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The humanistic approach to education has become so popular in modern society that teaching methodology, as a discipline and subject in the university curriculum, has been oriented to this approach. In view of frequent complaints in recent years about the poor ability of students to apply the knowledge they acquire during their education, it seems universities are adopting the Western trends and strive to provide students with as much teaching methodology as possible. However, the question that every graduate student starting work as a teacher asks him/herself is whether the humanistic approach can still be applied in an actual classroom situation? In addressing this question, the article aims to define what humanistic communication actually represents and to determine the differences between the humanistic versus the so-called traditional communicative approach to teaching.
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Based on data from a social survey conducted in the framework of the project “Educational Inequality and Social Chances: Strategic Objectives of the Reform of Bulgarian Secondary Education”, the article reflects on two questions: 1) what are the basic principles of the institutional organization of educational practices whereby the school contributes to the production and reproduction of social inequalities? and 2) in which categories should we think of the alternative social function of the kind of school that does not support and does not legitimate the division of society into privileged and unprivileged, but instead contributes to the stability of the social connection between different groups and strata.
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The present study aims to describe the influence of the education level on the experience of stigmatization and the life perspectives’ priorities of Roma youth aged 14 – 25 living in the Faculteta Roma neighbourhood in Sofia. The survey is based on quantitative questionnaires, adapted and/or constructed to measure the experience of stigmatization and life perspectives. The survey was conducted in two stages: in 2002 and in 2017 with a total of 256 participants. The results show that in 2017, the highest percentages of participants agreeing with the statements describing both aspects of the experience of stigmatization are registered among these with high school education due to their increased exposure to contacts with majority representatives in a context different than the Roma neighbourhood. Furthermore, the largest changes in Roma respondents in terms of emancipation from family and community influence are observed among Roma youth with high school education.
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The article is based on a large-scale study of young people leaving or left alternative care in Bulgaria. As one of the high-risk groups out of the public spotlight, they concentrate a series of problems that remain “invisible”: broken family relations, that lead to a lack of support from parents or relatives, a lack of skills for independent living, that offsets institutional reflex of the learned helplessness they manifest. Education for them is a possible way out of the status of one of the most vulnerable groups in society, but it too often falls victim to the frightening inter-institutional irresponsibility shared between the social services in which these young people live and the schools where they study.
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The article presents results from a survey conducted among students in different types of schools in Bulgaria. The text examines the dreams that the participants share, their desired places of work and their understandings of success. This is achieved through an analysis of the way questions (open for free expression of opinion) are answered in the questionnaire. A specificity of the ‘elite’ schools is presented, and the difference in terms of students’ plans for the future is articulated. These results are associated with a wider set of research on student aspirations that are grasped as capability or in their relation to the specific social setting of their construction.
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In this article, I would like to sketch out the everyday life of a middle school in a priority education zone, seen through the lens of the little-known figure of the educational assistant, as well as some of the mechanisms of inequalities that it reveals. The paper draws on my ethnographic research (2014-2015) in such a school in Normandy, France. I pay special attention to the ‘inequality of treatment’ and its two main aspects: inequality of resources and inequality in relation to the ‘school climate’, and view the school environment as a place of confrontation and articulation of several professions, two of which are intimately linked (Perrenoud, 2010). I apply Perrenoud’s sociological theory of the ‘occupation pupil’, which is defined as mastering the ‘rules of the game’, as having the ability to fulfill the role of a pupil without disrupting the order or requiring special care (Sirota, 1993). This theoretical framework allows us to consider the differences between pupils primarily as unequal distances between their individual, family and social habits and the school requirements, norms and regulations in daily work. The ethnographic examples I present trace the subtle processes that transform a school not only into a space of production and reproduction of inequalities, but also into one of violence in the sense of Dubet (Dubet, 2002).
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The article analyzes the status of the social sciences and humanities in Bulgaria in the context of the growing pressure of the market on university education and research. The author claims that this pressure leads to a severe reduction of the field of humanities and social sciences in education and research. It is argued that humanitarian education is important for every university curriculum because it promotes civic competence and helps the functioning of democracy.
