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This paper aims to problematize and conceptualize the teaching approaches used by two trainers in the Applied Linguistics MA program at the Alexandru Ioan Cuza University of Iași, Romania. Data collection was undertaken during the first semester of the academic year 2017-2018 for approximately two months during which I attended the first module of my master’s studies as a post-graduate student. The approach adopted combines a conventional literature review with the examination and discussion of two case studies incorporating post-observation field notes and teacher questionnaires for the purpose of triangulating data and methods. The paper lists findings consistent with the idea that the Romanian teacher education program helps trainees develop a reflective stance on their pedagogical practices through micro-teaching and presentation opportunities. Both courses have similar ultimate aims and rely on a non-hierarchical teacher-student relationship, using teaching and presentation sessions embedded in the training classroom to bridge the gap between theory and practice. The ultimate aim of the present study is not to persuade anyone to flip a classroom or let students embark on micro-teaching, but rather to provide potential readers with feasible resources should they decide to modify a university course or a pre-university lesson using one of the approaches described herein.
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Family-mediated early interventions (FMEI) as a natural communicative model is effective in addressing the needs of children with developmental disabilities and enhancing parents’ competence in supporting parent-child social interactions. The article presents 2019 cross-sectional study conducted in Varna, Bulgaria with 40 parents and 40 children participating. The study aims to explore the relationship between FMEI service use, parental capacity and children’s social functioning and adaptive skills. Results indicated a significant progress in 2–3-year-old children. FMEI prove to be effective and meaningful for parents and their children.
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This paper presents a pedagogical model for academic journalism and mass communication education that is based on visual and media literacy. The work contributes to the discussion of post-truth issues that continue to challenge traditional ways of teaching journalism, media literacy and visual communication in the digital age. The learning model theoretically deconstructs visual information disorder, from new forms of visual text to an examination of economic, ideological and power relations in journalistic products. Its aspect is based on projects for the practical improvement of visual, media and communication skills. The ultimate goal of this pedagogy is to develop students’ knowledge and skills so that, for each news story, they are interested in questions relating to the accuracy of sources, patterns of visual communication and ways of conveying meaning.
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Recently, in the field of education, there has been a serious problem associated with the motivation for learning among schoolchildren and students. This is evidenced by the statistics of surveys of teachers and parents, which are similar in that there is a tendency to reduce the motivation to acquire new knowledge among children and adolescents, which, as a result, leads to a decrease in the overall level of education and training of specialists in various fields. The text analyzes theories of motivation, the concept of gamification and the principles of its use in the learning process are explored, as well as the relationship between motivation for learning and the gamification of the process. The author attemps to identify the main motivation theories and suggests options for using them in the development of software products for schools and higher educational institutions.
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The dynamic development of the processes, which are realized in the modern societies – the diversity in the adolescent generations, the entering mass digitalization, the increased demands of the employers for knowledgeable, capable and experienced personnel, create serious challenges for the educational system and in particular for the higher education. In this environment, it is also necessary to rethink teaching methods in order to improve them.
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Initially, this paper illustrates the 20% fall between 2001 and 2021 in the population of The Province, The Municipality and within The City. It then goes on to illustrate that, despite an 18% fall in the number of school enrolments between 2011 and 2021, no schools were closed by The Municipality. The paper then indicates the two major problems arising from this lack of intervention: a large number of surplus places and a complex organisation and structure of schools; too many small school, large twoshift comprehensive community schools and problems recruiting specialist teachers. The paper then acknowledges that The Municipality has had no option other than to develop an expensive Funding Formula: the only real solution being to address the cause; i.e., the structure and organisation of the school system.
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The paper presents the main characteristics of the so-called reading comprehension. Analysed are the problems and deficiencies in teaching literature. Well known reading comprehension strategies are interpreted. The paper analyses the results from a representative study of the reading comprehension skills of students in the third grade. The author suggests ideas for the optimization of the methods for developing reading techniques, skills for understanding fiction and non-fiction texts, and for stimulating learners’ interest in books and reading. Various extracurricular activities are also recommended.
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French language teaching at university is celebrating its centenary in Slovakia. The Romance Seminary (now the Department of Romance Studies) in the Faculty of Arts at Comenius University in Bratislava was set up in March 1923 as one of the first language departments in Slovakia, and French has been taught there without interruption to the present day. The creation of the Seminary also had an important cultural impact: Slovakia, which was part of inter-war Czechoslovakia, joined the French-speaking countries of Central and Eastern Europe (such as Romania, Bulgaria and others) in the 1920s, where linguistic, but above all cultural and diplomatic relations with France played an essential role. The article examines the place of the Romance seminary in these cultural relations and traces the history of French studies: alongside professors at Czech universities, it was above all the French lector Léon Chollet, Anton Vantuch and Jozef Felix who made a substantial contribution to its development. Based mainly on archive documents and unpublished correspondence, the article focuses on these founding figures and reconstructs the main stages in the history of the Seminary between 1923 and 1974.
