ΜΑΙΡΗ ΙΩΑΝΝΙΔΟΥ-ΚΟΥΤΣΕΛΙΝΗ
ΙΩΑΝΝΙΔΟΥ-ΚΟΥΤΣΕΛΙΝΗ ΜΑΙΡΗ
KOUTSELINI MARY
...
ΚΑΘΗΓΗΤΗΣ/ΡΙΑ
Τμήμα Επιστημών της Αγωγής
Θεοφανίδης
Δράμας 11-13
403
22892958
22894488
-

Προσωπικό Προφίλ

Η Μαίρη Κουτσελίνη είναι Καθηγήτρια στο τμήμα Επιστημών της Αγωγής του Πανεπιστήμιου Κύπρου, του οποίου ήταν πρόεδρος από το 2010 μέχρι το 2016, και Διευθύντρια της Έδρας UNESCO για την Ισότητα και Ενδυνάμωση των Φύλων του Πανεπιστήμιο Κύπρου. Συντονίζει το μεταπτυχιακό πρόγραμμα «Ανάπτυξη Προγραμμάτων, Συγκριτική Παιδαγωγική και Διδασκαλία» του Τμήματος καθώς και το διατμηματικό μεταπτυχιακό πρόγραμμα «Σπουδές Φύλου». Έχει κάνει βασικές σπουδές στο Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (Πτυχίο Ελληνικής Φιλολογίας) και μεταπτυχιακές σπουδές στο State University of New York (SUNY), Albany (M.Sc. στο Σχεδιασμό, Ανάπτυξη και Αξιολόγηση Αναλυτικών Προγραμμάτων), και στο Πανεπιστήμιο Αθηνών (Ph.D. στην Εκπαιδευτική Πολιτική και Ανάπτυξη Προγραμμάτων). Έχει διδάξει στο Παιδαγωγικό Ινστιτούτο Κύπρου (1980-1994) ενώ από το 1994 διδάσκει στο Τμήμα Επιστημών της Αγωγής του Πανεπιστημίου Kύπρου. Συμμετέχει στην Επιτροπή Νέων Αναλυτικών Προγραμμάτων του Υπουργείου Παιδείας και Πολιτισμού, στη Μικτή Επιτροπή Ανάπτυξης και Αξιολόγησης του Προγράμματος Προ-υπηρεσιακής Κατάρτισης Καθηγητών Δευτεροβάθμιας Εκπαίδευσης, στη Συμβουλευτική Επιτροπή Αξιολόγησης και Εξετάσεων του Υπουργείου Παιδείας και Πολιτισμού, και σε μεγάλο αριθμό τεχνικών επιτροπών αξιολόγησης προγραμμάτων και προσωπικού. Προΐσταται ως συντονίστρια και επιστημονική υπεύθυνη σε ερευνητικά έργα που χρηματοδοτούνται από προγράμματα της Ευρωπαϊκής Επιτροπής και το Ίδρυμα Προώθησης Έρευνας και είναι ενεργό μέλος σε διεθνείς ακαδημαϊκές οργανώσεις (π.χ. Association for supervision and curriculum development (ASCD-USA), European Association for Research on learning and instruction (EARLI), Children's Identity and Citizenship in Europe (CICE)). Πρόσφατα διορίστηκε από το Υπουργείο Παιδείας και Πολιτισμού της Κύπρου πρόεδρος του Φορέα Διασφάλισης και Πιστοποίησης της Ποιότητας της Ανώτερης Εκπαίδευσης της Κύπρου.

Ανάπτυξη και Αξιολόγηση Αναλυτικών Προγραμμάτων, Θεωρία και Πράξη της Διδασκαλίας, Επιμόρφωση και Ανάπτυξη Εκπαιδευτικών, Ιστορία της Εκπαίδευσης, Σχολικά Εγχειρίδια, Σπουδές Φύλου, Φύλο και Εκπαίδευση, Πολιτότητα και Εκπαίδευση, Ποιότητα στην Εκπαίδευση

