"The great aim of education is not knowledge but action"
Herbert Spencer, English Philosopher
The strategic objectives of the curriculum of the Teacher Education Program are in line with the strategic plan of the AUEB for the years 2016-2021. In particular, the main objectives of the Program are the pursuit of excellence, innovation, extroversion and the introduction of entrepreneurship into secondary education through innovative educational methodologies as well as the cultivation of values through experiential learning, such as respect, patience, stability, prudence, sociability, accountability, honesty, trust, dialogue, tolerance, creativity, cooperation, compassion, generosity, friendship, freedom, justice and peace, as parts of the education of the teacher.
To achieve the above objectives, the Teacher Education Program of the Athens University of Economics and Business has developed international and domestic partnerships as follows:
- University of Oslo, Norway - Department of Teacher Education and School Research
- Aalto University, Helsinki, Finland - Department of Art, School of Arts, Design and Architecture (ARTS)
- Stockholm University, Sweden - Department of Humanities and Social Science Education
- University of Gävle, Sweden - Teacher Education Programmes
- Heidelberg University, Germany - Institute for Education Studies
- Non-Profit Association "DIAZOMA"
- Athens School of Fine Arts
- Exemplary Experimental School of the University of Athens
- Exemplary Experimental School of Anavryta
- 2nd Exemplary Experimental General High School of Athens
- Zanneio Exemplary Experimental High School of Piraeus
The aim of the scientific collaborations with Oslo University, Department of Teacher Education and School Research (Norway), Stockholm University, Department of Humanities and Social Science Education (Sweden) and Gavle University, Department of Teacher Education (Sweden) is to promote innovation in educational research in teacher-candidate education.
From the collaborative research with Oslo University, Department of Teacher Education and School Research, the following research paper has been produced:
Scheie, J., Brinia, V. (2017). Leadership in Classroom and the Ancient Greek Culture: An innovative pedagogical approach, International Journal of Multidisciplinary Research and Development, 2(4), 67-71.
The aim of the scientific collaboration with Aalto University, School of Arts, Department of Art (Helsinki) and the Athens School of Fine Arts is to connect art with educational practice and present exhibitions with educational themes. From the collaborative research with the Aalto University, Department of Art and the Athens School of Fine Arts, the following research paper has been produced:
Brinia, V.,Giannimara, R., Psoni, P., Stamatakis, G., (2018). Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views, Global Journal of Educational Studies, 4(1), 57-68.
The strategic objectives of the curriculum of the Teacher Education Program are, among other aspects, the introduction of entrepreneurship in secondary education through innovative educational methodologies. The aim of the scientific collaboration with "DIAZOMA" is to support the voluntary educational actions in the field of the holistic cultural management of monuments for sustainable development and its use in education. Heidelberg University-Institute for Education Studies, (Germany) is involved in the project to explore the link between the pedagogical science and the cultural capital and monuments of Greece. The aim of the collaboration is to jointly design and implement actions that support the holistic approach to the cultural management of monuments in Greece. This approach concerns on the one hand: a) the linking of the cultural heritage of the country with the business sector, which is expressed through the philosophy of the Cultural Routes and Archaeological Park Programs proposed by DIAZOMA, and on the other hand (b) to promote and enhance the entrepreneurship that can emerge through the Creative Industries, the products that can be produced through them and their connection to the "Experience Economy". This emerging pattern of economic activity is based on the creation of "intangible" value, which enriches traditional products and services. These goods are linked to fields such as the environment, tourism, agri-food, museums, theme parks, etc.
The stimulus for this innovative approach to the curriculum in the Teacher Education Program of AUEB was an article by James Gilmore at the Harvard Business Review in 1998 and the book "The Experience Economy: Work is a Theater & Every Business a Stage" (1999) of B Joseph Pine. The central idea is that after moving from the economy of goods to the service economy, we are now moving from the service economy to the economy of experience. As the title of B. Joseph Pine's book says, every organization is a theatrical scene, the workers are the performers, and the work is the theatrical act. In that way the customer not only obtains a product or service, but gains an unforgettable experience, because the product is now an Experience and a Recollection.
