Maria Sfyroera

• 1988 Degree of Philosophical and Educational Sciences, University of Athens
• 1990 Master of Educational Sciences, University Paris V – René Descartes, France
• 1997 PhD of Educational Sciences, University Paris V – René Descartes, France

Research interests

• Educational Practices
• Literacy
• Learning and teaching strategies
• Teacher education
• Minority Education

Courses and Seminars

• Teacher educators-researchers of their work: Institutional-social and educational context in preschool
• From design to praxis: Pedagogical interventions and reflective practices
• Methodological approaches in teaching practices: From observation to design
• Contemporary teaching approaches: from active listening to children to educational practice
• Week-long Workshop: Differentiated Learning

Graduate

Interdepartmental  Interuniversity Postgraduate Program “Information and Communication Technologies in Education”

• Educational research methodology/modern pedagogical approaches
• Current pedagogical theories and applications with the use of ICTs

• Sfyroera M. (2008). From teacher training to educational practice.  In Dragonas, Th. & Frangoudaki, A. (eds.) Addition, Not Subtraction; Multiplication, Not Division: A Reformist Intervention in the Education of the Minority of Thrace, Metaixmio, pp.377-389 [in greek]
• Rekalidou G. & Sfyroera M. (eds.) (2008). Animations in children’s groups: Plans and experiences, a Publication of the Interdepartmental Interuniversity Program of Postgraduate Studies in Socio-cultural education and animators’ education. [in greek]
• Dafermou Ch., Sfyroera M., & Tsigou D (2009). Processus de littératie à la maternelle en Grèce : Programmes, conceptions et pratiques des enseignants. In Revue Caractères, ABLF, n. 33, pp.27-33
• Sfyroera M., Dafermou Ch. &  Geraniou V. (2011). From TV to printed texts: processing weather forecasts with preschoolers.  In Kourti Ev. (ed.), Παιδική Ηλικία και Μέσα Μαζικής Επικοινωνίας, pp.167-188. [in greek]
• Dafermou  Ch., Sfyroera M.,  Morali S. et als (2012). La conversation à la maternelle en tant qu’ aide au dévéloppement de la littéracie des enfants.  In Revue Caractères, ABLF, n. 42, pp. 5-14
• Dafermou  Ch., Sfyroera M.,  Tsermidou E. (2013). Perceptions and expectations of third year students of TEAPI in relation to their Internship: focusing on the data of one academic year.  In  H Πρακτική Άσκηση στην αρχική εκπαίδευση των εκπαιδευτικών: Ερευνητικές Προσεγγίσεις (Ανδρούσου , Α. & Αυγητίδου, Σ. (επιμ)., Δίκτυο Πρακτικών Ασκήσεων ΤΕΑΠΗ- ΕΚΠΑ, Αθήνα. 257-288. [in greek]
• Mouchtari Ε., Meimaris Μ., Gouscos D., Sfyroera M. (2015). Learning and intergenerational communication through digital storytelling in the first grades of primary school: Yesteryear Jobs.  In CULTURAL SCIENCE, vol. 8 , n. 2. 63-77
• Sfyroera Μ. & Tzekaki Μ. (2016). Educational Tools and Learning Environment. In Σ. Αυγητίδου, Μ.  Τζεκάκη & Β. Τσάφος. (Επιμ.), Οι υποψήφιοι εκπαιδευτικοί παρατηρούν, παρεμβαίνουν και αναστοχάζονται: προτάσεις υποστήριξης της πρακτικής τους άσκησης (τ. 3, κεφ. 3.6, σελ. 189-199). Αθήνα: Gutenberg [in greek]
• Sfyroera  Μ. & Tzekaki  Μ.  (2016). Theoretical Approaches in Teaching and Learning. In Σ. Αυγητίδου,  Μ.  Τζεκάκη & Β. Τσάφος. (Επιμ.), Οι υποψήφιοι εκπαιδευτικοί παρατηρούν, παρεμβαίνουν και αναστοχάζονται: προτάσεις υποστήριξης της πρακτικής τους άσκησης (τ. 3, κεφ. 1, σελ. 13-38). Αθήνα: Gutenberg. [in greek]
• Sfyroera Μ. (2016). Using  the classroom context for planning. In Σ. Αυγητίδου, Μ.  Τζεκάκη & Β. Τσάφος. (Επιμ.), Οι υποψήφιοι εκπαιδευτικοί παρατηρούν, παρεμβαίνουν και αναστοχάζονται: προτάσεις υποστήριξης της πρακτικής τους άσκησης (τ. 3, κεφ. 2, σελ. 39-59). Αθήνα: Gutenberg [in greek]
• Dafermou, Ch., Sfyroera, M., Kostoudi, F. & Lagopoulou, V. (2017). Reinforcement and empowerment of Greek language: pedagogical approaches, aims and evaluation of a long-standing educational intervention in minority-schools in Thrace.  In  Dimitriou, A., Sakonidis, Ch., Malkopoulou, E., Mpoutziloudi, Ch. and Tempridou, A-E., Educating citizens for a life-long sustaining future. The role of pre-school and primary education. Volume: Theoretical and Research approaches. Minutes of 10th Panhellenic convention OMEP – DUTH, 17 – 26 . [in greek]
