Social pedagogy as a necessary basis for teachers training in Greece

Abstract

This paper aims to examine the importance of social pedagogy theory and practice throughout teachers' continuing training in Greece. Teaching is a demanding job that cannot be complete, unless the teacher is scientifically trained and that's why we argue, according to relevant scientific researches, that social pedagogy theory, through practical application, can be very constructive, for this purpose. Thus, the authors initially attempt to go through a general overview of social pedagogy, to inform teachers about what social pedagogy is, about the theory, the content and objectives of social pedagogy. Moreover, the research method of the study is a systematic review and a thematic analysis of sociological and other scientific studies relevant to social pedagogy and teachers training, conducted/found on the Web. According to the results, first of all, considering the major responsibility of classroom teachers for continuing training, it's important for teachers to be social pedagogues, since the main principles of social pedagogy can supply them with the ability to deal with problems and difficulties raised in the classroom. Secondly, that importance is growing, if we consider that teachers attempt for a holistic teaching/didactic approach, following social pedagogy's principles, is reflected in children's ability for social and emotional development, for healthy relationships, for achieving wellbeing and becoming complete citizens. Finally, the necessity of this research is growing, if we consider that especially nowadays in Greek society, students face many social problems, the majority of which occur due to the current economic crisis (such as bullying, poverty, racism) and that's why the spread of social pedagogy's theory and practice in Greek teaching/educational community, is of high essentiality and can be achieved through teachers continuing training. © 2020 The authors and IJLTER.ORG. All rights reserved.