Maria Mamoura is Assistant Professor at School of Philosophy – Department of Educational Studies. Her cognitive subject is “Teacher and Teaching: Theory and Practice” (Government Gazette: 1962, Τεύχος Γ’ / 30.08.2021)
She holds a Bachelor of Arts in Philology (NKUA), MA “Theory, Praxis and Evaluation of Educational Work” (Specialization: Teaching Humanities and Educational Evaluation), and she id Doctor of Philosophy of National and Kapodistrian University of Athens, School of Philosophy, Department of Philosophy, Pedagogy and Psychology.
Her main scientific / research interests are: Values, beliefs, perceptions, implicit assumptions and personal theory of humanities teachers in secondary education /New forms of professional activation within the school setting and teachers’ professional development: The supervision of graduate students’ practicum in schools (mentoring) as an emerging professional activity and as a field of theoretical study. The interrelation between teachers’ professional development and lifelong learning /Teacher as reflective practitioner / Teaching planning in humanistic subjects in secondary education /History didactics.

She has participated in research programs and she has taken part in many Greek and international academic conferences. She has also been supervising numerous master’s dissertations in the areas of democratic education, teaching history, teachers’ professional development.

Indicative Publications

• Mamoura, M. (2023). Preparing the reflective teacher. Athens: Kritiki [text in Greek].
• Mamoura, M. (2023). “From “Environment” to “Mission”: A Process of Student Teachers’ First Professional Development According to the Core Reflection Approach— the Role of the Practicum” In Education in the 21st century: Contemporary challenges and concerns (pp.442-453). Cambridge Scholars Publishing.
• Mamoura, M. (2018). Re-negotiation of teachers’ conceptions as a means of professional development in history teaching. Action Researcher in Education, 8, 1-20.
• Mamoura, M. (2016). Postgraduate students’ historical literacy development during their practicum. The role of learning community. Preschool and Primary Education, 4, 212-225. DOI: http://dx.doi.org/10.12681/ppej.186
• Frydaki, E. & Mamoura, M. (2011). “How can practicum experiences transform pre-service teachers’ knowledge about teaching and learning?”, International Journal of Humanities, 9 (1): 225-236. DOI:10.18848/1447-9508/CGP/v09i01/43120

Contact details
Tel. 30 210 727 7489
email: mmamoura@eds.uoa.gr