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Профессор П.В. Денисов – воспитанник Казанского университета

Профессор П.В. Денисов – воспитанник Казанского университета

Author(s): L. A. Taimasov / Language(s): Russian Issue: 2/2024

This article considers the role of the Kazan school of history and ethnology in the development of Professor P.V. Denisov’s views and professional expertise. Kazan University is the alma mater of numerous notable Chuvash researchers. Many studies on the Chuvash people were performed within its walls, particularly by N.V. Nikolsky, V.K. Magnitsky, I.Ya. Yakovlev, N.I. Zolotnitsky et al. P.V. Denisov, who rose to prominence as a scholar and lecturer within the scientific and educational centers of Kazan, carried on their work with great merit. Here, his collaborations with Kazan colleagues and his substantial contributions to the advancement of ethnology and pedagogy were analyzed. Based on the analysis, several conclusions were drawn. P.V. Denisov dedicated his life to promoting science and mentoring further generations of highly qualified and skilled historians and ethnologists. His academic and pedagogical endeavors were mostly connected with I.N. Ulyanov Chuvash State University, where he taught historical and ethnographic disciplines, as well as established and headed the Department of Archaeology, Ethnography, and Regional History. Throughout his life, he published 120 scholarly works and supervised 20 holders of candidate and doctorate degrees in history. He was proud to be an alumnus of Kazan University and always maintained friendly and professional ties with his colleagues from Tatarstan. P.V. Denisov’s heritage and achievements have become deeply ingrained in Russian ethnology and pedagogy. His influence and ideas live on in the memories of his students. The obtained results hold both scientific and practical significance, shed light on the history of ethnology in the Volga–Ural region, and provide valuable material for studying and sketching the lives of famous Kazan University alumni.

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Личность и судьба профессора И.М. Ионенко в контексте его времени

Личность и судьба профессора И.М. Ионенко в контексте его времени

Author(s): A. S. Bushuev / Language(s): Russian Issue: 4/2024

This article reviews the second (revised and expanded) edition of the book “Professor Ivan Mikhailovich Ionenko: His Personality and Times” by P.S. Kabytov and N.A. Fedorova, with a detailed analysis of its main sections, which trace I.M. Ionenko’s life path, pedagogical and scholarly experience, public work, personal life, and relationships with students. The relevance of the book is discussed in the context of current historiographical trends. The key strengths of the book are highlighted, including its credibility, quality and diversity of the source materials used, thorough reconstruction of the pivotal moments in the life of the researcher, and precise definition of the role his works played in the development of Russian historiography. Therefore, the book offers valuable insights into the life of Professor I.M. Ionenko of Kazan Federal University and is a meaningful contribution to preserving the corporate memory of historians over time.

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Inkluzywna i pedagogiczna wartość mieszkań chronionych we wrocławskiej wspólnocie L’Arche: pedagogika oparta na przyjaźni

Inkluzywna i pedagogiczna wartość mieszkań chronionych we wrocławskiej wspólnocie L’Arche: pedagogika oparta na przyjaźni

Author(s): Janusz Maj,Anna Szemplińska / Language(s): Polish Issue: 9/2024

The aim of the article is to outline the foundations of the pedagogy of friendship, inclusive interventions and their application in the field of social work (empowerment), which are the fundamental principles used in L’Arche communities. The article is derived from the practice of managing sheltered housing in the Wrocław L’Arche community. The article presents the foundations of the concept of the pedagogy of friendship, based on which, it is possible to implement and deepen the values that constitute the essence of L’Arche, namely relational-dialogical accompaniment and the creation of new pedagogical intervention methods.

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Своеобразие на подходите в обучението по български език и литература в началния етап на основната образователна степен – резултати от изследване
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Своеобразие на подходите в обучението по български език и литература в началния етап на основната образователна степен – резултати от изследване

Author(s): Nelly Ivanova / Language(s): Bulgarian Issue: 2/2025

The results from an online research of primary teachers are presented briefly in the article. The level of the methodic and pedagogical preparation for the application of the Bulgarian language and literature teaching approaches of 1st – 4th grade primary teachers is diagnosed by author constructed multiple choice test items. The mistakes made are commented. Some concrete methodical ideas for overcoming of the found weaknesses are recommended.