• Ανδρούσου Α., Σφυρόερα  Μ., Βελλοπούλου  Α., Δέλη  Σ., Διδάχου  Ε., Κατσικονούρη  Ε., & Σαΐτη Σ. (Επιμ.) (2019). From here and from everywhere: Educational changes and pedagogical practices for an open school. Πρακτικά 11ου Πανελλήνιου Συνεδρίου ΟΜΕΡ –ΤΕΑΠΗ – ΕΚΠΑ. http://www.omep.gr/συνέδρια/241‐11o‐συνέδριο.html  ISBN 978-618-84599-0-8 ISΒN 978-618-80640-7-2 [in greek]
• Cortessis – Dafermou Ch. & Sfyroera  M. (2019). Books with stories: for literacy and social empowerment of all children. Athens: Gutenberg  [in greek]
• Νatsiou G., Sfyroera M. Tsitouridou M. (2019). Digital games in teacher education: a game-based learning approach.  In  Educational Journal of the University of Patras UNESCO Chair.  6(1), p. 232- 239, ISSN: 2241-9152  232
• Serifi G. & Sfyroera M. (2020) .The reflective process of preschool teachers in an online learning community. In Πρακτικά του 2ου Πανελλήνιου Συνεδρίου Δικτύου Πρακτικών Ασκήσεων. Εκπαίδευση Εκπαιδευτικών και Παιδαγωγικά Τμήματα. 30 χρόνια μετά: Αντιμετωπίζοντας τις νέες προκλήσεις. Βόλος. [in greek]
• Sfyroera M. (2020). Towards an holistic approach of Differentiated Pedagogy: Perceptions and practices of early childhood teachers. In Διάλογοι! Θεωρία και Πράξη στις Επιστήμες της Αγωγής και Εκπαίδευσης Τεύχος 6, σσ. 119-142 e-ISSN: 2459-3737 [in greek]
• Kosmidou  E. & Sfyroera M. (2021). Focusing on the unexpected. Critical events as a step towards teachers’ professional development. Proceedings of the 3rd International Conference on Innovative Research in Education. Stockholm, Sweden: Diamond Scientific Publishing (ISBN: 978-609-485-178-0) https://www.dpublication.com/wp-content/uploads/2021/07/E22-608.pdf
• Sypsa  S.,  Voulgari I.,   Manessis D.,  Sfyroera M.  (2022). Preschool Education and Emergency Remote Teaching in the Covid Era: Exploring the Practices and Experience of in-service Preschool Educators, EDULEARN 22 Proceedings, pp. 1447-1454. doi: 10.21125/edulearn.2022.0382
• Varnava-Skoura Tz., Gialamas V., Ragoussi M., Sfyrοera M. (2022), Distance learning in the time of the Covid 19 pandemic. Teachers’ experiences.  Aθήνα: Παπαζήσης [in greek]
• Kosmidou E. & Sfyroera M. (2023). Reflective writing as a means towards teacher professional evolution. In: L. Daniela (ed.). To Be, or Not to Be a Great Educator, 2022. Proceedings of ATEE Annual Conference. Riga: University of Latvia Press, p. 27-43. https://doi.org/10.22364/atee.2022

• 1997-2017:  Participation in the Program “Education of the Muslim minority Children in Thrace” www.museduc.gr.
• 2010–2017:  Scientific coordinator of after school classes of greek language of the Project Education of the Muslim minority Children in Thrace (for nursery and primary school children). The project was co-financed by the European Union and the Greek Ministry of Education (www.museduc.gr)
• 2010-2015: Scientific Coordinator as specialist in the field of “Pedagogy and Teaching Approaches” in the framework of the Project “Priority Education Zones” (Operational Program “Education and Lifelong Learning” / APS1, APS2 & APS3 of the NSRF) for pre-school education.
• 2017- 2020 : Responsible of the Scientific Team of the project  “Pilot educational interventions to support Muslim children in kindergarten in Thrace”  under the Operational Program “Human Resources Development, Education and Lifelong Learning 2014-2020”.
• 2018-now: Scientific Coordinator of the “Internship Program for Higher Education Students”  Department of Early Childhood National – Kapodistrian University of Athens.
• 2020-now: Αssociate Scientific Responsible of the UNI-T Academy (eUropeaN cIvic Teacher Academy), project co-funded by the European Union (https://uni-t-academy.eu/)
• 2022-now: Director of the MSc “Information and Communication Technologies for Education”