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THE PRAXIOLOGICAL DIMENSION OF ȘTEFAN BÂRSĂNESCU’S PEDAGOGY

Author(s): Simona-Andreea Șova / Language(s): Romanian Issue: 26/2021

Our study emphasizes the praxiological dimension of Ștefan Bârsănescu (1895-1984)’s pedagogy, elaborated in two important historical ages in Romanian culture: modern (interwar period) and contemporary (after war period). This dimension is identified through fundamental, historical and theoretical research, connected with the other two dimensions, historical and epistemological, important for the understanding of Ștefan Bârsănescu’s pedagogical value. In the philosophical pedagogy, the lesson is defined as a ”cultural phenomenon”, that has to be studied by his permanent essence, historically and specifically objectified in the teaching process, through the school lesson. From this point of view, we can build a model of culture’s philosophical pedagogy.

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METACOGNITION IN PRIMARY CLASSES THROUGH LEARNING SITUATIONS

Author(s): Elena Cristina GHEORGHE,Nicolae Silistraru / Language(s): Romanian Issue: 26/2021

Metacognition is one of the conditions without which learning cannot build its spectrum. The low schooling was somewhat passed in a shadow cone from this pedagogical perspective, and the specialists considered it less applicable to this age level, the recent studies bypassing the primary cycle. However, by applying the appropriate method we can demonstrate that metacognitive competence can be successfully acquired since primary school. Thus, the present study tries to establish a set of learning situations that will focus primary school students on the development of metacognitions and, implicitly, to provide a conscious, self-directed, autonomous learning, so necessary in the current social and educational context.

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LIMBAJUL – COMPONENTĂ ESENȚIALĂ A COMUNICĂRII ȘI SOCIALIZĂRII ÎN ÎNVĂȚĂMÂNTUL PREȘCOLAR

Author(s): Elena Lucia Mara / Language(s): Romanian Issue: 27/2021

During low school, the vocabulary doubles, and the child changes his language positively, by mastering the rules of grammar and pronunciation, acquiring writing and reading skills, skills for learning synonyms and antonyms, improving expression. There may be some pronunciation errors such as dysgraphia, dyslexia. The schemes used require the active participation of imaginative processes, especially reproductive imagination. The student is often in a position to reconstruct the image of a reality. Another specific feature is that these children are beginning to be interested in the outcome of the game. It attracts not only the fun aspect, but also the opportunity to manifest collectively, to show their skill and skill. Due to the fact that inhibitory mechanisms begin to develop at this age, children can stay calm during the game, not to embarrass their classmates, to answer only when asked, when it is their turn, etc. The rules of the game are beginning to be more general. Now the games with more rules are becoming accessible, and the participants are starting to pay more and more attention to them. However, it is necessary that the rules be formulated and explained clearly in advance, possibly demonstrating the actions that children must take in the game.

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THE IMPACT OF THE DIDACTIC GAME IN PRESCHOOL EDUCATION

Author(s): Marta Mutașcu (Gana) / Language(s): English Issue: 27/2021

This article presents a recent research study (January - March 2021) that deals with the impact of play on learning as a teaching method, based on a questionnaire addressed to teachers in preschool and school education. In the multitude of researches and the variety of approaches, we find that didactic and educational games have a real impact on learning. The results indicate the essential attributes of the didactic game with positive effects on learning, which corresponds to numerous specialized researches. Therefore, the didactic game is a useful and constructive tool in the development of intellect, perception, memory, thinking, etc. In conclusion, we can say that didactic games are instructive-educational developing expression and thinking, individually and in groups.

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FORMATION OF PRIMARY SCHOOL STUDENTS METACOGNITIVE COMPETENCE FROM A CONSTRUCTIVIST PERSPECTIVE

Author(s): Elena Cristina GHEORGHE,Nicolae Silistraru / Language(s): Romanian Issue: 27/2021

Constructivism is constructed as a stage of didactic action through which learning becomes a teamwork - teacher - student, as the didactic realities are constantly reconfigured by the ever- moving minds of teachers and self-taught people. The need for an in-depth approach to learning in the school environment from the perspective of new social trends leads to the need for research - action both at the level of the teacher and at the level of the subject of learning. One of the directions of action of constructivism is the formation of the competence to think reflexively and to use this reflection implicitly in the didactic training. This approach of the reflective teacher in action and reaction makes possible the transfer of the most coveted competence from the cognitive level of the individual, namely the metacognitive competence so useful in the process of conscious and productive learning.

