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This article focuses on the analysis of the value of images, which generate multiple meanings in visual communication and contribute to the decoding of the meaning of a visual representation and the construction of the author's identity. It also examines the possibilities of visual images to convey multiple meanings.
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În this article analyzes the specifics of the concept of supervised individual study in the context of lifelong learning.
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This article examines the problem of developing empathy in future elementary school teachers. Based on the analysis of literary sources, the tasks of this paper, the structural components of preparing students for this activity are determined. The experience of using theatrical activities at the Faculty of Education, Psychology and Arts at Alecu Russo State University in Balti is presented
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Action research (AR) can be more rewarding for teachers when theyhave a community in which to share their ongoing process and discussinterventions, methods, and findings. This article presents teachers’ reflectionson their Fall 2020 action research studies, when they were teaching online andadapting practices to the “new normal.” The teachers were enrolled in a graduate-level seminar on AR in which they conducted research in theirindividual teaching contexts and met regularly in critical friends groups. After asummary of the seminar design, the teacher researchers individually discusstheir personal and professional learning from the course and research process.We conclude with recommendations for implementing AR in language teachereducation programs.
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University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.
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Radical changes that take place in all society spheres (economic, social, political and cultural) of a state, directly and indirectly affect the development and functioning of the socio-economic system of physical culture and sports. A new category of human resources employed in the field of sports management is emerging, given that sports organizations are interested in forming a management system that ensures high performance, development opportunities and a stable market position. In the last decade, the system of physical culture and sports management has undergone substantial changes, as a result of the emergence of new sports events, the development of sports movement, the creation of innovative services and the production of special equipment / installations in accordance with the legislation in force, as well as due to modern trends in entrepreneurial activity in market conditions. The fulfillment of the management functions in these conditions, at a higher level, generator of performance and success can be ensured only by qualified persons who have received a special professional training (including additional, continuous training) and requalification. This training is necessary for all activities specific to the field of physical education and sports management, for the development and proper functioning of sports organizations. Management and marketing activities, innovative for physical culture and the national sports movement, require special knowledge, skills and an effective professional training of the specialists in the field
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The article is devoted to the problem of development of EFL teachers’ global competence. It analyses the importance of development of new EFL teachers’ training programs taking the development of global competence as a part of professional literacy into account. It characterizes the possibilities to develop global competence in the process of English learning: setting up projects in English that are proposed by a teacher and relevant to new important discoveries of the humanity; reading and analyzing English literature; writing an essay; on-line discussions in English and meeting with foreigners. The success of a modern student, future EFL teacher, is determined by not only speaking skills, but also by knowledge and personal interest in global problems, as well as skills and abilities for cross-cultural communication, as well as the willingness to be accustomed to the new challenges of the world. The importance to develop EFL teachers’ global competence that becomes apparent in the possibility to understand global problems and the capacity to solve them has increased. EFL teachers’ global competence is cosely connected to a communicative competence. Future EFL teachers demonstrate the capacity to understand and perceive different audiences in order to achieve the general aim; realize the influence of effective communication on a collaboration in the interdependent world. A global competence opens a way not only to knowledge about the world but also stimulates to act, to understand and create possibilities to change something using creative ideas at local, regional or state level. Global education allows to evaluate the potential influence of own opinions and judgements on other people, to define their consequences.
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The article gives a detailed description of the innovative features of the joint project of the British Council Ukraine and the Ministry of Education and Science Ukraine which is called “New Generation School Teacher”. The project appeared as a response to recent changes and developments in education and society. The author acquaints the readers with the definition of the terms “innovation” and “pedagogical innovation”,provides a rationale for the importance of the changes in the system of teacher training in Ukraine. The article presents the results of the Baseline study. The author highlights that innovative Methodology Curriculum intends to provide students with important professional skills related to methodology, it also gives scope for developing essential life skills. A list of these skills is also given in the article (communication skills, time management skills,information literacy skills, etc.). Moreover, the article provides essential information on the innovations, which characterize the Methodology curriculum. The attention is also drawn to the fact that in this innovative Curriculum the topics of the traditional Methodology course are revised and substantially updated. The content of the discipline is complemented with innovative topics that must be taken into account in the process of learning English. All units of the Curriculum can be split into 2 main groups: Re-conceptualized and New ones. There is also a detailed description of School Experience, which is an essential part of the Methodology course,because School Experience is aimed at linking methodology classes to teaching at school.
