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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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The article is a review of the teaching of Macedonian as a second language – non-mother tongue or foreign language in the Republic of Macedonia and abroad. It states some facts about the teaching of Macedonian language in the primary and secondary schools, to students whose mother tongue is Albanian, Turkish or Serbian, and are based on the current curriculums and teaching plans, the contents of the appropriate books and my own position on their current and possible realization plans. In the Macedonian linguistic terminology the phrase second language refers to, almost always, the language that is not students’ native or to the one that is widely spoken in the social environment. The actual conditions of the teaching of Macedonian language as a foreign are only briefly mentioned.
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The research into the attitudes to folklore in the youth was conducted in 14-15-year old, and partly 16-year-old youth at elementary schools and grammar schools in nine Moravian localities. The method of musically-aesthetic experiment was used with the employment of music (sound) questionnaire technique. The choice of the respondents file was done according to age criteria, type of the school, geographic location, demographic and cultural specifics of the locality. The research definitely proved that the opinion on the folklore samples in the youth was significantly differentiated; as expected, the differences appeared according to the basic viewpoint – whether the young people are educated to perceive music folklore or not. It was proved that without the educational influence of a personality who would encourage the interest in folklore the opinions of the youth are mainly negative. The value tendencies were not too dependent on the activity of the local or regional tradition. Their positive shift was recorded in the members of children folklore ensembles, instrumentalists from elementary schools of art and secondary school students.
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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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The article presents the main stages of introducing new methodology curriculum designed within New Generation School Teacher Project. The Project is an innovative initiative supported by British Council Ukraine and Ministry of Education and Science of Ukraine (since 2013). The article gives an outline of the following project stages: baseline study, study visits, the Curriculum design, piloting the Curriculum, and the Project monitoring. The baseline study (2013-2014) proved the necessity for the change in pre-service teacher education. The study visits to University of Modern Languages (Tashkent, Uzbekistan) and Norwich Institute of Language Education (Norwich, England) (2014) gave the possibility to observe and study the best practices of English teaching methodology. The Curriculum design stage (2014–2015) became the way of introducing innovative approaches, content, modes of teaching and learning, modes of interaction and new place of school experience into the programme of Preservice teacher training. The piloting stage that embraced 10 Ukrainian pedagogical universities gave the possibility to implement the Curriculum innovations in the methodology course. The Project monitoring (2016-2017) was based on students’ online questionnaires, project team members’ monitoring visits which included meetings with rectors, deans, heads of the departments, methodology teachers; students’ focus group discussion, demonstration lesson analysis. The Project monitoring programme provided data for evaluating the first year results. The results supported previous hypothesis that the introduction of the new curriculum would have a positive influence on the students in terms of developing 21st century skills as well as their motivation to choose teaching as a career.
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The article highlights the essentials of the PRESETT reform project in Ukraine, key findings of the Baseline Study with a focus on assessment, the formative and summative assessments in the new PRESETT curriculum and the ways assessment is and can be used for improving student teachers’ learning. The author mostly draws on the material worked out by the project team. Based on the findings and recommendations of the Baseline Study the project team has developed new ways of assessing progress and achievement within the Methodology Curriculum of the PRESETT Bachelor’s programme. The assessment follows the principles of transparency, variety and balance, link to outcomes, manageability for methodology teachers and progression over the programme. In the new curriculum, continuous assessment is both formative and summative assessment, and the final assessment is summative. A special focus is given on the latest results of the piloting of the new curriculum carried out at Vasyl Stefanyk Precarpathian National University. The piloting of Modules 1, 2 and 3 of the curriculum has demonstrated that student teachers are efficient users of such types of continuous assessment as presentation and quiz, while they still need to improve reflective writing and personal account. The research offers classroom strategies that are effective in promoting formative assessment practice – the use of questioning, student thoughtful reflection, effective teacher feedback, peer feedback, student self-assessment, redrafting of the work, and the formative use of summative assessment. It also supports the idea that the following techniques/tools associated with formative assessment – checklist, classroom journal, conferencing, discussion, examples of good work, learning diary/log, open-ended questions, rubrics and sharing assessment criteria – can help students to learn more effectively.
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Kinetotherapy for students with special educational needs has a strong educational and therapeutic character due to the means and methods used to recover their associated conditions. In order to conduct this study, a questionnaire was applied between February and March 2021 to teachers carrying out kinetotherapy activities with students with special educational needs enrolled in special schools from all regions of Romania. The main purpose of the study is to analyse the process of implementing educational-therapeutic activities in the field of kinetotherapy in Romanian special education. The questionnaire is structured in two parts and extracts both demographic and socio-professional data about respondents as well as data on the main components of didactic activities, analysing educational documents, methods and teaching aids used in educational-therapeutic activities and the evaluation process, aspects regarding the relationship with parents and the collaboration with members of the multidisciplinary team. The validation of the questionnaire items is given by the value 0.920 of Cronbach’s Alpha coefficient, which shows the excellent internal consistency of these items. The studied sample consists of 51 respondents whose gender distribution is 41.2% (21 participants) for males and 58.8% (30 participants) for females. In conclusion, the study has revealed that it is necessary to optimise educational documents to facilitate the individualisation of the kinetotherapy programme by adapting educational-therapeutic activities according to the particularities of the physical and psychomotor development of students with special educational needs.
