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This paper intended to emphasize the constant need to tailor teaching to today’s educational requirements. Language learning in the 21st century must reflect the diversity of languages and cultures that are met in a formal education setting. Likewise, the roles of teachers are expending due to the need to teach effectively diverse learners. The research that has been conducted concluded that pre-service teachers managed to a great extent to incorporate in their teaching cultural perspectives and were able to evaluate and select teaching resources that presented the deeply rooted relationship between culture and language.
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Through this work, I emphasize the role parents play in communicating with the teenager, as they are the ones who need to be actively involved in clarifying teens’ problems and disorders, which are specific to adolescence. Like any other relationship, the parent-child relationship is a complex one that begins to build from the early days in the life of a child and requires a great deal of effort: conditioning, dedication, understanding, attention, love, communication. A positive affective relationship with both parents leads to avoiding conflicts, to the harmonious development of adolescents’ personality.
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Contemporary Romanian society – and its education – is in a crisis. School itself is in a crisis: teachers are overwhelmed, parents are more demanding, and pupils are confusing. And sometimes find the solution of alternative education: they ask for help and pay for services in education (in service teachers or teachers from institutions specialised in education). So, a solution both for teachers, parents and pupils could be volunteer activities. Students’ volunteerism (students in training to be teachers) in social care institutions and in schools could be a win / win solution (school win help for its pressing duties and in dealing with dynamic changes; students win abilities for working with children, for dealing with specific documents and schools activities, and their theoretical knowledge become value).
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The study starts from the premise that pupils learn in school more than teachers explicitly convey, referring here to the compulsory contents of the curriculum. In fact, in school students learn not only definitions, key concepts, formulas, and facts in the sphere of science, etc., but they are also inoculate with values such as obedience, conformism, mutual respect, tolerance, self-esteem, justice, truth, patience, responsibility, feelings of social equity or inequity. Basically, the school environment is the context in which students acquire a number of fundamental acquisitions, develop intellectual work skills, and develop communication and relationship skills, gains autonomy in terms of individual study. But, above all, it is the environment in which students cultivate emotions and feelings, attitudes towards life, family, school, society. With this cultural and socio-emotional background, they go on to live life.
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The article presents the analysis of the role of adult learning theories in the development of corporate training in the USA. Considering that corporate education is part of the adult education system in this country, the author examines theories of organizational learning in the context of adult learning. The results of the study have revealed that adult education in the US is based on different learning theories which should be viewed from the perspective of several main orientations: behaviorism, cognitivism, humanism, developmental theories, social learning, constructivism, which have different philosophical background and, accordingly, different understanding of the nature and methodology of adult learning. Based on the results of the study it has been concluded that theories of organizational learning which explain motivation of students, their needs and goals, cognitive processes and other aspects of the learning in organizations and have had the main influence on the development of corporate education in the United States should be viewed in the context of the above-mentioned basic orientations to learning, too. From the methodological perspective, the research was based on interdisciplinary and systemic approaches. Thus, we used a set of interrelated research methods: comparative, structural, systemic-functional analyses, comparison and synthesis.
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Language acquisition is an ontogenetic, hierarchical, and complex process. In 1957, the psychologist B. F. Skinner, as a pioneer of behaviourism, described linguistics through human behaviour in his book Verbal Behaviour and explained the learning of a language. Two years later, in 1959, Noam Chomsky criticized his proposal and the learnability of a language. He believed that language is an innate ability and for this reason he established the term “acquisition” to substitute “learning”. The constructivists, on the other hand, suggested that children were sensitive to patterns in the target language which enabled the acquisition process.Recent language acquisition trends include the cognitive approach that can foster grammar acquisition. The article has tutorial nature, addressing recent advances in cognitive perception. The analysis of Bulgarian students’ questionnaires reveals the tendency in the students’ expectations to shift language acquisition to the cognitive constructivist approach, based on the work of Jean Piaget (2001) who argues that cognitive development precedes language. The article aims at investigating the barriers the students face while acquiring second language grammar structures rather than studying what they will learn. Besides their cognitive perception, students rely on their internal constructions of knowledge. They themselves construct their knowledge through experience as well as through communication. As Vygotsky (1978) states thought and language become linked through communication.
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A mind map is a diagram used to visually organize information. It reflects hierarchical diversification and shows relationships among pieces of the whole. It creates a non-linear outline of any topic given with powerful graphic technique. It harnesses the full cortical skills – word, image, number, logic, rhythm, colour and spatial awareness. Mind maps have many applications in personal life, family, education, and business situations, including note-taking, brainstorming, etc. Mind Maps are useful to learn vocabulary, to work with tutors, or even to improve writing and speaking. Mind maps can be used to generate, visualize, structure and classify ideas as an aid to studying and organizing information, solving problems, making decisions and writing.