A. Βιβλία

  1. Κουτσελίνη, Μ., & Πυργιωτάκης, Ι. (2015). Διαφοροποίηση της διδασκαλίας και της μάθησης. Αθήνα: Πεδίο.
  2. Ιωαννίδου-Κουτσελίνη, Μ. (2013). Αναλυτικά προγράμματα και διδασκαλία. Αθήνα: Πεδίο.
  3. Κουτσελίνη, Μ. (2010). Εποικοδόμηση και διαφοροποίηση διδασκαλίας – μάθησης. Λευκωσία.
  4. Παπαναστασίου, Κ., & Κουτσελίνη, Μ. (2007). IEA: PIRLS - Primary school students’ literacy performance.
  5. Παπαναστασίου, Κ., & Κουτσελίνη, Μ. (2007). Performance of lower secondary school students.
  6. Παπαναστασίου, Κ., & Κουτσελίνη, Μ. (2007). IEA: CIVIC: Performance of primary school students.
  7. Κουτσελίνη, Μ. (2006). Διαφοροποίηση διδασκαλίας – μάθησης σε τάξεις μικτής ικανότητας. Λευκωσία.
  8. Koutselini, M., Trigo - Santos Fl., & Verkest, H. (2004). Equality in education: Mission impossible? London: CICE.
  9. Κουτσελίνη, Μ., & Θεοφιλίδης, Χρ. (2002). Διερεύνηση και συνεργασία. Για μια αποτελεσματική διδασκαλία. Αθήνα: Γρηγόρης.
  10. Ιωαννίδου-Κουτσελίνη, Μ. (2001). Ανάπτυξη προγραμμάτων: Θεωρία, έρευνα, πράξη. Λευκωσία.
  11. Μαραθεύτης, Μ. & Κουτσελίνη, Μ. (2000). Η λειτουργία και τα αναλυτικά προγράμματα της Παιδαγωγικής Ακαδημίας της Κύπρου. Ιστορική έρευνα. Λευκωσία.

Β. Άρθρα σε επιστημονικά περιοδικά (Ενδεικτικά - τα τελευταία 7 χρόνια)

  1. Agathangelou, S. A., Charalambous, C. Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Teaching and Teacher Education, 57, 125-138.

  2. Erotocritou Stavrou, Th., & Koutselini, M. (2015). The active involvement of teachers in action research for differentiation of the teaching-learning process: Understanding the needs of students and weaknesses of the curriculum. Journal of Education & Social Policy, 2(2), 97-104.
  3. Koutselini, M., & Patsalidou, Fr. (2015). Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research.
  4. Vassiliades, Y., & Koutselini, M. (2014). Development of students’ reasoning and critical thinking skills through argument mapping using Rationale™ Software. Computers in the Schools.
  5. Koutselini, M., & Valanidou, F. (2014). Children living with violence against their mothers: The side effects on their behaviour, self-image and school performance. Pedagogy, Culture & Society, 22(2), 213-231
  6. Koutselini, M. (2011). The financial crisis in the light of modern-meta modern discourse: Re-conceptualising the modern knowledge system. Journal of Social Science Education, 9(2), 26-31.
  7. Koutselini, M. (2010). Educational reform and the role of curriculum: A critical approach. Comparative and International Educational Review, 14, 95-112.
  8. Koutselini, M. (2010). Action research as an educational process of teachers’ and students’ development. e-Journal Action Research, 1, 4-9. (in Greek) (http://www.actionresearch.gr)  
  9. Koutselini, M. (2009). Teacher misconceptions and understanding of cooperative learning: An intervention study. Journal of Classroom Interaction, 43(2), 34-44.
  10. Koutselini, M. (2008). Listening to students’ voices for teaching in mixed ability classrooms: Presuppositions and considerations for differentiated instruction. Learning and Teaching, 1(1), 17-30.
  11. Neophytou, L., & Koutselini, M. (2008). The Innovation of zones of educational priority in Cyprus: The side effects of reliance on conservative policy. Curriculum and Teaching, 23(1), 41-57.
  12. Papaioannou, M., & Koutselini, M. (2008). Students’ gender stereotypes and beliefs. Comparison with TV stereotypes. Pedagogical Discourse (Pedagogikos Logos). (In Greek), 33-55.                  
  13. Koutselini, M. (2008). Citizenship education in context: Student teacher perceptions of citizenship in Cyprus. Intercultural Education, 19(2), 163-175.
  14. Koutselini, M. (2008). Participatory teacher development at schools: Processes and issues. Action Research, 6(1), 29-48.
  15. Loizidou, A., & Koutselini, M. (2007). Metacognitive monitoring: An obstacle and a key to effective teaching and learning. Teachers and Teaching: Theory and Practice, 13(5), 499-519.
  16. Koutselini, M. (2006). Towards a meta-modern paradigm of curriculum: Transcendence of a mistaken reliance on theory. Educational Practice and Theory, 28(1), 55-68.
  17. Papastephanou, M., & Koutselini, M., (2006). Reason, language and education: Philosophical assumptions for new curricular orientations. Pedagogy, Culture and Society, 14(2), 149-169.

