55 години квалификация на учителите в Стара Загора
The report examines the historical aspect of the creation and development of institutions designated for postgraduate studies and continuing education of teachers in Stara Zagora.
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The report examines the historical aspect of the creation and development of institutions designated for postgraduate studies and continuing education of teachers in Stara Zagora.
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The article summarizes 12 years of experience working on international projects with in the Department of Information and In-Service Teacher Training at Trakia University in Stara Zagora. Described are the main international projects under the Sixth and Seventh Framework Programme, the Programme Lifelong Learning projects under the Structural Funds, PHARE and other programs financed by EU and national funds.
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This study presents ideas for the didactic functions of history. Understanding for the current place of history is acquired through a comparative analysis of teaching history in Bulgaria and Turkey. The emphasis is on the capacity of social sciences to perceive historical facts, events, processes, phenomena and behavior of individuals or communities through empathy.
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In this article are presented the opportunities of adapting the organization of a classroom computer, which has been successfully used for four years. This idea emerged after the observation of the labor process in school especially at the end of the semester and the year. Preparation of any kind of paper document requires writing, presentation to the Headmaster for approval, editing. This process is usually repeated several times until a satisfactory result is reached and causes noticeable movement between classrooms and floors. I propose a solution, based on available technology, LAN, Software and resources, with no need of specialized Software. This solution lies in the provision of physical and logical organization of PCs in the administration of the school. Logical organization may vary depending on the leadership style of the Headmaster.
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On 19 November 2013, the European Parliament adopted the Multiannual Financial Framework (MFF) for the new EU programming period from 2014 to 2020, amounting to around € 960 billion. It sets out spending priorities in line with the objectives of the Europe 2020 strategy. The Horizon 2020 Research Framework Program and the Erasmus Plus Exchange Program provide universities with many new opportunities. What is new in this funding period is that all major EU funds are included in a common strategic framework (CSF). ), in order to improve coordination between the different funds, to use the funds according to the investment priorities and to reduce the administrative burden.
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Purpose – The aim of this study is to determine how the activities of public institutions such as Presidency for Turks Abroad and Related Communities (YTB), Turkish Cooperation and Coordination Agency (TİKA), Yunus Emre Institute (YEE), Turkish Maarif Foundation, and Kızılay- which carry out public diplomacy, cultural diplomacy, cooperation, development, and humanitarian diplomacy activities- in the nation brand area are perceived by the Türkiye Scholarships students in their countries and regions. Design/methodology/approach – A total of 24 international Türkiye Scholarships students from 17 countries studying in Ankara were reached by using purposeful sampling and snowball sampling techniques. In the research, the in-depth interview technique, one of the qualitative data collection techniques, and structured and semi-structured interview questions were used. Findings – According to the data obtained from the interviews, it was determined that while students had expected to find a more conservative country before coming to Türkiye, they found a more secular, free, and open country after arriving. Discussion – As a result of the research, it was revealed that in marketing communication to be established for target markets, it is important to consider word-of-mouth marketing, viral marketing, Turkish TV series, social media, the internet, and visits made by institutions, and suggestions for further research were presented.
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South Africa became a democratic country after apartheid ended in 1994. Since then, important milestones in improving teaching and learning have been implemented, especially in basic education. The South African Department of Basic Education (DBE) prescribed policy documents to guide the teaching and learning of subjects in schools. In South African primary schools, music is packaged as one of four components (drama, dance, visual arts and music) of a broader subject called Creative Arts. Music is a compulsory subject taught in the Foundation Phase under the Department of Basic Education. This study aimed to examine the teaching and learning of the music component of the Creative Arts subject in primary schools of Morokweng in the North West Province. A qualitative research method was employed using a case study design and a review of relevant scholarly writings. Interviews were also conducted with various stakeholders at the selected schools. The findings of this study demonstrated that the music component is important in developing the learners’ creative, cognitive, emotional, and social development skills. The study further revealed that the music component is not receiving the required support and is not placed on equal standing with other learning components and subjects. Whereas the syllabus and lesson plan established by the Department of Basic Education indicates that all the components of the Creative Arts subject must receive equal attention in both theory and practical, the music component is not receiving the attention it deserves. One of our recommendations is that the school's management should have musically inclined personnel for the music component and see to it that the component is treated fairly like all the other disciplines.