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Storytelling is the oldest form of teaching. Throughout the history of literature, British children’s literature of the 18th century has had a very didactic purpose and appealed more to the cognitive intelligence of the child than to his emotional side, to empathy, to the universe of perception, associations that all lead to imagination and free will. Having a sole purpose, that is educational, intellectual and formative, the literature of the time did not give any right to free expression, but only to means of expression for feelings and manners that society approved of. Therefore social tightness, the corset of etiquette was refraining children from expressing their own personalities.
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Cultural heritage is fundamental for the specific sense of own identity in individuals and communities, constituting a non-renewable common thesaurus all members of society need to conserve, protect, restore, and enhance via mobilizing people and institutions in the process, including the political, legal and administrative entities. Multiple contemporary changes in the socioeconomic and cultural contexts alter the perception, experience and transmission of cultural heritage, with new technologies and innovative attitudes calling for the public to become active participants, either in person or online. Valuing cultural heritage generates cohesion by putting people and democratic values at the centre of a cross- disciplinary, multi-sectoral and enlarged approach. Thus history, languages, and art become clear benefits of studying cultural heritage, enhancing all individuals’ capacity of reflection, critical thinking and lifelong learning.
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Europe’s cultural heritage is a rich and diverse mosaic of cultural and creative expressions, an inheritance from previous generations and a legacy for those to come. It includes natural and archaeological sites, museums, monuments, artworks, historic cities, literary, musical, and audiovisual works, and the knowledge, practices, and traditions of all citizens. The policy in this regard pertains to the member states, via regional and local authorities, but the EU is also engaged in safeguarding and enhancing this treasure through numerous programs. Teaching Cultural Heritage is a useful tool in searching for the historical and cultural roots, thus assisting in developing European Citizenship competencies in students, and educating them to understand diversity and the importance of an intercultural approach to life. Cultural Heritage topics pervade the curricula and point to the common roots of human civilization.
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The article considers the issue of research on the socialization of children with autism spectrum disorder (ASD). The socialization of people with ASD is a very difficult issue, this is confirmed by studies in the West that only 15% of this category can be independent, but still the presence of support is needed. There is insufficient research on this issue in the specialized literature. The results of the own research are presented and the main directions of psychopedagogical interventions are included, containing the activity with children, parents and teachers.
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We live in a world of technological innovation, in a digital age, and this has had an impact on all sectors of activity, including education and academic communication. This research defines technology-enhanced communication and analyses a few methods and instruments of digital means of communication in the university area, by mentioning its benefits and limitations. Furthermore, the article presents a case study, which reflects key considerations regarding technology-enhanced academic communication at a technical university from Bucharest, which aims to present aspects of digital communication in an intercultural academic context. In our society, any type of communication tends to become more and more digitalised and, that is why, universities as promoters of values, come to meet society’s needs, by the implementation of new communication methods, which make information more accessible in a very short period of time, for anyone, and which facilitates an increased interaction between students and teachers.
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It is necessary to take into account the natural development approach in which the interconnection between the stages of the child's development and the transition to different stages of preschool is emphasized. According to this approach, a child can be successful in the learning process only when he reaches a certain stage of development necessary for this process. Social, emotional and academic adaptation is significant for the child and exerts a direct influence on the formation of a positive attitude towards school, but the child can acquire socio-emotional maturity only when he is mature in development. Socio-emotional adjustment is important as a predictor of school adjustment, especially in the early school years. Also, the physical and mental development of the child must reach a certain degree of maturity so that he can benefit from school learning. Otherwise, learning becomes ineffective or, in cases of overloading the immature child, becomes even harmful. This does not mean that the mental development of children, the pace of this development cannot be accelerated or slowed down. To prevent failures, medical and psychological examination of children is necessary. This exam to identify the degree of school maturity is necessary due to the frequent discrepancies between the chronological age – the classic criterion of schooling - and the psychological (mental, motor, emotional, etc.) of the children.
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The article examines the problems of an integrated approach to the development of academic mobility in the system of training a special education teacher. The results of an experimental study are presented, which made it possible to find out the real state of readiness of future special teachers for academic mobility; to identify problems that have an inhibitory effect on this process. In general, they indicate the dominance of the student’s object position in the system of his professional development, so academic mobility is not perceived by them as an effective means of developing professional competence. This is confirmed by the results of a survey on the range of indicators of existing experience in academic mobility, the attitude to it as a factor of the quality of professional development and the presence of barriers that complicate it. The prospects of providing a systematic approach to the development of academic mobility of students are determined, within which it is necessary: on the one hand – to design the development of the student’s subject position in the system of his professional development on the basis of an individual educational trajectory, on the other – to develop gradually the possibilities of academic mobility based on increasing the active position of the student himself.
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The article reflects the results of research among practical education specialists who teach the students of the “Social Pedagogy” specialty of the University of Sofia and the teachers who are responsible for the organization of the practical training. The research was carried out through a focus group and a survey and aims to establish the good practices and challenges in organizing and conducting the practical training of the students during the COVID restrictions. The analysis of the results allows us to outline guidelines for improving the quality of the training in the conditions of unforeseen changes and crisis situations to satisfy the need for qualified and motivated specialists in the field of social pedagogy.
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