Staff Catalogue

NIKI TSANGARIDOU

TSANGARIDOU NIKI
22892949
...
PROFESSOR
Department of Education
Crosspoint, 509
40, Kallipoleos Ave.
Niki Tsangaridou is a professor of Physical Education Pedagogy. She holds a B.S. in Physical Education and Sport Science, from the National and Kapodistrian University of Athens, an M.Ed. from the Boston University, USA (Curriculum and Teaching in Physical Education), and a Ph.D. from the Ohio State University, USA (Teacher Education in Physical Education) with scholarships from the Greek Ministry of Culture and Sports and the Ohio State University. She has taught at the Ohio State University (School of Education) and the Democritus University of Thrace (School of Physical Education and Sport Science). She has also worked as a visiting scholar at the Ohio State University School of Physical Activity and Educational Services. She is a recipient of the “Young Researcher Award” from the International Association for Physical Education in Higher Education (AIESEP) and the “Metzler-Freedman Exemplary Paper Award” from the Journal of Teaching in Physical Education. She has published extensively on teaching and teacher education in physical education and offered numerous presentations on teacher education topics at international conferences and professional workshops. She served as an editorial board member of the Journal of Teaching in Physical Education, and she is currently serving as a reviewer in several international research journals. She has also been an external reviewer for undergraduate and graduate programs in several international universities. She has recently been appointed as the academic coordinator of different committees for revising the Cypriot National Curriculum for Physical Education (pre-primary, primary, and high school) by the Ministry of Education, Sports, and Youth.  
 
 
 

Her research interests include areas related to teachers’ thinking and reflection, effective teaching and teaching quality, curriculum and instruction, and teacher education in physical education.