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Анализ на осведомеността на учителите за съществуването на професионални блогове на учители по български език и литература. Ползи и използваемост
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Анализ на осведомеността на учителите за съществуването на професионални блогове на учители по български език и литература. Ползи и използваемост

Author(s): Dilyana Bobokova / Language(s): Bulgarian Issue: 2/2025

In order to be able to fully study the professional blogs of Bulgarian language and literature teachers was conducted an online anonymous survey among 181 Bulgarian educators. The platform through which the questionnaire was created is “Microsoft Forms”, which allows easy reporting of results and the ability to export the data to Microsoft Excel. The aim of the survey is to analyze teachers‘ awareness of the existence of professional blogs of Bulgarian language and literature teachers, to what extent this type of blogs are used in teacher practice and what their benefit for education according to the respondents is. The readiness of the teachers to create a professional teacher blog and for what purpose they would take this step was also analyzed, and from these results it was found that half of the Bulgarian teachers surveyed did not feel ready to create their own personal blog, and when deciding to develop an online journal, the goal would be „to help prepare students for National external аassessment (НВО) and States exam (ДЗИ).” The participants in the survey were given the opportunity to express a personal opinion by sharing recommendations for improving the professional blogs of Bulgarian language and literature teachers.

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Uluslararası İlişkilerde Teori Öğretimini Yeniden Düşünmek: Eleştirel Pedagojiler Temelinde Bir İnceleme

Uluslararası İlişkilerde Teori Öğretimini Yeniden Düşünmek: Eleştirel Pedagojiler Temelinde Bir İnceleme

Author(s): Çağlar Söker / Language(s): Turkish Issue: 1/2025

This article analyzes the teaching of theory in International Relations within the framework of critical pedagogies. Critical pedagogies primarily begin by reflecting on the nature of education, learning, and the university. Engaging in inquiries in this regard is a prerequisite for developing emancipatory and creative approaches to the teaching of theory. Contemplating the ontology of education and the university offers opportunities to understand the ideological dimensions of teaching, explore the relationships between theory and power, and recognize the influences of the West, the state, and capital within theories. In this context, critical pedagogies create possibilities to ethically question the teaching of theory based on values such as freedom, equality, and justice. At the same time, critical pedagogies provide new perspectives to move beyond institutionalized approaches in the teaching of theory. Increasing the role of history and philosophy in theory courses or discussing humanitarian and ecological values from various angles in the classroom aids students not only in grasping the notion of theory and existing theories but also in theorizing and developing perspectives on solving contemporary global issues. Furthermore, reflecting on new methods and techniques in teaching, as well as introducing courses related to pedagogy at the postgraduate level, can contribute to a more critical approach to teaching theory in International Relations. Additionally, maintaining “hopefulness” for the future in theory courses is crucial for enabling future theorists to develop more original approaches and for constructing a better world. In this respect, critical optimism represents the most constructive attitude, demonstrating that we are not bound by the current state of international relations and that the future is far richer than what existing theories anticipate.

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ПРАКТИЧЕСКИ ИЗМЕРЕНИЯ И ПРЕДИЗВИКАТЕЛСТВА В ПРОФЕСИОНАЛНАТА ПОДГОТОВКА НА СТУДЕНТИТЕ ПО ПЕДАГОГИКА

ПРАКТИЧЕСКИ ИЗМЕРЕНИЯ И ПРЕДИЗВИКАТЕЛСТВА В ПРОФЕСИОНАЛНАТА ПОДГОТОВКА НА СТУДЕНТИТЕ ПО ПЕДАГОГИКА

Author(s): Zlatina Dimitrova / Language(s): Bulgarian Issue: 1/2024

The study focuses on the practical training of students pursuing pedagogical specialties, examined in the context of educational modernization and the growing need for qualified personnel in educational institutions. The article presents the results of a survey conducted among students from the Burgas Free University. The questions address the motivation of future educators to choose the teaching profession, the challenges encountered during online learning, and their satisfaction with the professional and practical training provided by the university. The analysis of the collected data concludes that practical training in schools and kindergartens should ideally begin as early as the first semester of the first year and progressively increase each subsequent year. This approach would enable future teachers to promptly identify educational contradictions and seek suitable theoretical and practical solutions to overcome them.

