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HOW DOES ECO-ANXIETY AMONG GEOGRAPHY TEACHERS AFFECT THEIR PERFORMANCE? EVIDENCE FROM THE BANJA LUKA REGION (B&H)

Author(s): Mlađen Trifunović,Vesna Rajčević / Language(s): English Issue: 2/2024

Geographical education plays a crucial role in shaping individuals' understanding of the importance of addressing climate change and environmental issues. Nonetheless, the impact of ecological anxiety (eco-anxiety) on geography teachers, and its effect on their performance, remains insufficiently explored. This study examines the nature of eco-anxiety among geography teachers in the Banja Luka region of the Republic of Srpska, Bosnia and Herzegovina (B&H). The research utilizes the HEAS-13 scale, which has been adapted into Serbian for the first time. This scale encompasses affective, rumination, behavioral impairment, and personal impact as the fundamental dimensions of ecological anxiety, comprising a total of 13 questions. The collected data were analyzed using the JASP software. Given the relatively small sample size (N = 40) and the observed non-normal distribution of data (Z-test), as well as their ordinal nature (Likert scale), correlations were determined using Spearman's rho factor. The primary hypothesis of the study suggests that geography teachers will exhibit a higher degree of rumination compared to other measured dimensions. The findings confirm the hypothesis, as rumination is the most prominent symptom of eco-anxiety (M = 0.925). The eco-anxiety of teachers in the Banja Luka appears to align with established trends based on gender, age, and type of school. The most notable correlation is observed between the dimensions of rumination and concern for personal impact on climate change(rho = 0.635). The expression of negative symptoms of rumination implies that teachers employ maladaptive coping strategies when addressing the adverse effects of climate change.

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DOBROBIT I SIGURNOST NA RADNOM MJESTU-ASPEKTI UTJECAJA NA MENTALNO ZDRAVLJE NASTAVNIKA

Author(s): Deniza Ibrahimi - Džaferović / Language(s): Bosnian Issue: 29/2024

Mental health of teachers and their well-being in the workplace as long been a focus of interest for the broader academic community. The aim of this paper is to provide a literature review of existing research dedicated to this topic. Most of the studies covered in this paper confirm the fact that a positive and collaborative work environment is a key factor in shaping teachers' stable mental health. When teachers' mental health is stable, it makes them emotionally fulfilled and more prepared to face new professional challenges. Teachers' well-being in the workplace is shaped by a decrease in stress levels and an increase in professional efficiency. A satisfied teacher represents the most valuable socio-economic resource of a country, as a well-educated individual is the starting point for the functioning of any social community. In Bosnia and Herzegovina, the number of studies dedicated to the well-being and mental health of teachers is limited. Therefore, we believe that this paper will serve as a useful guide for future research. This paper also includes explanations of the impact of different educational systems on the stability of mental health and the intensity of teachers' well-being in the workplace.

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Vztah učiva a žákovských znalostí z českého jazyka u žáků 2. a 3. ročníku základní školy v České republice

Author(s): Klára Eliášková,Martina Šmejkalová / Language(s): Czech Issue: 5/2024

The article analyses the Czech language knowledge of pupils who took part in the testing within the project “Teachers' Understanding of the Causes of School Failure at the Beginning of Primary School” implemented at the Faculty of Education, Charles University. The research sample consisted of 661 pupils from 29 primary schools in Prague, the Central Bohemia Region and the South Bohemia Region. Pupils' knowledge was verified through didactic tests in the 2nd and 3rd year of primary school. We analysed the data to determine the level of knowledge in the areas of language learning in the 2nd and 3rd year of primary school, to find out in which areas pupils most often make mistakes, and to compare the results with the set outcomes in the RVP. It turned out that the pupils have the best knowledge of the syllabic structure of words and the so-called double consonants, while the worst results were shown by tasks oriented to the knowledge of syllabic structure of words.

