Αξιοποίηση της γνώσης και των αρχών του Αναλυτικού Προγράμματος στο γλωσσικό μάθημα και εφαρμογή στην καθημερινή πράξη

National Curriculum and Language Curriculum are part of teachers’ everyday life. This research tried to map primary school teachers’ views and beliefs, especially in language course, as it is suggested from Language Curriculum (2011), which is in use as supplementary to the National Curriculum (2013) and also for the N.C. apart. Twenty two participants from the wide area of Thessaloniki were questioned about their beliefs, troubles and their everyday fight, in order to literate their own students. They are equipped with their knowledge, experience and ideological view. As the research indicates, this equipment influences not only the way they teach but also their point of view in new teaching approaches of Language Curriculum (2011). Teachers ask from the State to provide them what is necessary to achieve the new goals through educational programs for teachers. Data from the interviews were analyzed qualitatively and transcribed from the recordings. Characteristic words, phrases and sentences were identified, and attributed the appropriate codes which carry functional definitions. Then, the codes were grouped into categories and these were incorporated into broader thematic categories. The survey results have been analyzed and contrasted with similar ones in order to extract conclusions which will lead to new researching questions.