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განათლებისა და კულტურის ზოგიერთი საკითხი დემოკრატიულ საქართველოში (1918-1921 წლები)

Author(s): Roin Metreveli / Language(s): Georgian Issue: 2/2022

The present essay contends that the years of 1918-1921 were virtually spiritually and creatively fruitful. Despite the many difficulties (political and economic) in this short period, much important work was done in science, literature, and almost every field of art. It should also be noted that all that was done in the fields of science, literature, and art during Georgia’s independence was a continuation of previous years’ creative work; Active creative work continued and in fact helped lay the groundwork for independence in the spiritual life.The article describes the humanitarian situation (in science, culture, and education) of Georgia in the first two decades of the 20th century, emphasizing the level of development in specific areas. The humanitarian disciplines (history, archeology, and study and collection of antiquities) progressed a lot; The Church Museum was established; and various societies, including the Society for the Spreading of Literacy, continued to work (the Society existed until the establishment of Soviet power in 1921). The Historical-Ethnographic Society of Georgia, with its diversified program, continued to be active and was instrumental in the establishment of Tbilisi University.The diversified creative activities of Georgian creative intelligentsia of this period formed an important basis for the continuous cultural development of Georgia and satisfaction of spiritual needs of the nation.

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სამედიცინო განათლების რეფორმა საქართველოში: გამოცდილება, მომავლის ხედვა

Author(s): Avtandil Jorbenadze,Tengiz Verulava / Language(s): Georgian Issue: 2/2021

As a result of the reorientation in the health sector in Georgia, the foundation was laid for a new system of medical education, built on modern principles. However, the main difficulty in implementing the reforms was the scarce and incomplete state funding of continuing medical education. The health care system suffered from a chronic lack of funding, as the state often did not fulfill its promised obligations. As a result, continuing medical education and recertification cost doctors a significant amount of money. Since 2003, the approach to the system of continuing medical education has changed, according to which the medical market should be based on selfregulation mechanisms, and medical personnel should be guided by the principles of self-development. As a result, since 2006, continuing medical education of medical personnel has ceased to be a prerequisite. Mechanisms for re-certification of doctors have also been abolished. Currently, continuing medical education in Georgia is voluntary. A certificate of independent medical practice is issued for life and a doctor is not required to re-certify. For comparison, in the overwhelming majority of European countries, participation in continuing medical education is mandatory. For example, in Austria, Germany, Italy, Switzerland and Hungary, continuing medical education is compulsory for physicians, while in Norway it is compulsory for general practitioners. The country’s existing medical education system (higher education, residency, continuing medical education and professional development) needs further reform in order to balance the new flow of doctors in the health sector and increase the role of nurses. Given that there is a direct relationship between patient safety, quality of medical care and continuing medical education, it is necessary to ensure compulsory continuing medical education based on the best international experience. Georgia is a European-oriented country, we are likely to soon become members of the European Union, and therefore, along with many other parameters, our medical education system must develop in accordance with the requirements of the European Union.

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ПЪРВИТЕ ДИПЛОМИРАНИ АКУШЕРКИ В БЪЛГАРИЯ И ПРИНОСЪТ ИМ В МОДЕРНИЗАЦИЯТА НА ОБЩЕСТВОТО

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ПЪРВИТЕ ДИПЛОМИРАНИ АКУШЕРКИ В БЪЛГАРИЯ И ПРИНОСЪТ ИМ В МОДЕРНИЗАЦИЯТА НА ОБЩЕСТВОТО

Author(s): Zhana Pavlovska / Language(s): Bulgarian Issue: 1/2022

Introduction and purpose: Rayna Popgeorgieva and Hristina Hranova are the first graduated Bulgarian midwives, but to them we can add names of prominent midwives of their time with a pronounced professional and even political position, who contributed to the development of healthcare and the modernization of society. Material and methods: documentary, historical method and review of archival documents have been used. Results and discussion: The process for establishing the midwifery profession in Bulgaria is long and difficult. The first midwives, most of them graduated abroad, contributed enormously to the implementation of this process with their knowledge and professional skills, with their persistence in spreading health education among pregnant women, mothers and women, with their persistence in defending their rights – professional, civil and even political. Among them are the first midwife of Gabrovo – Maria Pаtruncheva, the first midwife of Tarnovo – Tsonka Sabeva, the first chairperson of “Midwifes” society – Zlatina Nedeva, Victoria Bikova, Vasilka Kurteva and others. Conclusion: The contribution of the first midwives to the development of society is in several main directions: struggle for the imposition of the midwifery profession; health and educational activities and training; battle for professional rights and improving the status of midwives; active participation in the women’s movement for civil and political rights; improving health welfare in cities and villages; charity.

