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This article aims to open a dialogue based on the questions raised by the COVID-19 pandemic and the undeniable value that education has in our societies. The proposal is to move, along a time-space axis, that oscillates between the inequality that we drag as a foundational gestures of the educational system and what we can convert into an opportunity if we have the courage to (re)open the question about the meaning of education.
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This work aims to contribute to the field of Latin American pedagogy from the reflections that arise from our interventions, from our praxis. We recover the legacy of two political contexts and references of our America that we consider relevant: on the one hand the Cuban Revolution, which we consider a milestone in our continent and the world, on the other the experience in Brazil and specifically Paulo Freire. Both gestated a praxis, which was the result of the accumulation of educational experiences developed in the heat of the emancipatory processes in the continent. We understand that each work in this line that recovers the traditions, the views and knowledge regarding the pedagogical knowledge and accumulated experience from the educational praxis in the context of enmancipatory political projects in our America, is a relevant contribution that remains to be deepened. There is a field of knowledge, knowledge, experiences regarding education in our continent that continue to rescue and make visible from the present, understanding that said knowledge and experiences gave rise to a current of thought and educational action located in our America, born from the genuine of these territories, from that humus gestated since the Haitian revolution, the indigenous struggles, the struggles for the first independence and those of the 1960s and 1970s, all of them tireless struggles of the peoples on a continent that has not stopped resisting to colonialism for more than 500 years and that has created a pedagogical trend in the heat of these resistances. We also take a look at the contemporary processes in which and in which the current popular education is recreating and recreating itself.
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The work investigates the different modalities that colonial-capitalism expresses in the region and how colonial power is re-articulated through certain discourses, policies and strategies in the educational system, reproducing colonial modalities of subjectivation and responding to a glance of the world, sustained by the geopolitics of knowledge. An approach to the contributions on the coloniality of power and the coloniality of knowledge by Aníbal Quijano, the Liberating Education of Paulo Freire, Critical Pedagogies and Latin American Psychology, re-signified and re-thought in the light of the various popular movements, indigenous, feminists, peasants, among others, allow us to advance in the design of critical, popular and intercultural pedagogies from the global south.
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Today’s world has a markedly Dynamic character which demands the Mexican educational system as a whole, but specifically the schools where the new teachers are formed, as well as the classroom teaching practices, to be transformed to face that reality. We recognize the only unfailing agent that is able to generate that change is the teacher who embraces a critical pedagogy and who also knows the science, pedagogy and philosophy to exert a reflective practice. A critical and transforming teacher is formed in teacher education schools, developing and improving what a teacher who takes that role must have. These qualities are not attained by means of simple experience, what is truly necessary is that he or she obtains philosophic referents that allows him or her, first, to reflect on the impact of good teaching practices, then, become an agent of change. Additionally, he or she must contribute to the construction of an emerging philosophy that would help him or her solve real problems, such as the one that COVID-19 generated, where we witnessed that the educational authorities left aside this philosophic reflection by sustaining rigid, unwavering, and traditional conceptions of the curriculum.
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The relentless informational variability in the field of natural sciences, today's need for the training of highly competent, versatile, apologetic future specialists, as well as the low motivation of psychology students to teach natural disciplines, was established by us in the process of their questioning, require the search for new, non-standard solutions in the organization of natural science training of future psychologists in institutions of higher education. We believe that one of the effective ways to solve this problem is the organization of the educational process with the natural scientific training of future psychologists in higher education institutions based on innovation and heuristic. To organize the educational process from the natural science training of future psychologists on the basis of innovation and eurestiality, there is a need to determine such ultra-innovation pedagogical technologies and teaching methods that will meet the requirements of the time, contribute to the formation of psychology students' motivation to study natural sciences and improve the quality and the effectiveness of natural science training. We have characterized pedagogical technologies, namely: coworking technology, barcamp technology, workshop technology, SMART technology, BYOD technology and such innovative methods as: lecture-visualization, video lecture, debates, round table, electronic brain assault , a laboratory experiment and a design-role-playing game, which, in our opinion, will contribute to the implementation of the educational process with the natural science training of future psychologists in higher education institutions based on innovation and heuristic.