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In this paper the author presents his reflections on education in the 21st century and the necessity to adapt the education process (from education plans and programmes to transfer and testing of knowledge) to requirements of time and space, possible future needs and professions for which we have not invented a name yet. In other words, this work represent a reflection on creativity in education, based on a fact that creativity in formal education system is no longer a luxury but desperately needed. These reflectiolsshall highlight the importance of pushing the cretaivity from the margins of formal education to its very centre. In the regard, the author directs his attention towards clarification of several elements and segments of education process, aimed at defining of the concept of creativity, moving it from the area of mystery, coincidences and individual genius to the definitional field that is subject to scientific analysis. Furthermore, he analyses to which extent a creative capacity can be considered as an economic driver, and not as art or hobby, and examines a new theory of learning and its implications for formal education, pointing out both possibilities and traps in the preparation of young people for the future.
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This paper discusses the situation of older people in Serbia - development and current state of art, their marginalization and ageism in the society. Stereotypes and media are in the focus, since many researches show that their impact on the adult population is huge, and they act as a 'massive' adult educator in the public space. An educational measure and its impact are shown in the paper, and the results of the project are presented, where several adult education organisations took part, aiming at change of the image of elderly in the society.
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According to the Basic Law of National Education, there are a number of characteristics that are required to be found in the individuals who are trained. These are listed as citizenship education, personality training and vocational training. After 12 years of compulsory education, the optional education process begins. Individuals receive higher education or non-formal education according to their preferences. Adult education continues throughout life. Deviant behaviors, complaints, lawsuits and crime rates have been rising in Turkey especially in recent years. The number of individuals who do not obey the rules increases and behaviors that damage the conscience of society emerge in society. Adult education must be performed more effective in order to achieve the goals and objectives of education. The aim of this study is to reveal to what extent the general aims and objectives of Turkish National Education System are achieved in terms of adult education.
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The education community expects and understands the positive influence of mentors on young teachers and their understanding of their own roles in education, but questions about what mentors and trainees should do, what they really do, and what in the context of their individual and joint activities they learn - are open and very inspiring for resarches. Encouraged by theoretical analyses and mentoring research as an adult learning process, and by our own professional curiosity aimed at discovering the ways in which the learning process in understood and interpreted by teachers - trainees and mentors, we have carried out a research aimed at obtaining answers to question on who and what they teach during trainee mentoring practice. In the research, a qualitative research paradigm and a semi-structured interview technique were applied, and the interpretation of the obtained and transcribed material was the result of the interaction between the researcher and the material that was generated by the research. Responses collected by research and interpreted in accordance with learning theories, represent a contribution to understanding the practice of trainees and mentors as a potential field of shared learning.
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One of the indicators of psychological adjustment of adolescents is interpersonal orinetation (attitudes to generalised others). This paper deals with interpersonal orientation of college students facing specific challenges during studying - living in a dormitory. The aim of the research was to examine the correlation between interpersonal orientation of students, their previous experience in coeval collective accommodation (peer-to-peer housing) and their motivation for living in a dormitory. Scale of interpersonal orientation (Bezinović, 2002), applied to 221 students, at the age of 18 to 28, who came from other towns to Sarajevo to study and who were living in one of dormitories of ''Studentski centar'' and Foundation for improvement of education and culture ''Source of Hope''. Two items are included in the questionnaire to examine the experience of housing in a collective accommodation and motivation for living in a dormitory. The results indicate that there is a statistically significant correlation of interpersonal orinetation of the students and their previous experience in coeval collective accommodation, as well as their motivation for living in a dormitory. Students with developed positive (philantropic) orientation have predominantly pleasant experience, but students with developed negative (misanthropic) orientation have predominantly unpleasant experience while staying in coeval collective accommodation (peer-to-peer housing). It is proved that students who claim that the main reason for living in a dormitory is living with a peer group, have the highest philantropic and the lowest misanthropic orientation. Students, who have not had the possibility to choose a place of housing, have the lowest philanthropic and the highest misanhropic orientation.
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Review of: Amel Alić, Haris Cerić i Sedin Habibović: ''Obilježja kulture mladih-istraživanja i osvrti'', Sarajevo, Centar za napredne studije, 2018, 187 str.
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Review of: Mirjana Mavrak: ''Program socijalizacija s pravom: andragoški priručnik'', Sarajevo, Triptih, 2018, 114 str. Izdanje na engleskom jeziku: Mirjana Mavrak: ''Legal Sotialization Program: Adult Education Manual''
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