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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Filippos Evangelou
University of Ioannina
Humanities Education Library & Information Science Social Sciences Other

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Exploring teachers’ teaching skills: conceptual definition, documentation, and categorization Filippos Evangelou; Konstantina Giannopoulou
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37742

Abstract

This study investigates the conceptual definition and categorization of teaching skills, aiming at their systematic identification and analysis within the context of the educational process. Through a systematic literature review conducted in accordance with the preferred reporting items for systematic review and meta-analysis (PRISMA) statement guidelines, a broad spectrum of 27 teaching skills is documented, each linked to key aspects of teaching practice, such as lesson planning, classroom management, and assessment. The diversity of theoretical approaches to the taxonomy of skills highlights the need for a coherent and functional categorization, which-based on their common characteristics-consists of eight general domains of skills, such as teaching design skills and teaching implementation skills. This categorization enables the implementation of more targeted and effective interventions for both the education of pre-service teachers and the professional development of in-service teachers. The present study, as an element of originality, offers one of the first systematic categorizations of teaching skills into eight coherent domains. The practical implications of the study lie in providing a structured framework for teacher self-assessment and the design of professional development programs based on targeted teaching skills. The findings underscore the need for further research into the nature, development, and practical implementation of teaching skills in classroom settings.
“Philosophy of didactics” as critical and reflective evaluation of teaching Filippos Evangelou; Ioannis Fykaris
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.25712

Abstract

Lately in the research field of didactics, it has been observed that researchers focused preliminary on the limiting “predefined methodology of teaching”. This resulted in the degradation of the qualitative-philosophical and reflective dynamics of teaching. This realization created the need to redefine the didactic role of the educator, especially in regards to the term, to be introduced in this paper as a new epistemological paradigm for the first time in the literature of the pedagogical science, the “philosophy of didactics” (PhDi). The aim of this research is to investigate primary and secondary educators’ views and attitudes toward PhDi, examining how it contributes to redefining the educator’s didactic role and fostering reflective thinking, particularly when considering “who” and “what” in their teaching practices. The research employed a quantitative methodology using a 17-item questionnaire on a five-point Likert scale, examining teachers’ philosophical orientations, instructional planning approaches. Participants were 610 educators. SPSS analysis included descriptive statistics, reliability (Cronbach’s alpha), and inferential techniques. Findings show positive responses (mean 3.80-4.12, “very”), indicating that through PhDi educators can reflect on, analyze, and question teaching’s structural elements, while systematically and critically justifying them to make informed, well-structured decisions in lesson planning.
Co-Authors Ioannis Fykaris Konstantina Giannopoulou