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THE EDUCATION OF ALBANIANS IN YUGOSLAVIA AFTER THE SECOND WORLD WAR UNTIL 1974.

Author(s): Kosovar Basha / Language(s): English Issue: 9/2023

The paper carefully deals with the constitutional aspect and the development of education in Yugoslavia, with special emphasis - Albanians. After the Second World War, Yugoslavia faced numerous problems both politically and economically. The first reforms that this country had to undergo initially required help from countries such as the Soviet Union. Among the first steps to be taken were the legislative reforms undertaken in 1946 by adjusting the Yugoslav Constitution. This constitution sanctioned important aspects of the political, economic, educational and cultural life of the country. The political life after the Second World War in Yugoslavia had undergone radical changes making it possible for countries like Macedonia to become independent states or to be created from scratch. The only country which was politically eliminated in this aspect was Kosovo, which was left under Serbia from 1945. By oppressing Kosovo politically in all aspects of life, Serbia exercised a segregationist policy towards the Albanian people of Kosovo. Harsh measures were exercised against the Albanian minority, including their relocation to Turkey through various Yugoslav-Turkish agreements, the imprisonment of many political personalities, etc. Political rights of expression were denied and political pressure continued at the national level. These forms were present continuously and did not stop until 1968 when the political situation began to change. Indeed, the Albanian minority in Yugoslavia made good use of the political circumstances after 1968 when, in general demonstrations in all the cities of Kosovo, they opted for more national rights and requested the establishment of the University of Prishtina. Non-Albanian minorities were included in the Yugoslav republics in all spheres of life. Since they were not in large numbers, their presence was not revealed apart from the Hungarians. The Hungarian minority also began to enjoy greater rights with the amendment of several articles of the constitutions of 1946, 1953, 1963 and 1974. The presence of Hungarian schools was evident with several such schools and a lot of students who were allowed to use and be instructed in their mother tongue. Other small minorities such as Russians, Bulgarians, Germans and others were few in number. The Albanian population in Yugoslavia was distributed across several republics such as Serbia, Kosovo, Macedonia, Montenegro and to a lesser extent Croatia and Slovenia. Political power in Yugoslavia which was largely led by Serbs until 1966 through the iron hand of Alexander Rankovic did not allow the Albanians to even use their national flag and to express any kind of dissatisfaction through various demonstrations or manifestations. The period between 1966-1974 was decisive for Albanians in Yugoslavia, especially since many important steps were taken in political terms, such as the replacement of Serbian politicians with Albanians, the establishment of many different schools and the massification of higher education in general. The Yugoslav constitutions with their reforms changed the direction of comprehensive development of political, social, economic and cultural life for all non-Albanian and Albanian minorities in Yugoslavia. The author has followed the descriptive and analytical scientific methods for dealing with this important issue for general historiography. A serious Yugoslav and Albanian literature covering this socially and scientifically important study has been used.

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ACTORII SECVENȚEI EDUCAȚIONALE ÎN PEDAGOGIA MEDICALĂ

Author(s): Maria Dorina Pașca / Language(s): Romanian Issue: 28/2022

In the context of medical-pedagogical interdisciplinarity, both teachers and doctors, along with the patient-student and not only, are found as actors in the educational sequence carried out in the hospital / hospital environment. Here, the relationship in communication between: teacher-patient student and doctor-patient student, becomes a special one, due to the new approach, so that both educational and medical structure is related to another level of cognizance, starting from age peculiarities of the patient and ending with barriers in communication. Therefore, teamwork brings medical-pedagogical benefits, quantified in the results of recovery, in this case, of the patient- student.

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RECONFIGURING LEARNING THROUGH PROJECT STRATEGY

Author(s): Simion CRENGUȚA / Language(s): Romanian Issue: 28/2022

This article addresses the project learning strategy to reconfigure the learning process. The basic idea of the project is to orient the student's knowledge activity on the result / product, which results from solving a significant practical or theoretical situation. Along with the formed / developed key competencies are the expression of the successful integration of multiple attitudes, knowledge, skills and cognitive resources for solving the complex real life situations.

