Mary Koutselini
Biographic Data
| ID | 4145424 |
|---|---|
| NAME | Mary Koutselini |
| GIVEN NAMES | Mary |
| FAMILY NAME | Koutselini |
| SIGNATURE | KOUTSELINI M |
| AFFILIATIONS | University of Cyprus |
| ORCID | 0000-0002-6738-6222 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teachers' Personal and Teaching Epistemic Practices: A Four‐Country Survey and Interview Exploration of Argumentation Implementation
Three hundred and eighteen in‐service teachers from Greece, Cyprus, Romania and Hungary participated in a professional training program aimed at promoting their metacognitive and epistemic thinking and practices, with argumentation as a prominent teaching practice. Pre‐program survey results revealed that teachers' personal and teaching epistemic practices were underdeveloped, with particularly low engagement in the latter. Personal epistemic pra…
Women's equality in the era of permacrisis
Permacrisis implies a permanent state of crisis, contrasting with polycrisis and intracrisis, which refer to crises in several fields that can be investigated and resolved. Women's equality has been a longstanding issue, analyzed theoretically and through research exploring persistent and pervasive inequality in all areas of life. This study discusses the concept of permacrisis from a gender perspective and presents research highlighting the effe…
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects
Women and knowledge in the Mediterranean
Citizenship education in context: Student teacher perceptions of citizenship in Cyprus
This paper presents a phenomenographic study that was carried out at the University of Cyprus Department of Education, aiming at the investigation of student teacher perceptions of citizenship, nationality, community and their relationship with human rights. The study showed a continuum of perceptions about citizenship, which are discussed in line with the discourse on human rights and the culturally and politically contextualized understanding o…
Participatory teacher development at schools: Processes and issues
This article describes an action research study on reflective development at school and discusses methodological and pedagogical issues arising from teacher beliefs and expectations. Teachers and researchers participated in four cooperative cycles of inquiry, where situated learning and reflection supported their conceptual change and meaning-making. Teachers underwent a gradual shift from imposed, predefined teaching and learning to reflective c…
The ‘problem’ of discipline in light of modern post-modern discourse
This article argues that pedagogical assumptions underlying disciplinary practices require radical revision. The needs of today's globalised society, with the resultant broad interaction and communication among different persons, challenge the pedagogical principles that have prevailed across Europe from the Enlightenment to the end of the 20th century. There are three basic assumptions upon which the disciplinary systems of today's schools are b…
Testing and life-long learning: Open-book and closed-book examination in a university course
Civic Education in Cyprus — Issues in Focus: A Curriculum Research Study
This paper presents a curriculum research study aiming at investigating how citizenship in primary schools of Cyprus is constructed. First, the central issues, concepts and attitudes imported by civic education textbooks are identified and their relationship with the unresolved political problem of Cyprus is examined. Furthermore, the way in which civic education textbooks may affect the roles of the citizens is investigated. Content analysis of …
Contemporary trends and perspectives of the curricula: Towards a meta-modern paradigm for curriculum
This paper examines curriculum trends and perspectives in the light of the modernist – postmodernist debate. It argues that the new ideological and institutional frameworks of our era prefigure a meta-modern paradigm for curriculum based on the modernisation of modernity. It is suggested that a meta-modern paradigm for curriculum transcends the misfortunes of modernity, i.e. the objectification and depersonalisation of contemporary education, the…
Citizenship education in context: Student teacher perceptions of citizenship in Cyprus
This paper presents a phenomenographic study that was carried out at the University of Cyprus Department of Education, aiming at the investigation of student teacher perceptions of citizenship, nationality, community and their relationship with human rights. The study showed a continuum of perceptions about citizenship, which are discussed in line with the discourse on human rights and the culturally and politically contextualized understanding o…
Participatory teacher development at schools: Processes and issues
