The relationship to knowledge in the initial education of primary school teachers in Greece: entering the students’ mind

Georgios Stamelos, Ioannis Kamarianos

Abstract

The aim of the present study is the contribution to the discussion on the investigation of the relationship of the future teacher to knowledge. We believe that the investigation into the above relationship is particularly important, as it refers both to the identity formation of future teachers and to the quality of the actual university studies in our country. Following the theoretical scheme of the French intellectual B. Charlot, and in opposition to other research on “rapport au savoir”, we wanted to investigate the relationship of “good students” with their studies, in the context of a Department that trains teachers. Briefly, through our research it appears that the effect of the profession is of utmost importance.

Furthermore, we believe that it is particularly important that this study will allow us to identify and showcase the significance of the theoretical scheme of the French intellectual for the Greek educational reality.

Keywords

“Rapport au savoir”, identity, future teacher education

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DOI: https://doi.org/10.26220/aca.3270

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