PHILIPPOU STAVROULA

Stavroula Philippou

22892986

...

Position

ASSOCIATE PROFESSOR

Entity

Department of Education

Building/ Office

Crosspoint, 507

Address

40, Kallipoleos Ave.

ucy.academia.edu/StavroulaPhilippou

QR Code

Stavroula Philippou Short CV October 2024

Stavroula Philippou is an Associate Professor in Curriculum and Teaching at the Department of Education. Her studies include a B.Ed. (Hons) in Primary Education (University of Cyprus, Cyprus, 1998); an M.Ed. in Curriculum Studies (University of Sydney, Australia, 1999); and a Ph.D. in Education (University of Cambridge, U.K., 2004). She has worked in a variety of educational contexts, has participated in a number of conferences and has published work in journals and edited books.

Curriculum Development; Theory and Methodology of Teaching; Curriculum Studies; Genealogies, topologies and translations in the theoretical, historical and sociological study of curriculum and teaching; Governance of teachers and curriculum change; Transnational curriculum policy; Curriculum making as enactment and pedagogy; Teacher education curricula; Autobiography, teacher life histories and constitution of teacher professionalism; and Disciplinarity in Social Studies Education.

Interview to Nicholas Ng-A-Fook (29.3.2025) with Mark Priestley on the Podcast "FooknConversation-Talking about 'Akademicky' Stuff with Nicholas Ng-A-Fook", Episode 63: https://www.fooknconversation.com/podcast/episode-63-mark-priestley-stavroula-philippou/

Book Editorship

Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.) (2021). Curriculum making in Europe: policy and practice within and across diverse contexts. UK: Emerald Publishing. ISBN: 978-1-83867-738-1

Ioannidou-Koutselini, M., Philippou, S. & Klerides, L. (Eds & Transl.) (2019). Greek Edition of Ivor Goodson’s The Politics of Curriculum and Investigating the Teacher’s Life and Work [H Πολιτική του Αναλυτικού Προγράμματος & της Εκπαίδευσης, Διερευνώντας τη ζωή και το έργο των εκπαιδευτικών]. Athens: Gutenberg. ISBN 978-960-01-2022-6

Philippou, S. (Ed.) (2012). “Europe” turned local-the local turned European? Constructions of “Europe” in social studies curricula across Europe. Munster: LIT-Verlag. [Book Series: Europa lernen. Perspektiven fu?r eine Didaktik europa?ischer Kulturstudien; Learning Europe – Perspectives of a didactics/methodology of European Cultural Studies, vol. 2] ISBN 3-643-90258-0

Book chapters

Priestley, M., Alvunger, D., Hizli Alkan S., Philippou, S. & Soini, T. (2025). Understanding curriculum making by teachers: implications for policy as text and as practice. In Dominic Wyse, Vivienne Baumfield, Nicole Mockler & Martin Reardon (Eds.), The BERA SAGE International Handbook of Research-Informed Education Practice and Policy. Sage.

Kontovourki, S. & Philippou, S. (2024). Shifts in the constitution of Greekcypriot primary school teachers as professionals: exploring the life histories of six ‘generations’ (1950s-2010s). [Μετατοπίσεις στη Συγκρότηση Ελληνοκύπριων Εκπαιδευτικών Δημοτικής Εκπαίδευσης ως Επαγγελματιών: Διερευνώντας Ιστορίες Ζωής Έξι «Γενεών» (Δεκαετίες 1950-2010)]. In Georgiou, K. & Yiangou, A. (Eds.) Πτυχές της Ιστορίας της Ελληνικής Κυπριακής Εκπαίδευσης, 1800-σήμερα [Aspects of the History of Greek Cypriot Education, 1800-today] (pp. 275-296). Nicosia: Centre for Scientific Studies/Ministry of Education, Sports and Youth.

Philippou, S. & Kontovourki, S. (2024). Historicizing Teacher Education Curricula in the Middle-Ground: a study of four cohorts of elementary teachers’ life hi/stories in the Republic of Cyprus (late 1970s-2010s). In P.P. Tryfonas & S. Jagger (Eds.), International Handbook of Curriculum Theory and Research. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82976-6_14-1

Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (2023). Curriculum making and teacher agency. In Robert Tierney, Fazal Rizvi, Kadriye Ercikan and Graham Smith (Eds.), International Encyclopaedia of Education, 4^th Edition, Volume 3, Theme: Knowledge and Curriculum Thinking (Edited by Ninni Wahlström & Berit Karseth). Elsevier.