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"For someone to acquire skill and ability in a particular branch of activity, thus becoming a labor force" – said Karl Marx in Capital – "education is necessary", adding that the communist order will ensure favorable social conditions for the individual qualities of to every man not to be stifled, but to be revealed and developed through education. The expression "multilateral development", applied to both the individual and society, has become one of the most common in Marxist pedagogy or Marxist-inspired theory. The communication aims to present the "multilateral development" and "formation of the new man" during the regime of Nicolae Ceausescu, being composed of two parts. In the first part, the communication will deal with the Marxist-Leninist conception of multilateral education, which was necessary and possible in mass proportion only in the conditions of socialist and communist society. The second part will contain the conception of the Romanian Communist Party about the "multilaterally developed socialist society" and the "multilaterally developed personality" which was to be characterized by "creative spirit and the tendency towards self-improvement and self-improvement". The conclusions will aim at the fact that, in the case of communist regimes, "multilateral development" was only an ideological fiction, because, unlike the liberal regimes, in which education means emancipation and permanent creation, communist education was organized to ensure the strength of work distributed according to socialist planning, the regime emphasizing social and cultural homogenization, in order to create a "working class culture".
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Reasoning is presented related to the need to rethink statistics education in order to create an opportunity to form statistical thinking as a mandatory element of the thought process of a free and informed person and thus overcome the problem of "numerical blindness" in society. It is concluded that the main reason preventing the creation of skills that can be qualified as statistical thinking is the patterning of statistics education by teaching ready-made "recipes" for the mechanical application of statistical methods "piecemeal", detached from the requirements and the logic of statistical methodology.
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Inquiry-based learning is considered a learning framework valued by researchers but less used by teachers, despite the fact that it has been promoted since the mid-19th century. Teaching by investigation includes methodological approaches specific to scientific inquiry, such as asking questions, documenting, testing personal ideas, solving problems, and concluding. There is no single framework for teaching by investigation, the inquiry approach being modeled by practitioners according to the proposed goals. The aim of this study is to investigate how future teachers for elementary and preschool education, involved in a distance training, design an inquiry-based learning model. The topics studied were left to the students' choice. The sampling was convenient, with 124 subjects participating in the research. The tool used in the research was an inquiry-based learning activity analysis grid. The obtained results show that the steps of formulating the assumption / hypothesis and of designing the testing of hypothesis are the most deficient. Participants face difficulties in formulating hypotheses and in substantiating them on the results of primary documentation or in correlating them with research questions. Furthermore, the testing is not correlated with the assumption or hypothesis made.
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Over time, it has been found that STEM education does not cover all areas of school knowledge necessary for the integration of today's students into tomorrow's society. The introduction of the arts and reading along with the exact STEM subjects was intended to increase interest in knowledge and learning. Service learning projects can be considered an efficient and innovative way of applying the integrated STREAM approach to the classroom. Through this study, we aim to investigate how teachers understand the INTEGRATED STREAM approach, and, respectively, the realization of this type of approach through service learning projects. The participants in the research were primary and secondary teachers who attended a two-week summer camp. The results show that: a) engineering and technology have raised issues for teachers regarding their didactic treatment, these areas being often confused; b) participants show high interest in applying the INTEGRATED STREAM approach in service learning projects.
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The article analyses data on innovative schools in Bulgaria and the teaching of the subject "Religion". The study shows that the "Religion-Orthodoxy" is preferred more in innovative schools. Contemporary religious education in Bulgaria integrates innovative teaching methods, textbooks, games, individual and collective projects and creative activities. The subject 'Religion' itself could be considered as an innovation in the innovative school and support its objectives.
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The moral education aims at the formation of the individual according to the norms and rules that define the relationships between people, to the values promoted by a society. The moral profile of the personality is shaped by the family, developed by the school, and strengthened throughout the entire life. In this sense, schooling has a major importance, being the period when the automatisms on which the subsequent behavior habits will be built are formed. Moral education remains a great challenge in the current Romanian education. The peculiarity is given by the way in which the communist regime in Romania tried, and to a large extent succeeded, to use this classic dimension of education ideologically and practically, until 1989, when the political regime changed. In this context, our research aims to identify the place that moral education has in Romanian primary school, after more than 30 years since communism has failed. The results show that the moral dimension of education is a permanent concern of the teachers (85,1%), that it should have a specific subject in the curriculum (83,9%), and that teachers for primary school consider themselves responsible for the moral development of the students in the classes they manage (88,8%).
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