Profiles

Petros Gougoulakis

Petros Gougoulakis

Universitetslektor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 763 64
E-post petros.gougoulakis@edu.su.se
Besöksadress Frescativägen 54
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

I am an Associate Professor of 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,
  • Pedagogy and didactics 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. During 2013-2015 I was appointed as External Evaluator of Greece’s higher education institutions by The Hellenic Quality Assurance & Accreditation Agency for Higher Education.

For more information, please see my Curriculum Vitae.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Petros Gougoulakis. Eκπ@ιδευτικός Kύκλος 5 (1), 69-85

    Schooling is currently facing unprecedented challenges, requiring revision of prevailing thinking and organization of learning. The pedagogical philosophy of the school institution was of another kind, when the teacher and the 'textbook' constituted unique and authentic sources of knowledge. The conditions of the learning environment in our time are just different and challenging. Our societies are now multicultural, the knowledge diverse and new technologies of production, processing and dissemination of information overwhelming national entrenchments. Instructors might bear responsibilities and tasks for which they are not sufficiently prepared. The content of this paper is an attempt to reflect upon teaching as a concept and as a pedagogical approach with reference to the classic didactical questions, as well as knowledge profile and skills necessary to be(come) a good teacher.

  • 2017. Petros Gougoulakis. Academia 8, 35-75

    A large number of people are educated every year in universities and higher education institutions allover the world to gain competencies, skills and knowledge, with a view to contributing after graduationfrom several important positions, to the proper functioning of society and the improvement of itsproduction and reproduction base. All of them come into contact with teachers in various roles; some ofthem delivering lectures or seminars, coordinating or helping them in laboratory activities, orsupervising undergraduate and graduate course work and as examiners of their performance andknowledge. It is of immense interest to probe what kind of skills and competencies a university teachershould possess. This paper focuses on the role of the University as a knowledge producer, as well as anenvironment for education and training, based on sound scientific research and reflective experience.Thereafter, a particular understanding is delineated on the academic disciplines of Pedagogy andDidactics, in an effort to draft a philosophical framework of the University Pedagogy, concluding with apresentation of specific teacher training practices of faculty members applied in Sweden.

  • 2017. Petros Gougoulakis, Lena Adamson. Quality Assurance in Higher Education, 19-40

    This article outlines the Swedish national quality assurance system of higher education institutions, placing it in a historical and international context. Currently a new system is under construction as a result of heavy criticism of the system applied since 2011. What the new system will precisely confer is too early to tell. Its ambition is to align with the principles (European Standards and Guidelines; ESG 2015) that have been developed within the frame of the Bologna Process.

  • 2017. Petros Gougoulakis.

    Teaching and Learning in Higher Education lie at the heart of inquiry of the academic community, constituting a serious matter for deliberation and priority of educational policy at national and European / international level. The purpose of this article is twofold: to display, on one hand, some factors that frame the complex and intricate phenomenon of teaching and learning in Higher Education Institutions and, on the other hand, the necessity to create viable pedagogical and didactic structures to supporting university teaching quality. The text is divided into two parts. In the first part the concept of University Pedagogy is theoretically approached by exploring the essence of the learning process, the characteristics of a "good teacher" and the delimitations of the disciplines Pedagogy and Didactics. The second part consists of an account of the practical and organizational dimension of University Pedagogy from the perspective of the Swedish experience, which is here used as a benchmark for continuous efforts to enhance the quality of Teaching and Learning in Higher Education and strengthen the teaching skills and competences of lecturers.

  • 2016. Petros Gougoulakis. International labor and working class history 90, 12-27

    In Sweden, workers’ education—Arbetarbildning—is part of the all-embracing popular adult education movement that assumed its organizational consolidation in the late 1800s. Popular education—Folkbildning—is a culturally determined practice of social communication with roots in the Reformation and the Enlightenment, playing a decisive role in the shaping of the Swedish labor movement in the late 1800s, the history of which is intertwined with democratization and the transformation of Sweden into a highly developed welfare society. The pedagogical and ideological configuration of labor education in Sweden is surveyed from a historical perspective through the lenses of the Workers’ Educational Association (ABF) and the labor movement's most powerful branches: the Social Democratic Party (SAP) and the Swedish Trade Union Confederation (LO). Workers’ education was utilized as a political strategy for a just and equitable society, via successive reforms, based on knowledge and initiated and supported by well-informed citizens.

Visa alla publikationer av Petros Gougoulakis vid Stockholms universitet

Senast uppdaterad: 23 mars 2018

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