Papers in Peer-Reviewed Journals

  • Tsangaridou, N., Charalambous, C. Y., & Kyriakides, E. (2023). Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter? European Physical Education Review, 0(0).  https://doi.org/10.1177/1356336X231203082
  • Tsangaridou, N., & Charalambous, C. Y. (2023). Drawing on Siedentop’s legacy to revisit systematic observation of teaching: Identifying and addressing key validity and reliability questions. Quest, 75(1), 29-38. https://doi.org/10.1080/00336297.2022.2155980
  • Tsangaridou, N., Pieroua, M., & Charalambous, C. Y. (2023). An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks. European Physical Education Review29(1), 91-106. https://doi.org/10.1177/1356336X221115376
  • Tsangaridou, N., Kyriakides, E., & Charalambous, C. Y. (2022). Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study. European Physical Education Review, 28(2), 414–431. https://doi.org/10.1177/1356336X211050922
  • Tsangaridou, N., Pieroua, M., Kyriakides, E., & Charalambous, C. Y. (2022) Teaching physical education in early years: Focusing on teachers’ practices. Journal of Teaching in Physical Education, 41(2), 278-287. https://doi.org/10.1123/jtpe.2020-0294
  • Stefanou, L., Tsangaridou, N., & Charalambous, Y. C. Kyriakides, L. Examining the Contribution of a Professional Development Program to Elementary Classroom Teachers’ Content Knowledge and Student Achievement: The Case of Basketball (2021). Journal of Teaching in Physical Education, 40(4), 577-588.
  • Kyriakides, E., Tsangaridou, N., Charalambous, Y.C., & Kyriakides, L. (2021). Toward a More Comprehensive Picture of Physical Education Teaching Quality: Combining Generic and Content-Specific Practices. Journal of Teaching in Physical Education, 40(2), 256-266.
  • Charalambous, Y. C., Kyriakides, E., Kyriakides, L., & Tsangaridou, N. (2019). Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness. School Effectiveness and School Improvement, 30:4, 353-379, DOI: 10.1080/09243453.2019.1618877
  • Kyriakides, E., Tsangaridou, N., Charalambous, Y.C., & Kyriakides, L. (2018). Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education. European Physical Education Review, 24(4), 418-448. doi: 1177/1356336X16685009
  • Charalambous, Y. C., Kyriakides, E., Tsangaridou, N., & Kyriakides, L. (2017). Exploring the reliability of generic and content-specific instructional aspects in physical education lessons. School Effectiveness and School Improvement. doi: 10.1080/09243453.2017.1311929
  • Tsangaridou, N. (2017). Early childhood teachers’ views about teaching physical education: challenges and recommendations, Physical Education and Sport Pedagogy, 22(3), 283-300. doi: 1080/17408989.2016.1192593
  • Loucaides, A. C., & Tsangaridou, N. (2017). Associations between parental and friend social support and children’s physical activity and time spent outside playing. International Journal of Pediatrics, ID 7582398, https://doi.org/10.1155/2017/7582398
  • Tsangaridou, N. (2016). Moving towards effective physical education teacher education for generalist primary teachers: a view from Cyprus, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 44(6), 632-647.
  • Tsangaridou, N. & Genethliou, N. (2016). Early Childhood Educators’ Experience of an Alternative Physical Education Model. European Early Childhood Education Research Journal, 24:3, 382-397, DOI: 10.1080/1350293X.2014.970852
  • Tsangaridou, N. & Polemitou, I. (2015). Exploring pre-service classroom teachers’ reflections on teaching physical education. European Physical Education Review, 21(1) 66-82, DOI: 10.1177/1356336X14550941
  • Tsangaridou, N., & Tembrioti, L. (2014). Reflective practice in dance: A review of the literature. Research in Dance Education. Research in Dance Education, 2014, 15(1),4–22.
  • Tsangaridou, N., Zachopoulou, E., Liukkonen, J., Gråstén, A., & Kokkonen M. (2014). Developing preschoolers’ social skills through cross-cultural physical education intervention. Early Child Development and Care, 184(11), 1550–1565 .
  • Tsangaridou, N. & Lefteratos, C., (2013). Elementary students´ views and experiences on sport education in Cyprus. Advances in Physical Education, 3(1), 28-35.
  • Tsangaridou, N. (2012). Educating primary teachers to teach physical education. European Physical Education Review, 18(3), 275-286.
  • Lefteratos, C., & Tsangaridou, N. (2010). A review of research studies for two alternative models in physical education: Sport education and teaching games for understanding. Inquiries in Sport & Physical Education, 8(1), 43-69.
  • Tsangaridou, N. (2008). Trainee primary teachers’ beliefs and practices about physical education during student teaching.  Physical Education and Sport Pedagogy, 13(2), 131-152.
  • Kyriakides, L., & Tsangaridou, N. (2008). Towards the development of generic and differentiated models of educational effectiveness: A study on school and teacher effectiveness in physical education. British Educational Research Journal, 34(6), 807-838.
  • Grammatikopoulos, V., Konstantinou, E., Tsigiliw, N., Zachopoulou, E., Tsangaridou, N., & Liukkonen,, (2008). Evaluating preschool children’s knowledge about healthy lifestyle: Preliminary examination of the healthy lifestyle evaluation instrument. Educational Research Review, 3(11), 351-352.
  • Grammatikopoulos, V., Zachopoulou, E., Tsangaridou, N., Liukkonen , J., & Pickup, I. (2008). Applying a mixed method design to evaluate training seminars within an early childhood education project. Evaluation & Research in Education, 21(1), 4-17.
  • Tsangaridou, N. (2005). Classroom teachers’ reflection on teaching physical education. Journal of Teaching in Physical Education, 24(1), 24-50.
  • Tsangaridou, N., & O’Sullivan, M. (2003). Physical education teachers’ theories of action and theories of use. Journal of Teaching in Physical Education, 22(2), 132-152.
  • Tsangaridou, N. (2002). Enacted pedagogical content knowledge in physical education: A case study of a prospective classroom teacher. European Physical Education Review, 8(1), 21-35.
  • Tsangaridou, N. & Andreou, N. (2001). Sport education: An alternative model of physical education.  Athlitiki Psychologia, 12, 37-48, [In Greek].
  • Andreou, N., & Tsangaridou, N. (2001). The procedure and the knowledge from the application of the sport education model in elementary school. Athlitiki Psychologia, 12, 49-59, [In Greek].
  • Tsangaridou, N., & O’Sullivan, M. (1997). The role of reflection in shaping physical education teachers’ educational values and practices. Journal of Teaching in Physical Education, 17(1), 2-25.
  • Tsangaridou, N., & Siedentop, D. (1995). Reflective teaching: A literature review. Quest, 47(2), 212-237.
  • Siedentop, D., Doutis, P., Tsangaridou, N., Ward, P., & Rauschenbach, J. (1994). Don’t sweat gym: An analysis of curriculum and instruction.  Journal of Teaching in Physical Education, 13(4), 375-394.
  • Tsangaridou, N., & O’Sullivan, M. (1994). Using pedagogical reflective strategies to enhance reflection among preservice physical education teachers. Journal of Teaching in Physical Education, 14(1), 13-23.
  • O’Sullivan, M., & Tsangaridou, N. (1992). What undergraduate physical education majors learn during a field experience. Research Quarterly for Exercise and Sport, 63(4), 381-392.