This article describes an action research study on reflective development at school and discusses methodological and pedagogical issues arising from teacher beliefs and expectations. Teachers and researchers participated in four cooperative cycles of inquiry, where situated learning and reflection supported their conceptual change and meaning-making. Teachers underwent a gradual shift from imposed, predefined teaching and learning to reflective c…
Contemporary trends and perspectives of the curricula: Towards a meta-modern paradigm for curriculum
This paper examines curriculum trends and perspectives in the light of the modernist – postmodernist debate. It argues that the new ideological and institutional frameworks of our era prefigure a meta-modern paradigm for curriculum based on the modernisation of modernity. It is suggested that a meta-modern paradigm for curriculum transcends the misfortunes of modernity, i.e. the objectification and depersonalisation of contemporary education, the…
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects
Testing and life-long learning: Open-book and closed-book examination in a university course
Civic Education in Cyprus — Issues in Focus: A Curriculum Research Study
This paper presents a curriculum research study aiming at investigating how citizenship in primary schools of Cyprus is constructed. First, the central issues, concepts and attitudes imported by civic education textbooks are identified and their relationship with the unresolved political problem of Cyprus is examined. Furthermore, the way in which civic education textbooks may affect the roles of the citizens is investigated. Content analysis of …
Contemporary trends and perspectives of the curricula: Towards a meta-modern paradigm for curriculum
This paper examines curriculum trends and perspectives in the light of the modernist – postmodernist debate. It argues that the new ideological and institutional frameworks of our era prefigure a meta-modern paradigm for curriculum based on the modernisation of modernity. It is suggested that a meta-modern paradigm for curriculum transcends the misfortunes of modernity, i.e. the objectification and depersonalisation of contemporary education, the…
The ‘problem’ of discipline in light of modern post-modern discourse
This article argues that pedagogical assumptions underlying disciplinary practices require radical revision. The needs of today's globalised society, with the resultant broad interaction and communication among different persons, challenge the pedagogical principles that have prevailed across Europe from the Enlightenment to the end of the 20th century. There are three basic assumptions upon which the disciplinary systems of today's schools are b…
Citizenship education in context: Student teacher perceptions of citizenship in Cyprus
This paper presents a phenomenographic study that was carried out at the University of Cyprus Department of Education, aiming at the investigation of student teacher perceptions of citizenship, nationality, community and their relationship with human rights. The study showed a continuum of perceptions about citizenship, which are discussed in line with the discourse on human rights and the culturally and politically contextualized understanding o…
Participatory teacher development at schools: Processes and issues
This article describes an action research study on reflective development at school and discusses methodological and pedagogical issues arising from teacher beliefs and expectations. Teachers and researchers participated in four cooperative cycles of inquiry, where situated learning and reflection supported their conceptual change and meaning-making. Teachers underwent a gradual shift from imposed, predefined teaching and learning to reflective c…
Women and knowledge in the Mediterranean
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects
Women's equality in the era of permacrisis
Permacrisis implies a permanent state of crisis, contrasting with polycrisis and intracrisis, which refer to crises in several fields that can be investigated and resolved. Women's equality has been a longstanding issue, analyzed theoretically and through research exploring persistent and pervasive inequality in all areas of life. This study discusses the concept of permacrisis from a gender perspective and presents research highlighting the effe…
Teachers' Personal and Teaching Epistemic Practices: A Four‐Country Survey and Interview Exploration of Argumentation Implementation
Three hundred and eighteen in‐service teachers from Greece, Cyprus, Romania and Hungary participated in a professional training program aimed at promoting their metacognitive and epistemic thinking and practices, with argumentation as a prominent teaching practice. Pre‐program survey results revealed that teachers' personal and teaching epistemic practices were underdeveloped, with particularly low engagement in the latter. Personal epistemic pra…
Pedagogy (6 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Mathematics education (4 works) · Epistemology (3 works) · Global Educational Policies and Reforms (3 works) · Law (3 works) · Citizenship (2 works) · Citizenship education (2 works)