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Preparing Future Physical Education Teachers for Solving Typical Professional Tasks

Author(s): Tetiana Teslenko,Liudmyla Sebalo / Language(s): English Issue: 2/2020

The article deals with the process of preparing a competent physical education teacher, who is competitive in the labour market, can easily navigate in related fields of work and is ready for the continuing professional development and social and professional mobility. The research aims to theoretically justify and experimentally verify the effectiveness of implementing the designed model of stage-by-stage preparation of future physical education teachers to solve typical professional tasks. It is planned to use the integrated and interdisciplinary tasks to prepare future teachers to perform basic functions during pedagogy classes, as well as certain methods of physical education and teaching practice, to introduce an integrated specialized course, titled “Technologies for Solving Typical Professional Tasks of Future Physical Education Teachers” to develop skills for solving stereotypical, diagnostic and heuristic professional tasks in interactive types of professional activity. The control and experimental groups (150 respondents each) were formed based on the survey of teacher students regarding their intentions and desire to participate in the experiment. The effectiveness is proved by the significant qualitative difference between the results of both EG and CG: the percentage of the EG students with a high level of readiness to solve typical professional tasks has increased by 33.7% compared to the CG. Both quantitative and qualitative interpretation of the obtained results proves the effectiveness of implementing the experimentally justified content of professional activity in professional training of future physical education teachers in higher education institutions in Ukraine.

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Future Economists’ Cultural Competence and Business English Speech Etiquette Formation

Author(s): Olena Zinchenko,Maria Ogrenich,Maryna Shepel,Maryna Yakovlieva / Language(s): English Issue: 2/2020

The article deals with the process of future economists’ cultural competence and business English speech etiquette formation. It makes an analysis of domestic and foreign scientific literature devoted to the research topic. The paper describes an experiment divided into two stages in which 450 economic students of Odessa National Academy of Food Technologies took part. The authors give their own definition of the concepts “general cultural competence” and “business English speech etiquette”. The authors claim that the successful culture competence and business English speech etiquette development is possible under the following pedagogical conditions: gradual cultural competence components formation, interactive teaching methods, a system and model of professionally-oriented exercises based on speech etiquette formulae implementation, independent students’ work. They showed the successful use of innovative class activities and information technologies in understanding and accepting foreign culture principles. During the research, the authors provided the students with authentic lexical and socio-cultural materials on different topics of business communication inherent to their future profession. The authors proposed an experimental model that contained a system of oral communicative exercises aimed at formal English speech etiquette development. They also worked out a handbook and a dictionary guide for business English speech etiquette acquisition. The article defines the essence, structure and methodological recommendations that can be introduced into the process of business English teaching at a technical university. The results of the study proved the efficiency of the proposed teaching model.

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Teachers’ Perception of the Influence of the Teaching Context on Cognitive Achievements in General Technology Education

Author(s): Damir Purković,Stjepan Kovačević / Language(s): English Issue: SI/2020

High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.

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The teacher as a child-rearer or the teacher as an educator. Two views of education workers on the teacher’s role

Author(s): Beata Pawłowska / Language(s): English Issue: 74/2020

Teaching is a learned and practiced profession. In the course of their activities, the teacher influences the formation of attitudes, and the views and awareness of children and adolescents. Teaching should prepare young people “to independently manage the development of their own personality, to undertake valuable goals and to choose responsible life paths”. The teacher’s work situation results from the role that the teacher plays in the process of the socialization and education of children and adolescents. This article addresses the problem of the differentiation of the role of the teacher in the education process in Poland in terms of two variables – education and upbringing (child-rearing). It answers the question of whether and how the perception of the teaching profession has changed in the perception of people practicing this profession. How do teachers who are currently retired teachers see the profession and role of the teacher, and how are teachers currently practicing this profession? Is/was the Polish teacher a child-rearer or rather an educator, understood here as a person imparting knowledge? How does the occupation affect the perception of oneself, from the perspective of two groups of surveyed teachers (currently employed and retired)? All the reflections contained in the article are based on interviews with retired and currently working teachers. These interviews were part of a wider research project conducted in recent years by the author of the article in Polish educational institutions. The research took the form of ethnographic field research.

