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OSOBNI I KONTEKSTUALNI ČIMBENICI EMOCIONALNE ISCRPLJENOSTI ŠKOLSKIH RAVNATELJA TIJEKOM PANDEMIJE COVID-19

Author(s): Izabela Sorić,Irena Burić,Zvjezdan Penezić / Language(s): Croatian Issue: 2/2021

The school principal's job, which is extremely stressful even in "normal conditions", is currently even more stressful due to the changes brought to the educational system by the Covid-19 pandemic, that is, due to the requirements for the fast and successful organization and implementation of distance (online) education. Therefore, the aim of this study was to examine the extent to which the principals' personal characteristics (gender, age, ICT competencies, self-efficacy, work efficiency, support for teacher autonomy, positive and negative affect) together with some contextual characteristics (school size) contribute to the principals' burnout, that is, to emotional exhaustion as a key dimension of burnout. The sample consisted of 206 principals (of which 74 (35.9%) were men) who completed an online questionnaire during the implementation of online education due to the Covid-19 pandemic. The results showed that for the emotional exhaustion of principals, in the situations of online education due to the Covid-19 pandemic, the most important predictors were their ICT skills and the negative affect that they experience at work. Additionally, negative affect completely mediated the relationship between the principals' self-efficacy and their emotional exhaustion at work.

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CROATIAN PUPILS' PERSPECTIVES ON REMOTE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC

Author(s): Zrinka Ristić Dedić,Boris Jokić / Language(s): English Issue: 2/2021

On March 16th 2020, the Croatian government mandated a nationwide closure of schools and introduced remote teaching and learning in response to the COVID-19 pandemic. The present study explores the perspectives of pupils in the 7th grade of elementary education regarding this period of remote teaching and learning. The study aims to examine the level and determinants of pupils' satisfaction with newly implemented practices and to explore their perception of remote teaching and learning in comparison to classroom practices. An online survey was conducted with 920 pupils from 23 elementary schools in Zagreb between May 25th and June 6th 2020. The results indicate average satisfaction levels and a weak ability of the model to predict pupils' satisfaction based on a set of individual pupil characteristics. Pupils' interest in using digital devices and fathers' educational status were the only significant predictors of satisfaction. On average, pupils perceived remote teaching and learning as unfavourable in terms of quality, task load and effort in comparison to classroom practices. There was, however, a small cluster of pupils (15%) who associated remote teaching and learning with higher-quality practices.

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DISTANCE LEARNING AND NEW FORMS OF DISCIPLINE DURING THE PANDEMIC

Author(s): Barbara Turk Niskač / Language(s): English Issue: 1/2021

In the 19th century, compulsory education was introduced as a means of discipline within a new work ethic formed in the moral discourse of productivity and the state’s preoccupation with increasing profits. During the COVID-19 pandemic, the compulsory schooling of children in Slovenia moved into the homes with the help of distance learning and technological solutions made possible by the digital revolution. As managing the shift to distance learning was left largely up to schools with little support from state structures and since much of the responsibility fell on parents, especially those with younger children, the Minister of Education publicly proclaimed students the corona winners of knowledge, winners of our and future times. Distance learning, however, cannot be considered in isolation as the pandemic changed how we organise all of our daily life. Each in their own way, families were confronted with coordinating their children’s distance learning, family obligations, work, and leisure. By analysing the reorganization of family daily life, the issues of protecting the privacy of students and their families, and the functioning of online market mechanisms, the paper presents distance learning as a new form of disciplining children between entrepreneurial work ethics, digitalisation, and biopolitics.