Maroulleti, R., Philippou, S. & Kontovourki, S. (2021). Καθ-οδηγώντας τους/τις Εκπαιδευτικούς: ανάλυση λόγου για διερεύνηση του επαγγελματισμού στις «Οδηγίες Σχολικής Χρονιάς» (2004-2018) στην Κύπρο. [Guiding teachers: Discourse analysis for the examination of professionalism in the “School Year Guidelines” (2004-2018) in Cyprus]. In Th. Thanos & A. Kyrides, (Eds.), Education and Society in Greece. Athens: Gutenberg Publications.

Sakka, A. & Philippou, S. (2021). Διαμορφώνοντας το χαρακτήρα των ενήλικων κρατουμένων της Κεντρικής Φυλακής στην Κύπρο 1946-1955: Ζητήματα διακυβέρνησης κατά τη μετάβαση από θρησκευτική σε κοσμική εκπαίδευση [Shaping the character of the adult prisoners in the Cyprus Central Prison 1946-1955: Questions of governance during the transition from religious to secular education]. In C. Zagkos & Th. Thanos (Eds.), Society-Politics and Education, Sociology of Education and Education Policy: Research Trends (pp. 237-252). Athens: Pedio Publishers.

Kontovourki, S., & Philippou, E. (2021). Storying the teaching profession ‘from below’ and amidst change: A study of four cohorts of elementary teachers’ life histories in the Republic of Cyprus. In University of Cyprus Research Committee (Ed.), Honorary edited volume for the 20-year anniversary of the A.G. Leventis Foundation (pp. 193-212). Nicosia, Cyprus: University of Cyprus.

Priestley, M., Philippou, S., Alvunger, D., & Soini, T. (2021). Curriculum making: a conceptual framing. In Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.) Curriculum making in Europe: policy and practice within and across diverse contexts (pp. 1-27). UK: Emerald Publishing.

Alvunger, D., Soini, T., Philippou, S., & Priestley, M. (2021). Conclusions: patterns and trends in curriculum making in Europe. In Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.) Curriculum making in Europe: policy and practice within and across diverse contexts (pp. 273-293). UK: Emerald Publishing.

Kontovourki, S., Theodorou E., & Philippou, S. (2021). ‘Sites’ of curriculum making in Cyprus: tracing the emergence and transformation of expert teacher-subjects. In Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.) Curriculum making in Europe: policy and practice within and across diverse contexts (pp. 53-76). UK: Emerald Publishing.

Philippou, S. (2020). Tracing Disciplinarity in the History Classroom: the cases of two elementary school teachers amidst curriculum change in Cyprus. In C. Berg & T. Christou (Eds.), Historical thinking in the 21^st century: reimagining history education. The Palgrave Handbook of History and Social Studies Education (pp.439-469). Palgrave.

Philippou, S. & Theodorou, E. (2019). Collapsing the supranational and the national: from citizenship to health education in the Republic of Cyprus. In A. Rapoport (Ed.), Competing Frameworks: Global and National in Citizenship Education (pp. 95-114). Charlotte, NC: Information Age.

Philippou, S. & Theodorou, E. (2018). Re-forming curriculum towards a ‘democratic socially responsible citizen’ in Greek-Cypriot Education: At the nexus of European, Intercultural, and Health Education discourses. In N. Palaiologou & M. Zembylas (Eds.), Human Rights Education and Citizenship Education: Intercultural Perspectives within an international context (pp. 200-223). Cambridge: Cambridge Scholars Publishing.

Kontovourki, S. & Philippou, S. (2018). Μεταφορές στον Λόγο Εκπαιδευτικών ως Μέσο Διερεύνησης του Εκπαιδευτικού Επαγγελματισμού και της Αλλαγής Αναλυτικών Προγραμμάτων στην Κύπρο: Η Περίπτωση του Γλωσσικού Μαθήματος [Metaphors in Teachers’ Discourse as a Means to Explore Teacher Professionalism and Curriculum Change in Cyprus: the case of Language Arts]. In S. Photiou (Ed.), Τιμητικός τόμος Μαίρης Ιωαννίδου-Κουτσελίνη [Honorary Volume for Mary Ioannidou-Koutselini] (pp. 184-205). Nicosia: University of Cyprus.