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Професионални организации на фелдшерите и лекарските асистенти - минало и настояще

Author(s): Penka Vracheva / Language(s): Bulgarian Issue: 2/2020

The “Feldscher” profession has a 143-year history in Bulgaria. The professionals are recognized with high authority and are well known by the society. Despite their contributions, the existence of feldschers have been periodically debated and questioned over the years, mainly due to their specific competence. In 1999, the training of these professionals has been sus- pended on the basis of unconvincing arguments. However, since 2014, at Medical Universities started education of Physician assistants, who are their followers. The aim of the study is to examine the professional-union organizations created by feldschers/physician assistants over the years. Materials and methods: Documentary, historical method and review of archival documents. Results and discussion: In 1883, the feldschers founded the “Feldscher Charity Society” which is the first professional organization for healthcare workers in Bulgaria. The subsequent attempts for professional organization establishment over the years have been reviewed: “Union of Feldschers in Bulgaria” (1990-2000), “Association of Feldscher bachelors of medicine in Bulgaria” (2007) - functioning from 2020 as “Bulgarian Union of Physician Assistants and Feldschers” (BU- PAF). Under the Class Organization Act of 2005, feldschers/physician assistants are obliged to become associate members of the Bulgarian Association of healthcare professionals. Arguments and legislative steps are presented in order to legitimize BUPAF with the status of a class organization of regulated profession. Conclusion: All professional organizations of feldschers/physician assistants over the years have aimed to protect professional interests and the possibilities for successful realization for benefit of the society.

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Ретроспекция на професионалните организации на акушерките в България.

Author(s): Zhana Pavlovska / Language(s): Bulgarian Issue: 2/2020

Introduction: The midwife’s profession is one of the most humane, but like any other profession, it is also related to the acquisition of material values. In conditions of competition and private practice, it is necessary to look for forms of profes- sional protection, which leads to the emergence of professional organizations. Material and methods: documentary, historical method and review of archival documents have been used. Results and discussion: Already at the end of the XIX-th century, midwives joined a professional union founded by feldshers, and in 1901 they founded their own independent professional organization “Midwife”. They actively participate in all estab- lished professional organizations of medical workers: Health Society, Union of Sanitary and Veterinary Personnel, Union of Health Workers, Communist Union of Medical-Sanitary Workers, etc. They have an extremely active obstetric section and lead an active organizational life. Their goals and demands in defense of professional and material interests are realistic, in the interest of maternity care and public health. Nowadays, midwives have to be members of Bulgarian Association of Health Professionals in Nursing, which is a regulatory body, and some of them also participate in Alliance of Bulgarian Midwifes – a non-governmental midwifery organization. Conclusion: A retrospective review of professional organizations of midwives shows exceptional activity on their part, which has been maintained and expanded over the years and today recognized by a number of international organizations such as the European Midwives Association (EMA), the International Confederation of Midwives (ICM) and etc.

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THE APPROACH TOWARDS COMPETENCES – INSTANCE OF GAIN OR LOSS IN LEARNING?

Author(s): Tatiana Callo,Veronica Bâlici / Language(s): Romanian Issue: 29/2022

In this article we thoroughly address competence as a learning factor in school, although competence has been repeatedly addressed, discussed, a lot has been said and evidence has been brought. The perspective is meant to be relational here: whether focusing on developing competences in school does not diminish the meaning of human education in general. Starting with Antiquity itself, where it seems to have originated, the theory of competences has always evolved, following, whatever its immediate goals, a rational model of competence. Having its sources in a vigorous tradition, it is based on the already established idea of human formation. Wanting to go further, we could say that all this long tradition only rebrings the old identity, established between ability and knowledge. Built on the model of modern logic, it does not take long for the competence to become clearer as the phenomenon decomplixifies. As we see competence as an educational phenomenon, it represents, in the modern episteme, the highest point in defining the direction of student formation as a universal essence.