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Cognitive Constructivist Way of Teaching Scientific and Technical Contents

Author(s): Darjo Zuljan,Milena Valenčič Zuljan,Petra Pejić Papak / Language(s): English Issue: 1/2021

For pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republic of Slovenia. We wanted to find out: how often class teachers included elements typical of cognitive constructivist approach; was the frequency of using elements of cognitive constructivist teaching model linked to the teacher’s concern for their own professional development, and was the frequency of using elements of cognitive constructivist teaching model linked to the factors, such as the teacher’s estimated importance, difficulty and necessity of Science and Technics, the assessment of their own competence and professional enthusiasm. Data were collected with three scales: ways of teaching scientific and technical contents; attitude to scientific and technical contents and teaching and components of professional development. Data were processed according to descriptive and inferential statistics. The research showed that the formulation and verification of hypotheses, two important elements in view of cognitive constructivist teaching model, were less often represented. With statistically significant higher frequency they were organized by teachers, who rated their competence higher, were more enthusiastic and cared more about their professional development.

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Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)

Author(s): Lech Witkowski / Language(s): Polish Issue: 54 (1)/2020

The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical background. The emphasized disputes pertain especially to transcending metaphysics and relativism as a challenge faced by hermeneutical criticism and critical hermeneutics. Additionally, the “critical” horizon of the main handbook of pedagogy used in Polish universities is discussed. The author point to the wasteful efforts at instigating the breakthrough in the reception of critical pedagogy and he exemplifies them by an instance of misbegotten analysis of the allegedly delayed critical pedagogy of work. As a particularly positive example the author presents a new effort at developing critical hermeneutics (and radical praxis) for pedagogy by Andrzej Wierciński. In the concluding part written “in lieu of conclusions,” four lists of critical problems’ dislocations are provided; the problems are both convergent and related to one another, thereby redefining current research objectives and pertain to practical applications in educational praxis.

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Meaning in Life for Adolescents and Young Adults

Author(s): Smaranda Buju,Maria Buju / Language(s): English Issue: 3-4/2020

This research investigates the way in which adolescents and young adults report to the topic of meaning in life. More than 50% of the adolescents and young adults investigated are preoccupied with seeking a general meaning and a religious meaning in life. The general meaning in life does not depend on age, status, gender and profile of the subjects investigated. Young people with explicit interests in religion have high scores in religious meaning compared to those with technical interests. For 40% of the investigated subjects, family is a traditional source of meaning and only for 27% does religion have the same role. The adolescents and young adults are able to explore independently the problem of meaning, but they need support and help to move forward.

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THE TEACHER‘S EMOTIONAL WELLBEING IN GENERAL EDUCATION SCHOOLS

Author(s): Rimanta Pagirienė,Daiva Ramanauskienė / Language(s): English Issue: 1/2021

There are increasing demands on teachers in general education schools, their performance is analysed and evaluated, however the teacher‘s profession still lacks respect in our society. Persistent and occupational stress has a negative impact on the psycho-emotional health of teachers, but little attention is paid to this problem in our country. Publications of Lithuanian and foreign scientists in recent years are analysed and the study on teachers' emotional wellbeing and the microclimate of the school are presented in the article. The outcomes of the study revealed that teachers quite often experience emotional stress at work. The main causes of emotional insecurity among teachers are anxiety about the COVID-19 situation in the country, the introduction of distance learning, increased workload and lack of time due to the pandemic. It has also been found that the teacher‘s emotional wellbeing is affected by the microclimate of the school (relationships among community members, working conditions, etc.), the professional activities of the teacher and the constant change in education as well as the personal qualities of teachers. The outcomes of the study confirm the findings of foreign researchers on the challenges of emotional wellbeing of teachers and the need to provide psychological support to meet the needs of schools. It is obvious that there is the need for discussion and a more detailed study of the issue to reveal different aspects of emotional well-being of the teacher.