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The article deals with the influence of information-educational environment on gifted child’s development. The study was carried out on the basis of the Laboratory of informational technologies of education in Kharkiv Regional Specialized Boarding School of the 2nd – 3rd degrees “Giftedness”. The directions of the activities of the Laboratory of informational technologies of education have been revealed. They included: introduction and integration of distance learning into educational process, organization of distance learning through cooperation with institutions of higher education (dual education); creation and replenishment of methodical-informational resources of school; ensuring sustainable functioning and development of computer network, use of new means of informational technologies; software and technical, methodic and organizational support of educational computer classrooms and computer equipment; providing school representation in world informational space; support of projects that include use of new informational technologies and Internet; funding educational software; researching the effectiveness of using software tools etc. The requirements to information-educational environment and organization of gifted children’s work have been determined. They are development of informational culture and competence of the participants of the environment, its orientation on monitoring of development of child’s giftedness, harmonization of relationships between participants of educational process, strengthening school ties with the external environment.
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Increasing the level of foreign language in students of high school and its importance in the educational process are motivated by the importance for the practical implementation of academic integrity in the educational and scientific environment. It is argued that effective study of foreign languages by future specialists, who receive education in various non-philological specialties, becomes especially relevant, as in processing of practically-oriented works of foreign scientists for writing research, teaching and creative works purposefully or with no understanding that copyright are infringemented, give out other people's ideas, thought as their own and thus violate academic integrity, reduce educational process’ quality. Therefore, the state of development of the problem in pedagogical theory and practice has been clarified; an empirical study was conducted to examine the interdependence between students' English proficiency levels and the academic integrity use; the teachers’ competence in teaching pedagogical skills related to modern academic writing, academic plagiarism prevention, the basic normative provisions of academic integrity understanding have been improved. A study was conducted with the participation of 58 third-year students of the specialty “Social Work” and “Psychology” and 18 teachers of the Departments of Psychology and Social Work and Foreign Languages and Information and Communication Technologies of Ternopil National Economic University. It is concluded that in order to eradicate academic plagiarism in high school, it is advisable for teachers who study professionally oriented disciplines and business professional foreign language with students to introduce rules and norms of academic integrity into the educational process of future professionals.
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The article theoretically substantiates, develops and experimentally verifies pedagogical conditions for forming the leadership position of future engineers in higher education institutions of technical profile. The concept of the leadership position of a future engineer was first defined as a conscious willingness to fulfill the role of a leader and the totality of all relations of his personality to the reality formed in a certain system of group relationships generated by this awareness. The basic components of a leadership position are defined: motivational-value, cognitive, activity and personal. It is experimentally proved that pedagogical conditions of formation of the leadership position of the future engineer in the institution of higher technical education are: involvement of students in practical independent activity, which involves the application of organizational, communicative, cognitive, reflexive skills and causes the manifestation of their leadership; modeling of professionally oriented tasks, which require students to choose the best ways of leadership influence in situations of dialog and group interaction; nurturing a valuable attitude to leadership in out-of-class and classroom work.The model of realization of pedagogical conditions of formation of the leadership position of future engineers in institutions of higher technical education has been developed, which includes the purpose, methodological approaches, methodological support of the realization of pedagogical conditions, estimation of levels of formation of leadership position in future engineers. The special importance of the complex and consistent introduction of pedagogical conditions in work with future engineers is shown.
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The values promoted by sport (fair play, integrity and respect for others) can be undermined by practicing illegal, national / international practices, as well as by arranging matches. One of the basic principles of sports law is the prohibition of illegal influence on official results obtained in large-scale competitions. According to the Council of Europe "arranging matches is a threat to contemporary sport", as the phenomenon can usually attract large criminal networks with negative, major implications on sports entities, supporters, fans and athletes. In July 2014, the Council of Europe adopted the Convention on the manipulation of sports competitions being open for signature to the European countries, as well as to those outside it (Republic of Moldova being the 22nd state to concede this document). This treaty has the mission to prevent, identify and apply sanctions to those who violate the discipline in this regard and who proceed to manipulate the official sports results. In this context, there is a need for close collaboration between the public authorities, those responsible for organizing international sports competitions, in order to prevent undermining sports values and official results by arranging matches.