The money spent involve investing in memories. The most characteristic parameter of the economy of experience is the strong desire to acquire intangible products, such as the experience of traveling to a charming destination. This means that we have more and more time for what sociologists define as the "third place" outside the home and workplace. Archaeological sites, by definition, represent a powerful cluster of attractive "third spaces" and intense experiences.
The design of cultural promenades through an educational aspect with the aim of creating “experience” is the subject of a new view in the study of products, spaces, systems, services and interactive relations and an "other view" in the introduction of entrepreneurship in education.
In summary, in recent years, the Teacher Education Program, through its collaboration with Universities from Finland, Sweden and Norway, and by expanding its new partnerships with the University of Heidelberg, the Athens School of Fine Arts in Athens and the non-profit Association DIAZOMA has developed, and aspires to further develop, innovative pedagogical teaching methods that include the following features:
- They cultivate key-values for the education of the prospective educators by linking teaching and education to culture as a point of reference and development of values.
- They cultivate creativity and collaboration, the mentality that there is no right or wrong and that we are taught by our mistakes without fear of failure.
- They develop skills, such as designing, searching and organizing information, excerpting information and creating multimedia presentations, finding innovative solutions to real economic, technological and social problems, creating learning multimedia objects (eg annotated video) with image, sound, and video documentation.
- They introduce the art as a creative teaching method, which develops skills, such as freedom of thought and expression, cooperation in groups, development of social participation, etc.
- The combination of the pedagogical science with the subject of expertise of each student-teacher through targeted actions to address real social problems with specific dimensions (economic, technological, marketing, etc.) in the spectrum of the theories that AUEB treats.
- The extension of the “school” environment through student-teachers visits to schools, organizations, etc. of formal and informal education as well as the business world.
- The development of innovative ideas for the holistic cultural management of the monuments of Greece for sustainable development and their use in education.
COLLABORATION WITH EXPERIMENTAL HIGH SCHOOLS
Partnership Agreements between the Teacher Education Program and the Experimental High Schools in Attica have been signed. Exemplary Experimental High Schools are public educational institutions that have been evaluated by the Ministry of Education in terms of teachers' formal qualifications and scientific presence, the school's participation in innovative activities as well as social offer, infrastructure and experience in the assessment of the teaching process.
Law 3966/2011 introduced anew the Exemplary Experimental Schools (EES), at which students are enrolled through passing written examinations. The main goals of the EES’s are:
(a) ensuring public, free and high-quality education for all,
(b) the promotion of educational research,
(c) the Practicum in Teaching of students,
(d) supporting the objective of creativity, innovation and excellence,
(e) the experimental implementation of new management models, new curricula and other educational material.
The written partnership agreements between the Teacher Education Program and the Zanneio Exemplary Experimental High School of Piraeus, the 2nd Exemplary Experimental High School of Athens, the Exemplary Experimental High School of Anavryta and the Exemplary Experimental High School of the University of Athens ensure the student-teachers' attendance in sample classes of experienced teachers in the field of economics and computer science, who afterwards follow as mentors the student-teachers' progress during their Practicum in Public Schools. In addition, the Proffessors the student-teachers of the Teacher Education Program in collaboration with the teachers of the Exemplary Experimental High Schools jointly explore in real-world conditions in the classroom, innovative approaches to didactic methodology in the fields of economics, management and computer science in Secondary Education.
The research collaboration of the Teacher Education Program with the Exemplary Experimental High Schools has generated the following scientific articles, which have been published in peer-reviewed journals:
Brinia, V., & Vikas E. (2012) Economics in Secondary education: A case study in Greece. Archives of Economic History, XXIV(1), 69-91.
Brinia V., Vikas, Ε. (2014). Innovations in the teaching methodology of the economic sciences in Secondary Education: the introduction of art in teaching "Principles of the Economic Theory" to the 3rd Class of Senior High School (Καινοτομίες στη διδακτική μεθοδολογία των οικονομικών επιστημών στη Β/θμια εκπαίδευση: Η εισαγωγή της τέχνης στη διδασκαλία του μαθήματος «Αρχές Οικονομικής Θεωρίας» στη Γ’ Λυκείου.) Nea Pedia (Νέα Παιδεία), 151, 129-144.
Brinia V., Kalogri, P., Stavrakouli K.M. (2016). A New Teaching Method for Teaching Economics in Secondary Education, Journal of Research & Method in Education, 6(2), 86-93.