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Petros GougoulakisProfessor

Om mig

I am a Professor in Education at the Department of Education, Stockholm University. Since 1993 I have been teaching Educational Sciences (learning theories, curriculum theory, education policy, history of education, ethics in education, adult learning) in teacher education and training for all school levels, supervising examination theses at Bachelor, Master and PhD level - and developed courses within the field of Adult and Lifelong Education and Learning. My research interests are focused on the following areas:
 

  • Folkbildning (Popular Adult Education),
  • Educators' competencies with focus on adult educators,
  • Vocational Education and Training, VET,
  • Learning and Quality Assurance in Education,
  • Teaching and Learning in Higher Education.

 
My experience of international research cooperation and teaching is extensive. In 2014 I was a visiting Professor at the Graduate School of Education and Human Development at Nagoya University, Japan, and at Facultad de Educación, Universidad de Concepción, Chile. Since 2017 I am appointed Academic Coordinator and Supervisor of the post graduate program “Master in Adult Education” at Frederick University in Cyprus. I have also worked as an External Evaluator for the Hellenic Quality Assurance & Accreditation Agency for Higher Education.

For more information, please see my Curriculum Vitae.

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

    2020. Ulf Fredriksson (et al.). Sustainability 12 (3)

    Artikel

    This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

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  • Teaching in Tertiary Education - A reflective and experiential approach to University Pedagogy

    2020. Petros Gougoulakis (et al.). Academia (20-21), 101-137

    Artikel

    This paper presents the round-table discussions on the theme of “University Pedagogy: Thoughts, Proposals, Reflections,” at the 2nd International Experiential Conference on Applied Teaching: “Teaching Trends and Challenges in Contemporary Learning Environments”. In order to achieve the active and experiential engagement of all participants, a process inspired by the Science Café movement has been applied. Participants were invited to send in short comments and questions regarding the issue of University Pedagogy/Teaching and learning in Higher Education. These comments were collected, categorized and discussed immediately after the predetermined speeches, which are presented extensively herein with the following titles: “University Pedagogy: Trends and perspectives in Greece and internationally”, “University Pedagogy in Practice: An Epistemological and Didactical Approach” and “University Pedagogy in Greece: findings of empirical research”. The participants then participated in an open discussion based on the questions they had asked before and also after the prepared lectures. The review of all the contributions during the discussion, and of the proposals submitted, concludes that University Pedagogy can be a powerful means of enhancing the quality of Greek Higher Education, provided that: a) university institutions invest in the continuous improvement of the teaching skills of their teaching staff, and b) university professors have incentives and the readiness to engage in teaching and learning based on scientific and well-tried methods.

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  • Educating teachers for sustainable development

    2019. Petros Gougoulakis. Facets and Aspects of Research on Vocational Education and Training at Stockholm University, 285-317

    Kapitel

    Indeed, sustainability and sustainable development are the catchwords of our time. As a starting point for a scholarly conversation on Education for Sustainable Development (ESD), the presentation here is approaching ESD from the perspective of teacher education. When we refer to teacher education, we are mainly moving within a Swedish context and using, as a case study, for the sake of exemplification, the vocational teachers training program. Initially, the discourse on sustainability is set in the context of current societal trends, experiences of social acceleration and changes in the tempo of modern social life. After that, a review is made of how the Curriculum for upper secondary school as well as the Education Plan for teacher education address SDE and whether it provides sufficient and unambiguous guidelines for teachers and school  leaders to work for sustainable development in a sustainable way. The chapter concludes with some reflections about the transformative potential of ESD.

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  • Vocational Education & Training - The World of Work and Teacher Education

    2018. Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis.

    Bok (red)

    This is the third volume of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

    In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.

    This volume illustrates well the diversity of research in the field in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.

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  • Comparative Issues and Research Concerns in the National Landscape of Vocational Education & Training

    2018. Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis.

    Bok (red)

    This book is the second one of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

    In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.

    This volume illustrates well the diversity of research in the eld in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.

    Läs mer om Comparative Issues and Research Concerns in the National Landscape of Vocational Education & Training

  • Teaching in tertiary education: reflective and experiential approach of University Pedagogy

    2018. Petros Gougoulakis (et al.). "Teaching Trends and Challenges in Contemporary Learning Environments", 656-676

    Konferens

    This paper presents the round table speeches and discussions on the theme "University Pedagogy: Thoughts, Proposals, Reflections", at the 2nd International Workshop on Applied Didactics: "Teaching Trends and Challenges in Contemporary Learning Environments". In order to achieve the active and experiential engagement of all participants, a process inspired by The Science Café movement has been applied. Participants were invited to send short comments and questions regarding the issue of University Pedagogy/Teaching and learning in Higher Education. These comments were collected, categorized and discussed immediately after the predetermined speeches, which are presented extensively herein with the following titles: "University Pedagogy: Tracing Teaching in Higher Education", "University Pedagogy in Practice: An Epistemological and Didactical Approach" and "University Pedagogy in Greece: findings of empirical research". The participants then participated in an open discussion based on the questions they had asked before, but also after the prepared lectures. The review of all the contributions during the conversation and the submitted proposals conclude that University Pedagogy can be a powerful means of enhancing the quality of Greek Higher Education, provided that: a) university institutions invest in the continuous improvement of the teaching skills of their staff, and (b) university professors have incentives and the readiness to engage in teaching and learning based on a scientific ground and well-tried methods.

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  • Upper Secondary VET in Sweden with Focus on Apprenticeship and Workplace-based Education

    2018. Petros Gougoulakis, Lázaro Moreno Herrera. Emergent Issues in vocational Education & training, 440-475

    Kapitel

    The purpose of this chapter is to present the workplace-based learning that takes place within the publicly funded VET in Sweden at the upper secondary education level. More than an overall background of upper secondary vocational education particular attention is given to the relationship between school-based and work place-based training (apprenticeship), on one side, and how the cooperation between educational suppliers and working life partners is shaped, on the other. In our time of accelerated globalization, where the current and the future status of VET is a priority issue in the discussion agenda of national and international educational policy bodies, it seems that among other challenges the connection between school and working life is urgently important, and a crucial quality dimension of the provided vocational programs. The presentation ends up with some reflections on the future of VET in Sweden with tentative proposals for policy considerations and actions.

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  • World-Leading Research and Education for All – A Swedish Challenge

    2018. Petros Gougoulakis, Ulf Fredriksson. In Pursuit of World-Class Universities, 215-238

    Kapitel

    This chapter highlights important features of the Swedish university system in a historical perspective, with references to world-leading research and education. In focus is the distinction between university colleges and universities, and how this is related to education and research of high quality. The notion world-leading research and education is described as a particular challenge for Sweden, as country with a knowledge-based economy dependent on a global market. Sweden has the ambitions to achieve social justice and equal opportunities. There has been an emphasis on expanding higher education not only in terms of students, and also in terms of HEIs. It can be argued that there is a need to have a broad foundation to become world-leader in higher education, but at the same time, there exists a harsh competition about funding between HEIs. This tension will be at the core of future developments of higher education and research in Sweden.

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