Μάγος Κώστας

Ακαδημαϊκή Βαθμίδα: Καθηγητής

Γνωστικό Αντικείμενο: Διαπολιτισμική Εκπαίδευση

Τηλέφωνο: 24210 74576

E-mail: magos@uth.gr

Ο Κώστας Μάγος είναι απόφοιτος του Τμήματος Ηλεκτρολόγων Μηχανικών του Εθνικού Μετσόβιου Πολυτεχνείου και του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Αθηνών. Είναι Διδάκτορας του Τμήματος Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία του Πανεπιστημίου Αθηνών στις Επιστήμες της Αγωγής. Τα ερευνητικά του ενδιαφέροντα αφορούν στη διαπολιτισμική διάσταση της εκπαίδευσης, στη σχολική και κοινωνική συμπερίληψη μαθητών/τριών  που ανήκουν σε εθνοπολιτισμικές μειονότητες, στην ανάπτυξη διαπολιτισμικού εκπαιδευτικού υλικού και στην αξιοποίηση της αφήγησης ως μέσου προσέγγισης της ετερότητας. Αγαπημένη του δραστηριότητα είναι η συγγραφή βιβλίων για παιδιά.

Ενδεικτικές δημοσιεύσεις:

Μάγος, Κ. (2022). Το πέταγμα του Ερόλ. Κριτική διαπολιτισμική εκπαίδευση στην προσχολική και πρωτοσχολική ηλικία. Αθήνα: Gutenberg.

1.  Simopoulos, G., Magos, K. (2020). Teaching L2 for students with a refugee/migrant background in Greece: Teachers’ perceptions about reception, integration and multicultural identities. Global Education Review, 7 (4), 59-73.
2. Magos, K., Kalopita, K. (2020). Diversity in early childhood education through parents’ perceptions. Randwick International of Education and Linguistics Science Journal (RIELS), 1 (2), 235-245.
3. Kyriakidis I, Tsamagou E, Magos K. (2021). Play and medical play in teaching pre-school children to cope with medical procedures involving needles: A systematic review. Journal of Paediatrics and Child Health, 57 (4), 491-499.
4. Sorkos, G. & Magos, K. (2021). Chinese parents’ mediating practices in their children learning. The case of Chinese immigrant parents in Greece. Social Sciences. 1, 188 (2021). https://doi.org/10.1007/s43545-021-00201-x
5. Sorkos, G. & Magos, K. (2021): When Inclusion in Greek Schools Is Delayed: Listening to the Voices of Chinese Primary School Students. Journal of Research in Childhood Education, 36(3), 466-482.
6. Magos, K., & Georgopapadakou, K. (2021). “Why do you learn Turkish, Maria?”. Researching the Greek citizens’ motives and difficulties in learning Turkish as foreign language. The Journal of Language Teaching and Learning, 11(1), 40-52.
7. Harðarson, A. & Magos, K. (2021): Emotional Demands and Moral Rewards: A Story Told by Fifteen Teachers. Scandinavian Journal of Educational Research, 66(7), 1194-1203, DOI:10.1080/00313831.2021.1982766.
8. Harðarson, A. & Magos, K. (2021). Learning through Life and the Ethics of Teaching: A Story Told in Fifteen Voices. Journal of Education for Teaching.
9. Kalliga, D., Palaiologou, N. & Magos, K. (2022). Minority education in Greece. Voices of ethnic Greek majority teachers working in Muslim minority primary schools in Western Thrace. The journal of language teaching and learning, 12(1), 44-60.
10. Tsompanaki, E. & Magos, K. (2022). In the midst of pandemic. Students’ opinions on the teaching approaches of a community dance module during quarantine. Bogazici Universitesi Egitim Dergisi (Διεθνές Επιστημονικό Περιοδικό του Παιδαγωγικού Τμήματος του Πανεπιστημίου του Βοσπόρου), 39 (1), 23-37.
11. Fakidou, A., Magos, K. (2022). Children’s conceptualization of childhood in relation to play activities. European Journal of Educational Studies, 9(11), 77-96.
12. Kyriazopoulou, M., Karalis, Th., Magos, K., Arvanitis, E. (2022). Investigation of the training needs, knowledge and skills of preschool teachers for the implementation of inclusive education. European Journal of Special Education Research, 8(3), 116-135.
13. Tsompanaki, E. & Magos, K. (2022). Teaching approaches for preschool teachers through community dance during pandemic. An art-based research. Review of European Studies, 14(3), 88-96.
14. Tsompanaki, E. & Magos, K. (2022) Community dance for preschool teachers’ training during pandemic: an art-based research, Research in Dance Education, DOI: 1080/14647893.2022.2144196
15. Magos, K., & Georgopapadakou, K. (accepted). When Greeks learn Turkish: Developing intercultural competence through learning the language of the “enemy”. Intercultural Education, DOI: 10.1080/14675986.2023.2177618
16. Kyriazopoulou, M., Karalis, Th., Arvanitis, E., Magos, K., (2023). Key principles of inclusive education and main challenges of implementing inclusive practice in preschool education in Greece. Mediterranean Journal of Education, 3(1), 63-80.
17. Magos, K. & Tsevreni, I. (2023). The refugee trees. Bank Street Occasional Paper Series, 50, 1-13.
18. Tsevreni, I. & Magos, K. (2024). Experiential environmental learning together with the trees in the Anthropocene. Interdisciplinary Journal of Environmental and Science Education, 20(2), 1-8.
19. Dania, A., Koukounaras Liagkis, M., Gogolou, A., Karavas, E., Vlachos, K., Vitsou, M., & Magos, K. (2024). Supportive pre-service teachers civic competence for internationalization in the digital era. Center for Educational Policy Studies Journal, May 2024, DOI: https://doi.org /10.26529/cepsj.1676
20. Gogonas, N., Magos, K. & Simopoulos, G. (2024). Moving from cultural indoctrination to mutually empowering interaction: Intercultural Competence among teachers of Greek as a second language. In M. Mattheudakis & C. Maligkoudi (Eds). Exploring Greek as a Second, Foreign and Heritage Language: in Greece and Beyond (pp. 31-50). London: Routledge.