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Kindergarten and School Social Assistance During the COVID-19 Pandemic in Hungary

Author(s): Andrea Homoki,Kristóf Czinderi / Language(s): English Issue: 2/2021

In this paper, we have analyzed the results obtained in the third year of our longitudinal research (2018–2020) regarding the work of kindergarten and school social workers, research conducted in connection with the Hungarian Educational Research Association. The service provided by kindergarten and school social workers was made generally available in Hungary by a legislation change implemented in 2018. By the end of the school year 2018/2019, after initial difficulties, we noticed a positive change in the supportive attitude and acceptance of teachers and public educational institutions towards the work of kindergarten and school social workers. We confirmed an increase in connections to fellow professions as well as in the level of mutual initiative (Homoki & Czinderi, 2020). The continuous development of the service and the reinforcement of professionalsis essential as there is a high degree of fluctuation at the national level (Sinka, 2019), even more increased by the effects of the COVID-19 pandemic, posing unprecedented challenges for actors in public educational institutions. Based on our qualitative data obtained by a focus group interview, we have shown how social workers in different types of settlements and educational institutions of the country (N = 13) were able to adapt to the crisis. What was the degree of fluctuation? What kind of challenges did they face, and what types of resources were they able to mobilize during the online education in the first and second waves of the pandemic? Our data show a shift in priorities at the individual, group, and community levels of social work.

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IZAZOVI RODITELJA DJECE S TEŠKOĆAMA U RAZVOJU TIJEKOM PANDEMIJE COVID-19

Author(s): Anamarija Koren / Language(s): Croatian Issue: 4/2021

Like any role in life, the role of a parent is fulfilling, but it also brings with itself a number of challenges that parents need to face. Ways of coping are different, and social support is an important resource in overcoming existing difficulties. The birth of a child with developmental disabilities often contributes to greater parental stress. The reasons for this can be the awareness of the need for greater care for the child and fear of the unknown. Parents often need support to overcome challenges and successfully adapt to a new life situation. With all the challenges in everyday life, the current pandemic caused by the Sars-CoV-2 virus is leading to a complete change in human daily life. The closure of schools, kindergartens, shops, parks and the interruption of various services put children with disabilities and their parents in a particularly disadvantaged position. In line with the above, and the fact that most research conducted so far were focused exclusively on parents of children without disabilities, this study is the first pilot study aimed at looking at the perspective of parents of children with disabilities as a vulnerable group of parents daily, especially during a pandemic, remains on the periphery, both research- scientific and practical. The aim of this paper is to present the results of research related to the difficulties and challenges faced by parents of children with disabilities since the proclamation of the Covid 19 pandemic and their proposals for improving the formal support system in crisis situations.

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SCIENTIFIC CONFERENCES ON MEDIA AND INFORMATION LITERACY: DEMOCRACY AT THE END OF THE DIGITAL BEGINNING

Author(s): Emina Adilović / Language(s): English Issue: 4/2021

Two international media and information literacy (MIL) conferences were held at the Faculty of Political Science, University of Sarajevo from November 28th to 30th, 2021. The Institute for Social Science Research of the Faculty of Political Sciences took the main role in organizing conferences with the support of the University of Hildesheim and UNESCO. Since the Institute has recently developed and published several documents and books to integrate media and information literacy curricula in schools, these conferences served as a forum for capacity building of educators, teachers, librarians, academics, IT experts, and students.

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Teachers’ adaptability to online education during COVID-19

Author(s): Lorena Vulpe,Sorin Pribac / Language(s): English Issue: 2/2021

Nowadays, the world is facing a pandemic that affects millions of people, leading to serious illness and social dysfunction. This poses a threat not only to the population, but also to the economic and social fields. The negative impact on these sectors is represented by economic instability and restrictions on social activities, in particular by the closure of schools and the launch of online courses that affect the educational environment. Therefore, the central theme of this research is the capacity and level of teachers in Romanian education to adapt to the COVID-19 pandemic situation. Due to the restrictions imposed to limit the spread of coronavirus, this has brought changes to the level of the education system, being performed in an online format. The entire education system has faced difficulties such as school dropout, social inequities, lack of access to technology and the internet, lack of digital skills, transition to the online learning system, poor health conditions in school institutions, even the problem of resuming or closing the school year. Thus, in this research we analysed the level of adaptability of teachers, identifying the adaptability differences between urban and rural environments or between the levels of education at which they teach. We also identified the need to readapt the subject to be taught in the virtual environment and how much of the personal time they allocate to prepare the courses taught remotely, but above all we determined the obstacles that teachers encounter in teaching and conducting courses with students during the coronavirus period.

