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Dr. VASILIKI BRINIA
Scientific Responsible of Teacher Education Programme, Department of Informatics, School of Information Sciences and Technology, Athens University of Economics and Business, Athens 104 34, Greece

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0 Project-based Learning
0 Social Entrepreneurship
0 expérimental
0 Art-based education
0 Cultural heritage and education

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expérimental

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Journal article
Published: 14 May 2021 in Education Sciences
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The present study examines teachers’ perceptions regarding moral satisfaction, financial gain and professional motivation in order to examine the relationship between these factors and their work efficiency. The degree of agreement and disagreement in the perceptions of 270 Primary Education teachers, regarding the extent to which their effectiveness at work is affected by the existence of the above factors, is studied, and the study was conducted in 31 primary schools in Greece. The size of the sample and the way the results are extracted is a key innovation of the research, as for the first time, the above concepts are quantified through the answers of those involved in education. Their answers are examined by the method of quantitative research and the statistical program IBM-SPSS 24. It appears that moral rewards, the relationship with their manager and colleagues and their degree of self-esteem are elements that, if increased and positive, lead to higher productivity in their work. The recognition of the overall offer of the teachers by colleagues, the manager, society and the state have a positive effect on the effectiveness of their work, while its lack reduces their motivation to be efficient.

ACS Style

Vasiliki Brinia; Stavroula Leimoniti; Alexandros Dimos. Financial Gains and Moral Satisfaction as Key Factors for Greater Efficiency in the Field of Education. Education Sciences 2021, 11, 236 .

AMA Style

Vasiliki Brinia, Stavroula Leimoniti, Alexandros Dimos. Financial Gains and Moral Satisfaction as Key Factors for Greater Efficiency in the Field of Education. Education Sciences. 2021; 11 (5):236.

Chicago/Turabian Style

Vasiliki Brinia; Stavroula Leimoniti; Alexandros Dimos. 2021. "Financial Gains and Moral Satisfaction as Key Factors for Greater Efficiency in the Field of Education." Education Sciences 11, no. 5: 236.

Articles
Published: 28 January 2020 in Educational Studies
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The present study examines the effectiveness of cultural promenades as an interdisciplinary methodology to teaching social entrepreneurship to teacher-candidates, whose teaching specialty is economics, informatics or business administration. The methodology of the cultural promenade included field-research in Orchomenus in Boeotia, Greece organised by DIAZOMA NGO and the Teacher Education Program of Athens University of Economics and Business. This experience of the teacher-candidates is examined in the present research paper through qualitative research and in-depth interviews with 9 teacher-candidates. According to some main findings, interviewees were able to realise the neglected value of the site, how they can bridge the past with the present and how they can utilise the monuments that they visited, in order to help develop the area of Orchomenus in Boeotia in socio-economic terms. The present study is of great importance for policy-makers, as well as for teacher education programs and school teachers worldwide.

ACS Style

Vasiliki Brinia; Paraskevi Psoni. “How to teach social entrepreneurship to teacher-candidates through cultural promenades: the teacher-candidates’ views”. Educational Studies 2020, 47, 369 -382.

AMA Style

Vasiliki Brinia, Paraskevi Psoni. “How to teach social entrepreneurship to teacher-candidates through cultural promenades: the teacher-candidates’ views”. Educational Studies. 2020; 47 (3):369-382.

Chicago/Turabian Style

Vasiliki Brinia; Paraskevi Psoni. 2020. "“How to teach social entrepreneurship to teacher-candidates through cultural promenades: the teacher-candidates’ views”." Educational Studies 47, no. 3: 369-382.

Journal article
Published: 23 May 2019 in Education Sciences
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In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of learning needs to be implemented in practice. The aim of this paper is to introduce and pilot a pedagogy for teaching innovation, collaboration, and co-creation in secondary education. The proposed pedagogy is based on a designerly way of thinking, digital competences, and entrepreneurial spirit, together with an experimental culture of creating, making, and collaborating in order to improve students’ innovative, co-creative and collaborative way of thinking and making. The main finding is that the proposed pedagogy enhanced innovative, collaborative and co-creative student competences. Moreover, digital and entrepreneurial skills gave the ability to the students to create new valuable products and services.

