55 години квалификация на учителите в Стара Загора
The report examines the historical aspect of the creation and development of institutions designated for postgraduate studies and continuing education of teachers in Stara Zagora.
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The report examines the historical aspect of the creation and development of institutions designated for postgraduate studies and continuing education of teachers in Stara Zagora.
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The article summarizes 12 years of experience working on international projects with in the Department of Information and In-Service Teacher Training at Trakia University in Stara Zagora. Described are the main international projects under the Sixth and Seventh Framework Programme, the Programme Lifelong Learning projects under the Structural Funds, PHARE and other programs financed by EU and national funds.
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This paper presents a survey of the key modern concept of life-long learning in its relations to development of education. The specifics of the transition from a traditional educational paradigm to new educational principles and strategies are clarified. A special analysis is applied to the conceptual meaning of “life-long learning”, its main forms and varieties, as well as the leading approaches and interpretations of its features in modern sociocultural context.
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This paper presents a study on the need to develop forms of training for teachers and other educational professionals who wish to acquire competences in working with gifted children and students. The study has been conducted with participants in the course “Professional Development and Support Training for Outstanding Educators”. Constructivism provides opportunities for applying relevant research methodology, and obtaining systematic results. Problems and perspectives in working with gifted children and students are outlined. Conclusions about the competences of pedagogical specialists are drawn, and teachers’ pertinent personal characteristics are singled out.
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Educational policies at both European and national levels have recently reflected real changes in the preparation, ongoing training and professional development of teaching staff. Our focus is directed towards training and qualification of resource teachers for the introduction and implementation of assistive devices and technologies in the educational process of children with special educational needs.
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This study presents ideas for the didactic functions of history. Understanding for the current place of history is acquired through a comparative analysis of teaching history in Bulgaria and Turkey. The emphasis is on the capacity of social sciences to perceive historical facts, events, processes, phenomena and behavior of individuals or communities through empathy.
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The article presents key andragogical requirements for preparing and teaching courses for adult learners. It addresses the question of what a teacher should know if they embark on the adventure of teaching adults. Only those typical features of adult learners which define the specificity of teaching and learning process are discussed here. The effects of losing motivation for learning in adults are analyzed. Some pertinent approaches and solutions to aid adult learners are offered.
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The article addresses the processes of individualization of teaching and learning, and promotion of autonomy in the classroom through the development of a student portfolio. This model allows students to acquire competences for self-discovery, boost their self-esteem and stimulate their sense of self-appreciation.
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Content and Language Integrated Learning (CLIL) is a relatively new pedagogical approach that focuses on the teaching and learning of a non-linguistic subject through the means of a foreign language. It has been defined as a “dual-focused” approach that stresses the acquisition of both subject and language matter as two equally important aspects in the educational process. The aim of the paper will be to discuss opportunities for implementing CLIL in higher education and to present the results of a case study conducted with primary education students at the Faculty of Education, Trakia University, Stara Zagora.
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The author of this article was motivated in her choice of theme by the underlying conviction supported by experience that interactive methods procure faster and more effective acquisition of course content. Interactive methods provide greater opportunities for achieving the educational goals of fostering confident individuals to enter their professional life with the necessary training and responsibility. The methods also allow students to find themselves in a creative environment. The teacher stimulates students’ natural strive for knowledge and guides them in their work. Thus, with combined efforts, the educational process is organized around learners who move the focus of being an object of training to assuming the responsibility of an active agent. Therefore, a learning environment is created which enhances the successful implementation of knowledge and skills and their successful application is put into practice. In today's educational process the learner can and should participate actively and make informed and independent decisions about their own learning.
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The article discusses the didactic component "homework" as a social platform for developing cognitive and communication skills, interpretation and self-affirmation. The results from an empirical study on homework‘s social role and any related expectations are presented here as elements of the successful self-realization of the pupil. The prognostic analysis we apply here relates to the content and structural design of homework in regard to the needs and development of society.
