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Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students

Author

Listed:
  • Eleni Tympa
  • Vasiliki Karavida
  • Vasiliki Pfilippa

Abstract

The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning & Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion.

Suggested Citation

  • Eleni Tympa & Vasiliki Karavida & Vasiliki Pfilippa, 2021. "Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students," Journal of Educational Issues, Macrothink Institute, vol. 7(2), pages 5671-5671, December.
    • Handle: RePEc:mth:jeijnl:v:7:y:2021:i:2:p:5671
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    References listed on IDEAS

    as
    1. Tabitha Grace Mukeredzi, 2017. "Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School," SAGE Open, , vol. 7(2), pages 21582440177, May.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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