students’ teaching sessions (teaching practicum) and provide feedback.

- Suggested bibliography:

1. Chiou, V. (2026). Project-based Learning. In V. Chiou, (Ed.), Active Citizenship Education – A training guide for teachers, (pp. 76-85). University of the Aegean, Department of Geography.

   https://doi.org/10.26215/heal.0mw4-z342

2. Chiou, V., Eising, J., February, P., & Özüdoğru, M. (2025). Formative Assessment put into practice.  In: All Means All (Eds), An Open Textbook for an inclusive and intersectional, multi-dimensional approach in teacher education. A community project from all-means-all education. (pp. 1301-1328). Pressbooks. https://book.all-means-all.education/ama-2025-en/chapter/formative-assessment-put-into-practice/
3. Demo, H., Chiou, V., Cuccu, M. & Özdemir, Ö. (2025). Cooperative Learning.  In: All Means All (Eds), An Open Textbook for an inclusive and intersectional, multi-dimensional approach in teacher education. A community project from all-means-all education, (pp. 1111-1131). Pressbooks.  https://book.all-means-all.education/ama-2025-en/chapter/cooperative-learning/  
4. Kordaki, M., Manesis, N., & Darantoumis, T. (2017). Learn Digitally... by Playing Collaboratively: Technology-Supported, Game-Based and Structured Collaborative Learning: Teaching Scenarios for Health Education. Grigoris.
5. Trilianos, A. (2008). Methodology of Modern Teaching. Athens.
6. Frydaki, E. (2009). Teaching at the intersection of modern and postmodern thought. Kritiki, Athens.
7. Joyce, Br., Weil, M., Calhoun, Em. (2009). Teaching Methodology - Teaching Models. G.PARIKOS & Co, Athens.
8. Matsagouras, H. (2002). Teaching Strategies: The Critical Thinking in Teaching Practice. Gutenberg, Athens.
9. Matsagouras, H. (2005). Theory and Practice of Teaching, Volumes I & II (Teaching Theory & Teaching Strategies). C. Dardanos - K. Dardanos, Athens
10. Baudrit, Alain (2007). The Learning teamwork. Kedros, Athens.
11. Theophilidis, Chr. (2009). Cracks in the iceberg of traditional teaching. Gregoris, Athens.
12. Kossyvaki, F. (2003). Alternative Teaching. Suggestions for transition from object’s teaching to of active subject’s teaching. Gutenberg, Athens.

- Related academic journals:

• Learning and Instruction (http://www.sciencedirect.com/science/journal/09594752)
• Learning and Motivation (http://www.sciencedirect.com/science/journal/00239690)
• Learning and Individual Differences (http://www.sciencedirect.com/science/journal/10416080)
• Pedagogy (http://muse.jhu.edu/journal/154)
• Teaching and Teacher Education (http://www.sciencedirect.com/science/journal/0742051X)
• Education + Training (http://www.emeraldinsight.com/loi/et#)
• Educational Theory (http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-5446)
• Educational Review (http://www.tandfonline.com/loi/cedr20)
• Educational Research Review (http://www.sciencedirect.com/science/journal/1747938X