ACS Style

Athanassios Androutsos; Vasiliki Brinia. Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship. Education Sciences 2019, 9, 113 .

AMA Style

Athanassios Androutsos, Vasiliki Brinia. Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship. Education Sciences. 2019; 9 (2):113.

Chicago/Turabian Style

Athanassios Androutsos; Vasiliki Brinia. 2019. "Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship." Education Sciences 9, no. 2: 113.

Concept paper
Published: 20 May 2019 in Education Sciences
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The present paper aims at presenting the introduction of the Flexible Zone program in the context of the Greek Educational system, an innovative, modern teaching program. More specifically, Greek teachers’ views on the implementation process, the legislative framework, and the roles of the school head teacher and the school counselor, as well as the difficulties tackled regarding the Flexible Zone programs are thoroughly explored through this study. In order to investigate and better interpret the findings, quantitative research was adopted with questionnaires from 135 teachers having been collected, numbered, coded, and analyzed. Topics such as the importance of in-school seminars and training sessions related to Flexible Zone programs, the significance of the head teacher, school counselor, and the school activities supervisor’s contribution, the development of the school equipment and infrastructure, as well as the overall cooperation have emerged from the findings. The present study can offer valuable insights regarding the innovative program of Flexible Zone to the international academic community and policy makers.

ACS Style

Vasiliki Brinia; Vasiliki-Nektaria Sarantopoulou. The Introduction of the Flexible Zone Programs in the Greek Educational System: Teachers’ Perspectives. Education Sciences 2019, 9, 109 .

AMA Style

Vasiliki Brinia, Vasiliki-Nektaria Sarantopoulou. The Introduction of the Flexible Zone Programs in the Greek Educational System: Teachers’ Perspectives. Education Sciences. 2019; 9 (2):109.

Chicago/Turabian Style

Vasiliki Brinia; Vasiliki-Nektaria Sarantopoulou. 2019. "The Introduction of the Flexible Zone Programs in the Greek Educational System: Teachers’ Perspectives." Education Sciences 9, no. 2: 109.

Journal article
Published: 23 March 2019 in Sustainability
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The present study investigates whether experiential learning through cultural promenades and ancient Greek drama can constitute an effective method of instilling cultural values in the new generation. For this reason, field research was conducted in the broader area of Acropolis in Athens, Greece. Qualitative research through in-depth interviews followed, in order to record 42 student teachers’ perceptions after their own experiential contact with the method of cultural promenades. This research method with teacher candidates during their vocational training as future teachers is of great importance, as it will indicate whether the method of instilling cultural values through cultural promenades and ancient Greek drama is effective enough to be adopted in later teacher candidates’ teaching in schools. The choice of the sample is strategic, since the teaching specialty of the majority is economics and management, and thus teachers get acquainted with an innovative experiential methodology on teaching economic and cultural sustainability, which—according to literature—are interconnected. The findings reported valuable insights on the effectiveness of the said teaching methodology. The present research is the first that focuses on the descriptive interrelations among cultural promenades, experiential learning, cultural values, and sustainability, and thus it provides policy makers and teachers with invaluable insights.

ACS Style

Vasiliki Brinia; Paraskevi Psoni; Eleni-Konstantina Ntantasiou. How to Instill Cultural Values in the New Generation through Cultural Promenades and Ancient Drama: A Field Research. Sustainability 2019, 11, 1758 .

AMA Style

Vasiliki Brinia, Paraskevi Psoni, Eleni-Konstantina Ntantasiou. How to Instill Cultural Values in the New Generation through Cultural Promenades and Ancient Drama: A Field Research. Sustainability. 2019; 11 (6):1758.