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Changes in the existential situation of the humanity are increasingly testifying to their multidimensional, unpredictable and complex nature. Such complex entities as a society and a person not only demonstrate their multidimensionality and potential for development, but also need a different methodology for understanding them. The complexity concept allows to analyze existing problems looking at them in the context of probability and contingency. Complexity represents the reflection of the cognitive process itself, which is constantly transforming, generating unexpected meanings and opening up new facets of the modern world.The article analyses the possibilities of the methodological potential of the complexity concept for the education modernization, which would take into account the variability and complexity of both the society and the human world. Education as a public institution is in the state of constant changing and reforming. The educational process is based on the understanding of knowledge as an open and incomplete one, which is in the process of development. Under such conditions, education is considered as an innovative environment that contributes to the formation of innovative characteristics and innovative thinking among all participants in the educational interaction. Its value for modern education lies in the fact that, firstly, it offers a model of a person’s self-development in the rapidly changing and evolving world and secondly, it addresses the most important worldview problem – a person’s search for his place in this world.
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The article analyzes the concept of pragmatism as a kind of postmodernism, compares its main features with other world. Today, there are a large number of scientific and philosophical movements that are trying to comprehend the sphere of education, which includes the concepts we are studying. The problems of defining such concepts as “truth” and “knowledge” in the modern world are determined by the current realities of modern society, which are led by significant informatization and globalization, which are becoming the basic and inextricable part of postmodern society with all its features. The main difficulties that arise in the process of mental activity and cognition are considered. These phenomena are analyzed in the context of pragmatic activity. During the research, the scientific works of the main representatives of the theory of pragmatism were considered. The main steps were identified that sequence of implementation in the process of obtaining knowledge. These stages and sequence are grouped into a “research theory”, in which each stage is inextricably linked to the basic concepts of the modern theory of pragmatism as part of a postmodern concept. These statements have been confirmed by research by leading authors in this field.
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The article discusses the current state and development prospects of the Department of Social Sciences and Ukrainian Studies of Bukovinian State Medical University. The purpose of this study is to argument and to describe the periodization of the department’s history as well as highlight the main characteristics of development and processing of all different stages of further work. Relevance is dictated by the need to determine the role of the Department of Social Sciences and Ukrainian studies for the humanitarian sphere of Ukrainian universities. The method of work is based on the analysis of historiographic publications, archival materials, research on the current state of the humanities. Conclusions. An analysis of the logic of the historical development of the department confirms the periodization of the work of this structural unit of the Belarusian State Medical University for the humanitarian profile proposed in the introduction: a) 1944–1991, b) 1991–2013, c) 2013 today. The party ideologization of the first period and the restructuring of the structure and system of teaching at the department in the second period are emphasized. The essence of the third period is based on a comprehensive philosophical and methodological, cultural, socioeconomic, spiritual, valeological and philological studies of the role of Ukrainian studies as a holistic knowledge system in shaping the worldview of future specialists-patriots of Ukraine. Anthropocentrism is becoming one of the main directions of future work, as well as the main problems of the humanitarian development of Ukrainian society: historical, cultural, linguistic, literary and philosophical. In these areas is the prospect of the development of the department.
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The paper investigates the problem of the information competence formation of primary school teachers in the postgraduate education. It reveals the essence of the concept of "information competency of primary school teachers". The aim of the article is to substantiate and experimentally test the methodology of the information competency formation of primary school teachers in the postgraduate education. 710 advanced training course participants of various institutes of Ukrainian postgraduate pedagogical education took part in the initial stage of the experiment; 106 primary school teachers of Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education participated in the formative stage of the experiment. It was determined that the main criteria for the information competency formation of primary school teachers are the formation of motives for successful studying, cognitive interest in postgraduate education, the need for self-development and self-expression; the system of information knowledge, skills and abilities, mastery of information and communication technologies, focus on further self-development. The paper indicated the positive influence of the original methodology on the dynamics of the information competency constituents of the teachers from the experimental group: the number of teachers with high and middle levels increased by 12.6% and 21.1% under the motivational and value-based component; by 22.1% and 18.0% under the procedural and conceptual component; by 15.9% and 18.9% under the regulatory and reflexive component. This indicates the superiority of the original methodology over the existing one in the formation of information competency of primary school teachers in the postgraduate education.