Philippou, S., Papademetri, C. & Louca, L. (2018). ‘The exchange of ideas was mutual, I have to say’: negotiating researcher and teacher ‘roles’ in an early years educators’ professional development program on inquiry-based mathematics and science learning. In J.Waters, J. Payler and K. Jones (Eds), The Professional Development of Early Years Educators (Chapter 13). London: Routledge.

Phillippou, S., Kontovourki, S., & Theodorou E. (2016). Professional development for 'professional pedagogues': Contradictions and tensions in re-professionalizing teachers in Cyprus. In J. Rahatzad, H. Dockrill, S. Sharma, & J. Phillion (Eds.), Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders. Charlotte, NC: Information Age.

Priestley, M., Biesta, G.J.J., Philippou, S. & Robinson, S. (2016). The teacher and the curriculum: exploring teacher agency. In D. Wyse, L. Hayward & J. Pandya (Eds.),The SAGE Handbook of Curriculum, Pedagogy and Assessment (Vol.1, pp.187-201). London: SAGE.

Kontovourki, S., Theodorou, E. & Philippou, S. (2015). Governing teachers: professional development and curriculum reform in Cyprus. In H.-G. Kothoff & E. Klerides (Eds.).Governing Educational Spaces: Knowledge, Teaching, and Learning in Transition (pp. 107-126).Rotterdam: Sense Publishers.

Klerides, E. & Philippou, S. (2015). Cyprus: Exploring educational reform 2004-2014. In T. Corner (Ed.), Education in the European Union: post-2003 member states (pp. 51-73). London: Bloomsbury.

Theodorou, E., Kontovourki, S. & Philippou, S. (2015). Η σταδιακή εφαρμογή των «Νέων Αναλυτικών Προγραμμάτων» στην Κύπρο (2011-2012): Αναδεικνύοντας την πολυπλοκότητα μέσα από τον λόγο εκπαιδευτικών [The gradual implementation of the “New Curricula” in Cyprus (2011-2012): Foregrounding the complexity through teachers’ discourse]. In C. Yialoukas, M. Koutselini, K. Olympiou, A. Papoulas & P. Persianis (Eds.), Τιμητικός τόμος Χρήστου Θεοφιλίδη [Honorary Volume for Christos Theophilides] (pp. 185-202). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association, University of Nicosia.

Philippou, S. & Symeou, L. (2013). Students’ identifications with Cyprus and Europe and their attitudes towards national groups: exploring the links. In A. Klonari & T. Resnick (Eds.) European identity at the crossroads (pp.30-52).Münster: LIT-Verlag.

Kontovourki, S., Philippou, S., & Theodorou, E. (2013). Η (επανα)τοποθέτηση των εκπαιδευτικών κατά την εισαγωγή των νέων αναλυτικών προγραμμάτων στην Κύπρο [Teachers’ (re)positioning during the introduction of the new curricula in Cyprus]. In Ch. Theofilides, A. Michaelidou, P. Persianis & S. Photiou (Eds.), Τιμητικός τόμος Κωνσταντίνου Παπαναστασίου [Honorary Volume for Konstantinos Papanastasiou] (pp. 291-317). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association.

Theodorou, E. & Philippou, S. (2013). Ότ-αν η ευρωπαϊκή και διαπολιτισμική εκπαίδευση συναντώνται: Ανάλυση λόγου κειμένων εκπαιδευτικής πολιτικής και αναλυτικών προγραμμάτων στην Κύπρο.[When/if Εuropean and intercultural education meet: A discourse analysis of educational policy and curriculum texts in Cyprus]. In P. Aggelides & Ch. Hadjisoteriou (Eds.), Διαπολιτισμικός διάλογος στην εκπαίδευση: Θεωρητικές προσεγγίσεις, πολιτικές πεποιθήσεις και παιδαγωγικές πρακτικές. [Intercultural dialogue in education: Theoretical approaches, political convictions and pedagogical practices] (pp.133-175). Athens: Ekdoseis Diadrasis.

Philippou, S. (2012). Beyond the History Textbook Debate: Official Histories in Greek Cypriot Geography and Civics Curricula. In R. Bryant and Y. Papadakis (Eds.), One Island, Many Histories: Rethinking the Politics of the Past in Cyprus (pp. 51-70). London: I.B.Tauris.