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Transforming Scientific Results into Educational Materials - Added Value of a Research Project

Author(s): Yanita Chernogorova,Turgay Kalinov,Nikolay Dukov,Kristina Bliznakova,Alexander Zlatarov,Nikola Kolev,Zhivko Bliznakov / Language(s): English Issue: 1/2022

In recent years, there has clearly been a trend towards widespread dissemination of scientific results and achievements by sharing them in the form of educational materials. The application of the results of a research project in the education and knowledge development of students, young researchers and scientists, brings an added value to the outcomes of the scientific project. This work aims at contributing to the global process of free access to scientific materials by sharing the experience of a research group from the Medical University of Varna (MUV) in systematizing the results of three research projects, their transformation into educational resources and their application in innovative courses. The consolidated and systematized results of a research project are valuable assets for development of innovative educational materials. These resources, uploaded in a shared online repository, contribute to strengthen the international scientific community networking.

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Characterization of Anxiety Towards Mathematics in Middle School Students: Empirical Evidence

Author(s): Arturo García-Santillán,Lizzeth Navarro-Ibarra,Esmeralda Tejada-Peña / Language(s): English Issue: 1/2022

The study focuses on determining the level of anxiety towards mathematics in middle school students. A total of 202 students were surveyed. The main finding obtained is the factorial structure, which is made up of three factors that explain 79% of the total variance of the phenomenon under study (Mathcourse .893; Mathtest .890 and Mathtask .884) which is represented by an eigenvalue (2,371). Finally, it was found that there is a difference in relation to gender in two factors Mathtest (F = 14.282) and Mathtasks (F = 4.004).

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Time Perception and Time Management during COVID-19 Pandemic Lockdown

Author(s): Elena A. Makarova,L. Elena Makarova,Iakoov S. Korovin / Language(s): English Issue: 1/2022

Our perception of time changes with age, but it also depends on our emotional state and physical conditions. It is not necessarily mental disorders that distort human’s time perception, but threatening or dangerous situations, induced fear or sadness trigger psychological defensive mechanism that speeds up or slows down the rate of the internal clock. Fear distorted time is caused by higher (slower) pulse rate, increased (decreased) blood pressure and muscular contraction. The given research is aimed at improving our understanding of the mechanism that controls this sense, opening the way for new forms of time management. Our perception of time is dependent on our emotional state, temporal distortion caused by emotion is not the result of a malfunction in the internal biological clock, but, on the contrary, an illustration of its remarkable ability to adapt to events around us. Development of time sensitivity is very important for timing, time perception, time-management and procrastination problem solution.

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Conceptual Predictors of The Adolescents With Different Cognition Types Intellectual Activity

Author(s): Irina Kibalchenko,Tatiana Eksakusto,Oksana Istratova / Language(s): English Issue: 1/2022

Such predictors of intellectual activity as categoric, conceptual and semantic ones are analyzed in the article; the analysis is aimed at defining structural peculiarities of the adolescents’ conceptual predictors exemplified by the adolescents with open-minded, closed-minded and neutral (mixed) cognition. Design of the research can be defined as a deductive-correlated one. The research is based on mixed-method studies, containing qualitative and quantitative methods of the data processing and interpreting. Principal Component analysis (PCA) as well as the Kruskal-Wallis rank sum test (IBM SPSS Statistics) allowed us to find out peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors. The average value of the factor structures summary dispersion and differences in predictors significance values from p≤0.01 to p≤0.05 reflects the veracity of the research results. The research proves that adolescents with open-minded cognition are characterized by well-developed long-term semantic memory, i.e. they are able to generate more ideas (Hemp. = 12.082, р≤0.01), their categoric abilities are highly developed (Hemp. = 13.764, р≤0.01). Factor structure in this group of adolescents is a sign of conceptual abilities and conceptual predictors systems integration. The level of cognition openness is one of the basic characteristics of intellectual success. The attained statistic results prove that there are great differences between structural peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors; the results of the research are as well indicatives of the fact that intellectual activity of adolescents with different cognition types is conditioned by the conceptual predictors structure.

