This work focuses on the approach to and analysis of the concept of habitus, and on tracing its relationship to the concept of practice within the framework of Pierre Bourdieu's 'theory of practice'. Based on these determinants, we attempted a thorough approach to the concept of habitus. Within the context of epistemological clarification we considered it essential to draw attention to its genealogy and the course of its development. Bearing in mind too the large number of discussions the controversial concept of habitus has provoked in the field of social sciences, we attempted to make reference to the most important relevant critical approaches. In the article's concluding observations, the concept's indisputable contribution to and influence on the field of social sciences is demonstrated, as is the notion that Pierre Bourdieu's constructed concept of habitus attempts to put an end to fundamental divisions in sociology such as: objectivism-subjectivism, individual-society, conscious-unconscious.

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The purpose of this research paper is the investigation of , and the sociological approach to, and interpretation of the attitudes of male and female students in the University Department of Primary Education (U.D.P.E.) at the University of Patras in Greece, before the enforcement of the IMF Memorandum, concerning the choice of the teaching profession and the corresponding scientific field of studies. In particular, we will be concerned with the following research questions: a) what are the attitudes of male and female students regarding the reasons for the choice of the particular scientific field and b) What is the influence of the gender of the male and female students of the U.D.P.E. at the University of Patras as far as the choice of studies in the particular scientific field is concerned. The most significant findings of the work reveal that in the particular University Department female students are overrepresented in percentage terms, a fact which demonstrates the 'feminizing' of the Department in question. It also became apparent that the educational and professional choice of the female students in the particular University department is guided by their gender, which directs their practice. Finally, the prospect of immediate and certain professional employment which studies in the field of teaching in Greece promised, before the appearance of the economic crisis and the enforcement of the austerity measures, emerged as the most significant factor in the choice of the teaching profession by both sexes.

The first purpose of this research, which was carried out using questionnaire and semi-structures interview, was to examine the types of Rough and Tumble Play (RTP) that are played in the Greek kindergarten school. The second aim of this study was to identify the kindergarten teachers' perceptions on RTP as well as their reactions in the cases that pupils are engaged in RTP in their schools. The types of RTP that pinpointed in the Greek kindergarten schools were verbal teasing, punching and hitting with or without physical contact, fighting/wrestling, pile on, chasing, spinning, tickling, rolling around, open hand slapping and protect -rescue games. The findings of the research, in which 67 female kindergarten teachers took part, suggested that the forms of RTP that include competition and intense physical contact are played almost exclusively by boys. More specifically these types of RTP are fighting/wrestling, punching and hitting, open hand slapping and pile on, which, according to the kindergarten teachers, correspond to boys and they put them in the list of the forbidden plays, as reported by the school rules they establish in their schools. Thus, when the kindergarten teachers realize that their students play some of the specific RTP intervene in order to stop it, so that there is not a possibility of injury.

This research paper, which uses Basil Bernstein's theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers' effort to acquire the appropriate knowledge on their ISSN 2162-6952 2018 www.macrothink.org/jse 80 own initiative, in order to be able to teach refugee students; the teachers' expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus. Journal of Studies in Education

The purpose of this paper is the investigation of the prevailing forms of in-service training, the detection of the dominant pedagogical discourse they promote as well as their contribution to the shaping of the teacher’s individual theory of education (I.T.E.). The research was conducted using semi-structured interviews with a sample of 11 teachers who work in schools in Patras and the data were analysed using B. Bernstein’s theoretical framework. The results of the research revealed that in our case, the predominant form of in-service training is the lecture, while the scientific knowledge provided refers to the content and teaching of cognitive subjects, the diagnosis and handling of learning difficulties and the acquisition of skills in the use of teaching aids. It also became clear that the I.T.E. of the teachers who participated in the research is chiefly shaped by elements of the professional biography of each teacher, in which in-service training does not seem to hold a dominant position.

The aim of this paper is the investigation of the presence of women Faculty Members (w.F.M.) in the academic field of the University of Patras and the detection of their views on their choice of the academic profession and on the difficulties they face in it. 20 women, belonging to the three highest levels, participated in the research, which was conducted using semi-structured interviews. The main results showed that: 1) the presence of w.F.M. is concentrated mainly in the Schools of the Humanities and the Social Sciences and in the School of Health Sciences; 2) the entrance of the w.F.M. into the academic field did not constitute their original professional objective; 3) the difficulties they face in their professional career progress in the academic field are centered on the conflict between their traditional social role and their professional role and the difficulties involved in accumulating scientific capital.

This paper uses the concept of ‘cultural capital’ from the theory of Pierre Bourdieu and it aims on the one hand to investigate the similarities and differences between the institutionalized and objectified cultural capital of native and immigrant parents of state primary school students in Greece and on the other hand to correlate these two forms of cultural capital with their expectations for the educational future of their children. The research was conducted during the spring semester of 2014 with the use of semi-structured interviews, in which 20 parents (10 native and 10 immigrant) of children in the 6th grade of primary schools in the city of Patras participated. The results of this study showed that there were more differences than similarities between these two categories of parents and they are mainly focused on cultural goods which exist in their house as well as on cultural activities of family members during their spare time. The educational expectations of the sum total of parents of students regardless of national origin and educational level seem to be very high. It also emerged that educational level and occupation of parents is correlated to their specific expectations for the educational future of their children.