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In this report I will present my teaching experience for cyber bulling – a disturbing phenomenon observed among young people which is spreading rapidly. I will present a plan for cyber bullying prevention and methods for implementing it.
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Da je sustavna naobrazba mladih, ali i cjeloživotno obrazovanje odraslih, jedan od primarnih društvenih ciljeva, opće je poznato. Iz takvoga društvenog stava proizlaze dobrobiti kako za pojedinca koji se obrazuje, tako i za društvo u cjelini. Zato su i u prastarim ljudskim zajednicama polagane velike nade u napredak koji dolazi s naobrazbom. Nije stoga čudo što je naobrazba ponajprije bila rezervirana za odabrane, koji su ju sebi mogli priuštiti, ili za one koji su društvu bili najpotrebniji (kao što su, primjerice, svećenici, koji u starini nisu bili samo duhovni pastiri, nego i mislioci, i upravljači društvenih kretanja i još m nogo toga).
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This study discusses the knowledge about, perceptions of, and interaction with the Japanese culture of Japanese language L2 learners who are majoring in Japanese at the undergraduate level in Turkish universities. The field survey was conducted with 298 undergraduate students in a Japanese Language Programs in early 2019. The data were collected using a structured questionnaire. As a result, it was confirmed that the participants acquire a wide range of academic knowledge about Japanese culture during their undergraduate education, and their perceptions of Japanese culture are based on historical and social facts as well as popular culture. However, the students have little interaction with Japanese culture in daily life. In the light of the data obtained in the research, Japanese cultural perceptions of the Japanese L2 learners were classified into typologies and discussed in terms of knowledge, perceptions, and interaction.
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Despite the wide array of previous research in the area of interventional pragmatics studies, the question of what type of instruction best promotes learners’ pragmatic interlanguage development has yet to be explored. With the aim of exploring L2 English learners’ speech act behavior in complimenting and compliment responding, the present study sought to determine the relative effects of inductive and deductive instruction using structured input activities within the framework of Processing Instruction. To accomplish this goal, three intact classes of the same proficiency level were randomly assigned to inductive instruction, deductive instruction, and a control group with no instruction. Data were collected through a written Discourse Completion Task followed by a Self-Assessment Questionnaire for Compliments and a multiple-choice Metapragmatic Assessment Questionnaire for compliment responses administered using a pre-, post-, and delayed post-test design. Findings revealed that both experimental groups showed improvement compared to the control group; however, the effects of instructional treatment varied across test types.
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Pragmatics is an area that may be underrepresented in ESL/EFL teaching. This study aims to investigate to what extent pragmatics is taught in an international EFL setting. For this purpose, 28 class sessions taught by 17 teachers from seven different cultural backgrounds were observed for their inclusion of pragmatic features in their classes. The results indicate, despite teaching in an international school setting, these teachers did not make pragmatics an important component of their teaching. Pragmatics accounted for only 8.5 percent of the total observation time and when dealt with, it was handled incidentally when there was a moment to emphasize a pragmatic feature or when the textbook included a section or task relevant to pragmatics. Teachers’ incidental treatment of pragmatics signals its importance in language teaching. Thus, suggestions are made to include pragmatics in materials in EFL programs and in teacher education programs.
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The aim of this research is to investigate the effect of student-centered teaching practices on the development of speaking skills. In this direction, 24 experimental studies, which met the inclusion criteria and were conducted between 2005 and 2022, were examined in terms of various variables by meta-analysis method. The total sample size of the studies included in the meta-analysis consisted of 1192 students, 600 students in the experimental group and 592 students in the control group. Comprehensive Meta Analysis v2.0 (CMA) statistical program was used to determine the effect sizes, publication biases, heterogeneity levels and moderator variable analyzes of the studies. Yök National Thesis Center, Ulakbim Social Sciences Database, Google Scholar and ResearchGate databases were used to collect the data. As a result of the analysis, it was seen that the studies included in the meta-analysis were heterogeneous. In the analysis of the data, the Random Effects Model was used depending on the heterogeneity rate, and the effect sizes were calculated with Hedge's g. According to the results of the analysis, it was seen that the effect of student-centered teaching practices on the development of speaking skills had a strong effect (Hedge's g = 1.375). On the other hand, the moderator variables of the study (level of education, year of publication, type of publication, sample size, duration of the experiment, type of speech, teaching practices) were also examined, and it was determined that the variables, except for the sample size, did not differ statistically significantly.
