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The article reflects the views of several authors on the difficulties of learning elementary mathematics. The main difficulties in pre-school children with dyscalculia are characterised. Some examples used in the psycho-pedagogical support of early-age children with mathematical learning difficulties are also presented
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The article focuses on the ways in which the early education institution and the families with children having educational disabilities can collaborate. The specific psychological climate of the family is highlighted, this climate having a decisive impact on the child's emotional state, that influences his future attitude towards other people, towards himself. The difficulties faced by parents in the education of children with emotional deficiencies and the valuable indications that these families must follow are described
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The implemented theoretical study has revealed various scientific positions aimed at: interpreting the concepts of value and value orientation; finding controversial positions and affinities in the use of “value” and “value orientation” concepts; identifying ambiguous positions on structural elements of value orientation and value formation mechanism.The purpose of undertaken research was theoretical, experimental and methodological in nature, outlining formation of value orientations in adolescence and youth ages.The developed definitions and determined structural components of value orientations allowed initiation of an experimental investigation of value orientations in adolescents and young people through which interrelation between the constitutive components of value orientation was confirmed, the specifics of values in adolescents and young people was emphasized. Outlining the specifics of value orientation structure led to identification of criteria, indicators and descriptors and to development and validation of a Questionnaire for Value Orientation Assessment.The results of experimental study laid the basis for development and recognition of a Pedagogical Model for formation of value orientations in adolescents and young people. The previously identified mechanism for formation of values and functioning of value orientations was transposed into the nucleus of the Pedagogical Model, which included the following components: behaviour, emotional states, attitudes, convictions, and values.In order to identify the methodology for forming value orientations in the formal, informal and non-formal educational environment, the principles of humanistic, constructivist and cognitivist education, strategies, conditions were highlighted, which ensure a dynamic progress in general development of the personality, implicitly of value orientations, and which is taken into account in framework of a formative experiment.The data obtained from the validation of the developed Pedagogical Model confirmed its effectiveness and proved that it was a multidimensional one, which could be of great benefit to specialists in the field of Education Sciences and teachers from schools and higher educational institutions.
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One of the key fundamental changes in Ukrainian education made in the past five years is transforming foreign language teacher education system in Ukraine. The rationale behind the reform is training the 21 st century teacher who is regarded as the key figure capable of leading the educational reform. Since it is impossible to develop 21st century skills and competencies such as communication, critical thinking, creativity, a sense of innovation, etc. without teachers possessing those skills and competences by themselves, the teaching profession acquires paramount importance and calls for radical changes in teacher training sector. Since the ratification of the Association Agreement between Ukraine and the European Union in 2014, ongoing education reforms in Ukraine have resulted in launching the “New Generation School Teacher” project jointly initiated by the Ministry of Education and Science of Ukraine and the British Council Ukraine. Its primary focus is transformational change in the initial foreign language (English) teacher education system in Ukraine and establishing Pre-Service Foreign Language Teacher Training (PRESETT) Curriculum in Methodology for Bachelor’s level. The current paper addresses the main features and issues relating to the implementation of the “New Generation School Teacher” project within the context of Uzhhorod National University (English Philology department). Since the piloting start of the project in September 2017, there have been reported many positive developments in initial foreign language teacher training at the English Philology department relating to students’ and teachers’ learning outcomes. The Project has had a favourable impact on teaching practices of the whole department. The issue that needs to be addressed is the organization of school practice.
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The article gives a detailed description of the innovative features of the joint project of the British Council Ukraine and the Ministry of Education and Science Ukraine which is called “New Generation School Teacher”. The project appeared as a response to recent changes and developments in education and society. The author acquaints the readers with the definition of the terms “innovation” and “pedagogical innovation”,provides a rationale for the importance of the changes in the system of teacher training in Ukraine. The article presents the results of the Baseline study. The author highlights that innovative Methodology Curriculum intends to provide students with important professional skills related to methodology, it also gives scope for developing essential life skills. A list of these skills is also given in the article (communication skills, time management skills,information literacy skills, etc.). Moreover, the article provides essential information on the innovations, which characterize the Methodology curriculum. The attention is also drawn to the fact that in this innovative Curriculum the topics of the traditional Methodology course are revised and substantially updated. The content of the discipline is complemented with innovative topics that must be taken into account in the process of learning English. All units of the Curriculum can be split into 2 main groups: Re-conceptualized and New ones. There is also a detailed description of School Experience, which is an essential part of the Methodology course,because School Experience is aimed at linking methodology classes to teaching at school.