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Poczucie sensu życia i wartości młodzieży. Konteksty psychopedagogiczne

Poczucie sensu życia i wartości młodzieży. Konteksty psychopedagogiczne

Author(s): Danuta Opozda / Language(s): Polish Issue: 4/2024

The article addresses the issue of young people’s sense of meaning in life, discussing how meaning of life is understood – its structure, function and subjective character. Some issues related to the value system and valuation processes are presented, considering attention the philosophical background of such topics. The article touches on developmental and educational aspects of shaping the sense of meaning in young people’s lives. Examples of research results related to the values declared by young people as important in determining the meaning of their own lives are given.

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SELF-PERCEPTION OF THE POSITION OF TEACHING ASSISTANTS

SELF-PERCEPTION OF THE POSITION OF TEACHING ASSISTANTS

Author(s): Borka Vukajlović,Maja Trifunović / Language(s): English Issue: 26/2023

Procedures for creating methods and measures of support for children with developmental disabilities in the Republic of Srpska. This includes the introduction of a role called assistant for students in the regular department.The assistant’s role, tasks and competencies have been determined, as well as the procedure for his engagement. The minimum requirement for performing such a demanding role is to have completed high school, with no additional education required. Our research shows that many assistants are younger people, students, from different educational structures, with strong motivation and empathy towards children and the upcoming job. Since the most numerous assistants are students of Special Education and Social Rehabilitation (NUBL), for this qualitative research, a structured interview and focus group were used, in order to seek answers about the position of assistants in teaching, the expectations placed before them, as well as the obstacles they face in their engagement.

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Z izkušnjami preteklosti naproti znanju prihodnosti

Z izkušnjami preteklosti naproti znanju prihodnosti

Author(s): Simona Kustec Lipicer / Language(s): Slovenian Issue: 1/2021

Znanje, izobraževanje in z njima povezani procesi so temeljni gradniki majhnega naroda. Slovenski ni nobena izjema. Nasprotno, skozi zgodovino smo pokazali, da smo lahko prav z znanjem enakovredno konkurenčni komurkoli, kjerkoli in kadarkoli. Sistem vzgoje in izobraževanja na Slovenskem je v svoji skoraj petstoletni zgodovini prehodil zahtevno, a odločno pot za svoj obstanek in vsakokratno modernizacijo. Nanj so vedno vplivale zgodovinske razmere tedaj aktualnega razvoja, ki so si jih na podlagi svojih videnj in potreb po še boljšem jutri postavljali ljudje sami. Podobno kot je začetna zgodovinska ideja po vzpostavitvi slovenskega šolstva sovpadala s časom boja proti tedaj neozdravljivi epidemiji kuge, tudi sedanji čas boja proti epidemiji covida-19 vstopa v trenutku, ko se odvijajo temeljni premisleki o nadaljnjem razvoju sistema vzgoje in izobraževanja po celem svetu, vključno pri nas.

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"Kdor računstva se uči, svojega duha krepi." Učna ura računstva in stari učbeniki za računstvo na Slovenskem

"Kdor računstva se uči, svojega duha krepi." Učna ura računstva in stari učbeniki za računstvo na Slovenskem

Author(s): Tatjana Hojan,Mateja Pušnik / Language(s): Slovenian Issue: 3/2020

Arithmetic lessons were added to the Slovenian School Museum programme in 2007. Their creators Natalija Žižić and Mateja Ribarič used as a base Franc Močnik’s math textbooks. The article presents Močnik’s instructions for teaching arithmetic and their use in lessons. There follows a history of the methodology for arithmetic lessons in Austrian lands from 1775 onwards, when the book Kern des Methodenbuches, written by Johann Ignaz Felbiger, was published. The article then moves on to the first Slovenian books on arithmetic, until the appearance of Dr. Franc Močnik, who as early as in 1840 wrote the first teaching methodology for the subject, which was followed by numerous other methodologies and math books for different types of schools such as primary, town, craft and 'real’, grammar schools and schools for teachers – 142 in total. They were translated into numerous languages. His work was continued by Karl Kraus and Moritz Habernal, and their books were translated into Slovenian by Anton Črnivec.

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Kako pa poučujejo učiteljice in učitelji v Slovenskem šolskem muzeju?