Journal Articles

Philippou, S. & Tsafos, V. (2024). Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus. The Curriculum Journal. 35(4), 1-19. https://doi.org/10.1002/curj.286

Priestley, M. & Philippou, S. (2024). Editorial: Bittersweet endings and new beginnings; another cycle of experience as curriculum. The Curriculum Journal, 35(3), 1-6. https://doi.org/10.1002/curj.284

Priestley, M. & Philippou, S. (2024). Editorial. The Curriculum Journal, 35(2), 141-144. https://doi.org/10.1002/curj.261

Philippou, S. & Priestley, M. (2023). Editorial: Curriculum making through academic spaces. The Curriculum Journal, 34(4), 537-541. https://doi.org/10.1002/curj.228

Philippou, S. & Priestley, M. (2023). Editorial. The Curriculum Journal, 34(2), 173-177. https://doi.org/10.1002/curj.205

Priestley, M. & Philippou, S. (2022). Editorial. The Curriculum Journal, 33(4), 515-518.

Charalambous, C., Philippou, S., Olympiou, O. & Georgiou, K. (2022). Experimenting with Enablers and Extenders to Support Ambitious Teaching in Mathematics: A Video-Club Case Study of Student Teachers during their Field Placement. Teaching and Teacher Education, 119. https://doi.org/10.1016/j.tate.2022.103874

Chrysostomou, N. & Philippou, S. (2022). Είδη γνώσης στα επίσημα αναλυτικά προγράμματα του θρησκευτικού μαθήματος (1996, 2010, 2016/2019) δημοτικής εκπαίδευσης στην Κύπρο: Συνέχειες, μετατοπίσεις, και αμφιταλαντεύσεις [Κnowledge issues in the official religious studies curricula of elementary education in Cyprus (1996, 2010, 2016/2019): continuities, shifts and oscillations]. Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση [Comparative and International Education Review], 28, 143-178.

Philippou, S. & Priestley, M. (2022). Editorial: Curriculum from the past, in the present and for the future? The Curriculum Journal, 33(3), 341-345. DOI: 10.1002/curj.169

Philippou, S. (2022). Biography, historicism and other curricular gifts: reflecting affectively on Reconceptualization from with-in and from with-out. Response in the ‘Discussion’ section to William F. Pinar’s thesis “The Reconceptualization: An autobiographical-bibliographical synopsis” on the occasion of 50 years since the Reconceptualization of Curriculum Studies. International Journal for the Historiography of Education, 1, 81-87.

Priestley, M. & Philippou, S. (2021). Editorial. The Curriculum Journal, 32(4), 587-591. DOI: 10.1002/curj.131

Priestley, M. & Philippou, S. (2021). Editorial. The Curriculum Journal, 32(3), 379-383. DOI: 10.1002/curj.121

Philippou, S. & Priestley, M. (2021). Editorial. The Curriculum Journal, 32(2), 159-163. DOI: 10.1002/curj.109

Philippou, S. & Priestley, M. (2020). Editorial: Curriculum as a certainty in uncertain times. The Curriculum Journal, 31(4), 581-586. https://doi.org/10.1002/curj.89

Priestley, M. & Philippou, S. (2020). Editorial: Curriculum in uncertain times. The Curriculum Journal, 31(3), 335-339. https://doi.org/10.1002/curj.73

Sarakinioti, A. & Philippou, S. (2020). European discourse on Higher Education Quality Assurance and Accreditation: Recontextualisations in Greece and Cyprus at times of 'crisis'. European Education, 52(2), 132-145. https://doi.org/10.1080/10564934.2020.1765390

Priestley, M. & Philippou, S. (2020). Editorial. The Curriculum Journal, 31(1), 1-6. https://doi.org/10.1002/curj.22

Priestley, M. & Philippou, S. (2019). Editorial: Debate and critique in curriculum studies: new directions? The Curriculum Journal, 30(4), 347-351. https://doi.org/10.1080/09585176.2019.1670948

Philippou, S. & Priestley, M. (2019). Editorial: Beyond binaries in curricular discussions: what does it mean to argue for curriculum as at the heart of educational practice? The Curriculum Journal, 30(3), 217-222. https://doi.org/10.1080/09585176.2019.1635770