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In this study, the effect of the geography curriculum enriched with virtual reality applications on the teacher candidates' interest towards the course, academic achievement and tendency to use information technologies were examined. In the study in which both face-to-face and online learning environments were employed, in-class activities were conducted with virtual reality (VR) applications, and extracurricular activities were carried out with Google Classroom. In the study designed with single group pretest-posttest experimental design, a mixed-method approach in which quantitative and qualitative methods are used together was adopted. A total of 27 teacher candidates participated in the study that lasted for six weeks. The results obtained from the study revealed that the curriculum created a significant difference in teacher candidates' interest in the course, their academic success and their tendencies to use information technologies in their future classes. Teacher candidates stated that they were satisfied with the activities carried out with virtual reality and Google Classroom applications and that the geography curriculum supported by technology is effective in their learning processes.
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The aim of the research is to substantiate, design pedagogical system of future English teachers’ professional image forming at pedagogical institutions of higher education and verify experimentally its effectiveness. The research was conducted within the mixed methodology in two stages: theoretical and empirical. In the context of theoretical stage the essence of the professional image of English teacher was defined, based on personality’s role theory, its structure was clarified and pedagogical system of its targeted forming at pedagogical institutions of higher education was developed. Research findings made it possible to identify pedagogical factors influencing the future English teachers’ professional image forming as well as pedagogical conditions, which allow achieving positive results in the process of its formation at pedagogical higher educational institutions. Obtained theoretical results have been introduced into the educational process of pedagogical higher educational institutions of Ukraine within the pedagogical experiment (empirical stage) in order to be experimentally testified. Statistical processing of obtained experimental data ensured the validity and objectivity of the research results and verified the effectiveness of the proposed pedagogical system. The research results point to the fact that the proposed pedagogical system provides the high quality of image training of future English teachers’ at higher pedagogical educational institutions.
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Globalization as a phenomenon of the modern world in recent years has spread to the educational system. Under these conditions, new values of the mechanism of education were formed and formed: the first is aimed at recognizing education as the most important principle of cultural genesis, and the second, on the contrary, suggests a decline in interest in education as a means of creative self-realization. These contradictory positions are global in nature, but do not depend on the national-state and cultural characteristics of educational systems. The trend towards globalization is manifested in the following areas: the development of the global economic environment, the emergence and mass distribution of PCs and the Internet, as well as the involvement of the educated population of non-European countries such as India, Japan, South Korea, China in the scientific and technological process. At the same time, the leading trend is the intensive growth of cultural diversity as independent entities. Since education is an integral part of any modern person, the educational sphere is influenced by those trends that characterize global dynamics, as well as determine general and individual worldview and moral dominants, affecting individuals in the design of world order. Globalization is a fairly new state of world organization and evidence of the formation of a new type of culture. However, its origins and trends have long been deeply embedded in the bowels of culture, it demonstrates the general nature of globalization, and manifests itself through cultural universals. Their most significant component is generally accepted sociocultural values, which can become the basis for the development of modern society.
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Non-formal learning in ICT refers to various situations that are not covered by the classical schooling system: either the students want to learn something that is not in the curricula offered by their schools, either they want to enhance the knowledge acquired at school. Moreover, non-formal methods offer a friendly environment oriented to learning and acquiring not only the desired competencies, but also cross-competencies like cooperation, critical thinking, innovation, entrepreneurship and other life and career-oriented skills. From this point of view, this paper will present a case study of a non-formal educational entity in ICT (Coding with Patience) which focuses on enhancing programming competencies of young people. This is a private initiative that promotes collaborative learning, aiming to offer equal opportunities through inclusive education. The present outcomes of the initiative will be compared with its objectives and further development directions will be detailed.
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