Още веднъж за уроците по български език – начален училищен етап
Bulgarian language lessons in the primary school are presented. The focus is on the text lessons.
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Bulgarian language lessons in the primary school are presented. The focus is on the text lessons.
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Information and communication technologies (ICT) influence educational process worldwide. They contribute to the better quality of education in Bulgaria. The integration of ICT in the educational environment enhances the quality,efficiency and effectiveness of educational interaction between teacher and students.
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Niccolo’ Paganini, il grande violinista genovese (1782–1840) componeva musica costruita su scarne melodie, che venivano poi sviluppate attraverso successive variazioni e divenivano quasi “impraticabili”, a causa delle inconsuete trovate tecniche che stimolavano tuttavia un senso di emulazione presso i virtuosi del tempo. Alcuni di questi dovettero poi “arrendersi” adducendo come scusante il fatto che Paganini aveva composto della musica ineseguibile ma che in realta’ molto al di sopra delle loro capacita’ tecniche. Se delle sue mirabolanti imprese col violin ci e’ stato tramandato quasi tutto, ben poco e’ arrivato a noi delle ore passate a suonare la chitarra, uno strumento che si svela il lato piu’ intimo e nascosto del suo genio.
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Adult education performs important functions related to the implementation of the modern philosophies of lifelong learning and life-wide learning. This requires establishing a particular type of educational management – the management of adult education and training of specific managers – those responsible at different levels for managing the sector, the institutions and the services for adult education – known collectively as “adult education managers.” To perform successfully their functions related to the management of the system (sector) of adult education and of the institutions for formal and non-formal education, which offer educational services for adults and carry out the process of adult education, these managers need to acquire and develop a specific competency (or a set of competencies) and a specific managerial culture. The author presents arguments supporting the need for training such managers. The parameters of their managerial culture are outlined in terms of its content: managerial competence, managerial values, managerial beliefs and convictions as well as managerial behavior. A special emphasis is placed on the managerial competence of adult education managers regarded as the sum of competencies related to the management of the organization and educational activities in general (“production management”), human resource management, and operations management (the set of specific activities of all units and all people employed directly or providing and facilitating the process of adult learning and the functioning of the institutions offering it).
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Ковачка, Ю. (2017). Социалнопедагогически проблеми при деца с парародителска грижа. Благоевград: УИ „Неофит Рилски“, 144 стр. ISBN: 9789540001340
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Less than two years before the end of the term to reach the stipulated in Strategy “Europe 2020” and The Strategy for the development of higher education of Bulgaria in the period 2014-2020 targets regarding the higher education in Bulgaria. Presently there is no reason for optimism in this regard as the system of higher education continues to generate the discontent of all stakeholders with the quality of education. The review of the multitude of normative documents, regulating this system can help in the identification of the problems and search for possible solutions. And since the system is dominated by state-owned higher education schools it is only logical to ask ourselves whether at least part of the problem is in the system’s relationship with the State.
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Създаване на местен механизъм за приложение на Закона за защита от домашното насилие
The partnership process is a prerequisite for management activities and processes in the social and educational sphere. A key role for success is the partnership between the institutions in social protection from domestic violence. The creation of a model of interaction at a regional level is the next stage in the process of partnership within the Local mechanism for the application of the Law on protection from domestic violence. It is necessary to improve the process of coordination and information exchange; to provide training for professionals; to strengthen cooperation between institutions in the implementation of measures for rehabilitation of perpetrators of domestic violence; to develop social infrastructure to support victims and perpetrators through new programs, development of competences, new (social) services.
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The article focuses on the school’s experience in working with children with special educational needs. Specifics of this kind of training are pointed out, an emphasis is placed on working with parents. Good cooperation between teachers and parents is an important psychological prerequisite for students to feel the school as a desirable territory and a supportive environment for them.
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This article presents a model of education at a vocational high school in economics and its interrelation with higher education. Good practice introduced at the National High School in Finance аnd Business is a sign of good planning and attitude towards children and their realization.