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Re-Visiting Cyber Security Training in the COVID-19 Era

Author(s): Fabio Di Franco,Konstantinos Papadatos,Konstantinos Rantos / Language(s): English Issue: 2/2021

Cyber security training, as many other aspects in our lives, has been adapted to address concerns related to travel restrictions and group gatherings resulting from the COVID-19 pandemic. In this context, ENISA, the European Union Agency for Cybersecurity, had to re-visit and significantly modify its already established course on Information Security Management and ICT security, which is provided under the auspices of the European Security and Defence College (ESDC). The program provides public employees the opportunity to gain the necessary knowledge and skills to assume an Information Security Management role. The restructured course was introduced to address the COVID-19 restrictions and has proven to be equally effective to the classroom-delivered course, if not more effective at some parts. This paper presents the main structure of the fully online training, its innovative elements, and the assessment results which prove that COVID-19 pandemic has triggered the introduction of innovative and successful on-line training scenarios.

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Cyber Awareness Exercises: Virtual vs On-site Participation & the Hybrid Approach

Author(s): Alexandros Zacharis,Eloise Jabes,Ifigenia Lella,Evangelos Rekleitis / Language(s): English Issue: 2/2021

This paper examines the advantages and disadvantages of executing cyber awareness exercises in two different formats: Virtual vs On-site participation. Two EU Agencies, EUSPA and ENISA have organized in the previous years Cyber Awareness exercises; a very important tool to enhance and test the organization's ability to put up resistance and respond to different cyber threats. The objective of this paper is to compare the outcomes of these awareness exercises, executed on-site through physical attendance prior to 2019 and virtually, in a remote setup in 2020, due to the restrictions posed by the pandemic of COVID-19. ENISA in collaboration with EUSPA have accumulated raw and diverse data from the evaluation reports of the cyber events mentioned above. The comparison of these data will focus on the most important success factors of a cyber awareness exercise such as: participation, cooperation (social interaction/teambuilding), effectiveness, fun, tools and identify how the location of the participants affects them. The aim of this work is to highlight through statistical analysis the benefits of a hybrid approach to the exercise’s setup, once combining elements of both virtual and on-site. Depending on the different kind of exercises, such a hybrid setup, will provide more flexibility to an exercise organizer and help maximize effectiveness, while adapting to the fluctuating working regimes of the near future; namely Teleworking. Furthermore, a modular exercise design will be proposed in order to adapt to the location limitations without impacting negatively the rate of the rest of factors analyzed.

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Using Facebook Applications in Teaching English Online

Author(s): Dmytro Poberezhnyi / Language(s): English Issue: 1/2021

Use of applications integrated into Facebook, such as Quiz your English, Quiz Planet, Word Search Challenge, Word Blitz, LinGo Play, Enguru, 4English App, etc. gives English teachers an opportunity to diversify traditional classroom activities as well as increase their effectiveness. In combination with the built-in components of Facebook, such as group chat, post and poll, they are most helpful in teaching Spoken English remotely. A number of applications engage students into games and team activities, such as quizzes and contests, promoting student-centred learning, which is quite a challenging task for a teacher working online. The Facebook platform can be used to promote both group interactivity and individual interactivity with the educational apps, as well as to encourage facilitated learning. The use of Facebook application is to be demonstrated for a class in spoken English for the Intermediate level (topic “Environment”).

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Online pedagogical practice in special education. Students' perspective.

Author(s): Ruxandra Hossu,Lavinia Balaci / Language(s): English Issue: 1/2021

The aim of this study is to investigate students' perceptions of pedagogical practice in special education during online teaching. A number of 24 students from the “Aurel Vlaicu” University of Arad, specialization Special Psycho-pedagogy who attended online activities in classes with severe, profound and multiple mental disabilities completed a questionnaire and provided feedback related to the virtual school. The perception of the students participating in the pedagogical practice is that the virtual educational environment is an opportunity for special education, but only temporarily.

