Λαμπρίνα Γιώτη ΠΤΔΕ ΑΠΘ

Gioti Lamprina

Assistant Professor

Department of Pedagogy & Social Exclusion
Adult Education

 Office 708

 Wednesday 15:00 – 18:00

 +30 2310 991231

 lgioti@eled.auth.gr

Labrina Gioti is currently Assistant Professor in “Adult Education” at the School of Primary Education at the Aristotle University of Thessaloniki.

She has graduated from the Marasleios Primary Education Academy and from the Department of Philosophy, Pedagogy and Psychology (spec. Psychology), of the National Kapodistrian University of Athens, Greece. She holds an MA and a PhD from the same University where she has also taught at the graduate and postgraduate program. She has previously worked as a Special Laboratory Educational Staff in the Department of Pedagogy in the School of Pedagogical and Technological Education (ASPETE) in Athens while she has worked as a teacher for many years in primary education. She also works as an Adjunct Faculty at Hellenic Open University and as a Lecturer in various postgraduate programs (Kapodistrian University of Athens, University of West Attica, Democritus University of Thrace & National Centre for Scientific Research “Democritus”).

Her expertise and interests include: Critical, liberating and radical adult education; Politics and ideology of lifelong learning; Continuing and lifelong education and learning; Cultural, critical and psychoanalytical aspects of adult learning; Curriculum theory and implementation; Relationship between theory and practice; Microteaching.

She has participated in several research and European projects and she has been member in the scientific committee and reviewer in Conferences and International Journals. Moreover, she has worked as a trainer in various programs of adult educators and teachers’ training.