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Competences have a larger scope than skills, they also require the results of the activity, in addition to knowledge, and the ability to do something well, correctly. Teaching competence involves the issue of teaching efficiency and the establishment of efficiency criteria. Competences for the teaching profession are systemically designed, integrated with skills general for the effective fulfillment of a social role and competences for the framework profession teaching in general
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Through the theoretical-practical analysis, the article highlights the importance of projects in the development of partnerships in the field of education and the multiple benefits it entails; emphasizes the importance of partnerships and broad social dialogue in achieving the objectives of education; developing the professional skills and competencies of teachers and managers. It is useful to describe the experience of the early education institution no. 43 in Bălți, regarding the development of partnerships through educational projects
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The article examines the essence and structure of the inclusive competence of teachers. A meaningful analysis of retraining curricula of a new generation, a strategy for the formation of inclusive competence of students in the system of additional education for adults is presented
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The article highlights the features of accompanying teachers in Preschool institution that implements inclusive education. The features of the professional competence of teachers are outlined. The research was conducted by questioning. Its results are described
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The article presents the concept of the development of universal pedagogical competencies as a condition for formation of transversal competencies of a school graduate. The content of universal pedagogical competencies is considered in the context of inclusive education. The universal pedagogical competencies of inclusive education are represented by general methodological, communicative, and informational professional skills
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The teaching profession suffers under a variety of pressures which – although typically analysed from the institutional point of view – spring not only from within educational institutions but also from governmental and contextual sources. Research and social debates result in demands placed upon educational systems and requirements to be met by teachers functioning therein. Postulates voiced by representatives of many humanistic disciplines, such as philosophy, sociology, psychology and pedagogy differ across space, time and political systems shaping tasks set by educational authorities, attitudes held by the society as well as expectations of parents and students. The paper identifies types of past and present demands placed on language teaching profession and examines teachers’ reactions, the degree of their autonomy, ways of preventing difficulty and strategies in conflict management.
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The aim of the paper is to reflect on the problem of affective barriers in the foreign language teaching-learning process. The author will primarily discuss the concept of language anxiety and she will focus on the fear of making errors. The problem will be discussed in the context of teaching-learning of French as a second/subsequent language to adult beginners at the university level.
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The article studies media education as a pedagogical process of media literacy formation through perception and critical reflection, analysis / interpretation and assessment of the content of media texts in various forms and genres. The article also highlights the concept of a media text, which is the basis for the development of a methodology for the media literacy formation based on media texts. In the research, the methodology for media literacy formation based on media texts is built on the three categories and the description of the basic groups of skills for each category.
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The communication valorizes the resources and the scheme of the EIFL digital research literacy training program for librarians. At the same time, the role of the Scientific Library is highlighted in the literacy of digital university research and the support of researchers and students to obtain qualitative results in the study and research process.
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Ensuring a secure environment through the use of information systems are mandatory requirements of today's society, practically it become an intense and ongoing concern in relation to possible risks and threats. The development of organizations is conditioned by the use of information systems, which gain vital importance over time and become the "engine" of daily activity. Also, in addition to the fact that information systems meet administrative and operational needs, they have gradually gained a significant share at all levels of the organization, up to the strategic and decision-making level. The working flows model must include new approaches, starting from the technological levels to managerial levels including most important layer of an organization: human resources. User’s education and cybersecurity management knowledge represent an important part of ensuring the real organization's data and influenced managerial decisions. Technological threats and vulnerabilities can compromise decisional process starting from the early stages. With all the latest security technology implemented, a system will become cyber resilient if will take in consideration the 3 dimensions - human resources, processes, and technology. To achieve this goals, new approaches in cyber security education is needed. The diversity of technologies and accelerated developments of information technology in all domains need to be supported by a complex educational environment who must meet the actual society requirements.
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The paper addresses the issue of adult education with regard to the current situation with Covid - 19. Adult education is designed to acquire or develop already acquired skills. The participation of an individual in his / her educational process and the active use of his / her personal experience is crucial in adult education. This directly increases the motivation of adults to complete their studies and continue their education. The education system is also adapted to the peculiarities of adult education. As interest in lifelong learning increases, there are many offers for adults in both formal and nonformal education. The main goal of the paper is to describe the peculiarities of adult education and describe the most important principles of access to online adult education. Due to the situation that is new in education, there is not yet enough research that would directly address adult education.
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In modern societies, the most important agents of change are technology, technique and knowledge. In order for a person to follow technical and technological progress, it is necessary to constantly follow new technologies and knowledge. In order to respond to all challenges, today's modern trends require continuity in learning, education, training and pre-qualifications 370throughout life. Contemporary teaching requires appropriate competencies of all its participants. In addition to communication competencies, competencies for teamwork and cooperation, creative and critical thinking, problem solving, competencies for professional lifelong learning, it is necessary to have developed computer and information literacy skills. Considering that the classes in the second semester of the school year 2019/2020 were mainly organized online due to the corona virus pandemic, we conducted research in primary schools in the municipality of Travnik. The aim of the research was to examine the attitudes of teachers about the effectiveness of the implementation of online teaching. The sample consisted of 271 course and class teachers. The results of the research showed that teachers were more burdened with online teaching compared to regular classes, and that they did not have the support of the responsible ministry.
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