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The present study aims at proposing an overview for Writing Education Studies in the last ten years (2010-2020). Following this objective, 136 studies published in the last ten years in Reading and Writing, Reading and Writing Quarterly, and Journal of Writing Research journals, which publish effective works on writing education, were analyzed within specified categories. Bibliometric analysis and content analysis were employed for data analysis. According to the findings, the country with the highest number of publications is the USA; the most studied topic is the effect of the intervention on writing, and the most frequently studied group is middle school. Accordingly, the methodology was not defined in the majority of the studies. Quantitative methods were the most frequent methods. To the studies, the data was mainly collected through student texts. And descriptive statistics was also the most frequent data analysis method. Pedagogical implications are suggested based on the results obtained.
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Background/purpose – Musical art has great potential for developing a child’s personality. Research around the world confirms that the inclusion of musical art stimuli has a positive impact on preschool children and brings multiple benefits. However, it needs to be led by a teacher who is competent pedagogically, but who is also equally competent artistically. The aim of the research was to examine the use of works of musical art in preschool education in Slovakia from the perspective of preschool teachers. Materials/methods – Questioning was used to meet the survey aim. The research tool was a questionnaire constructed by the authors. In total, 366 kindergarten teachers responded to the questionnaire. A quantitative research design was employed in the study. Results – From the results of the research, it is possible to state that there is a higher than average level of the current status of musical art used in preschool education. The opportunities for kindergarten teachers to acquire knowledge of musical art in their preservice training or other forms of education were found to be below average. The attitude of kindergarten teachers towards musical art can also be described as below average. Opportunities to gain expertise in musical art were shown to statistically, significantly, and positively predict kindergarten teachers’ attitudes toward musical art. It was also confirmed that the kindergarten teachers’ attitude towards musical art statistically, significantly, and positively predicts the use of works of musical art in preschool education. Conclusion – The research findings point to the need to increase opportunities for kindergarten teachers to acquire professional knowledge in musical art. The results of the research may be a stimulus for further research, such as analysis of preschool teachers’ responses in terms of their age and pedagogical practice in order to estimate the development of the current state of using works of musical art in preschool education.
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Background/purpose – The extent and mechanisms through which studying abroad influences international students’ opinions towards the host country and its people remain a relatively understudied area. Drawing upon intergroup contact theory and Bourdieu’s concept of “habitus,” this study aims to fill this gap by examining the impact of studying in Shanghai on the opinions of Thai tertiary-level students towards China and the Chinese people. Materials/methods – This study employed a counterfactual method to assess the influence of studying in China on the attitude change of Thai students. To evaluate this impact, two pre-pandemic samples were collected, one from Thailand and the other from China. Results – The double-robust IPWRA estimator used in the study found that direct experience with the Chinese people and China’s development in Shanghai significantly improved the Thai students’ attitudes towards China and the Chinese people by around 20%. Moreover, individuals whose fathers were involved in business or regularly navigate market risks and opportunities exhibited a higher sensitivity to changes in their opinions towards China. However, individuals whose fathers possess cultural capital and had stable employment demonstrated a heightened sensitivity to changes in their attitudes towards the Chinese people. Conclusion – Both intergroup contact conditions and students’ social origins were key factors that influenced nuanced attitude changes of international students towards their host country and its people.
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