Kako pa poučujejo učiteljice in učitelji v Slovenskem šolskem muzeju?

Author(s): Tina Palaić / Language(s): Slovenian Issue: 3/2020

On the basis of her experience with working at the Slovenian School Museum, the author studied the influence of the style of conducting a lesson on classroom communication. Her starting point was the museum handwriting lesson attended by future teachers. The author finds that a museum school lesson can also be understood as a method of preparation for teaching, since it offers participants a first-hand experience in the authoritative style of conducting lessons and on the basis of this a discussion about views, values and understanding of the teaching process.

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Jožef Šolmajer

Jožef Šolmajer

Author(s): Jože Rupnik / Language(s): Slovenian Issue: 3/2020

Lasulja, brki, šiba, prikrojen lajbič, obleka, bela srajca, črni čevlji in akcija. Pred seboj zagledam poln razred učencev, ki me gledajo z velikimi očmi. Z očmi, v katerih vidim veselje, pričakovanje, zabavo, strahospoštovanje in pri najmlajših tudi samo strah. Sledijo prvi izrečeni stavki, ki pravzaprav niso pomembni, saj me prvih nekaj minut občinstvo zgolj gleda, ocenjuje mojo zunanjo podobo, način govora in šibo v mojih rokah. »Kaj bo z njo? Me bo udaril, ali bo bolelo?«

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V babičinih čevljih

V babičinih čevljih

Author(s): Bernardka Rupnik / Language(s): Slovenian Issue: 3/2020

Rozalija Cvek je ena mojih identitet. Brez dvoma me je njena vloga vsaj malo oblikovala. Ko sem stala v kotičku za urejanje pred začetkom učnih ur, sem gledala svojo podobo v ogledalu in se vživljala v vlogo stroge, ponosne, samozavestne učiteljice. To je bila posebna vrsta terapije. Na začetku se mi je zdelo, da je moj obraz preveč prijazen, da ne zmorem tako strogega pogleda, kot sem ga videla pri predhodnicah. Po nekaj mesecih je mož rekel, da se čisto vidi, da sem vadila. Tudi v realnem življenju naj bi postala bolj ostra.

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Kako je nastala muzejska učna ura iz časa Rimljanov

Kako je nastala muzejska učna ura iz časa Rimljanov

Author(s): Matej Prevc / Language(s): Slovenian Issue: 3/2020

Zamisel o muzejski učni uri, ki bi otroke popeljala v čas stare Emone, se mi je prvič porodila kot mlademu študentu latinščine, ko sem nekoč na poti na fakulteto srečal prijatelja Marka Novaka, ki je ravno stopil iz muzeja po opravljenem jutranjem učeništvu v muzejski Nedeljski šoli. Ko je ta dodobra potešil mojo radovednost o tem, kako poteka služba učenika v muzeju, in so se moje misli spet vrnile k domači nalogi iz latinščine, ki sem jo moral v naglici dokončati pred začetkom latinskega seminarja, se mi je v glavi poblisnilo. A ne bi bilo zanimivo …, če bi otroci lahko prišli v šolski muzej … in bi jih tam namesto avstro-ogrskega učenika pričakal emonski magister v togi … in bi otroci pisali na voščene tablice … in bi bili oblečeni v rimske tunike … in bi se vsi skupaj igrali, da so Emonci izpred dva tisoč let?

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Moje doživljanje muzeja

Moje doživljanje muzeja

Author(s): Klara Marija Keršič / Language(s): Slovenian Issue: 3/2020

Biti vodička v Slovenskem šolskem muzeju, je izkušnja, ki ti da veliko. Najprej v smislu znanja, ki ga pridobiš na področju zgodovine šolstva in zavedanja o pomenu in vplivu šolanja skozi različna obdobja. Področje šolstva je na meni vsekakor pustilo svoj pečat. Opazila sem, da se pri raziskovanju v okviru študija (študiram klasično filologijo) pogosto lotim tematik, ki so povezane z šolstvom. Kadar potujem, se nezavedno pogosto pozanimam in sprašujem o obliki šolanja, ki ga v posamezni državi imajo. Zanimivo je opazovati vpliv, ki ga ima šola na družbo in na posameznika.

