Efthymia Penderi 

Efthymia Penderi, PhD.

She has been working as a kindergarten teacher since 1996, in the private and public sector. She is a member of the Laboratory of Pedagogical Research and Educational Practices of the Department of Educational Sciences in the Pre-school Age, Democritus University of Thrace. She has worked in the same Department as practice-tutor for prospective kindergarten teachers and in in-service training courses for kindergarten teachers in the public sector, implementing the Lesson Study model for professional development. She has taught in post-graduate courses, concerning socio-cultural animation, intercultural education and teaching methodology/models. She participated as a researcher in a number of national and international projects (Thalis, CRP, CARE). Her main areas of research interests include social and cultural dimensions of development and education, family-school connection and parental involvement. Among other projects, she has conducted an ethnographic study in two Roma communities in Thrace concerning Roma mothers’ belief systems about their children’s social and cognitive development and their interaction styles while playing with their children.

WORK PACKAGES: 5

EXTERNAL LINKS:
LinkedIn page

CONTACT INFORMATION
Kavala Greece

Description

Penderi, E., & Tsioumis, K. (2017). Pedagogical Conferences for the State School Teachers in the Muslim minority schools in Thrace during 1966-1974. Thessalonica: Stamoulis [in Greek].

Penderi, E., & Petrogiannis, K. (2011). Parental ethnotheories and customs of childrearing in two Roma urban communities in Greece: Examining the developmental niche of the 6 year old child. The Journal of Social, Evolutionary, & Cultural Psychology, 5(1), 32-50.

Tsioumis, K., & Penderi, E. (2009). Responsive classroom management in a multicultural school context. Synergies Sud-Est Européen, 2, 169-176.

Penderi, E., & Petrogiannis, K. (2009). Roma children’s school transition: Teachers and Roma mothers’ beliefs about their social and educational competencies. Pedagogical Reasoning, 15(1), 91-104 [in Greek].

Penderi, E., Petrogiannis, K., & Tsioumis, K. (2009). The hypothesis of “cultural discontinuity” in the Greek primary education: An example of teachers and Roma mothers’ ideas and expectations about 1st grade students’ competencies, Session 07-S3B-D2 (38). In N. Palaiologou (Ed.),Intercultural Education: Paideia, Polity, Demoi. Cd-rom Proceedings of the International Conference co-organized by the International Association for Intercultural Education (IAIE) and the Hellenic Migration Policy Institute (IMEPO), under the aegis of Unesco.