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Usporedni pristup nastavi srodnih jezika (Na primjerima leksičkih razlika između hrvatskoga i srpskoga jezika)

Author(s): Artur Bagdasarov / Language(s): Croatian Issue: 2-3/2024

The article is devoted to the peculiarities of teaching closely related languages on the basis of lexical differences between the Croatian and Serbian literary languages. Some aspects of the special methodology of teaching a foreign language are considered, in particular, the development of skills of lexical switching from one language to another. Particular attention is paid to comparing the differences between the Croatian language and the Serbian language. The article contains methodological information, practical advice and recommendations for teachers on organizing and compiling a working lesson. The article presents a sample lesson, which consists of various comparative lexical exercises, correct answers, and descriptions of teaching methods. The exercises are aimed at developing and improving the skills and abilities of oral and written translation. Similar exercises and teaching methods can be used in teaching other closely related languages and their dialects.

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Impacts of Inclusion on Music Education for Children with Special Educational Needs

Author(s): Yue Lu,Yuntong Peng / Language(s): English Issue: 1/2014

With the current worldwide trend of inclusive education, music education needs to face the challenge that more and more students with special needs have joint music classes. Through literature review, this article discusses the music education in inclusive classroom and music teacher education. Above all, although inclusive education practice was not easy to implement, it is exactly the reality and the future of education. Music education should be prepared to play an important role in inclusive education.

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Kult św. Jacka Odrowąża i jego funkcje pedagogiczne w społeczno-politycznej rzeczywistości Górnego Śląska w XX w. na przykładzie biografii trzech postaci historycznych z tego okresu

Author(s): Zbigniew Bereszyński / Language(s): Polish Issue: 1/2020

Postać św. Jacka Odrowąża, dominikanina urodzonego według tradycji w Kamieniu Śląskim, odgrywała i nadal bardzo szczególną rolę w społeczno-politycznej rzeczywistości Górnego Śląska, regionu stanowiącego od wieków polsko-niemieckie pogranicze kulturowe. W przeszłości zdarzało się, że ludzie uważający się za duchowych spadkobierców czy naśladowców tej postaci stawali po przeciwnych stronach barykady, gdy rozstrzygała się sprawa politycznej przyszłości ich małej ojczyzny oraz jej związków z Polską i Niemcami. W późniejszym czasie św. Jacek Odrowąż stał się jednym z patronów podjętego przez polski Kościół dzieła duchowej integracji Śląska Opolskiego z Polską w jej nowych granicach państwowych, ukształtowanych w wyniku drugiej wojny światowej. Znakomitą ilustrację tych różnych funkcji społecznych kultu św. Jacka Odrowąża stanowią biografie trzech postaci historycznych, których losy w szczególny sposób wpisały się w historię zmagań o miejsce Górnego Śląska we współczesnej Europie.

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Rodzina Marii Kunowskiej-Porębnej jako środowisko wychowawcze

Author(s): Ryszard Skrzyniarz / Language(s): Polish Issue: 1/2019

Rodzina jest pierwszym środowiskiem wychowawczym. Rodzice i najbliższa rodzina mają największy wpływ na wychowanie i edukację młodego pokolenia. Jednak wychowanie nie kończy się na wychowaniu rodzinnym, a jest to dopiero początek samodzielnej drogi we wspólnocie. W artykule zostało ukazane rodzinne środowisko wychowawcze w rodzinie Kunowskich. Kanwą tej analizy były wspomnienia Marii Kunowskiej-Porębnej – jedynej córki prof. Stefana Kunowskiego pedagoga Katolickiego Uniwersytetu Lubelskiego. Maria była wychowywana przez rodziców, ale także przez środowisko rodzinne: dziadkowie, stryjek, ciocie, tzw. „przyszywana ciocia”, to jednak największy wpływ w jej wychowaniu odegrali rodzice. Najlepsze relacje miała z matką. Mimo trudnych relacji Marii z ojcem, istniała miedzy nimi więź emocjonalna. Zawdzięczała mu wiele, choć w wielu kwestiach się z nim nie zgadzała, co prowadziło do nieporozumień.

