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The essay recalls the Maria Theresa’s School Reform from 1774–1775 during which music education (M. E.) disappeared from the curriculum of the state-governed elementary schools in the Czech Kingdom. The low prestige of M. E. can be observed at Czech non-music schools even today. To improve the reputation of music education, it isnecessary to change its organization and content.
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V posledních dekádách došlo v pedagogických vědách k obratu k jazyku, komunikaci a dialogu. Současný výzkum akcentuje centrální roli jazyka a komunikace ve vztahu k učení a vytváření znalostí ve třídě (Jones & Hammond, 2016). Řada autorů věnuje soustředěný zájem tomu, jak probíhá komunikace ve školní třídě a jaké jsou její efekty. Důsledkem tohoto obratu je, že vzdělávací výsledky začínají být připisovány spíše kvalitě výukové komunikace než studijním předpokladům žáka či pedagogickým dovednostem učitele (Mercer & Littleton, 2007). Mercer a Howe (2012) postulují, že pokud chceme zlepšit výsledky žáků, musíme se zabývat rolí, kterou řeč a komunikace ve školním vzdělávání sehrávají. Tato perspektiva nejenže formuje akademickou teorii a výzkum, ale nachází své vyjádření v praktických aplikacích.
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V předchozí kapitole jsme doložili, že v důsledku participace učitelů v našem rozvojovém programu došlo k významným změnám v povaze komunikace ve sledovaných třídách. Často se konstatuje, že efektivita vzdělávacích programů usilujících o změnu způsobu výuky je omezená, neboť v konečném důsledku jen zřídka dochází k modifikaci reálného jednání učitele (viz Adey, 2006; Butler et al., 2004; Reznitskaya & Gregory, 2013; Van den Bergh et al., 2015). Přestože změnit výukové postupy a jednání učitele ve třídě je velmi obtížné (Van den Bergh et al., 2015), úspěšné programy existují a je nutné identifikovat bazální mechanismy, které způsobují, že jsou některé programy efektivnější než jiné (Berson et al., 2015). Vzhledem k tomu, že náš program můžeme řadit mezi úspěšné, bude následující část této knihy věnována právě otázce, jaké okolnosti a mechanismy způsobily, že se implementace dialogického vyučování v našem projektu zdařila.
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Didactogenies, as they appear daily - as states that exert unwanted effects on students (psychologically, medically and / or pedagogically) - are directly related to those fundamental moral qualities of the teacher that form its inadequacy. It has been found that teachers who have conservative beliefs, anti-democratic ideas and feelings, are rigid and resistant to change or have a tendency to avoid dialogue, are less concerned with understanding how students perceive the learning situation and solve in an appropriate manner various school problems. Such a teacher can only be disliked and rejected in his attempt to collaborate with students. We can say, therefore, that the educational process can be productive only if the teacher applies in practice character traits compatible with the basic requirements of this process. School success cannot be registered where the teacher shows egocentrism, cowardice, hypocrisy, indifference, unjustified pride, emotional instability, insufficient self-control, injustice in appreciation and / or hatred towards work. Such a teacher has chosen the wrong job and must leave it voluntarily or be determined to do so
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The article presents the result of an experimental research of emotional intelligence and self-esteem in preadolescence. The study included 100 preadolescents: 54 girls and 46 boys. The following tests were administered: R. Bar-on and D. Goleman test for emotional intelligence (adapted by M. Roco), Friedman emotional maturity scale and Rosenberg self-esteem level test.
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The article presents the description of a measuring tool of social intelligence – The Inventory of cognitive and behavioral performances of Social Intelligence in small pupils (ICBPSI-SP), adjusted to the socio-cultural context of the Republic of Moldova. The inventory may be used for the assessment of cognitive and behavioral components of social intelligence in children aged 6/7 – 10-11. In the process of elaborating the method, the authors have tried to exclude factors that could affect the results: the items that could be influenced by the immaturity of intuition, by the subjective self-evaluation or insufficient linguistic skills of the child, the verbal material being completed by pictures. The inventory is attractive, contains colorful and vivid pictures and texts that present in a captivating way certain situations, increasing in children focus and motivation in tasks realization.
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The article reviews theoretical aspects of prosociality and perspectives in its development. Also, the results of a psychological intervention aimed at developing prosocial behavior in young people are presented. The research involved 48 young adults, aged between 21 and 26 years. The tools for assessing prosociality and its constructs were The Prosocialness Scale [4] and The prosocial tendencies measure [6]. Following the measurements made before and after the intervention to increase prosocial behavior, from one test to another we found that the intervention produced significant differences for the experimental group and a size of the medium-high intensity effect.
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The article is devoted to the study of motivation characteristics, social status in the reference group and self-esteem in preadolescence. Experimental was demonstrated the interrelation between the learning motivation and the appreciation of his classmates, the sociometric status have an impact on the level of learning motivation in preadolescence.
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In this article, the issue of language development peculiarities in children with visual disabilities is addressed.Analyzing the theoretical research we must note that various studies are conducted on the peculiarities of language development, but we find very little work in researching the peculiarities of language in children with visual disabilities.Several Russian researchers mention about the peculiarities of language development in children with visual disabilities, among which: Л.С. Волкова [3,4], В.П. Ермаков, Г.А. Якунин [5], Л.И. Солнцева [12]. In the literature it is mentioned that children with visual disabilities get tired faster, because of this they suffer the productivity of cognitive activity which is closely related to language [8]. Visual disturbances facilitate the occurrence of major difficulties in understanding the environment, limiting information for processing, limiting contacts with those in the environment leads to the impossibility of performing different types of activities.