Chicago/Turabian Style

Vasiliki Brinia; Paraskevi Psoni; Eleni-Konstantina Ntantasiou. 2019. "How to Instill Cultural Values in the New Generation through Cultural Promenades and Ancient Drama: A Field Research." Sustainability 11, no. 6: 1758.

Journal article
Published: 01 January 2019 in International Journal of Teaching and Case Studies
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ACS Style

Vasiliki Brinia; Paraskevi Psoni. How to develop cognitive skills through playing in pre-school contexts. International Journal of Teaching and Case Studies 2019, 10, 1 .

AMA Style

Vasiliki Brinia, Paraskevi Psoni. How to develop cognitive skills through playing in pre-school contexts. International Journal of Teaching and Case Studies. 2019; 10 (1):1.

Chicago/Turabian Style

Vasiliki Brinia; Paraskevi Psoni. 2019. "How to develop cognitive skills through playing in pre-school contexts." International Journal of Teaching and Case Studies 10, no. 1: 1.

Journal article
Published: 01 January 2019 in International Journal of Teaching and Case Studies
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The present study presents a traditional - non-digital - game, which aims at providing pre-school teachers with an innovative, experiential method of teaching cognitive skills to preschoolers. This game is originally designed in order for preschoolers to understand the meaning and the importance of the terms 'money' and 'enterprises'. Teachers themselves are exposed to the same playful experience in order to detect - before and after the game - their perceptions of the notions-to-teach and the game as a teaching method. Most of the interviewed teachers recognise the importance of playfulness in teaching as well as the importance of pupils understanding such notions at such an early age, which is also highlighted in the literature. The undermined importance of developing cognitive notions in preschoolers is underlined and this paper fulfils this gap by presenting an innovative approach of international value.

ACS Style

Vasiliki Brinia; Paraskevi Psoni. How to develop cognitive skills through playing in pre-school contexts. International Journal of Teaching and Case Studies 2019, 10, 1 .

AMA Style

Vasiliki Brinia, Paraskevi Psoni. How to develop cognitive skills through playing in pre-school contexts. International Journal of Teaching and Case Studies. 2019; 10 (1):1.

Chicago/Turabian Style

Vasiliki Brinia; Paraskevi Psoni. 2019. "How to develop cognitive skills through playing in pre-school contexts." International Journal of Teaching and Case Studies 10, no. 1: 1.

Journal article
Published: 24 May 2018 in Journal of Applied Research in Higher Education
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Purpose The purpose of this paper is to reflect the multi-level mentoring practices of a Teacher Education Program in Greece and the mentors’ perceptions on them. The mentoring practices of the specific Program are unique in Teacher Education in Greece; and therefore, the paper examines the extent to which they are considered as capable of developing in mentors and mentees specific skills that contribute to the development of student-teachers’ professional identity. Design/methodology/approach The case study is based on qualitative research and 32 interviews with mentors of the specific Program who report their experience. Six mentees have also been asked to provide the researchers with comments, so as to observe whether their answers confirm the mentors’ perceptions. Findings The different types of mentoring of the specific Program are perceived as able to enhance the mentors’ and the mentees’ professional development and self-confidence as well as to the latters’ improved transition and engagement to the Program. The authors also contribute to the fostering of the mentees’ experiential learning and to the capitalization of knowledge in Teacher Education. The EES teacher mentoring is considered of important adding value to the formation of student-teachers’ professional identity, according to the mentors interviewed. Mentees comments were found to confirm the mentors’ perceptions. Originality/value The conclusions of the paper are of significant value, since multi-level mentoring as a holistic approach to teacher-candidates’ experiential learning and professional development examined in a single paper is rather rare. Moreover, the Program of the paper’s case study follows this multi-level innovative approach, which includes EES teacher mentoring, and which is of considerable adding value, according to the mentors and the mentees interviewed. It could, therefore, constitute a paradigm for other Teacher Education Programs in Greece and in other countries.

ACS Style

Vasiliki Brinia; Paraskevi Psoni. Multi-level mentoring practices in a Teacher Education Program in Greece. Journal of Applied Research in Higher Education 2018, 10, 256 -270.

