PEDAGOGICAL DEPARTMENT KINDERGARTEN TEACHERS - STUDENTS' POLICY AND OPINION ABOUT THE SYLLABUS

The composition of the Syllabus forms a procedure that is carried out by special University committees in which instructors evaluate the data related to the more general educational policy regarding the content of knowledge that has to be provided in the faculties in functional association with the corresponding grade in which they will be invited to instruct. The present research, which was carried out throughout the academic year 2011-2012, was addressed to the students of the Pedagogical Department Kindergarten Teachers of Western Macedonia so that their evaluations about the Syllabus as well as their suggestions about the composition of another Syllabus are observed. Semi-constructed interviews were carried out through the utilization of a first-and fourth-year students' sample. The researchers' selection was made on the basis of the assumption that first-year students would unrestrictedly express what could be expected, in relation to their university studies, perhaps by the evaluations regarding the subjects' difficulties. As they were trusted and assigned such an important project, they would try to be precise, systematic and responsible since they considered the fact that at some point they would be the co-formulators of the Syllabus. As regards the fourth-year students, the assumption that they were better aware of all the subjects' structure and content was formulated conducive to a more complete viewpoint about the Syllabus content. The fact that their degree examinations were completed and that the Syllabus evaluation would be disconnected from the instructors was considered as something positive. Therefore, an eventual "stigmatization" and instructors' negative attitude towards them, in case of rejecting a particular subject, could be avoided. It is particularly interesting that both categories underlined the studies' theoretical character and that the Syllabus is not so much concentrated on practical issues. Their contact with the spaces in which they are supposed to work is limited. In the Syllabus, fourth-year students, in particular, underlined that subjects about student management are absent. According to this perspective, classroom management is absent within a society characterized by prevailing communicative procedures. Issues associated with new technologies and their utilization within the classroom are pinpointed by first-and fourth-year students; a matter that does not seem to be implemented. More generally, issues about the function of a different university education tending to be re-drafted on the basis of an educational policy for a modern education in all grades are set forth by the students.