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The COVID-19 pandemic threw into sharp relief – and in some ways sharpened – existing structural inequalities, both within academia, and in the broader social systems within which it operates. However, the pandemic, and the ensuing disruption of university operations, offer opportunities for embracing a fresh vision of the role of media studies, and for reorgan- ising how we do our work. Critical scholars have previously explored the tensions inherent within our current model of media education, including the ideological space inhabited by media studies. This paper offers a political economic analysis of some of the ways in which we can use this moment of reshape media studies education in a positive manner.
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Due to the diversification of the problems faced by teachers, especially in the relationship with students and in the relationship with the education system, maintaining the professional motivation of teachers has become increasingly difficult. The quality of education is the result of the interdependent relationship between motivation and the success of the teaching-learning-assessment process. The issue of performance is at the center of debate today as a result of new changes in education caused by the COVID-19 pandemic. Educational performance is dependent on a multitude of factors, among which we mention: the teacher (professional training, motivation), leadership and school management that can contribute to increasing performance by supporting motivation and recognizing the teacher's effort. In this context, the education system must demonstrate its ability to provide quality pedagogical facts and processes capable of meeting the requirements of productivity, innovation and technological development imposed by current changes. That said, a new approach is needed in terms of managing school institutions and organizations, namely a new type of manager, a true leader who will focus on achieving the highest organizational performance that will automatically reflect on the quality of education. Motivation can be the essence of high performance because decreased motivation leads to less and less involvement and reduced performance in the workplace.
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This article discusses meta-pedagogical transformation contexts in the areas of human actions and the course of human life from the perspectives of hermeneutics, critical reflection, psychoanalysis, anthropology, and the project of “applied humanities.” The following problems are addressed: 1) Shifts of the dominant among factors participating in professional processes and practices, such as dialogue, the rationality of actions, the understanding of tradition, freedom, changes, and the ideal of the space of actions; 2) Transversality, structural duality, and oscillations around dilemmas of action and dominants in psychosocial development; 3) Traps, limitations, and gaps in traditional approaches to relations between factors in a person’s identity transformation; losing track of discontinuities and internal tensions; 4) The anti-positivist breakthrough in considering the explanations of processes and the trifold “explosion effect” in transformations of agents’ emotive-cognitive representations, including their auto-transformations and interactive alliance in actions; 5) Alternative approaches to the conceptualizations presented in this article.
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This article discusses the topic of schools as a learning communities from the perspective of the collaboration of two groups of school workers - teachers and school counsellors. The introduction defines how the concept of schools as learning communities is understood and how it is related to the concept of learning organizations. It also further elaborates on the key characteristics of learning communities. The first premise of the contribution is that through joint effort and collaboration, counsellors and teachers can more efficiently face the practical challenges of their work, both in providing help and encouragement to students and in ensuring better classroom work on the level of the whole school. The second is that they are important partners to each other in their professional development through joint reflections of their educational principles and expectations. The article further focuses on the quality of cooperation between counsellors and teachers in primary and secondary schools in Slovenia. The results of the empirical research show that both groups of school workers tend to evaluate their cooperation as either very good or good while teachers tend to be more satisfied. The questionnaire responses show that teachers believe collaboration can benefit them, however that they frequently leave decisions about work with specific students or classes to the counsellors. Establishing and maintaining partner collaboration is always a challenge, however, it is also crucial for effectively confronting contemporary challenges and ensuring quality learning for all and the contribution thus concludes with guidelines for establishing such a beneficial collaboration.
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Theoretical basis of this paper is the heuristic L2 Motivational Self System (L2MSS). The research aims to determine the degree to which the ideal L2 self can be regarded as a significant factor with regards to its power to make a difference in students’ actual motivated behaviour in L2 communication. The research sample consists of 396 students. The ideal L2 self is a predictor variable. Willingness to communicate and the obtained grades are criterion variables. Gender, period of time spent learning English / German, and whether students are residing in the country where the target language is spoken are all moderator variables. Systematic non-experimental observation method based on Dörnyei and Taguchi´s survey was used in this study. Cronbach’s alpha indicated high reliability in the presented sample (.92). Willingness to communicate was investigated using McCroskey´s questionnaire. The findings indicate a rather complex picture of the observed L2 MSS constructs and the importance of their components in the field of L2 learning. Therefore, for further research, it is suggested that the ideal L2 self should be divided into two constructs: obligations that the individual would like to comply with and obligations that others expect him/her to comply with. The contribution of the L2 learning experience should also be considered because otherwise, it is difficult to determine the progress of the model design and what to do with it in practice.