Books

  • Zachopoulou, E., Liukkonen, , Pickup, I., ,& Tsangaridou, N. (2010) (Eds.). Early Steps Physical Education Curriculum: Theory and practice for children under 8. Champaign, IL: Human Kinetics.
  • Zachopoulou, E., Tsangaridou, N., Pickup, I., Liukkonen, J., & Grammatikopoulos, V. (2007) (Eds.). Early Steps: Promoting healthy lifestyle and social interaction through physical education activities during preschool years. Thessaloniki, Greece: Xristodoulidi Publications.  

Book Chapters 

  • Tsangaridou, N., & Kyriakides, E. (2018). Pre-service primary physical education teacher education. In G. Griggs & K. Petrie (Eds.), Routledge handbook of primary physical education (pp. 98-111). New York, NY: Routledge.
  • Kyriakides, E., & Tsangaridou, N. (2018). Primary physical education in Cyprus. In G. Griggs & K. Petrie (Eds.), Routledge handbook of primary physical education (pp. 297-306). New York, NY: Routledge.
  • Charalambous, Y. C., Tsangaridou, N., & Kyriakides, E. (2018). Ensuring the validity and reliability of teaching observation: Answering crucial questions in Physical Education. Hononary Volume for the Research Work of Professor Mary Ioannides-Koutselini (pp.466-486). Nicosia, Cyprus: Cyprus University Press [In Greek].
  • Tsangaridou, N. (2012). Sport education in the elementary school: A report from Cyprus. In P. Hastie (Ed), Sport education: International perspectives (pp.75-91). New York, NY: Routledge Publications.
  • Tsangaridou, (2010). Teacher behaviors. In E. Zachopoulou, J. Liukkonen , I. Pickup,& N. Tsangaridou (Eds.), Early Steps Physical Education Curriculum: Theory and practice for children under 8 (pp. 21-29).  Champaign, IL: Human Kinetics.
  • Tsangaridou, N. (2009). Preparation of teachers for teaching physical education in schools: Research on teachers’ reflection, beliefs, and knowledge.  In L. Housner,M. Metzler, P. Schempp, & T. Templin, (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp.373-382  ).  West Virginia, WV: West Virginia University.
  • Tsangaridou, N., & Yiallourides, G. (2008). Physical education and sport education in Cyprus.  In G. Klein,., & K. Hardman (Eds.), Physical Education and Sport Education in the European Union (pp. 69-83). Paris: Editions Revue EP.S. 
  • Tsangaridou, N. (2007). Effective teaching. In E. Zachopoulou, N. Tsangaridou, Pickup, J. Liukkonen, & V. Grammatikopoulos (Eds.), Early Steps: Promoting healthy lifestyle and social interaction through physical education activities during preschool years (pp. 15-18).  Thessaloniki, Greece: Xristodoulidi Publications. 
  • Tsangaridou, N. (2007). Planning in physical education: Structure of lesson plans.  In E. Zachopoulou, N. Tsangaridou, Pickup, J. Liukkonen, & V. Grammatikopoulos (Eds.), Early Steps: Promoting healthy lifestyle and social interaction through physical education activities during preschool years (pp. 27-28).  Thessaloniki, Greece: Xristodoulidi Publications. 
  • Tsangaridou, N., & Yiallourides, G. (2007). L' education physique et l'education sport en Chypre.  In G. Klein,., & K. Hardman (Eds.),. L' education physique et l'education sport en Union Europienne (pp. 81-93).  Paris: Editions Revue EP.S
  • Tsangaridou, N. (2006). Teachers’ beliefs. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education, (pp.486-501 ).  London: Sage Publications.
  • Tsangaridou, N. (2006). Teachers’ knowledge. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education, (pp. 502-515 ).  London: Sage Publications.