AMA Style

Vasiliki Brinia, Paraskevi Psoni. Multi-level mentoring practices in a Teacher Education Program in Greece. Journal of Applied Research in Higher Education. 2018; 10 (3):256-270.

Chicago/Turabian Style

Vasiliki Brinia; Paraskevi Psoni. 2018. "Multi-level mentoring practices in a Teacher Education Program in Greece." Journal of Applied Research in Higher Education 10, no. 3: 256-270.

Journal article
Published: 11 April 2018 in Higher Education, Skills and Work-Based Learning
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Purpose The purpose of this paper is to investigate how the degree apprenticeship of the vocational training institutes (VTIs) enhances the labor market and enables the trainees to detect the knowledge and skills that are acquired during the training. In addition, this study tries to detect through work-based learning whether the workplace function as a learning place and whether the trainees are satisfied by the experience during the degree apprenticeship. Design/methodology/approach In total, 129 graduates by various VTIs in the wider area of Patras (Western Greece), who completed the degree apprenticeship, participated in the survey. Findings The findings of this study highlighted the difficulties that the graduates of VTIs face when they look for a job in the economic crisis era that Greece faces. However, this study also highlighted the satisfaction that the trainees denoted about the knowledge and the vocational and social skills that they acquired during the degree apprenticeship. Additionally, the trainees are satisfied by the workplace where the degree apprenticeship took place because it became a learning environment. Practical implications This study is evidence of a need for developing the degree apprenticeship programs in Greece as a means of enhancing the transition from training to work. Originality/value This research is the first and serious recording of the trainees’ opinions regarding their degree apprenticeship, during their studies in VTIs. The presented professional and social skills could use as guidelines for the implementation of new practices and educational policies in training during the educational process. Additionally, the degree apprenticeship programs will be further linked to the educational institution and the educational community will benefit from the trainees’ experience. These new degree apprenticeship practices will be implemented in the following years in all the VTIs in Greece.

ACS Style

Vasiliki Brinia; Petros Stavropoulos; Anastasia Athanasoula-Reppa. Trainees' perception of vocational training institutes degree apprenticeship. Higher Education, Skills and Work-Based Learning 2018, 8, 365 -375.

AMA Style

Vasiliki Brinia, Petros Stavropoulos, Anastasia Athanasoula-Reppa. Trainees' perception of vocational training institutes degree apprenticeship. Higher Education, Skills and Work-Based Learning. 2018; 8 (4):365-375.

Chicago/Turabian Style

Vasiliki Brinia; Petros Stavropoulos; Anastasia Athanasoula-Reppa. 2018. "Trainees' perception of vocational training institutes degree apprenticeship." Higher Education, Skills and Work-Based Learning 8, no. 4: 365-375.

Journal article
Published: 05 February 2018 in Global Journal of Educational Studies
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The present paper aims at presenting an innovative approach to educating teacher-candidates through the art. More specifically, it aims at exploring the benefits of this approach for student-teachers and for their future teaching of social science subjects. It is an experiential approach, based on a multi-level methodology, developed and implemented through the collaboration of the Teacher Education Program of Athens University of Economics and Business with the Aalto University and the Athens School of Fine Arts. After the completion of the implementation of the specific teaching method, the student-teachers have been interviewed, in order to detect their views on the effectiveness of this method, which has been introduced for the first time in the Teacher Education field in Greece. The results are positive with the interviewees reporting having achieved an in-depth and multi-perspective understanding of the matter in discussion as well as enhanced collaborative skills among other benefits.

ACS Style

Vasiliki Brinia; Reni Giannimara; Paraskevi Psoni; George Stamatakis. Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views. Global Journal of Educational Studies 2018, 4, 57 .

AMA Style

Vasiliki Brinia, Reni Giannimara, Paraskevi Psoni, George Stamatakis. Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views. Global Journal of Educational Studies. 2018; 4 (1):57.