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The pandemic related to COVID-19 has affected education particularly in terms of the massive shift towards online teaching and study. Students and teachers had to face new challenges they had not met before. The aim of the paper is to research how both, students and teachers perceive the online educational process, to identify advantages and disadvantages of online teaching, as well as to analyze and evaluate the quality of online teaching in comparison with the attendance form of education from both students’ and teachers’ perspective. In order to fulfill this purpose, we carried out two separate questionnaire surveys (among students and teachers at the Faculty of Economic Informatics at the University of Economics in Bratislava). Based on conclusions resulting from our research, we can affirm that both students and teachers prefer the attendance form of education rather than online teaching, students mainly because of need of socialization, personal contact with teachers and classmates, better and faster communication with teachers, and active class discussion. The attendance form of education eliminates technology related problems, such as outages of the Internet, electricity, missing technology equipment, and this form of education is performed on higher quality level in comparison with online education. Among the most frequently limitations of online education mentioned by teachers were anonymity of students, complexity of preparation of study materials, and cheating during exams and tests. There are also some advantages the online education offers, such as time savings, more effective, creative and flexible modern way of teaching, and recording lectures.
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The aim of this research is to determine, interpret and provide recommendations on instructional practices and evaluation of classroom teachers working with mainstreaming students at schools in the North Cyprus. A qualitative research method was used in the research. Data was collected through semi-structured interviews as one of the qualitative data collection methods. The interview form used in the research included 10 questions related to design and teaching practices as well as evaluation of the effectiveness of the instruction. Interviews were conducted with 12 classroom teachers working at mainstreaming classes under the North Cyprus Ministry of National Education and all interviews were recorded. These data were transferred to a digital environment where they were interpreted as code titles. The results showed that classroom teachers carry out in-class practices for teaching methods and activities of their mainstreaming students, and benefit from visual materials that they prepared with an assistant teacher. However, the classroom teachers also stated that they are unable to allocate time for their mainstreaming students because of the large numbers of students in the class and therefore they send their mainstreaming students to the special education teachers in their schools. It was determined that classroom teachers make their evaluations based on the level, interest and ability of students when evaluation the effectiveness of teaching.
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The aim of this work is to point out the importance of the professionalization of the principal’s role in education institutions, with an accent on preschool institutions. The sample included principals (N=57) of preschool institutions in Central Croatia. The goal was to test the mediation relationship through SEM and examine the direct influence of interpersonal relationships within the preschool institution on the development of its work quality; furthermore, to test the indirect influence of these relationships by introducing the mediation variable of professional competence. The structured modelling in the AMOS was applied for testing the direct and indirect influence. The contribution of interpersonal relationships on the work quality is high and statistically significant (β=0,920), which confirms the direct influence. For testing the mediation effects, a bootstrapping method was designed that confirmed the indirect influence of interpersonal relationships on the work quality with the statistically significant serial mediator of professional competence (p= 0,016), thereby confirming partial mediation. This research determined that positive interpersonal relations, mediated by the principal’s professional competence, have a positive effect on the work quality of a preschool institution. In order for preschool institutions to reach the desired quality, it is necessary for them to be managed by professionally empowered and expert principals who promote prime cooperative relationships as the starting point in developing a high-quality institution. The results of this research contribute to a clearer perception and understanding of the professionalization of the principal’s role through key areas of his/her work and activity, and the possibility of their practical implementation into education institutions.