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Mehrdeutigkeit und moralische Mündigkeit: Mehr als Grillen (und Ameisen) im Deutschunterricht

Author(s): Sabine Anselm / Language(s): German Issue: 20/2023

Based on instances of the reception of the Aesopian fable „Of the Cricket and the Ant“ by La Fontaine, Walt Disney and Rafik Schami, this article contemplates the extent to which fables, as concise literary works, can be employed in German language instruction to facilitate discourse on value-oriented literary didactics. The article examines the manner in which aesthetic interpretations are formulated and identifies the ethical motivations that underlie the exploration of the concept of a virtuous life. It elucidates how the comprehension of fables and the interpretation of their meanings within the classroom setting can contribute constructively to value-based education and critical-reflective thinking, thereby fostering the elucidation of one's personal perspective as an essential prerequisite for cultivating democratic capabilities and, thus, comprehensive political education.

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The Schools Principal's Leadership Style Influence on Teamwork Skills of Teachers in Arab Schools in Israel

Author(s): Hiba Khadija,Nicolae Bibu,Diana Sala,Martin Dorin / Language(s): English Issue: 4/2024

The purpose of the present study is to examine the influence of a principal's leadership style on the teachers' teamwork and to recommend principal's management strategies to increase teachers' teamwork. The research population is from The Triangle, a concentration of Israeli Arab towns and 352 teachers participated in the study, of which 275 were women (78.1%) and 77 were men (21.9%), most of them in the age range of 35-55. The teachers teach in middle schools and high schools. The study findings showed that there are positive relationships of moderate and significant correlations between all the school principals’ leadership style and the teamwork skills of teachers. While high levels of leadership (transformative, transactional, and laissez-faire) the teachers reported about their school principal, were associated with high levels of teamwork skills of the teaching staff. In addition, it was found that the correlation between transformative leadership and teamwork skills is slightly lower than the correlation between transactional or laissez-faire leadership and teamwork skills, due to the Arab traditional culture.

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The influence of Principals Management styles on Alternative Assessment Implementation and Students Achievements – A Research on Israeli High Schools

Author(s): Sofy AMNONY / Language(s): English Issue: 5/2024

This article discusses the relationship between school principals' management styles, the implementation of alternative assessment methods, and their combined effect on student achievement in Israeli high schools. Utilizing a quantitative approach, the research surveyed 30 school principals, 339 teachers, and 337 students across multiple schools. Findings indicate significant correlations between certain management styles of school managers and the successful implementation of alternative assessment methods, which in turn positively influences student academic achievement. The research also revealed that school principals who adopted a more collaborative and integrative leadership style were more likely to encourage and support the implementation of alternative assessment methods. Furthermore, schools with a higher prevalence of alternative assessment methods reported increased student engagement and motivation, leading to improved academic performance. The research highlights the importance of ongoing professional development for principals to enhance their leadership skills and adapt to evolving educational paradigms.

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Pedagogiczna refleksja nad rodziną w dorobku dwudziestu pięciu lat funkcjonowania Katedry Pedagogiki Rodziny w Instytucie Pedagogiki KUL

Author(s): Danuta Opozda / Language(s): Polish Issue: 1/2022

W artykule podejmowane są zagadnienia dotyczące udziału Katedry Pedagogiki Rodziny Instytutu Pedagogiki KUL w rozwoju pedagogicznej myśli o wychowaniu w rodzinie. Celem artykułu jest przedstawienie okoliczności powstania Katedry i profesorów, którzy mieli szczególne znaczenie w utworzeniu Katedry. Celem jest również prezentacja podstawowych założeń działalności naukowej i kierunków refleksji oraz zarys obszarów badań nad rodziną. Ważne jest też pytanie, jaka jest relacja między pedagogiką rodziny a naukami o rodzinie.