  • Sivena, E. & Gioti, L. (2021). Reinforcing the symbolic capital. Appropriation of academic studies for professional and social upgrowth. The International Journal of Adult, Community and Professional Learning, Common Ground Publications (under review).
  • Toka, A. & Gioti, L. (2021). Evaluating University Pedagogy: Teacher and Student Perspectives. Perspectives. Journal of Contemporary Education Theory & Research, (accepted to be published on May).
  • Gioti, L. (2019). Social movements in the era of neoliberal crisis as sites for transformative adult learning and emancipation of everyday consciousness. International Journal of Educational Policies, 13(1), 33-49 (ISSN: 1307-3842).
  • Gioti, L. & Perdiki, E. (2019). Participation to Adult Non-Formal Leisure Education in Local Community Programs in the Economic Crisis. International Journal of Management and Applied Science (IJMAS), vol 5 (12), 48-54 (ISSN 2394-7926). IRAJ DOI Number – IJMAS-IRAJ-DOI-16769, http://ijmas.iraj.in/index.php.
  • Gioti, L. (2019). Theories of Action and Theories-in-use of Adult Educators. Motivation, Obstacles and Individual Differences in Teachers’ Training. International Journal of Learning and Teaching, 5(3), 233-239. Doi: 10.18178/ijlt.5.3.233-238.
  • Gioti, L. (2019). The Formation of the Field of Adult Education. Politics, Pedagogical Theories and Practices. Athens: Gregoris (ISBN 978-960-612-172-2). [in Greek]
  • Gioti, L. & Lebidaki, E. (2018). Language Literacy and Critical Literacy in Greek Second Chance Schools. The International Journal of Adult, Community and Professional Learning, 35(3-4), 9-24, Common Ground Publications (ISSN: 2328-8318).
  • Gioti, L. & Flouris, G. (2013). A model of lifelong learning and training based on transforming the framework of the assumptions of teachers teaching Roma students. In G. Flouris, L. Gioti, C. Parthenis & Ε. Miligkou (Eds.). Lifelong teacher education and training in the light of intercultural perspective: The Program “Education of Roma children” as a starting point for new theoretical and empirical approaches (pp. 42-61). Athens: Okeanida (ISBN: 978-618-81101-0-6). [in Greek]
  • Gioti, L. (2010). Adult Education Philosophies Guiding Educational Theory and Practice: The Case of Greek Primary Education Teacher Counsellors. The International Journal of Learning, 17(2), 393-406.
  • Invited as a Valedictory Speaker at the 2nd International Faculty Development Program on theme PEDAGOGY OF TEACHING HISTORY organized by KAASH Foundation’s Centre for Academic and Professional Development (CAPD) in collaboration with the University of Ottawa, Canada and St. Xavier’s Institute of Education, Mumbai, India. The webinar conducted on 4th -9th of August 2020. [Presentation entitled: Challenging the Habits of Mind and the Teaching Practices].
  • Katsidou, Μ. & Gioti, L. (2019). Numeracy and its contribution to tackling the mathematical phobia of students in Second Chance Schools (SDE). The case of SDE Giannitsa and Edessa branch. In Proceedings of the 3rd International Conference Literacy and Contemporary Society: Identities, Texts, (pp. 187-204), 11-12 October 2019 “Filoxenia” Conference Centre, Nicosia, Cyprus, ISBN: 978-9963-0-9202-4, https://www.pi.ac.cy/pi/files/epimorfosi/synedria/literacy/2019/3rd_Lit_Con_Proceedings.pdf. [in Greek]
  • 2nd International Congress on Management of Educational Units “Education- Civilization- Innovation at crossroads – The way ahead”. Thessaloniki, Greece, 29th November – 1st December 2019. [Paper presentation: Assessment of University Pedagogy: Views of Teachers and Students] [in Greek]
  • Gioti, L. & Sivena, E. (2019). Habitus and educational strategies of adult postgraduate students seeking to pursue their academic studies in higher social prestige faculties. In Proceedings of 6th International Conference on Social Sciences (ICOSS), 19th-20th September, Kuala Lumpur, Malaysia (ISBN: 978-955-3605-36-8).
  • Perdiki, E. & Gioti, L. (2019). Participation to Adult Non-Formal Leisure Education in Local Community Programs in the Economic Crisis. In Proceedings of Science Fora International Conference on Education, Business, Humanities and Social Sciences (ICEBHS) (pp. 1-7), Bali (ISBN: 978-93-87405-18-9).
  • Gioti, L. (2019). Social inequalities in adult education in the era of crisis. In Proceedings of 2nd Panhellenic Conference οn Critical Education Critical Education for Social Justice, Athens 5th -7th April 2019 (under publication). [in Greek]
  • Sivena, Ε. & Gioti, L. (2019). Advanced placement exams of graduates of TEIs for entering high prestige schools as a strategy of reproducing or exceeding their class destiny. In Proceedings of 2nd Panhellenic Conference οn Critical Education Critical Education for Social Justice, Athens 5th -7th April 2019 (under publication). [in Greek]
  • Gioti, L. (2018). European policies on adult education in the modern neoliberal landscape. In Proceedings of 1st Panhellenic Conference οn Critical Education Critical Education for the School of Social Needs, Thessaloniki, 20th -22nd April 2018 (under publication). [in Greek]
  • Gioti, L. (2017). Transformative adult learning and the emancipation of everyday consciousness through social movements in times of crisis. In Gounari, P., Liampas, T. Drenogianni, E. & Pavlides, P. (Eds.). Rethinking Alternatives to Neoliberalism in Education, Τόμος ΙI, (σσ. 420-433). Αθήνα (ΙSBN: 978-960-243-712-4). [in Greek]
  • Gioti, L. & Ftika, M. (2016). Action research as a dialogical context for critical reflection and continuous professional development. In Andritsakou, D. & Kostara, E. (Eds.). The role, nature and difficulties of dialogue in the transformative learning (pp. 359-370). Athens: ESHREA & Hellenic Adult Education Association.
  • Gioti, L. & Fourlas, D. (2014). The Impact of Educator’s Transformational Leadership in Second Chance Schools (SCS) to the Perspective Transformation of Dysfunctional Assumptions of Learners. In Andritsakou, D. & West, L. (Eds.). What’s the point of transformative learning (pp. 274-284). Athens: ESHREA & Hellenic Adult Education Association.
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