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Interactive Whiteboard Use for Developing Phonological Awareness in SEN Students

Author(s): Ruxandra Calotă,Marinela Vasile / Language(s): English Issue: 1/2021

This paper considers the impact of using interactive whiteboards to promote phonological awareness among SEN students through whole-class online activities. Data collected suggests the tactile features of IWB, as well as the added game elements increase the students’ learning motivation and the task completion rate. The results indicate this specific type of technology has the potential to facilitate a better understanding of word structure in students with developmental / intellectual disabilities and it appears to motivate and engage them in learning more than traditional literacy activities.

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Examining the Problems Faced by Students with Special Needs in the Distance Education Process during the COVID-19 Pandemic

Author(s): Dila Nur Yazıcı,Ceren Çoban,Nilüfer Yüksel / Language(s): English Issue: 4/2021

Background/purpose – In this study, we examined the problems faced by students with special needs in the distance education process in Turkey from the perspectives of their parents and teachers. Materials/methods – We used case study in this research. Our study group consisted of seven parent-teacher pairs. We used a demographic information form and standardized interview forms. Our analysis technique was content analysis. Results – From the standardized interviews, it was determined that the developmental problems observed by parents and teachers in children were in the areas of academic, socioemotional, and language development. In contrast, instructional problems were generally related to class participation. Conclusion – As a result of the research, we have seen that children with special needs face problems in their academic, social skills, and language development. It was determined that inclusive students experienced difficulties in their usage of technology, participating in online classes, and maintaining their attention.

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Emergency remote teaching due to COVID-19 pandemic and potential risks for socioeconomically disadvantaged students in higher education

Author(s): Turgut Karakose / Language(s): English Issue: 3/2021

Background/purpose - Higher education institutions worldwide rapidly switched to emergency remote teaching with a sustainable quality education approach in response to the global health threat caused by the COVID-19 virus. The sudden and largely unprepared transition to emergency remote teaching placed serious pressures on not only students, but also academics, the families of both, and also other stakeholders as well. This study aims to discuss the potential effects of emergency remote teaching due to COVID-19 on disadvantaged students in higher education. Materials/methods - This study is a review article, which presents a brief literature review on the potential impact of emergency remote teaching due to COVID-19 on disadvantaged students in higher education. Practical implications - This study may help to provide researchers and practitioners with a roadmap for potential future work on the impact of emergency remote teaching in response to the COVID-19 pandemic on disadvantaged groups. From this perspective, the potential effect of emergency remote teaching on disadvantaged students in higher education is examined and recommendations put forwards for solutions aimed at educational administrators and decision-makers. Conclusion - The emergency remote teaching put in place due to the COVID-19 pandemic has led to the widening of the digital divide among higher education students. Therefore, integrating the digital and distance education approach into the higher education system correctly and effectively may both facilitate the achievement of instructional goals and also help to eliminate digital inequality in the higher education student population.

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TÜRKÜLERİN DİNAMİK YAPISINI OLUŞTURAN OLGULARIN ÖĞRETİMİNDE İZLENECEK BİR YAKLAŞIM ÖNERİSİ: ORTA ANADOLU AĞZI ÖRNEĞİ

Author(s): Erhan Uslu,Nilgün Doğrusöz DİŞİAÇIK / Language(s): Turkish Issue: 83/2021

It is known that türküs have performance styles that form their own character in terms of their style and are expressed as ağız. After the establishment of Republic, since the years they were founded the performing institutions gave education as a school. These institutions transformed the traditional transfer process of folk songs into a new form and provided the training of professional urban performers. Turkey's first Turkish Music conservatory was established by the second generation actors who were trained with the first generation actors at these institutions thus this transfer process was carried to academies. During this period, the second generation actors, who interacted with many of source people, shared their experiences not only with the notes but also with the living process of the türküs. The second generation actors retreated from the transmission process by many reasons over time. Therefore; the first period compilation notes used in the teaching of türküs, in which the ağız elements were not expressed in detail, became almost the only source. In transferring the ağız features of türküs, there is a need for new teaching approaches that include both local and contemporary styles, without breaking with the essence and also the change over time. The teaching approach envisaged in the article; It was tested on three volunteer subjects who participated in the study online, had basic music knowledge, did not get any voice education before, and were selected from conservatory students. One türkü for per subject selected from the Central Anatolian region repertoire was studied with the subjects, with the proposed teaching approach, and thus, it was aimed to give the subjects the characteristics of the ağız that includes the local and the contemporary. This is a descriptive and experimental research and was conducted with a mixed research model. In the research, a single group pretest-posttest experimental design was used. The data obtained from the experiment process were evaluated by a jury members who are experts in their field, according to the ten-categorize performance scale, developed by us; thus, the effectiveness and validity of the proposed education-teaching approach were proven and the results were shared.