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this article presents a historical overview of the development of social pedagogy since its very beginnings throughout recent days. The analysis enables identification of several key stages related to the dominant understanding of social pedagogy in a certain historical period. The first one refers to the concept of education for community that is developed by several German philosophers and educators whose theories have marked out the development of social pedagogy during the 19th century. Than the relationship with social work has been elaborated in which social pedagogy has been defined as the third area of educational work with children and young people, besides the family and the school. The most recent approach is the holistic one, which determines social pedagogy as unity of education and care and raises a number of questions about the professional identity of social practitioners. At the end, the article examines the development of social pedagogy in Macedonia and the contribution of Prof. Lakinska in its establishment as a university discipline and a research area.
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The Brazilian educator Paulo Freire (1921-1997), and the Brazilian theatre director Augusto Boal (1931-2009), met in 1960 in the poorest part of Brazil and immediately recognized each other as comrades engaged in the same task of conscientization (conscientização) of the oppressed. Hence, the titles of their famous books are Freire’s The Pedagogy of the Oppressed (1968) and Boal’s The Theatre of the Oppressed (1973). It should be noted that this term, or rather its French equivalent, conscienciser, was first used by Frantz Fanon in his book Black Skin, White Masks (1952) and that for these three authors conscientization represents the key method for both the physical and the mental liberation of the oppressed. Another author, Ng g wa Thiong’o, calls it the key strategy for decolonizing the mind. This essay explores the interaction between pedagogy and theatre in education, used for the conscientization of the oppressed by enabling them to critically interpret reality. Freire and Boal share the conviction that pedagogy and theatre can play the most important role in bringing about a revolution that would, before all, establish social justice in the world. After the military coup in 1964, when dictatorship was established in Brazil once again, both Freire and Boal spent many years of their lives in exile. This fact testifies to the power of their ideas, recognized at once as a major threat to the dictatorship. They continued their work on conscientization in neighboring counties of Latin America, Freire in Chile, and Boal in Peru. Combined with Liberation Theology, as part of various experiments in liberation undertaken throughout South America, their work has proved to be very effictive and inspiring.
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Тhe Spanish school El Clot in Barcelona is part of the system of the Jesuit education. In 2009, the Catholic priest, which manages the school, set out to change the pedagogical model of teaching and learning. On the one hand they preserve the traditions of Ignatian Pedagogy and the other - implement innovations based on the challenges of the XXI c. The aim of the research paper is to present innovation and the concept of “Pedagogy of the liberation” of the school, during the academic year 2014/2015. The innovative pedagogical model approbates only 5 and 7 class. The analysis focuses upon the changes at the first moment. Parallel to this is describes modern vision of the El Clot school, which implies building the overall vision about the degrees, the curricula and the teaching and learning methodology.
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The article shows the quantity, structure, position and activity of teachers of town parish and territorial schools in the town of Ivanovo-Voznesensk at the end of the 19th — the beginning of the 20th century. Shown are the examples of dedicated work of a provincial teachers and their role in the formation of elements of civil society.
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Pedagogicheski Almanah (Pedagogical Almanac) is a journal published by the Faculty of Education of “St. Cyril and St. Methodius” University of Veliko Tarnovo since 1993. It is issued twice a year.
The journal publishes peer-reviewed scholarly papers in the field of educational science and teaching practice. It is a multi-profiled one and comprises the contemporary trends of pedagogical knowledge: theory of education and didactics, education management, history of pedagogy, comparative education, special needs education, social education, speech therapy studies, pre-school education, primary school education, school education, andragogy, sport education, art-education, etc. The journal is devoted to implementing a scientific approach to institutional practice within the system of pre-school and school education – pre-schools, primary and secondary schools, centres for individuals’ support and specialized servicing units. It is committed to searching and creating effective technologies for teaching and life-long learning.