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ENHANCING PRIMARY EDUCATION WITH VIRTUAL REALITY: CHALLENGES AND OPPORTUNITIES

Author(s): Cristina Mihaela Zanfir / Language(s): English Issue: 19/2023

This theoretical review aims to explore the considerable potential of Virtual Reality (VR) in primary education, with a specific focus on its transformative impact on early learning. The aim is to conduct an in-depth analysis of the challenges faced in primary education and the role of VR technology in addressing these challenges. By examining the educational landscape, this paper seeks to elucidate how VR technology can substantially enhance the learning experience for young students. Through a meticulous evaluation of the theoretical framework and existing literature, it underscores the promising opportunities and complexities that arise from the integration of VR in primary education. This review primarily serves as a foundational resource for educators, researchers, and policymakers interested in leveraging VR's capabilities to enhance the educational journey of digital-native primary school students.

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Pedagogika facylitatora „widm pamięci”. Hermeneutyczna aktualizacja pedagogiki kultury Krzysztofa Maliszewskiego

Author(s): Bogusław Śliwerski / Language(s): Polish Issue: 1/2023

Autor dokonuje w artykule analizy rozpraw śląskiego pedagoga w nurcie biografistyki pedagogicznej. Uzasadnia, jak ważne jest dostrzeżenie ewolucji zmian w podejściu badawczym przedstawiciela pedagogiki humanistycznej z Uniwersytetu Śląskiego. Od trzech dekad dokonuje on interesujących badań pedagogiki kultury, jej recepcji i możliwej aplikacji we współczesnej pedagogice szkolnej. Poznajemy dzięki studiom kolejno powstających rozpraw naukowych Krzysztofa Maliszewskiego przejście od renesansu pedagogiki reformy dwudziestolecia wojennego, poprzez pedagogikę jako laboratorium kultury do pedagogiki egzystencjalnej w dobie społeczeństw kryzysów społecznych oraz edukacyjnych.

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Intenzitet primjene ključnih odrednica transformacijskog liderstva direktora osnovnih škola u Kantonu Sarajevo

Author(s): Zijada Rahimić,Aida Omersoftić / Language(s): Bosnian,Croatian,Serbian Issue: 3/2024

Dynamics, uncertainty and unpredictability of change are present in all social spheres, including in the education sector. The position of the school director is considered crucial for creating an innovative school climate in accordance with environmental changes. The transformational leadership style is recognized as a style that enables capacity development, dedication and involvement of teachers in the process of innovative work in the direction of fulfilling the set goals of the school. Theoretical and empirical research proves that this leadership style in schools contributes to the empowerment of teachers in the application of innovative practices and the creation of an innovative school. Special emphasis is placed on the factors of building a vision, individual attention and intellectual stimulation by which transformational leaders motivate, inspire, encourage and stimulate teachers in intellectual work. This paper investigates the presence of the transformational leadership of primary schools principals in Sarajevo Canton. Using a sample of 675 teachers from 30 elementary schools, this paper examines whether and to what extent the principal's transformational leadership is represented using a quantitative research method. The results obtained on the basis of teachers' perceptions of the leadership of their principals show a high level of the presence of elements of transformational leadership: vision building, individual attention and intellectual stimulation. A high level of teacher evaluation indicates the director's readiness for innovative work, teachers' acceptance of a common vision and intellectual improvement in classroom work. Statistically significant differences in relation to the variables: gender, age, level of professional education, teaching area and years of work at the school, additionally explain the teachers' perceptions of the principal's transformational behavior. The teachers' acceptance of the change initiated by the director points to the need for systematic education of directors in the field of educational management, especially in the field of leadership.