Chicago/Turabian Style

Vasiliki Brinia; Reni Giannimara; Paraskevi Psoni; George Stamatakis. 2018. "Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views." Global Journal of Educational Studies 4, no. 1: 57.

Research article
Published: 23 April 2014 in Educational Management Administration & Leadership
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The development of emotional intelligence skills offers sufficient leadership qualities for advancing the organization and for achieving its objectives. In particular, the emotionally intelligent leader–principal is able to inspire and facilitate a self-conscious and organizational culture by adopting the values of understanding, trust, prospect, achievement and effectiveness and combining emotions, beliefs, vision and values in a flexible manner. In order to inquire on the above, a data-gathering process was employed in the spring of 2011, with the use of anonymous questionnaires administered to 301 educators/teachers and 36 principals who work in primary schools in Athens. The data-gathering process included the application of a questionnaire that derived key insight into the identification of key emotional intelligent and leadership factors. The data analysis process has set off 14 significant statistical factors. Ten of them were related to the principal’s emotional intelligence and four referred to leadership. The research findings have offered key insights into profiling the school principal from a leadership and emotional intelligence standpoint. Hence, such information could be rather useful in the training and development of principals, as well as for further research that could investigate the correlation between emotional intelligence and effectiveness of primary school principals.

ACS Style

Vasiliki Brinia; Lina Zimianiti; Konstantinos Panagiotopoulos. The role of the principal’s emotional intelligence in primary education leadership. Educational Management Administration & Leadership 2014, 42, 28 -44.

AMA Style

Vasiliki Brinia, Lina Zimianiti, Konstantinos Panagiotopoulos. The role of the principal’s emotional intelligence in primary education leadership. Educational Management Administration & Leadership. 2014; 42 (4):28-44.

Chicago/Turabian Style

Vasiliki Brinia; Lina Zimianiti; Konstantinos Panagiotopoulos. 2014. "The role of the principal’s emotional intelligence in primary education leadership." Educational Management Administration & Leadership 42, no. 4: 28-44.

Articles
Published: 30 April 2012 in European Journal of Higher Education
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The purpose of the research has been to investigate the views of adult education trainers with regards to the qualifications which form part of the ‘effective adult trainer profile.’ Trainers in Adult Education were asked to express their views on the specific qualifications (e.g. work experience, studies, etc.) which increase (and to what extent) their effectiveness, while they perform their training duties. Moreover, since these trainers have participated in several selection processes when they seek work, they have been asked to express their views regarding the extent to which the specific selection tools they have encountered, have measured their competences in a reliable and valid manner. The question was whether they trust the tools (such as gleaning qualifications from application forms and transcripts, interviews, references, etc.) that Adult Education organisations employ during their selection processes. The research has followed an interdisciplinary approach, combining the Adult Education and Human Resource Management fields. This is an original approach, given that these issues have not been addressed to any significant extent by the academic community in Greece. The research has followed a quantitative approach (questionnaires administered to a sample of 271 adult trainers), deriving its data from an EU subsidised programme called ‘Adult Education in basic information technology skills, Heron-2.’ This programme took place in Greece nationwide and was effective from November 2008 to November 2011. The research showed that the qualification that adult trainers value the most is their teaching experience within the groups of adult trainees. It also showed that among all tools of personnel selection, they consider that the process of gleaning qualifications from application forms and transcripts is the most reliable and valid way to measure their ability to teach.

ACS Style

Vasiliki Brinia; Dimitris Kritikos. Adult trainers in Greece: qualifications, teaching effectiveness, and competency-based selection. European Journal of Higher Education 2012, 2, 234 -247.

AMA Style

Vasiliki Brinia, Dimitris Kritikos. Adult trainers in Greece: qualifications, teaching effectiveness, and competency-based selection. European Journal of Higher Education. 2012; 2 (2-3):234-247.

Chicago/Turabian Style

Vasiliki Brinia; Dimitris Kritikos. 2012. "Adult trainers in Greece: qualifications, teaching effectiveness, and competency-based selection." European Journal of Higher Education 2, no. 2-3: 234-247.