The international editorial board of the journal accepts for publication only original papers not submitted or sent for reviewing to other scholarly editions. It works for building a new generation of scholars and researchers timely capable to discover and constantly develop the creative potential of an individual. The editorial board invites competent reviewers who in their work abide by high ethic standards. The papers published by the journal discuss classical and modern educational theories, scientifically proven innovative ideas, experimental results and effective educational practices.
Pedagogicheski Almanah addresses a wide range of readers: scholars, PhD students, bachelor and master degree students, school teachers, and parents. It unites the efforts of all those involved with structuring modern and progressive educational politics.
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In this report, some of the main aspects of pedagogical work mainly connected with the primary introduction of the kids of different age groups with the visual arts in museum or gallery environment are taken into consideration. The variety of communication with the pieces of art and the need for interaction in their presenting and conceiving is emphasized. In the research are studied the stages and dynamics of the processes which the participants in the project experience for chosen pieces of Bulgarian art and the specifics of the interactive communication with them is shown. For achieving the aims of the research, the chosen environment is different than the school environment. Here are shown the possibilities for activating the visual conception of students and kids through the contact with the original canvases of the artists. The aspects of the process of interaction between the different participants which forms the main stages of the research – the connection between the curator and children, curator and students, picture and children etc. Are also shown, and traced. A summary is made of the pedagogical methods used and the achieved results. The aim of the research is to analyze the degree of interest in the kids for the different pieces of art, according to their stylistic and genre belonging in the museum environment. In the preparation for the experiment are chosen artworks in advance and interactive pedagogical models for working with them. In the process of the research are applied traditional and interactive methods of pedagogical communication, which aim to provoke the interest for the pieces of art. For the analysis of the received data we used the standard methods for pedagogical researches, which include: empirical – pedagogical experiment, praximetric – observation, analysis of the children’s pieces of art, content analysis, quantity and quality analysis of the received empiric data, expert evaluation. Based on the experiment, some conclusions regarding the style, genre, and the preferred colors from the kids to certain pieces of art are made, as well as the degree of influence and interaction in the communication with the visual arts of this preference. The received results from the research could have practical applicability in fine arts education, regarding the choice of pieces of art, included in the education, analysis and illustration of different studying problems in the educational process.
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This article does not claim exhaustiveness. It reflects the position of deputy directors, teachers and other pedagogical specialists as regards the philosophy of the Inclusive Education Ordinance on the territory of kindergartens, schools and other educational units. The mentioned pedagogical specialists participated in the summer training courses of the National Center for Enhancing the Qualification of Pedagogical Specialists in Bankya in 2018.
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This study outlines and analyzes the theoretic issues of social and civil culture and defines their projections in the pre-school education. It specifies the issues and perspectives connected with 3-to-7-year-aged children’s orientation to the social world. The study presents a model of a pedagogic system of forms for cultivating social and civil culture in childhood as well as variants for subject integration aiming at reaching succession in an age aspect. It systematizes and differentiates educational trends in cultivating social and civil culture in children aged 5 to 7 years in accordance with the structural main bodies of the Social World trend.
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This study outlines and analyzes the theoretic issues of social and civil culture and defines their projections in the pre-school education. It specifies the issues and perspectives connected with 3-to-5-year-aged children’s orientation to the social world. The study presents a model of a pedagogic system of forms for cultivating social and civil culture in childhood as well as variants for subject integration aiming at reaching succession in an age aspect. It systematizes and differentiates educational trends in cultivating social and civil culture in children aged 3 to 5 years in accordance with the structural main bodies of the Social World trend.
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The interactive whiteboard is a new generation learning tool. It helps teachers to diversify the methods of teaching, to reach maximum visualization of the learning process, to use their own electronic teaching aids, to actively influence the learning content, to involve the students in an active cognitive process. In this paper we offer pedagogical directions and guides for working with an interactive whiteboard in education. In order to be successful in the application of this method teachers not only have to acquire technical skills to work with the interactive white board, but also to effectively connect the gained experience with the pedagogical theory.
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