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The evaluation of the educational system is performed through the prism of the relationship between the individual person and society, taking into account social and economic, political, cultural, socio-economic, family tendencies and directions of development. Therefore, the analysis of the influence of social, economic, welfare, psychological and school factors is necessary in order to identify the positive, but also the negative influences of the factors and thus prevents the poor academic results of the deaf and hard of hearing students. The research problem is aimed at a wider understanding of the factors of academic achievement or failure of the deaf and hard of hearing students in order to improve the quality of their education and upbringing of deaf and hard of hearing students in schools for the deaf and hard of hearing, but also in the field of inclusive education. This paper presents a part of the research results related to the correlation between the indicators of the wider social context and the academic performance of the deaf and hard hearing students. The sample consisted of 59 respondents attending schools for the deaf and hard of hearing students in the Republic of Serbia. For this research, the method of theoretical analysis and synthesis was used in the study of the relevant literature and the determination of theoretical facts important for the research problem, and the survey and content analysis were used as the research techniques. The results showed that there were no statistically significant differences in academic achievement in relation to the type of environment in which the students are living, or in relation to the presence of the cultural institutions in the environment. There is a difference in the academic achievements of the deaf and hard of hearing students in whose environment there are or there are no active organizations for the deaf and hard of hearing, which represents important data in order to create strategies to support the deaf and hard of hearing students.
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The current paper “Modern approaches to teaching reading skills” is focused on presenting from both a theoretical and a more practical perspective the new approaches and methods that are used in the ELT classroom to enhance the practice and improvement of Students’reading skills. The article attempts to analyse each of these methods in terms of their application and effectiveness within the ELT classroom at the pre-intermediate and intermediate level. The author also reinforces the idea that the choice of teaching methods depends on what fits the best in the given context of a specific class. It also provides the readers with a series of practical examples of activities as well as evaluation tools meant to further develop the Students’ reading skills.
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The world in which we live no longer has borders, it can no longer close itself and all this due to the fact that we are going through an era of globalization required by the empire of information ubiquity and technological advances. The dynamism of the world we live in translates into an eternal need for adaptation, which crosses wide social,economic, political, but especially educational metamorphoses, trans‑formations based on which human personalities are formed, which will form the future society. The teacher has the obligation to build the ideal mechanisms, means and methods for achieving the educational goals.Reading has a very important role in this endeavor, because it is the basis for the accumulation of new knowledge, in a period in which the adaptation to the new never stops
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L’ouvrage part de l’idée que les méthodes traditionnelles ont prouvé leur validité non seulement par la résistance au fil du temps, mais aussi par la capacité de s’adapter aux nouvelles exigences de l’enseignement moderne, ce qui s’explique par le fait qu’elles cachent encore de nombreuses réserves exploitables. En mettant l’accent surles processus de connaissance, d’apprentissage et non sur les produits de la connaissance, l’intégration de méthodes actives aidera les élèves à rechercher, à rechercher, à traiter les connaissances, car en enseignant aux élèves comment apprendre, nous leur formons des compétences en travail indépendant. Les multiples valences formatrices des méthodes actives sont observées à partir des résultats d’apprentissage obtenus par les élèves.
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The present paper tries to show the importance of mentoring in education. Mentoring is the process by which the mentor supports the beginner-teacher to define himself, to become autonomous and to be able to find his own path that will define him, or to be able to shape him, using his own professional and emotional resources. The mentor, based on a relationship of trust and mutual responsibility, advises and supervises a beginner in the teaching profession. A mentor must have the knowledge, personal qualities and skills needed to respond to the needs of beginning teachers and to create a collegial bond that stimulates the mentored person in a positive way
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This paper presents the importance of extracurricular activities in education. The extracurricular activities which implies the students allow the transfer of knowledge and their application, of the abilities, of the competences acquired before, in as varied contexts as possible. In a narrow sense, extracurricular activities, we can consider,make the connection between theory and practice, and the beneficiaries of this relationship are not only students, but also teachers and implicitly the community. The extracurricular activities, as we mentioned before, complete the compulsory curriculum, being organized by the teachers, with the participation of the students, maximizing their potential through different learning situations. The forms of organization of these activities include: visits, excursions, thematic celebrations, con‑tests, cultural-artistic activities and partnerships
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