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PILOTING GUIDELINES FOR GAMIFIED LEARNING TECHNOLOGY TOWARDS INCLUSIVE EDUCATION

Author(s): Adriani PIKI ,Markos Markou,Vladislava Lendzhova,Ioana Andreea Ștefan / Language(s): English Issue: 01/2022

The adoption of a user-oriented systems development approach is essential for creating usable and accessible systems that satisfy users’ emotional, intellectual, and physical needs and requirements. The primary goal of achieving usability and accessibility is to improve the user experience of every individual, irrespective of their unique cognitive, physical, socio-economic, and other characteristics. Accessibility and inclusivity are qualities which should be taken into consideration at the beginning of the system analysis and design phases rather as an adaptation or intervention applied post-implementation. However, when the target audience includes learners with disabilities, socio-economically disadvantaged learners, and their teachers, then involving users throughout the systems development lifecycle becomes a challenging endeavour. Adopting conventional approaches for user evaluation and piloting cannot straightforwardly be employed in such educational contexts. This paper aims to discuss the challenges in setting up and conducting pilots with individuals in these target groups as well as the opportunities that emerge through a systemic piloting approach. Additionally, a set of piloting guidelines is formulated, and a piloting plan is proposed comprising of alternative options for accommodating a range of piloting setups – across target groups and cultural contexts. The proposed piloting approach draws on three strands: raising awareness on accessibility and inclusion; conducting user evaluation; and ensuring scientific and methodological rigour. The proposed approach can in turn inform the design and development of a gamified educational platform for promoting accessibility and inclusivity in education.

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TECHNOLOGIZING OF THE ROMANIAN EDUCATIONAL SYSTEM: OPPORTUNITIES AND LIMITS

Author(s): Laura Patache,Iuliana Pârvu,Claudiu Chiru / Language(s): English Issue: 01/2022

Technology is more and more present in our daily activities, whether we are talking about telephones, cars or smart homes, automation and even robotization of industry and agriculture, etc. People's physical work, usually repetitive, is gradually taken over by machines so that intellectual work and investment in human capital become an essential condition for carrying out lucrative activities. The educational system has evolved in the direction of using new technologies, from Power-Point presentations to complex e-learning systems. Online programs dedicated to learning or testing of students are working tools, increasingly popular, especially in the COVID-19 pandemic. The present study aims to reveal a part of the opportunities brought by technology in the higher educational system but, also, to underline some limits of the current national context in the implementation of modern systems and methods for learning and teaching. If the opportunities of a digitized education system in the context of the knowledge economy are undeniable, the forced education of young people, only by electronic means, has exacerbated the problems of the Romanian education system such as limited access to education of social groups such as rural students, coming from disorganized and/ or lowincome families, institutionalized ones, etc., or the teachers lack of training to adapt to the new work conditions, all these accompanied by numerous legislative and leadership changes starting to 1990. Despite of these problems, in tertiary education the technology is a must be and the post-pandemic period will be an opportunity for blended-learning implementation in universities and, gradually in all levels of training and education.

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RESILIENCE AND MENTALITIES OF TEACHERS FROM ROMANIA REGARDING THE USAGE AND EFFICIENCY OF THE ELEARNING

Author(s): Geta Mitrea / Language(s): English Issue: 01/2022

This paper focuses on the perceptions and mentalities of teachers from the public teaching system from Romania regarding the ways that they were into contact with the eLearning platforms due to COVID 19 pandemic period. Even though in Romania at that time, or in present there are no legal framework regarding the eLearning platforms for pupils. By exception from the National Ministry of Education from Romania, the eLearning platforms were considered a proper solution for Romanian system for teaching during COVID 19. Once with the end date of the alert situation for COVID 19, 8 March 2022, and after finding the advantages of eLearning system a law project proposal is in discussion for proper regulation. The pilot study was focusing on semi-structured interview and participatory observation of the 39 teachers from public national system from Romania (North East and Bucharest-Ilfov development areas). They act from the first level of education, – kindergarten, continuing with primary school, elementary school, high school and until the final level, - meaning, university. The result of our pilot study reveals the fact that there are two types of teachers that use eLearning system, the `active` and `passive` type. Each of them have their own characteristics and were resilient to change because of lack of abilities for eLearning and not having references points from where to start. Step by step they became more self-confident and take into consideration to include in the future the eLearning system into their onsite future teaching method.

