National and Kapodistrian University of Athens

Founded in 1837

School of Philosophy
Department of Secondary Education
Panepistimioupoli Zografou, Athens, P.C. 15703
Tel. 210.7277593

Theory and Practice of Teaching B Teaching Practice

(8th semester of the academic year 20252026)

Instructor: Maria Mamoura, Assistant Professor of Pedagogy

Students Full Name:
………………………………………………

Student ID Number:
………………………………………………

CRITICAL INCIDENTS

I record two questions (after carefully reading the corresponding PowerPoint file on critical incidents) that arose from my visits to the school and from observing the mentors teaching practices.

The questions should not be abstract, but should emerge from a specific teaching incident that impressed me and/or concerned me, and may relate either to the instructional aspect of teaching or to the communicative/social aspect (e.g., something you observed happening during the lesson, a conversation with the mentor teacher and the thoughts it created, etc.). I will explain why I consider the incidents I record to be worth discussing.

The total length of the questions/incidents should not exceed 400 words in total.

The electronic file that will be uploaded to e-class should be named as follows:

SURNAME NAME (space) (space) KP _ DA B 20252026 spring semester

RECORDING OF INCIDENTS

A critical incident/event is something interpreted as a problem or challenge within a specific context:

It is not a routine phenomenon, for example when a student repeatedly arrives late to class, when some students make noise while teachers are teaching, etc.
It is not something personal to the teacher.
It is any unexpected event that occurs during class, outside class, or during a teachers career, but strongly affects them (Brookfield, 1990: 84).

Therefore, a critical incident (positive or negative) refers to a specific event that took place during teaching. Teachers characterize it as critical because they believe it is important and worth reflecting on in the future. Sometimes, teachers face unexpected situations that make them reconsider and reflect on them.

These critical incidents helped you think about your own professional development in relation to the connection between theory and practice. What questions did they create for you?

The total length of the questions/incidents should not exceed 400 words in total.

Basic questions that may help structure this chapter:

(a)

What experiences during Teaching Practice A & B both the theoretical and practical part made you reflect on your role as a teacher?

(b)

What kinds of practices and experiences contributed to your reflection process?

Appendix

(a) The educational material you used in your individual teaching, and/or
(b) The teaching practice card signed by the mentors.

C. CRITERIA FOR EVALUATING THE ASSIGNMENT

Correct and accurate use of the Greek language. Avoid complicated and difficult writing. Argumentation should develop gradually throughout the text. The transition from one section of the text to another should show logical sequence and coherence, without gaps, repetitions, or digressions.
Focus on the requested topics. Avoid moving away from the subject or making superficial observations (e.g., observations about lack of time, low-performing students). Instead, focus on the way you chose to act.
Particular emphasis will be placed on your understanding of the concepts you use and the proper use of scientific terminology.

Bibliography

Particular attention should be paid to the use of bibliography and the documentation of references. All bibliographic material (books, scientific articles, etc.) used in the text and observations (at least 5 sources) must be presented in the bibliography section at the end of the assignment, arranged in alphabetical order.

Only include the works that are actually cited in your assignment.

Plagiarism

Plagiarism:

from classmates assignments,
or from any material used (books, articles, etc.)

is identifiable and results in a negative grade.

D. FORMAT AND SUBMISSION OF THE ASSIGNMENT

Each students assignment (up to 3500 words) must be submitted as ONE electronic file in Word format containing all appendices. The cover page must include the information referred to in the file ASSIGNMENT COVER PAGE. Assignments missing appendices will not be accepted.

The file must be named as follows:

SURNAME and NAME (space) (space) Assignment DA B 20242025 spring semester

Pay attention to the academic year and semester (winter or spring).

Assignments will be uploaded ONLY to the instructors e-class
() until 9 June 2025. After that date, the system will no longer accept submissions. Students who do not upload their assignment by the deadline will receive a grade only in the September examination period. The submission dates for the September examination period will be announced on the course e-class.

Good luck!

Reflective Questions on Teaching Practice

1. Lesson Plan / Lesson Design

Based on which theoretical framework was the lesson plan designed?
Mention two (2) teaching priorities.

2. Reflective Journal for Your Individual Teaching in Narrative Form

(Bibliography required)

Mention/narrate three basic teaching actions and reflect on how they helped your goals and the students, as well as in what ways they helped them.
Emphasize very specific events/moments from your teaching.

Important note: Regarding the students responses, was there any differentiation compared to your first teaching attempt? If yes, in what ways?

Questions that may help your reflection:

Which aspects of this particular teaching session went very well? Which factors contributed to this?
Which aspects did not go very well? What would I definitely take into account next time?
Regarding specific teaching choices that had concerned me in my previous teaching, was I able to change/improve something this time? What exactly changed? In what ways did I achieve it? What thoughts did a second attempt create for me regarding the consequences of my assumptions about teaching and learning?
What metaphors and/or images could I use to express my assumptions at this point in time?

3. Recording Questions That Arise After Each Teaching Visit to the School

Each student will record two questions (see corresponding PowerPoint file) that arose from their visits to the school and from observing the mentors teaching. Some of these questions may also concern their own teaching.

These questions should not be abstract, but should arise from a teaching incident that impressed and/or concerned you. They may relate either to the instructional side of teaching or to communication/social aspects (e.g., something observed during the lesson, a conversation with the mentor teacher, and the thoughts it created). In all cases, the incident you choose to record and justify as worthy of discussion may constitute a critical incident/event.

Note

Possible transformation of your initial perceptions regarding teaching and the role of the teacher:
What were my initial perceptions and what are they now? What is my professional identity now, as I perceive it?

The term refers to a set of issues related to the educational work and the teachers role in educational practice:

how I perceive the teachers role regarding the subject taught,
the teachers role within the classroom,
how I understand the aim of teaching each subject,
the teaching practices applied, etc.

WRITE MY PAPER

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