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Prilagojenost Slovenskega šolskega muzeja za obisk oseb s posebnimi potrebami

Prilagojenost Slovenskega šolskega muzeja za obisk oseb s posebnimi potrebami

Author(s): Anja Bregar / Language(s): Slovenian Issue: 3/2020

V Slovenskem šolskem muzeju delam tri leta. Za to delo sem se odločila na priporočilo svoje nekdanje vzgojiteljice v dijaškem domu. Misel, da bi lahko opravljala netipično študentsko delo, mi je bila všeč. Ko sem začela delati, sem spoznala, da sem se pravilno odločila, saj me je delo v Slovenskem šolskem muzeju takoj navdušilo. Kolektiv je bil sicer majhen, ampak zato toliko bolj odprt in sprejemljiv. Vse nove vodiče so takoj vzeli za svoje. Tudi danes je tako, zato zelo rada prihajam na delo. V treh letih sem se naučila, da je v muzeju ključ za uspeh biti prilagodljiv in pripravljen na vse, saj je vsaka skupina otrok nov in unikaten izziv, ki ga z veseljem rešujem. Kljub vsemu sem na koncu vedno priča širokim nasmehom na obrazih udeležencev, kar je najboljše plačilo za moje delo.

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"Vaja dela mojstra, ako mojster dela vajo." Sodelovanje Zasavskega muzeja Trbovlje in Slovenskega šolskega muzeja

"Vaja dela mojstra, ako mojster dela vajo." Sodelovanje Zasavskega muzeja Trbovlje in Slovenskega šolskega muzeja

Author(s): Nevenka Hacin / Language(s): Slovenian Issue: 3/2020

The article talks about the cooperation between the Zasavje Museum in Trbovlje and the Slovenian School Museum, focusing on the Handwriting Lesson from 1930 carried out by a teacher from the Slovenian School Museum in a replica classroom at the Hrastnik Museum Collection (collections and activities alongside exhibitions being the responsibility of the Zasavje Museum in Trbovlje), which allows participants to improve their knowledge of heritage through first-hand experience. The reasons are given for this successful cooperation, which has become traditional due to the suitable circumstances, the public’s interest and, last but not least, the readiness of the Slovenian School Museum.

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Učna ura lepopisa in Hrvaški šolski muzej

Učna ura lepopisa in Hrvaški šolski muzej

Author(s): Ivana Dumbović Žužić / Language(s): Slovenian Issue: 3/2020

Vsak obisk Slovenskega šolskega muzeja je nepozaben in čaroben obenem. Starejši sestrski muzej (povezujeta nas ista tema in poslanstvo) nas vsakokrat navdušujoče animira. Učne ure naših babic in dedkov šolskega muzeja so zgodba zase: zvabijo nas v čas nekdanje šole, šole brez modernih učil in z drugačnim dojemanjem discipline. Težko si danes predstavljamo potek učne ure naših prababic in pradedkov, ko je nad njihovo glavo pela šiba ali pa so klečali na koruzi za kazen. V ambientu stare šole v Slovenskem šolskem muzeju čutimo duh skoraj pozabljenih časov. Majhen prostor daje popotniku vse, kar potrebuje na poti skozi čas nekdanje ljudske šole: stare šolske klopi s črnilniki in peresniki, otroška oblačila za šolo in nenavadna lesena predmeta. Ob pogledu na dva lesena osla so se porajala vprašanja, a ne za dolgo. Večkrat smo bili udeleženci starih učnih ur, a vsakokrat je bilo, kot da smo prvič: lepo in nevsakdanje.

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UČITELJ, NASTAVNIK, VASPITAČ

UČITELJ, NASTAVNIK, VASPITAČ

Author(s): Milomir V. Martić / Language(s): Bosnian Issue: 14/2017

thinking about their own work and activities in the classroom and the school as a condition for a successful business educator. preparations for teaching, and critical notes about myself, profession and occupation, and the position of teachers in society, social topics that are related to each other. consciously accessing your own business means thinking about your poziciji in society. A teacher at the school is a public figure, so his thinking and his actions are important for the students, for the school, but also for himself. the written word, allows the understanding of their own position in the school, but also in society. sociology of culture and sociology of education conference devoted much space to this issue. in this paper, i tried to explain to young people, future educators that their job is very important for society and themselves and that they should share their knowledge and experience transferred to students from generation to generation.

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