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INNOVATIVE DIGITAL EDUCATION PRACTICES FOR COMPETENCE-BASED ACADEMIC ASSESSMENT

Author(s): Suzana Carmen Cismas / Language(s): English Issue: 29/2022

Recently foreign language teachers have seen the clearly emerging need to support and scale up the purposeful use of digital and innovative education practices, focused on the following key directions: making better use of digital technology for teaching and learning, as well as developing relevant digital competences and skills for the digital transformation. As a matter of fact, EU and national policies have long acknowledged, as a priority, the necessity for all citizens to understand that digital competence is a key skill which must continue to be cultivated and developed throughout life, so as to enable lifelong learning. Hence the digital competence is defined as the confident, critical and responsible use of, and engagement with, digital technologies for learning, work, and society participation. Romanian academic environments should capitalise on digital innovative education practices for competence-based academic assessment.

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AN EPISTEMIC AND AXIOLOGICAL ITINERARY OF THE PROFESSIONALIZATION OF TEACHERS

Author(s): Nelu Vicol / Language(s): Romanian Issue: 29/2022

The text reveals an aspect of the professionalization of teachers in the congruence of epistemology and axiology. Being an exponent and an agent of knowledge, culture and the value of education, the teacher manifests himself in the formative learning of students with visibility and transcultural and transgenerational impact of the becoming of the human being and the existential style in the inner and outer reality.

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COMMUNICATION IN TEACHING: A BASIS FOR DEVELOPING CHILDREN'S COMMUNICATION SKILLS

Author(s): Maria Hadîrcă / Language(s): Romanian Issue: 29/2022

The article presents the results of a pedagogical research carried out in the framework of the existing process of training teaching staff in the Republic of Moldova, aimed at assessing the appropriateness of certain university and post-university programs for the requirement of reconfiguring the teaching process and the training of staff from the perspective of professional skills standards. The author highlights certain deficiencies in the current training process, puts forward proposals for improving existing standards, and suggests the need for setting a profile of skills for educators, which the latter should acquire throughout their professional tenure, and as part of which the skill of communication in teaching would feature prominently, as the main skill which fundamentally influences the development of children's communication.

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THE CONCEPTUAL AND METHODOLOGICAL FRAMEWORK OF THE PROFESSIONALIZATION OF TEACHERS: THEORETICAL REFERENCES

Author(s): Aliona Afanas / Language(s): Romanian Issue: 29/2022

The article presents the theoretical landmarks in the elaboration of the conceptual and methodological framework of the professionalization of teachers in the system of continuous professional training in the context of socio-educational changes. The article presents the educational policy documents and the scientific papers, where the epistemological basis of the research in the field was presented, which reflects the main issues regarding the development of the continuous professional training system. The structure of the conceptual and methodological framework of the professionalization of teachers can be presented on levels: at central, local, institutional and individual level. The research on the analysis of the current situation highlighted the factors that determine and accentuate the difficulties of the system of continuous professional training of teachers.

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ROLE PLAY - AN ESSENTIAL METHOD IN EDUCATING THE LANGUAGE OF PRESCHOOL CHILDREN

Author(s): Reka Kutasi / Language(s): Romanian Issue: 29/2022

Each of us discovers from early childhood what playing really means. Playing is a child’s most favorite and most exciting activity, an indispensable „friend” especially during the preschool period. It is an activity that brings children together, enriches their knowledge and satisfies their needs to learn more by assuming the role of an adult. Through games, kindergarten teachers educate children's ability to freely express their feelings, ideas, even if they do it using ready-made texts. Role-play, a method with strong formative and educational values, is used to train a child’s personality and develop his cognitive-emotional education. Role play is the best way to develop communication, problem solving, self-knowledge and team cooperation skills in children. By using this method, children will learn how to act in certain life situations. The aim of the present article is to highlight the importance of role play in educating the language of preschool children.

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ENRICHING THE VOCABULARY OF PRESCHOOL CHILDREN THROUGH LANGUAGE EDUCATION ACTIVITIES

Author(s): Ancuța Ionescu / Language(s): Romanian Issue: 29/2022

Only man, of all living beings, is given the gift of logical language, and he has to do a great deal of effort so that, from the first whisper, which is nothing but the beginning of his communication with those around him, to render in words the finest nuances of his thoughts and feelings. During the activities carried out in the kindergarten, a very important place is given to the education of the language of the preschoolers, using all the means accessible to them. Whether it is reading through pictures, learning a poem, the teacher’s reading, narrating, dramatizing, they have always aimed to help the child, to understand the content, to know how to listen, to know how to ask, to enrich his vocabulary, to communicate impressions with others. The importance of language development, a major concern of the instructional-educational process in kindergarten, for a harmonious evolution of the child's personality and for a good school adaptation has long been established by educational practice and theoretical studies.

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