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ADVANTAGES AND DISADVANTAGES OF DIGITAL REMOTE EDUCATION IN THE SECURITY AND DEFENCE CONTEXTS

Author(s): Marina Marchisio,Fabio Roman,Matteo SACCHET,Enrico Spinello,Linko Nikolov,Mariusz Gontarczyk,Jarosław Zelkowski,Cristian-Emil Moldoveanu / Language(s): English Issue: 01/2022

The COVID-19 pandemic has caused many changes in teaching and learning, ranging from forced digitalization to the diminution of human interaction. Thus, stakeholders have proposed various solutions, considering both the need to be operative in a short time after the first virus outbreak, and the necessity to develop long-term plans after the immediacy of the emergency. In this paper, both positive and negative features of digital remote education are considered by analyzing a questionnaire with tools aimed at detecting strengths, weaknesses, opportunities, threats. Furthermore, a benchmarking of teachers’ practices and actions is developed, to compare different solutions proposed by instructors in various Member States. As part of the project DIGICODE and in the framework of the Digital European Action Plan by the European Union, this study suggests that all stakeholders should perceive these changes as a reform and not as a revolution, to be maintained in the close future of education. Furthermore, the benchmarking analysis should help future decision makers in taking the best from every educational action taken during the COVID-19 pandemic to advantage the students. This reform would probably require a change in some policies, not only from university stakeholders, but also from other institutions such as governments.

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RECONNECTING IN THE POST-PANDEMIC CLASSROOM - A CHALLENGE FOR TEACHERS AND STUDENTS

Author(s): Mihaela Pricope,Simona Mazilu,Fabiola Popa / Language(s): English Issue: 01/2022

The COVID-19 pandemic has enabled teachers to re-create distance learning in new ways, and this knowledge can be applied in the post-pandemic period of schooling and other similar special cases. In this respect, our article aims at presenting a series of findings related to the students’ perspective of their virtual learning path in the pandemic and post-pandemic period, as well as discussing some of the perceived challenges that the return to the classroom may pose. In the first part, the article covers a theoretical overview of virtual education and analyses learning from the perspective of several learning theories, relevant for teaching/learning foreign languages. In the second part, we dwell on the transfer from the virtual environment to the traditional face-to-face learning, and point out to the need to rethink and readjust some teaching strategies so as to match the distressing reality of having faced a pandemic. In the last part of our paper, we are going to present the students’ views on their own transition learning experience. We have also highlighted some of the strategies that we have been using in the classroom in order to make the transition from the online environment to the offline learning more manageable, with a special emphasis on the awareness that in this unprecedented special context both the students’ and the teachers’ emotional well-being must be prioritized, given the distress all the actors in the didactic process have been subjected to for the last two years.

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THE CHILD-CENTERED PARADIGM AND ITS IMPLICATIONS FOR THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD TEACHERS

Author(s): Horațiu Catalano,Ana Rus,Gabriela Mestic,Andreea Ionela Dohotaru / Language(s): English Issue: Special/2025

The paradigm of child-centered education involves a fundamental shift in attitude, in which the emphasis shifts from the role of the teacher as the primary provider of knowledge to placing the child at the center of the educational process, as an active participant in his or her own formation. Supporting a child-centered educational process requires a deep understanding of the child's personality in relation to individual and age-specific characteristics. In this context, teachers have a vital responsibility to create stimulating educational environments that facilitate children's effort, involvement, interaction and active learning. Thus, the continuous professional development of teachers to implement child-centered education becomes a necessity. The aim of the study was to identify the implications of child-centered education for the continuous professional development of early childhood teachers. The study was carried out in september-october (2024) and the participants were 87 early childhood education teachers from the north-eastern part of the country. The research instrument was adapted from the questionnaire of the ERASMUS + 2019 - 1 - UK01 - KA 203 - 061665 (Child - Centered Competences for Early Childhood Education and Care) project, which aimed to explore the implications of the child-centered approach in the continuous professional development of early childhood teachers. The results of the Pearson analysis showed that the child-centered education approach correlates positively with continuous professional development. There was also a positive correlation between teachers' experience and continuous professional development. No significant correlations were found between teachers' experience, level of education, and child-centred education approach.

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