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Concept for the Operational Programme Science And Education for Intelligent Growth 2014 – 2020
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Concept for the Operational Programme Science And Education for Intelligent Growth 2014 – 2020
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Concept for the Operational Programme Science And Education for Intelligent Growth 2014 – 2020
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There is a mismatch between school and work requirements and a sense that what we have been led to believe about education and qualifications is somehow false. Research has found an inverse correlation between qualifications and job performance. Education has been viewed as good for society but tends to have a corrupting effect on genuine learning - concentrating on its products (examination results) at the expense of processes (application of understanding). Job recruiters look for psychological and social aptitudes that are not easily defined or measured. These develop from attention to individual needs and key competencies which have been side-lined in pursuit of test results and school rankings. Many teachers, however, view their job as not just pointing students to qualifications as a means of livelihood but to a broader view of what a fulfilling life looks like. This requires rejecting a narrow academic life-course that is regarded as obligatory and inevitable in British and many other societies! A focus on developing the attributes and virtues required for successful living and working are advocated. Teachers play a vital role in nurturing these in schools and colleges and must give them priority in learning.
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The present article defines the dimensions of the modern concept of the intercultural education as constituted in key documents of European and International institutions. The dimensions of the intercultural education as a holistic educational paradigm have been described and the necessity of elaborating learning strategies for investing interculturalism in education has been defended.
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This text is an attempt to interest the teachers’ community in art not only in the artistic aspect, but above all in the pedagogical and social aspect. The reason for teachers’ interest in bringing art not only to the classroom, but also in extracurricular activities, was the conviction that in the past, extracurricular activities in this area were often carried out in the school space, with a number of specific socio-educational functions. Taking into account the transition period, the past two decades have ceased to be present in the educational and educational structure of the school, hence the idea of their urgent revitalisation.
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The aim of this study is to examine the migration and adaptation process of foreign students in the Turkish education system. The word meaning of education is the development of a person's physical and mental abilities, learning social rules and adapting to society. Education is the process of adults purposefully and consciously transferring the current culture to the younger generations. According to the social scientist Durkheim, education is an action that adults apply to younger generations who are not ready for social life. Education systems vary from country to country. Countries have their own unique social, cultural, economic and political structures. Education systems, on the other hand, refer to the structure created for the implementation of the current educational policies of countries. Considering that the most important part of education systems is human, it is understood how sensitive the education system should be in the creation process and should also include perspectives for the future. Today, education is an activity carried out in places called classrooms in schools. The classroom is the basic environment in which teaching takes place. The classrooms located in the school are the areas where learning and teaching activities are carried out where the teacher and the student are face-to-face. This fact, which constitutes an invaluable situation in terms of our country's ongoing and developing industrial investments, market mechanism and employer interests, has also been evaluated positively from the point of view of state managers. Only qualified and qualified asylum seekers do not create opportunities for our country in terms of labor. In addition, unqualified asylum seekers also do not hesitate to do jobs that require physical strength and effort and cause much more effort, which Turkish citizens do not want to do or avoid doing, with low wages and excessive working hours. This workforce also includes foreign students of school age. Although this situation may be in the interests of state administrators, it is not in the interests of citizens. Because foreign students who receive low wages and work with excessive working hours take away from themselves the work that Turkish citizens will do. While foreign nationals have not yet taken refuge in our country, foreigners are doing the jobs that our country's citizens are doing today.