Priestley, M. & Philippou, S. (2019). Editorial: Curriculum is –or should be- at the heart of educational practice. The Curriculum Journal, 30(1), 1-7. https://doi.org/10.1080/09585176.2019.1598611

Charalambous, C., Philippou, S. & Olympiou, G. (2018). Reconsidering the use of video clubs for student-teachers’ learning during field placement: Lessons drawn from a longitudinal multiple case study. Teaching and Teacher Education, 74, 49-61. https://doi.org/10.1016/j.tate.2018.04.002

Priestley, M. & Philippou, S. (2018). Editorial of Special Issue: Curriculum-making as social practice: complex webs of enactment. The Curriculum Journal, 29(2), 151-158. https://www.tandfonline.com/doi/full/10.1080/09585176.2018.1451096

Kontovourki , S., Philippou, S. & Theodorou, E. (2018). Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus. The Curriculum Journal, 29(2), 257-276. https://doi.org/10.1080/09585176.2018.1447308

Theodorou, E., Philippou, S., & Kontovourki, S. (2017). Caught between worlds of expertise: Primary teachers amidst official curriculum development processes in Cyprus. Curriculum Inquiry. http://dx.doi.org/10.1080/03626784.2017.1283591

Philippou, S., Papademetri, C. & Louca, L. (2015). ‘The exchange of ideas was mutual, I have to say’: negotiating researcher and teacher ‘roles’ in an early years educators’ professional development program on inquiry-based mathematics and science learning. Professional Development in Education, 41(2), 382-400. [Special Issue ‘The Professional Development of Early Years Educators’, Jane Waters and Jane Payler as Guest Editors]

Philippou, S. (2014). ‘Curriculum Studies’ in Cyprus: a research agenda for curriculum, bildung and didaktik as challenges of translation and re-contextualisation. European Journal of Curriculum Studies, 1(1), 83-99.

Philippou, S., Kontovourki, S. & Theodorou, E. (2014). Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus. Journal of Curriculum Studies, 46(5), 611-633.

Philippou, S. & Karagiorgi, Y. (2014). Φιλοσοφικοί προσανατολισμοί των αναλυτικών προγραμμάτων δημοτικής εκπαίδευσης στην Κύπρο (1996/2010): Ζητήματα συνέχειας και αλλαγής [Philosophical orientations of the official primary curricula in Cyprus (1996/2010): issues of continuity and change]. ΣυγκριτικήκαιΔιεθνήςΕκπαιδευτικήΕπιθεώρηση [Comparative and International Education Review], 22, 63-100.

Philippou, S. & Theodorou, E. (2014). The ‘europeanisation’ of othering: Children using ‘Europe’ to construct ‘others’ in Cyprus. Race, Ethnicity and Education, 17(2), 264-290.

Philippou, S. (2012). ‘Europe’ as an alibi: An overview of 20 years of policy, curricula and textbooks in the Republic of Cyprus - and their review. European Educational Research Journal, 11(3), 428-445. [Special Issue on: The European Curriculum: restructuring and renewal with Guest Editors: Kirsten Sivesind, Jan Van Den Akker & Moritz Rosenmund]

Philippou, S. & Klerides, E. (2010). Greek-Cypriot educational policy and curricula 1960-2010: on movement and stability in constructing national identities. Cyprus Review, 22 (2), 219-233. [Special Issue ‘The State of Cyprus: Fifty Years after Independence’ with C. M. Constantinou as Guest Editor]

Φιλίππου, Σ. (2010). Το εγχείρημα της αναμόρφωσης νέων αναλυτικών προγραμμάτων για τα δημόσια σχολεία της Κυπριακής Δημοκρατίας: προσέγγιση, ζητήματα και προκλήσεις. Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση, 14, 164-172.

Philippou, S. (2009). Greek-Cypriot pupils’ representations of national others: a study of the impact of ‘Europe’ in a primary school curricular intervention. Mediterranean Journal of Educational Studies, 14 (2), 117-160.

Philippou, S. (2009). What makes Cyprus European? Curricular responses of Greek Cypriot Civic education to Europe. Journal of Curriculum Studies, 41 (2), 199-223.

Philippou, S., Keating, A., Hinderliter Ortloff, D. (2009). Conclusion to Special Issue: Citizenship Education Curricula: Comparing the multiple meanings of supra-national citizenship in Europe and beyond. Journal of Curriculum Studies, 41 (2), 291-299.