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COVID – 19 SÜRECİNDE PROBLEME DAYALI ÖĞRENME MODELİ İLE UZAKTAN ÇALGI EĞİTİMİ (VİYOLONSEL ÖRNEĞİ)

Author(s): Pınar ÇANAKÇİ,Sibel Çoban / Language(s): Turkish Issue: 85/2021

The aim of this research is to examine the effect of distance (online) instrument training in problem-based learning model for violoncello education on the performance and academic success of cello students during the coronavirus (Covid 19) epidemic. A single group pre-test-post-test design was used in the study, which was carried out in a trial model and in which quantitative data were collected. The study group consisted of a total of 6 cello students studying at Karabük University Safranbolu Fethi Toker Fine Arts and Design Faculty Music Department in the 2020-2021 academic year. “Cello Knowledge Test” and “Rubric” were used as data collection tools. Single group (uncontrolled) pre test-post test data were analyzed with Wilcoxon and Friedman tests, which are non-parametric methods that are used to compare data that do not show normal distribution. According to the quantitative findings, it was observed that the scores obtained from the knowledge test and the rubric, As a result of the research, it is suggested that the potential of problem-based learning should be investigated further by music educators and researchers should apply the problem-based learning model in distance or face-to-face education with different scenarios and different materials.

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The impact of the pandemic on the educational process. Counseling strategies for all ages

Author(s): Elena Anghel-Stănilă / Language(s): English Issue: 28/2021

Life during the pandemic has strongly influenced education at all ages. Educational psychologists have observed the impact on the educational process by age level of all the challenges brought about by measures taken to limit as much as possible the risk of virus transmission and illness. Their individual and group interventions have brought an added quality of life for all direct and indirect beneficiaries in this unusual context of life. In Romania, as in other countries, the pandemic has determined havoc on the education of children, adolescents, adults and the elderly. Psychoeducational interventions have proven to be necessary and beneficial.

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Social Competences that Foster Adaptation during the Post-Pandemic Period

Author(s): Mihaela Voinea,Andreea Şiţoiu / Language(s): English Issue: 2/2021

For many students and teachers, the Covid-19 pandemic was a transformative learning experience. They were forced to cope with many changes at different levels of life: personal, professional, social. For many, soft skills such as critical thinking, emotional intelligence, time management, being present, being empathetic or self-regulation were the main resource for effective adaptation. This is the reason why we need to adopt a new education vision, focused on developing soft skills for teachers and students, and finally for society. The aim of the present research was to analyse the respondents' perception of the soft skills which help them cope with the Covid-19 pandemic period. A questionnaire regarding teachers’ skills was used. The research sample consists of 359 respondents. An important conclusion of the study was that the respondents’ resilience was determined by the change in the perspective on the problems that arose during the pandemic.

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Учебният химичен експеримент в Модул 4. Предизвикателства и решения

Author(s): Nasko Stamenov / Language(s): Bulgarian Issue: 1/2022

This article displays experiments developed for times when a lab or equipment is not available. The goal is for the lab work in Module 4 to be done with cheap and harmless materials, which will provide more students with the needed lab skills.

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Emergent Issues of Online Teaching: The Perspective of Romanian Women Teachers

Author(s): Valentina Marinescu,Anca Anda Rodideal / Language(s): English Issue: 2/2021

This article discusses the issues associated with online teaching as they were seen by Romanian women teachers. Using a qualitative methodology based on online focus groups and interviews this research offers a brief overview about the main difficulties of the sudden move to online learning, as a response to COVID 19 pandemic situation. Based on a rich international literature reviews it concludes that in Romania women teachers face similar issues as their colleagues around the world.

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