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This article analyzes the components of a teacher's readiness to work with persons with special educational needs in an inclusive environment. The peculiarities of the training of pedagogical specialties specialists to work in the conditions of inclusion and the problems that arise during this are analyzed. Based on the analysis of scientific sources revealed that the most common shortcomings in the process of implementation of inclusive learning, scientists include the lack of training for professional activity in an inclusive educational environment, the lack of highly qualified specialists who are able to provide training in inclusive, as well as psychology to work with children with special needs
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The article proposes a study on the intercultural education of children in the non-formal institutional framework, consisting of two distinct components, theoretical and practical. The analysis of the specialized literature and of the international documents, relevant to the investigated subject, is followed by the presentation of some educational approaches, good practices, taken from the activity of the Republican Center for Children and Youth ARTICO from Chisinau. The authors research the educational value of different types of activities and projects, pointing out the details of the process, but also noting the impact on key beneficiaries, children and young people involved
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In recent decades, inclusive education has become a functional principle at the level of school policies and educational practices. This appeared as a natural reaction of the society to its obligation to ensure the necessary framework and the conditions imposed by the specifics of the education of persons with special educational needs. The step that can be a model of good practice applied in other schools is the itinerant teacher who exploits the advantage that students with disabilities can learn with other children, using as many modern methods in interactive lessons
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The article considers the educational environment as a condition of personality-oriented development of the child, the main problems of modernization of primary education, the proposed conditions for the effective implementation of developmental and personality – oriented paradigm of primary education, grounded key competencies, which will enable teachers not only to equip children with some knowledge, but also to foster a desire to learn. In conclusion, the author comes to the conclusion that the personal approach, focused on development, makes it possible to comprehend and evaluate the importance of natural maturation of the child and develop it in the best way when he is really passionate about the learning process
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The article actualizes the problem of developing a typology of specialeducational needs of children with developmental disabilities as a tool for ensuring adequateeducational conditions and realizing the child's developmental potential. The possibilities oftaking into account the provisions of a differentiated approach when developing a typologyof special educational needs of students are characterized
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the article describes strategies for linguistic adaptation of texts and assignments to the hearing and speech abilities of hearing impaired children and the stages of working on the text in the process of developing coherent speech
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An efficient management at school level, regarding the learning conditions, ensures the integration of all students from an educational point of view and the achievement of the maximum potential ofeach one
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The study includes the results of a theoretical-practical pedagogical research in the issue of intercultural education of primary school students. The applied methodology consisted in the analysis of the specialized literature and of the regulatory educational documents, but also relevant examples of transdisciplinary projects at each primary class. The authors opt for the development of intercultural skills in teachers and students, since both our country and the world are marked by socio-cultural, economic, political interactions, etc., which have become increasingly intensive and extensive
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The article addresses theoretical and praxeological aspects of the need for the formation and development of intercultural competence for future teachers who will provide educational services in multiethnic, multiconfessional, multilingual environments. Social reality assigns to contemporary education the task of forming a personality capable of adapting to the accelerated pace of changes in society and constructively solving problems-situations that may arise in the context of cultural, multiethnic and multiconfessional diversity. The multiethnic academic environment contributes to the formation of intercultural competence, which is especially important for future pedagogues
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Activities to promote interethnic education contribute to the education of young people. They are driven to understand and accept other cultures. It develops their civic sense and tolerance. The "Three Faces" project took place between January and May 2019
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It is almost impossible to imagine life in today's world without digital media. Their role has become distinct throughout the world in both private and professional lives of people of all ages. Their presence is also noticeable in different ways in school classes. Computers and internet have been used for lesson planning as well as for communication with students and textbooks with their digital components and didactic contents stimulate students' autonomy in the learning process. Since recently a large number of schools has decided to organize online study weeks during which the students are encouraged to work independently with various types of subject contents. During the preparation for the e-learning lesson scenarios the teachers display a certain degree of insecurity which is rooted in their inadequate training in the development of digital competences. The main goal of this paper is to demonstrate how teachers of German language in Sarajevo Canton assess their digital competences, what possibilities they have for applying digital media in their schools and which scenarios they offer to their students with the support of digital media. The paper also presents some suggestions on possible actions in education in connection to professional teacher development that could be seen as contributions for overcoming the above noticed challenges.
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This article defines the concept of mediation and its relevance for foreign language teaching. In that context, the role of the mother tongue (first language) and translation will also be interpreted within the historic context. Relevant arguments for and against the implementation of mediation in the teaching process will also be discussed. This will be followed by descriptions of central manifestations of mediation and various mediation activities and strategies, particularly those from the new CEFR Companion volume. Finally, by using examples from the contemporary German Language Textbooks, we will illustrate the current realisation of mediation within these resources. The paper finishes off by offering several methodical-didactic suggestions.
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Authentic texts have long been used in GFL lessons at higher language levels. However, they are also suitable for lower language levels, as is shown in this article and the attached worksheet. So that we can achieve this there are several principles to be followed that arise from the specific paradoxical situation in which intentional texts are used for a purpose other than that for which they were intended. In this article, the specifics and principles of working with public texts are pointed out and a suitable methodological process is designed for the stated purpose.
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The topic of this paper is phraseology and its function in German language teaching as a foreign language. After the introduction, the second chapter will deal with phraseology and basic phraseological features. Based on these findings, I will present a definition of phraseology that will serve as a basis for empirical analysis. The topic of the next chapter will be the question of treatment of phraseology in the teaching of German as a foreign language. This question is the subject of research in a special section of didactics called phraseo-didactics. The main goal of phraseo-didactics is to provide the best possible methods for studying phraseology in foreign language teaching. The fourth chapter will discuss didactic and methodological principles that German language teachers must take into account when dealing with phraseology in teaching. Here we will talk about what special attention must be paid in foreign language teaching when processing phraseology, which methods can or should be used and what steps must be taken when processing phraseology in foreign language teaching.
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