Γ. Κεφάλαια σε Βιβλία (Ενδεικτικά - τα τελευταία 7 χρόνια)

  1. Koutselini, M. (2014). Empowering principals and teachers to develop participatory teacher leadership: Towards the meta-modern paradigm of teachers’ development, In Ch. Craig, & L. Orland-Barak (April 2014). International Teacher Education: Promising Pedagogies. Chapter: Pedagogies of Teacher Leadership. USA: Emerald.
  2. Koutselini, M., Patsalidou, Fr., Tsimpimpaki, K. (2014). Gender equality in the Cyprus tertiary education system: The perceived superiority of men as academics and researchers. In B. Gael McSweeney (Ed.), e-book Gender Perspectives in Case Studies across Continents (http://www.unesco.org/en/university-twinning-and-networking/resources/publications/)
  3. Koutselini, M., & Valanidou, Fl. (2013). Discourses emerging from the experiences of the women mothers victims of violence. In Gl. Bonder, & B. Gael McSheewney (Eds.), Gender perspectives in case studies across continents (pp. 29-41). Global Network of UNESCO Chairs on Gender. (access the document here: http://goo.gl/31btQ)
  4. Κουτσελίνη, Μ., & Βαλανίδου Φλ. (2013). ‘Παιδιά που ζούνε με τη βία’: Επιδράσεις στη συμπεριφορά και στις απόψεις τους για την αυτοεικόνα και τη σχολική τους επίδοση. Στους Χρ. Θεοφιλίδης, Α. Μιχαηλίδου, Π. Περσιάνης, & Σ. Φωτίου (Επιμ.), Τιμητικός τόμος Κωνσταντίνου Παπαναστασίου (σσ. 319-340). Λευκωσία: Υπουργείο Παιδείας και Πολιτισμού, Παιδαγωγικό Ινστιτούτο Κύπρου, Πανεπιστήμιο Κύπρου και Εκπαιδευτικός Όμιλος Κύπρου.
  5. Koutselini, M., & Agathaggelou, S. (2013). Contextualizing the gender Representation in Cyprus television. In F. Sadigi (Ed.), Women and knowledge in the Mediterranean (pp. 193-211).Routledge: Advances in Mediterranean Studies.
  6. Κουτσελίνη, Μ. (2013). Η έρευνα δράσης ως μια διαδικασία ανάπτυξης εκπαιδευτικών και εκπαιδευτών. Στους Χρ. Θεοφιλίδης, & Ι. Πυριωτάκης (Επιμ.), Εκπαιδευτική έρευνα: Θεωρητικό υπόβαθρο και προσανατολισμός στην πράξη (σσ. 183-192). Λευκωσία: Πανεπιστήμιο Λευκωσίας.
  7. Koutselini, M. (2007). Meta-modern approaches to educational and social research: The transcendence of binaries. In B. Kozuh, R. Kahn, A. Kozlowska, & P. Krope (Eds.), Description and explanation in educational and social research (pp. 67-83). Los Angeles: UCLA.