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In this study, it is aimed to develop analytical approaches for disciplinary problems from result-oriented to process-oriented in national educational institutions. There are quite a variety of opinions about the concept of discipline. The word discipline contains a feeling far from positive emotion within its structure. For this reason, it is often perceived as a word that offends students within the school boundaries. However, it should be remembered that ensuring discipline in schools is important for the safety of both students and teachers. In order to achieve the goals in schools, it is essential to create an efficient education and training area and process as a priority. The relevant educational environment, on the other hand, can be created with a safe and orderly, that is, disciplined teaching space. It should be known that the discipline within the school boundaries in this area does not mean the creation of areas that cannot be moved literally, the drawing of boundaries for students and teachers. Ensuring such a safe environment is possible only with the provision of discipline. Supported by the Ministry of National Education, this idea has been stated that the main goals of the Ministry of National Education begin primarily with the creation of a disciplined classroom environment for an efficient and effective education. However, the existence of opinions in the literature that are contrary to the relevant opinion cannot be denied. According to scientists who stated that the words class and discipline are two words that are opposite to each other, it has been emphasized that class cannot be real in an environment where discipline exists. These scientists have stated that what should happen in the classroom environment is order, not discipline, and order will be ensured if actions are linked to certain rules. According to another view, discipline when viewed from the teacher's window is a form of pressure punishment-based behavior applied by teachers to students and other teachers, while when viewed from the student's window, it is a form of behavior that limits students' own lives and is directed at themselves. Discipline is also a requirement for people to live together. In summary, discipline is a concept that literally outweighs the quality of compliance with predetermined rules, but in terms of inclusiveness, it is a concept that includes both the student and the teacher within the limits of compliance with the rules. At the same time, it is a concept that allows the student to develop behaviors that will not create unrest in accordance with the living conditions of the society in which the student is located thanks to discipline, and provides environments that can control this negativity experienced under the relevant conditions when otherwise.
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In this study, in which the research data of the processes affecting the insicam of the administrative order and mechanisms of educational institutions are aimed to be examined in the context of various variables, an approach to the subject will be shown from the point of view of students and teachers, which are the sine qua non of educational institutions. In the process that continues from the very beginning of life to the very end, education is the most important assistant that accompanies people. Education starts first in the family and then continues in all areas of life. When children reach a certain age, they start school in order to become qualified individuals. In this sense, schools are the most important institution where both education and training are provided. For these purposes, everything that is planned to be carried out into the school contains a certain limit. It is made possible for the behavior of both teachers and students not to cause problems by the compliance of all individuals within the school with the established rules. Otherwise, it will become difficult to ensure functioning within the school. The factors that hinder the progress of the educational process according to the determined plans and programs and cause the process to be disrupted are expressed as disciplinary problems. As it is known, one of the most important factors in the formation of school culture within the school and in the formation of classroom culture within the classroom is the teacher. Behavioral sciences stated that the attitude of the teacher affects the students. So much so that often how the teacher behaves can be more important than what tone of voice he says a statement with than what he says. In addition, the teacher's only task is not to teach lessons in the classroom and convey topics to students, but to help students learn positive behaviors and to ensure discipline in the classroom and at school are also among the teacher's tasks. Behaviors that disrupt discipline in the educational teaching process are not only caused by students, but sometimes teachers may also engage in behaviors that disrupt discipline. There may be students who adopt and exhibit behaviors and attitudes that are accepted as correct by society and the school in educational organizations, as well as students who exhibit undesirable and unacceptable behaviors. Such negative behaviors can negatively affect both the person exhibiting the behavior, other students, and the teacher, as well as the classroom atmosphere. There may be different reasons behind the disciplinary problems caused by students. The way families approach students, the value they place on their education, the economic situation of the family, the way the child was raised, the environment in which he was raised and the external reasons such as unwillingness, emptiness, lack of interest in the lessons, not appealing to his abilities, feelings towards the lesson or the teacher can be seen as the causes of student disciplinary problems, as well as internal reasons caused by him. The research was conducted by taking the opinions of three elementary, three middle and three secondary school principals working in different districts of Istanbul on disciplinary problems arising from teachers and students in schools and evaluating their ideas at the solution point. The universe of the research is limited to three managers working at different levels in different districts of Istanbul. With this study designed in a qualitative pattern, it is aimed to identify student and teacher-related disciplinary problems reflected to managers at different educational levels, to determine what are the solution proposals developed by managers despite the related problems.