Keating, A., Hinderliter Ortloff, D. & Philippou, S. (2009). Introduction to Special Issue: Citizenship Education Curricula: changes and challenges in global and European integration. Journal of Curriculum Studies, 41 (2), 145-158.

Conference Proceedings

Sarakinioti, A. & Philippou, S. (2018). Τοπικοί χώροι και Ευρωπαϊκή Εκπαιδευτική Πολιτική: Γνώση και Πρότυπα Ταυτότητας σε Προγράμματα Αρχικής Εκπαίδευσης Εκπαιδευτικών Ελλάδας και Κύπρου [Local spaces and European Educational Policy: Knowledge and Identity Norms in Initial Teacher Education Programmes in Greece and Cyprus]. In Symeou, L., Thanos, Th. & Vryonides, M.(Eds.), Τόμος Πρακτικών του 3^ου Πανελλήνιου Συνεδρίου Κοινωνιολογίας της Εκπαίδευσης «Δημόσια και Ιδιωτική Εκπαίδευση» [Proceedings Volume of the 3^rd Panhellenic Sociology of Education Conference entitled Public and Private Education] (pp. 532-545). (Available at: https://1drv.ms/b/s!As5vmLLOBhJvvb904ohkRljPBrpkTA). Nicosia: European University Cyprus.

Tampouras, A. Panteli, Th. & Philippou, S. (2018). Διερευνώντας διαφορετικές κατασκευές του επαγγελματισμού εκπαιδευτικών κατά την πρώτη εφαρμογή του Νέου Συστήματος Διορισμού Εκπαιδευτικών στην Κύπρο.[Exploring different constructions of teacher professionalism during the first implementation of the New Teacher Appointment system in Cyprus]. In Symeou, L., Thanos, Th. & Vryonides, M.(Eds.), Τόμος Πρακτικών του 3^ου Πανελλήνιου Συνεδρίου Κοινωνιολογίας της Εκπαίδευσης «Δημόσια και Ιδιωτική Εκπαίδευση» [Proceedings Volume of the 3^rd Panhellenic Sociology of Education Conference entitled Public and Private Education] (pp. 569-585). (Available at: https://1drv.ms/b/s!As5vmLLOBhJvvb904ohkRljPBrpkTA). Nicosia: European University Cyprus.

Olympiou, G., Charalambous, C., & Philippou, S. (2017). Συγκρίνοντας τον διδακτικό σχεδιασμό και τη διδακτική πρακτική εκπαιδευόμενων εκπαιδευτικών κατά την πρακτική τους άσκηση: εμφάσεις και ιδιαιτερότητες. [Comparing student-teachers’ design and teaching during their field placement: emphases and particularities]. In L. Kyriakides, N. Tsaggaridou, S. Orfanos, E. Solomou, E. Papaleontiou-Louka, L. Symeou & H. Phtiaka (Eds.), Τόμος πρακτικών του 14^ου Συνεδρίου Παιδαγωγικής Εταιρείας Κύπρου «Εκπαίδευση, Διεπιστημονικότητα και Σύγχρονος Κόσμος: Ο Ρόλος και η Συνεισφορά της Εκπαιδευτικής Έρευνας» [Proceedings of the 14^th Bi-annual Conference of the Cyprus Pedagogical Association entitled Education, Interdisciplinarity and the Contemporary World: The Role and Contribution of Educational Research] (Available at: https://drive.google.com/file/d/0By3MHWf-3yJpTVZfUkhRdUpWYVE/view). Nicosia: Cyprus Pedagogical Association.

Theodorou, E., Philippou, S., & Kontovourki, S. (2016). Εκπαιδευτικοί επαγγελματισμοί, λόγοι και αναλυτικό πρόγραμμα: Ερμηνείες και συνεπαγωγές για εκπαιδευτική αλλαγή [Teacher professionalisms, discourses and curriculum: interpretations and implications for educational change]. In ΠολιτικέςκαιθεσμοίτουΥπουργείουΠαιδείαςκαιΠολιτισμούτατελευταία 50 χρόνια (ΠρακτικάΕπιστημονικούΣυνεδρίου)[Policies and institutions of the Ministry of Education and Culture in the last 50 years] (pp. 200-214). Nicosia: Ministry of Education and Culture.