Δ. Χρηματοδότηση Έρευνας (ενδεικτικός κατάλογος)

  1. Συντονίστρια του ερευνητικού έργου CODE-IWP με τίτλο "Ενίσχυση της Δημοκρατίας μέσω της Γυναικείας Συμμετοχής" που συγχρηματοδοτήθηκε από το Ευρωπαϊκό πρόγραμμα Europe for Citizens (2015-2016).
  2. Συντονίστρια του ερευνητικού έργου «Το προφίλ της γυναίκας πολιτικού στην τηλεόραση της Κύπρου. Μια έμφυλη ανάλυση» που χρηματοδοτήθηκε από το Ίδρυμα Προώθησης Έρευνας (2011-2014).
  3. Συντονίστρια του ερευνητικού έργου «Οι έμφυλες διακρίσεις στα βιβλία της Γλώσσας της Δημοτικής Εκπαίδευσης της Κύπρου» που χρηματοδοτήθηκε από το Υπουργείο Παιδείας και Πολιτισμού της Κύπρου(2012-2013).
  4. Συντονίστρια του ερευνητικού έργου RELEASE με τίτλο “Towards Achieving Self REgulated LEArning as a Core in Teachers’ In- SErvice Training in Cyprus” που χρηματοδοτήθηκε από EACEA, Lifelong Learning Programme - Key activity 1 (2012-2013).
  5. Συντονίστρια του ερευνητικού έργου “Teachers’ in-service training in Cyprus and Romania: Innovations in Curricula and Training” (ΚΥ-ΡΟΥ/0311/02) που χρηματοδοτήθηκε από το Ίδρυμα Προώθησης Έρευνας (2012-2013).
  6. Συντονίστρια του ερευνητικού έργου VICTIMS με τίτλο “An indirect harmful effect of violence: Victimizing the child and Re-victimizing the woman-mother through her child’s exposure to violence against herself. Sensitizing and creating awareness through research-product material, both transnational and differential according to the partner-context” που συγχρηματοδοτήθηκε από το Ευρωπαϊκό πρόγραμμα Daphne III (2007-2013 action grants). Οι εταίροι του έργου ήταν: University of Cyprus, Cyprus; University of Rome Tre, Italy; University of Oradea, Romania; University of Presov, Slovakia (2009-2011).

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Profile Information

Mary Koutselini is a Professor of Curriculum and Instruction at the Department of Education of the University of Cyprus. She was the headperson of the department from 2010 until 2016 while she coordinates the postgraduate programme “Curriculum and Instruction” as well as the interdisciplinary postgraduate programme “Gender Studies”. She is also the Chair holder of the UNESCO Chair in Gender Equality and Women’s Empowerment of the University of Cyprus. She has completed her undergraduate studies at the Aristotle University of Thessaloniki (BA, Greek Philology) and her postgraduate studies at the State University of New York (SUNY), Albany (M.Sc. in Curriculum Planning, Development and Evaluation), and Athens University (Ph.D. in Educational Policy and Curriculum Development). She has taught at the Pedagogical Institute of Cyprus (1980-1994); since 1994 she works at the department of Education of the University of Cyprus. She is a member of the National Committee appointed by the Ministry of Education and Culture for the reform of the Cyprus Curricula, the Committee for the Development and Evaluation of the Secondary teachers’ pre-service pedagogical training Curriculum, and the Advisory Committee for the evaluation system of the Ministry of Education and Culture. She is also a member in many committees for curriculum and staff evaluation. She has been the coordinator of many research projects funded by national and European programmes. She is an active member in many international academic associations (i.e. Association for Supervision and Curriculum Development (ASCD-USA), European Association for Research on learning and instruction (EARLI), Children's Identity and Citizenship in Europe (CICE)). Recently, she has been appointed by the Mnistry of Education and Culture of Cyprus as Chairperson of the Cyprus Agency of Quality Assurance and Accreditation in Higher Education.

Curriculum Development and Evaluation, Teaching and Learning, Teacher Education and Development, History of Education, School Textbooks, Gender Studies, Gender and Education, Citizenship Education, Quality in Education

A. Books

  1. Koutselini, M., & Pyrgiotakis, I. (2015). Differentiation of Teaching: The social, the pedagogical, and the instructional dimension. Athens: Pedio (in Greek).