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In this study, it is aimed to examine the difficulties experienced during the formation of the organizational conflict management process in educational institutions and the methods of overcoming them. In the Turkish National Education system, the idea that teaching is the main thing in educational services was widespread until recently, so no importance was given to training an educational administrator. Education management was also not considered as a profession and specialty. Developments in management science have enabled the institutionalization of educational management. Ministry of National Education's publication of the Ministry of National Education's Executive Appointment, Evaluation, Promotion and Relocation Regulation, which entered into force by being published in the official Gazette dated April 30, 1999 and numbered 23681, has taken a modern step that provides for the education of educational managers in the field of pre-service management, recognizing that management is a separate profession from science and teaching. Each of the individuals working in schools has different feelings, different perceptions, different values and different areas of expertise. Disputes and disagreements that occur from time to time between these individuals who come together to achieve the goals of the school cause conflicts. Dec.Dec. Deconfliction is a kind of communication way, it is a product of interpersonal interaction. It is unthinkable that there should be no conflict in educational organizations whose raw material is people. The important thing here is not the absence of conflict, but the good management of conflict. Where there are people, conflict is inevitable. Therefore, conflicts arise in every organization for various reasons at various times. Since conflict cannot be avoided, it should be managed appropriately in a way that is in the best interest of the school to ensure that the goals of the school are realized more effectively and efficiently. Whether the results of conflict experienced in schools are positive or negative depends on how the conflict is managed. School principals should have knowledge and skills about the concept of conflict, types of conflict, and conflict resolution strategies in order to manage conflicts occurring at school in a way that is appropriate for the benefit of the school.
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In this study, the data analysis of teachers' opinions about the distance in-service training activities of the Ministry of National Education will be examined. Change and transformation in the world take place very quickly. The rapid realization of change and transformation has made education very important. One of the most important stakeholders in education is teachers. Teachers need to give importance to their professional development in order to keep up with the developing world conditions. When it comes to professional development, we come across in-service training activities. In the research group of this research, there are seven teachers who work in Konya-Meram in the 2022-2023 academic year and participate in distance in service training activities. According to the findings obtained from the data analysis as a result of this research, studies can be carried out to develop the systemic infrastructure on the platforms where remote in-service trainings are made in order to prevent possible systemic problems. Teachers need training specific to their branches. The number of branch-specific trainings that will allow the development of teachers can be increased. There is an expectation that teachers will have preliminary informative studies about the training they will apply. A pre-introductory video can be added to the system screen applied during the application. Thus, it is ensured that the teachers are informed about the education they apply for, and if there are any preparations to be made by the teachers about the education, they can fulfill them in advance.
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The general purpose of the research is to determine the “evaluation of research findings of the effects of nepotism practices of educational administrators on educators”. For this reason, it was tried to determine the perceptions of teachers working in a school located in Esenyurt district of Istanbul about nepotisticdiscriminatory attitudes exhibited by managers by taking into account gender, age, teaching level and years of professional experience. In order to understand whether managers in educational institutions are involved in such nepotistic activities, answers to a number of research questions were sought. In addition, in this research, the reflection of the behavior of managers working in educational institutions on the perception and performance of teachers will be determined. It is aimed to enable people who have an administrative identity in a managerial sense to make self-assessment on their own behavior through an external eye. When the area related to nepotism was scanned in the summer, it was found that studies were mostly conducted on nepotistic behavior in private sector schools. With this study, it is expected that the determinations at the points where public educators are exposed to similar behaviors and this effect is actually maintained in a much more dominant way will benefit the field. For this reason, it will be beneficial to create fair, unifying environments in schools, strengthen communication channels, and adopt an equal distance approach to everyone. Since the decisions taken in any negative situation will be binding on everyone, managers who exhibit an inclusive attitude will thus be able to reduce the perception of favoritism in the teacher. It is thought that the findings obtained as a result of the study will guide institution managers to learn the perceptions of employees related to nepotistic behavior at work; in this context, institution managers will observe their shortcomings and misbehavior, if any, by self-criticism about nepotistic behavior in activities and correct them.
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In this study, the research findings of teachers' opinions about the distance in-service training activities of the Ministry of National Education were evaluated. Change and transformation are taking place very fast in the world. This rapid realization of change and transformation has made education very important. One of the most important stakeholders of education is teachers. Teachers need to give importance to their professional development in order to keep up with the developing world conditions. When it comes to professional development, we come across in-service training activities. In the research group of this study, there are seven teachers working in Konya-Meram in the 2022-2023 academic year and participating in distance in-service training activities. As a result of this research, according to the findings obtained from data analysis, studies can be carried out to improve the systematic infrastructure on the platforms where distance in-service trainings are held in order to prevent systemic problems that may occur. Teachers need trainings specific to their own branches. The number of branch-specific trainings that will enable teachers' development can be increased. Teachers have the expectation that there should be pre-informative studies about the trainings they will apply for. In this regard, a pre-introductory video can be added to the system screen during the application. In this way, teachers can be informed about the training they apply for and the preparations to be made by the teachers about the training can be made.
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