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In this article the author presents a short theoretical foray into the concepts of self-esteem and locus of control. The results of the experimental research that aimed to identify the relationship between self-esteem and locus control are presented.
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The adolescents represent on of the most complicate period from the human life. Represents a pivotal stage in the development of positive or negative body image. Many influences exist during the teen years including transitions (eg, puberty) that affect one’s body shape, weight status, and appearance. Nowadays teenagers are concerned identifying themselves with the present ideal of beauty, represented by the thing teenage girl and the teenage boy with full-fledged muscular mass. They frequently go to diets which can affect adolescents’ or go to several stimuli which can grow muscular mass. Become preoccupied by the way they are perceived by others and the way they fit into society. Teenagers develop a body image that reflects the way they think about themselves and how they interact with others.
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Any correctional work with a pupil aims to help him maximize his potential, prevent possible developmental disorders, and acquire skills that will allow him to live successfully in society. The work with pupils that have special educational needs is no exception. Within this great mission, an important place is occupied by the adaptation of pupils to a group of classmates, which is solved in the process of group and individual activities.
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The article reflects the results of the study of resilience and its components, as well as the level of personal anxiety in high school students. Negative correlation between the analysed indices was revealed. It was concluded that a high level of anxiety suggests a low resilience of the individual.
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The story as a possible solution to the problems faced by preschoolers and the adults around them represents the premise of using storytelling and digital storytelling at preschool age (and beyond). Recurring themes or particular contexts are exposed, through these techniques, anchoring fictional characters in fantastic worlds, mirroring the real plan. Ideas, feelings, character traits, elements of verbal, nonverbal and paraverbal expressiveness, as well as images/photos, animations, music, audio/video recordings, special effects, etc. facilitates the literacy of preschoolers, including in its digital version. The purpose of this paper is to relate these realities from the preschool universe, where through storytelling and digital storytelling, on the one hand, topics of interest are brought to the attention of children and, on the other hand, preschoolers exercise the role of active listener and even storyteller.
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The theoretical-applicative study is focused on the methodology for optimizing the personal development of students - pedagogues in the process of initial professional training. Here the author specified the concept of methodology from the theoretical and applied perspective; presented the component elements of the human personal development methodology, as follows: philosophical-scientific ideas and concepts regarding human personal development; the principles that derive from philosophical-scientific ideas and conceptions of human personal development; the strategies that bring together and capitalize on the philosophical-scientific principles of human personal development in an applied plan; the criteria or variables for testing or verifying the results obtained; analyzed the conditions and principles of the personal development of students-pedagogues and proposed the most useful methods, techniques, procedures and other tools for application in the personal development of students-pedagogues in the initial professional training.
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Transferable skills become present in education at all level, including doctorate and post-doctorate education. Based on different taxonomies provided for transferable skills for researchers from a national and European perspective, the article presents the transferable skills needed by the scientific community into three categories, as follows: personal skills, professional skills and community-oriented skills. Each big category regroups different skills for young and experimented researchers to be trained and used in a lifelong learning perspective.
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The research of tolerance to uncertainty and self-esteem as an individual predisposition to report to complex social and professional situations is particularly current and important in the context of the pandemic that revealed several psychological problems. The psycho-emotional well-being of the population is interpreted as the way the person perceives himself, evaluates his life, the way he feels and activates on a personal and social level. This interpretation has changed during the pandemic crisis. Young people mention that in moments of uncertainty their safety is affected, which leads them to make impulsive, anxiety-filled choices. Respectively, self-esteem undergoes changes with the confrontation of situations full of uncertainty. A high level of self-esteem allows people to act effectively, to cope with the difficulties of existence.
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The non-formal education is a constantly evolving concept in all areas of education. Religious education makes no exception, and, therefore, the principles of non-formal education are to be applied also in the activities organized by the Church with the children and young people. This article focuses on presenting the most important principles of the non-formal activities and the value brought by these activities to the development of young people. Also, the article will present relevant examples of successful non-formal activities already applied within the Church. In a progressively modern world, the need for adapted tools increases. Thus, the tools in education must also be adapted to the requirements of the modern world, so that the new generation can receive and apply voluntarily its principles. For the Church, this does not mean that the religious principles have to change. It only means that the tools and instruments have to be adapted and used properly so that the new generation can embrace the Word of God and to apply the Christian principles of living in their current way of life.
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Entering the profession is an important step for any young person who completes his or her studies, whether high school or university. The decision to enter the teaching profession is one of great responsibility, and the psycho-pedagogical and specialist training should facilitate professional insertion. The present study looks at the decision that young people with a bachelor's degree and a psycho-pedagogical training, current master's students, have taken to enter the teaching profession or not. One of the arguments expressed by young people for not yet entering into the teaching profession is the need for further psycho-pedagogical and specialist training, which could in fact cover at the young person an anxious structure. We understand anxiety as a feeling of fear experienced as a reaction to a stressful situation, accompanied by feelings that have a dysfunctional effect on the individual's mental life.
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Often the dilemma of novice teachers is related to the quality of student-teacher relationship. A good teacher is one who creates a safe and creative environment for students, which allows them to become confident and eager to learn. Thus, students will have the courage to express their emotions, personal opinions, without fear of being labelled. When students show they are “angry about a low grade” or reactions of anger/frustration towards other colleagues, that creates a situation of challenge for the beginner teacher. She or he has the chance to capitalize on both personal and professional abilities. The study presented in this article aims to identify the perception of beginning teachers regarding the management of relations with the group of students. The results fundaments a mentoring program that aimed to optimize the interaction between the beginning teacher and the students.
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