  2. Ioannidou-Koutselini, M. (2013). Curriculum and instruction. Athens: Pedio. (in Greek)
  3. Koutselini, M. (2010). Constructivism and differentiation of teaching and learning. Nicosia. (in Greek)
  4. Papanastasiou, C., & Koutselini, M. (2007). IEA: PIRLS - Primary school students’ literacy performance. (in Greek)
  5. Papanastasiou, C., & Koutselini, M. (2007). Performance of lower secondary school students. (in Greek)
  6. Papanastasiou, C., & Koutselini, M. (2007). IEA: CIVIC: Performance of primary school students. (in Greek)
  7. Koutselini, M. (2006). Differentiation of teaching and learning in mixed ability classrooms. Nicosia. (in Greek)
  8. Koutselini, M., Trigo - Santos Fl., & Verkest, H. (2004). Equality in education: Mission impossible? London: CICE.
  9. Koutselini, M., & Theophilides, Ch. (2002). Inquiry-based learning and cooperation. For an effective teaching. Athens: Gregoris. (in Greek)
  10. Ioannidou-Koutselini, M. (2001). Curriculum development: Theory, research, praxis. Nicosia. (in Greek)
  11. Maratheftis, M., & Koutselini, M. (2000). The function and the curricula of the Pedagogical Academy of Cyprus – Historical research. Nicosia (in Greek).

B. Articles (in refereed journals, the last 7 years - indicative list)

  1. Agathangelou, S. A., Charalambous, C. Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Teaching and Teacher Education, 57, 125-138

  2. Erotocritou Stavrou, Th., & Koutselini, M. (2015). The active involvement of teachers in action research for differentiation of the teaching-learning process: Understanding the needs of students and weaknesses of the curriculum. Journal of Education & Social Policy, 2(2), 97-104
  3. Koutselini, M., & Patsalidou, Fr. (2015). Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research.
  4. Vassiliades, Y., & Koutselini, M. (2014). Development of students’ reasoning and critical thinking skills through argument mapping using Rationale™ Software. Computers in the Schools (ahead of print).
  5. Koutselini, M., & Valanidou, F. (2014). Children living with violence against their mothers: The side effects on their behaviour, self-image and school performance. Pedagogy, Culture & Society, 22(2), 213-231.
  6. Koutselini, M. (2011). The financial crisis in the light of modern-meta modern discourse: Re-conceptualising the modern knowledge system. Journal of Social Science Education, 9(2), 26-31.
  7. Koutselini, M. (2010). Educational reform and the role of curriculum: A critical approach. Comparative and International Educational Review, 14, 95-112.
  8. Koutselini, M. (2010). Action research as an educational process of teachers’ and students’ development. e-Journal Action Research, 1, 4-9. (in Greek) (http://www.actionresearch.gr)  
  9. Koutselini, M. (2009). Teacher misconceptions and understanding of cooperative learning: An intervention study. Journal of Classroom Interaction, 43(2), 34-44.
  10. Koutselini, M. (2008). Listening to students’ voices for teaching in mixed ability classrooms: Presuppositions and considerations for differentiated instruction. Learning and Teaching, 1(1), 17-30.
  11. Neophytou, L., & Koutselini, M. (2008). The Innovation of zones of educational priority in Cyprus: The side effects of reliance on conservative policy. Curriculum and Teaching, 23(1), 41-57.
  12. Papaioannou, M., & Koutselini, M. (2008). Students’ gender stereotypes and beliefs. Comparison with TV stereotypes. Pedagogical Discourse (Pedagogikos Logos). (In Greek), 33-55.                  
  13. Koutselini, M. (2008). Citizenship education in context: Student teacher perceptions of citizenship in Cyprus. Intercultural Education, 19(2), 163-175.
  14. Koutselini, M. (2008). Participatory teacher development at schools: Processes and issues. Action Research, 6(1), 29-48.
  15. Loizidou, A., & Koutselini, M. (2007). Metacognitive monitoring: An obstacle and a key to effective teaching and learning. Teachers and Teaching: Theory and Practice, 13(5), 499-519.
  16. Koutselini, M. (2006). Towards a meta-modern paradigm of curriculum: Transcendence of a mistaken reliance on theory. Educational Practice and Theory, 28(1), 55-68.
  17. Papastephanou, M., & Koutselini, M., (2006). Reason, language and education: Philosophical assumptions for new curricular orientations. Pedagogy, Culture and Society, 14(2), 149-169.

