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The article examines the theatrical activity as a mean for enriching the social experience of small students with SEN and the successful realization of the process of their socialization. The analysis points out the tasks, the rules, the criteria for researching the effectiveness of theatrical activity in this process. Results, by own empirical research, are presented.
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The article deals with the peculiarities of a heterogeneous educational environment including children of various cultures, nationalities, confessions, languages, and states of physical and mental health. The authors revealed theoretical grounds providing effective bachelor and master training for heterogeneous group work. They consider the potential of humanization, existentialism, hermeneutics, axiology, theories of help and support in formation of the preparedness to carry out professional activity in classes with heterogeneous composition of children at future teachers.
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The article concerns the human rights of children belonging to ethnic, linguistic and religious minority. The children from “Nezabravka” affiliate in Tri Kladentsi village form multi-ethnic group (Bulgarians and Roma). The beauty of the differences in language, religion and holidays might be felt if only there is a tolerance between the various ethnic groups. Traditions established in “Nezabravka” affiliate help educating the children in a multicultural environment. This is a place where children from various ethnic groups have the opportunity to discover and develop their potential and to live in friendly environment knowing their rights and protecting their own identity. In the article different traditions and customs, which help acquiring and understanding of moral values and virtues are described.
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There are cases when, intentionally or not, academics include in teaching material scientifically unfounded information that defame Roma ethnic group and promote the so-called “institutional racism”. Such cases affect the students' notions, reinforce or raise misconceptions about Roma and their problems. Such cases form a stable attitude of students - as future professionals, that Roma do not deserve their or state support.
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Training and qualification of primary school teachers after the liberation is implemented on the basis of curricula and programs that are accepted by Ministry of Education and are obligatory. In them a content component in each subject, such as general professional teacher training is carried out in two directions – theoretical and practical. This is according with the European practice and especially with so called herbartianism – model. Even though applied in part, because it is consistent with conditions in Bulgaria, he played a positive role in the overall organization and systematization of pedagogical training and qualification of teachers in Bulgaria in the period after the Liberation.
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Teacher Education in Europe is determined by coherent policies defining the specifics of teaching competence within the framework of the Copenhagen process have been developed as part of a series of measures and actions to the general objectives of teacher education are set by the EU strategic documents. The priorities of the national education policy in the context of the strategy “Europe 2020” require a detailed analysis of the need for cooperation between the initiatives planned for the long-term development of the European space of skills and qualifications (EASA).Necessary changes in the curricula of universities for teacher training and continuing professional training of pedagogical personnel are part of the new features of educational policies in Europe. The study of the characteristics of policies on teacher training for Bulgarian school and their compliance priorities in the development of educational space of the European Union presupposes proposals to change the priorities of macro-policies regarding teacher training and in the Republic of Bulgaria.
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The article reflects on current issues in education, shared in the forum “The teacher and the teaching profession” held on 05.25.2015 at Sofia University ‘St. Kliment Ohridski’ The professional profile of the teacher is presented. Ideas for improving the quality of practical training of students – future teachers are given.
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The article comments on legislative initiatives of the Cabinet of Alexander Stamboliiski, which aim to alleviate the material status of teachers and to provide more funds for the construction of new school buildings. And all this against the backdrop of economic collapse, which relegated the country after three wars, the harsh conditions of the Treaty of Neuilly and huge casualties given in hostilities.
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The school training aims to formation of individually achieved system of competencies, corresponding to the age characteristics and individual needs for integration in the society. Transversal (Portable) competences achieved with the help of school education are a tool of lifelong learning. The article discusses the nature and role of the synergetic approach as a system of methods, techniques and organizational forms, through which the personal training in the school is realized, as well as the role and importance of training in Bulgarian language subject for the development of transversal competencies and the overall formation of pupil’s personality. Established is the influence and correlation of the gender, ethnicity, group, pupil’s activity factors in the learning process on the development of competencies.The achievement of competences depends on a large extent to the success and activity of pupils in the learning process. Significant influence on competences also has a gender as a factor and. Girls have a greater success and achieve greater competences because of their more active participation in interactive learning methods, psychophysiological attitude towards apprehension and implementing innovative methods and techniques for active participation in the learning process, for building active creative thinking and achieving transversal competencies to a higher degree.
More...Фани Бойкова. (2016). Комуникативни стратегии в обучението по български език. Пловдив: Университетско издателство „Паисий Хилендарски“
More...Иван Чолаков. (2016). Зараждане и развитие на методиката на обучението по български език (от Освобождението до началото на ХХ век). Пловдив: УИ „Паисий Хилендарски“
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The paper presents some special features of the new (already in effect from 2016/2017 academic year) learning plan in Bulgarian language for 5th grade – such as – goals, content, assignment of the lessons. These characteristics are considered both as theoretical and practical research positions.
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The contents of school texts play an important role in the education of every new generation, but if the information the schoolchildren are receiving is distorted by nationalist propaganda or is politically coloured, the books in question can perpetuate ethnic conflicts, limit familiarity with the values and thinking of the other side, and impede opportunities to construct a better, common future. An analysis of history texts published in Serbian that deal with the Kosovo issue reveals that both the past and present are being wrongly transmitted. From the time of its establishment in 1999, the UN administration worked closely with international agencies and made great strides in including and integrating all the minority communities in education. It is apparent that the education system in this part of the Balkans is veiled in strong nationalist colours that are impeding the integration of the Serbian community into the education system of Kosovo. This paper endeavours to show how Serbian history texts present the present and past of Kosovo and of the Albanians. It offers information about the role that school texts can play in integration and co-operation, and in the development of the Balkans. It also highlights the great differences that exist between various history textbooks. The divergence of information presented to young people is making it difficult for the peoples of the Balkans to integrate, to work together and to develop as a region.
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The use of the definite article of the nouns in Bulgarian literary language is defined by the grammatical and spelling rules of language. Grammatical norm is viewed as a set of rules. They determine the use of the article depending on the gender, number and their syntactic function in the sentence. The grammatical rules define also the use of the definite article of some groups of Proper nouns. Spelling norm is viewed as a set of rules, according to which: the masculine nouns, singular (Sg) add the correspondent full form of the definite article in Bulgarian “-ът, -а” or “- ят, -я”; some nouns, feminine, singular (Sg) and some Ordinal Numerals double the Bulgarian letter “т”, i. e. it is written double “т”.Ignorance or non- compliance of the grammatical rules, especially these related to the definite article leads to grammatical mistakes and the failure to comply the spelling rules leads to the spelling mistakes.The pupils from 8thto12th grade update, rationalize and apply their knowledge and skills, related to the definite article, on the base of knowledge acquired from the school subject “Bulgarian language” from 2ndto 7thgrade.
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The paper presents two lexical resources developed in the Department for Bulgarian lexicology and lexicography at the Institute for Bulgarian language – online version of many-volumed academic Dictionary of Bulgarian language and the resource Infolex. The possibilities for their application in the Bulgarian language education are discussed.
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Annotations of four new dissertations of PhD students are presented. Three of them are in the domain of methodology of Informatics education and are defended successfully in Plovdiv University “P. Hilendarski”. The forth one is in the domain of methodology of Mathematics education and is defended successfully in Southwest University “N. Rilski”.
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