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Aspecte metodico-științifice ale predării, învățării și evaluării scris-cititului la clasa pregătitoare și clasa I

Author(s): Ancuta Ionescu,Marius Valeriu Grecu / Language(s): Romanian Issue: 1/2022

The study of the Romanian language and literature, at all levels of the educationsystem, far exceeds, in terms of value and importance, the limits of other schoolsubjects, without underestimating or diminishing their role and importance in theformation of the personality of young people undergoing the educational process. Inorder to argue the truth of this statement, we must take into account the specificfeatures of contemporary society, a society in which the priority is not the informationacquired by those undergoing the educational process, but the capacities withformative values, which allow the individual to face current needs and future of society.Such skills and abilities presuppose the knowledge and mastery of some learningtechniques, some tools of intellectual activity, which allow the individual to selfinstruct,in order to always be up to date with the novelties that appear in all areas oflife and human activity, in order to be able to adapt and readjust to the newrequirements and conditions that will inevitably arise. These skills and capacities areformed and cultivated, to the greatest extent, through the study of the Romanianlanguage and literature. They relate to the formation of the basis of the first literacywhich takes place for the most part, starting from the primary classes.

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Aspects Related to the Definite Article in the Process of Teaching Romanian as a Foreign Language

Author(s): Cristina Eugenia Burtea-Cioroianu / Language(s): English Issue: 1/2022

The didactics of teaching the Romanian language as a foreign language is one thathas been carried out for some time in the virtual environment, through onlinecourses. This aspect can lead without discussion to a series of difficulties related tothe specific grammatical structure. From a methodological point of view, it isnecessary to start from the basic elements to the complex ones in learning theRomanian language, based on the principle of concentric circles, in order to obtaina well-fixed minimum background on which to teach more complex elements ofgrammar and vocabulary. The issue of learning any language presupposes aninterdisciplinary perspective on the phenomenon, in which the elements oflinguistics, grammar, language and culture in general are applied in specificsociolinguistic and psycho-pedagogical contexts.

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On How to Improve Oral Fluency in Technical English

Author(s): Diana Marcu / Language(s): English Issue: 1/2022

The present paper catches a glimpse of some of the issues involved when teachingEnglish for engineers, more precisely the factors which are to be considered whenworking on the improvement of oral fluency in Technical English. The task of theteacher becomes challenging when designing activities that are meant to help themin the process of communicating in English. The aim of any English course or seminaris to prepare students for the future expectations and requests of the labour market.The paper discusses the concept of fluency and it proposes the ‘step-by-step’ practiceapproach meant to help students overcome anxiety of speaking and improve oralskills. Students’ attitudes and expectations towards the learning of English as aforeign language, as well as some of the factors which hinder the development ofspeaking skills are presented based on the questionnaires and discussions with 1styear undergraduates studying engineering at the University of Craiova.

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Some Notes on Teaching Reading to IT Students

Author(s): Alina-Roxana Popa / Language(s): English Issue: 1/2022

The paper follows a series of activities that can be employed in an ESP languagelesson in order to train the reading skill. Targeted at IT students, the sequencedevelops in an integrative approach, as other skills are trained interdependently, inorder to gradually build the students’ confidence in tackling authentic materials:introductory activities, meant to activate the students’ schemata; reading for gist;reading for specific information; post-activities. Finally, activities that train theprocessing of a specific genre, represented by computer magazine articles, are meantto lead towards extensive reading, which will foster student autonomy in the longtermacquisition of language.