C. Chapters in Books (the last 7 years - indicative list)

  1. Koutselini, M. (2014). Empowering principals and teachers to develop participatory teacher leadership: Towards the meta-modern paradigm of teachers’ development, In Ch. Craig, & L. Orland-Barak (April 2014). International Teacher Education: Promising Pedagogies. Chapter: Pedagogies of Teacher Leadership. USA: Emerald.
  2. Koutselini, M., Patsalidou, Fr., Tsimpimpaki, K. (2014). Gender equality in the Cyprus tertiary education system: The perceived superiority of men as academics and researchers. In B. Gael McSweeney (Ed.), e-book Gender Perspectives in Case Studies across Continents (http://www.unesco.org/en/university-twinning-and-networking/resources/publications/)
  3. Koutselini, M., & Valanidou, Fl. (2013). Discourses emerging from the experiences of the women mothers victims of violence. In Gl. Bonder, & B. Gael McSheewney (Eds.), Gender perspectives in case studies across continents (pp. 29-41). Global Network of UNESCO Chairs on Gender. (access the document here: http://goo.gl/31btQ)
  4. Koutselini, M, & Valanidou, Fl. (2013). Children living with violence: The effects on their behaviour and their views about their own self-image and school performance. In Ch. Theophilides, A. Michailidou, P. Persianis, & S. Photiou (Eds.), Honorary Volume for Constantinos Papanastasiou (pp. 319-340). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association. (in Greek)
  5. Koutselini, M., & Agathaggelou, S. (2013). Contextualizing the gender representation in Cyprus television. In F. Sadigi (Ed.), Women and knowledge in the Mediterranean (pp. 193-211).Routledge: Advances in Mediterranean Studies.
  6. Koutselini, M. (2013). Action research as a procedure of teachers’ and trainers’ development. In Ch. Theophilides, & I. Pyrgiotakis (Eds.), Educational Research: Theoretical background and Orientation to Praxis (pp. 183-192). Nicosia: University of Nicosia. (in Greek)
  7. Koutselini, M. (2007). Meta-modern approaches to educational and social research: The transcendence of binaries. In B. Kozuh, R. Kahn, A. Kozlowska, & P. Krope (Eds.), Description and explanation in educational and social research (pp. 67-83). Los Angeles: UCLA.

D. Research Funding (indicative list)

  1. Coordinator of the research project CODE-IWP titled "Commitment to Democracy through Increasing Women's Participation" co-funded by EACEA - EUROPE FOR CITIZENS PROGRAMME (2015-2016).
  2. Coordinator of the research project “The profile of the woman politician in Cypriot Television. A gendered analysis” funded by the Cyprus Research Promotion Foundation (2011-2014).
  3. Coordinator of the research project "The gendered discriminations in Language textbooks of primary education" funded by the Ministry of Education and Culture οf the Republic of Cyprus (2012-2013).
  4. Coordinator of the RELEASE project entitled “Towards Achieving Self REgulated LEArning as a Core in Teachers’ In- SErvice Training in Cyprus” co-funded by EACEA, Lifelong Learning Programme - Key activity 1 (2012-2013).
  5. Coordinator of the Research programme “Teachers’ in-service training in Cyprus and Romania: Innovations in Curricula and Training” (ΚΥ-ΡΟΥ/0311/02), funded by the Cyprus Research Promotion Foundation, (2012-2013)
  6. Coordinator of the VICTIMS research project entitled “An indirect harmful effect of violence: Victimizing the child and Re-victimizing the woman-mother through her child’s exposure to violence against herself. Sensitizing and creating awareness through research-product material, both transnational and differential according to the partner-context” co-funded by the European Daphne III programme (2007-2013 action grants). Cooperating Organizations were University of Cyprus, Cyprus; University of Rome Tre, Italy; University of Oradea, Romania; University of Presov, Slovakia (2009-2011).
For a complete CV, click here.