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Multicultural Competence as a Teacher’s Metacognition to Achieve a Positive School Climate

Author(s): Gergana Dyankova,Simona Nikolova / Language(s): English Issue: 2/2023

Our modern times are marked by socio-economic and cultural processes whose effects are rapidly crossing national borders and creating a global community for which multiculturalism is no longer just a concept but a social reality. As a key tool for its harmonization, intercultural education is determined, which provides conditions for interaction between cultures and prepares multicultural individuals. There is a need for the teacher to acquire the appropriate intercultural readiness and competence to enable her to posit the climate in the classroom. At the same time, there is a lack of research on the psychological climate in culturally mixed classrooms, characteristic of most schools today. The aim of the study is to investigate the importance of teachers’ “intercultural readiness” factors for achieving a positive psychological climate in a multicultural educational environment. The research instrument synthesizes questionnaires on the classroom, on the organization of the educational environment and on the psychological climate and adapts them to the level of primary school education. The sample consisted of 95 teachers from Attica in Greece. The data were analyzed with the statistical package SPSS and one-way ANOVA was applied. The research assumption is confirmed that universities preparing pedagogical specialists are responsible for developing master’s degree programs in intercultural education or courses for additional professional qualification with a focus on the formation of intercultural competence as a teacher’s metacognition.

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Pro and Cons Using Power Point Presentations with Students

Author(s): Cristina Gabriela Marin / Language(s): English Issue: 1/2023

This paper has a twofold meaning, on one hand to emphasize the advantages brought by the using of Power Point presentations during English classes and on the other hand to raise the awareness upon the fact teaching based on slides does not always increase effective learning during English classes. Teaching in „the old school way” with students just sitting around and doing grammar exercises can be replaced by learning activities which are focused on „getting out” students of their shells. As with any technology, the way power Point is used will determine its pedagogical effectiveness.

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Self-assessment in the context of visible learning

Author(s): Valeria Botezatu,Nina Bîrnaz / Language(s): English Issue: 2/2023

Visible learning is an imperative of the current instructional process. Visible learning is a concept that refers to the fact that students have a clear understanding of the learning objectives, learning processes, and success criteria, so they can assess their own progress (Hattie & Anderman, 2013).Through active involvement, students become partners in the learning process and are involved in making decisions about their own goals and learning strategies. The active involvement of students facilitates their self-assessment, which is one of the key components of visible learning. In this context, visible learning involves the use of didactic strategies that make learning transparent to students, by providing specific and timely feedback, and by promoting collaboration and self-assessment (Fisher, Frey & Hattie, 2016). Self-assessment is a process by which students monitor and assess the quality of cognitions and skills while learning and identify strategies for improving their acquisitions. This aspect of formative assessment involves setting objectives and evaluation criteria, which can facilitate the self-assessment process. Self-assessment is a condition of visible learning, as it involves students to take responsibility for assessing their own learning, to adjust their learning based on the feedback received, and to set specific objectives to improve their performance. In this article, we highlight the specifics of students' self-assessment by presenting theories (cognitive control theory, self-determination theory) and self-assessment models used in practice. Based on the theoretical analysis, we identified the principles that can make the process of student self-assessment more efficient in the context of visible learning. Methodologically, a questionnaire and a test were applied, based on which we ascertained the students' opinion regarding their self-assessment process and the level of implementation of self-assessment in the didactic process. As a result, we formulated conclusions and recommendations for improving the process of self-assessment and formative assessment of students.

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Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts

Author(s): Dana Opre,Andrei R. Costea,Răzvan Jurchiș,Romiță Iucu / Language(s): English Issue: 2/2023

The need to identify methods to support self-regulated learning has raised the interest of researchers in recent years. Cognitive prompts are considered very promising instructional tools for developing self-regulatory abilities. The present study aims to investigate the usefulness of several types of cognitive prompts in activating learning strategies for studying an educationally relevant content by psychology students. Two empirical investigations were conducted in a realistic learning environment to test an instructional strategy which integrates cognitive prompts. The first experiment tested the effectiveness of prompts to stimulate deep and shallow processing, measuring immediate learning effects. The second experiment focused on long-term effects of the strategy. The findings indicate that prompts activating deep learning strategies resulted in a slightly improvement in students' performance, but this enhancing effect diminished over time. Cognitive prompts encouraging a deep learning approach can support the comprehension of complex content in a psychology course. Future research is suggested to identify conditions that facilitate long-lasting learning effects. Cognitive prompts may be an effective method for teaching psychology to support students’ efforts to understand a complex content. For enhancing the long-term impact of the method, teachers should explore other learning strategies.

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