TEACHING AND LEARNING ENGLISH CAN BE DIFFERENT: INTRODUCING NEW METHODOLOGY CURRICULUM

Author(s): Olena Bevz,Alla Gembaruk,Oksana Zabolotna / Language(s): English Publication Year: 0

The article presents the main stages of introducing new methodology curriculum designed within New Generation School Teacher Project. The Project is an innovative initiative supported by British Council Ukraine and Ministry of Education and Science of Ukraine (since 2013). The article gives an outline of the following project stages: baseline study, study visits, the Curriculum design, piloting the Curriculum, and the Project monitoring. The baseline study (2013-2014) proved the necessity for the change in pre-service teacher education. The study visits to University of Modern Languages (Tashkent, Uzbekistan) and Norwich Institute of Language Education (Norwich, England) (2014) gave the possibility to observe and study the best practices of English teaching methodology. The Curriculum design stage (2014–2015) became the way of introducing innovative approaches, content, modes of teaching and learning, modes of interaction and new place of school experience into the programme of Preservice teacher training. The piloting stage that embraced 10 Ukrainian pedagogical universities gave the possibility to implement the Curriculum innovations in the methodology course. The Project monitoring (2016-2017) was based on students’ online questionnaires, project team members’ monitoring visits which included meetings with rectors, deans, heads of the departments, methodology teachers; students’ focus group discussion, demonstration lesson analysis. The Project monitoring programme provided data for evaluating the first year results. The results supported previous hypothesis that the introduction of the new curriculum would have a positive influence on the students in terms of developing 21st century skills as well as their motivation to choose teaching as a career.

MODES OF LEARNING AND TEACHING IN METHODOLOGY SESSION

Author(s): Tatiana Konovalenko / Language(s): English Publication Year: 0

The author of the article presents the results of Baseline study within the joint project of British Council Ukraine and the Ministry of Education and Science of Ukraine “New Generation School Teacher” as well as the results of this project implementation. The project is described as the one to introduce change to the initial teacher education system in Ukraine. The shared information is on the modes of learning and teaching used in the course of Methodology of English Language Teaching which has been piloted since September, 2016 in 10 Ukrainian universities. The sessions within the experimental course contain a great variety of modes of learning and teaching. This course comprises the best examples of teaching as Methodology is the main course in future teacher’s education. The new Curriculum is shown as the one which focuses on developing the professional skills of teaching through student active participation in the methodology course. The author describes the following range of modes for students’ being engaged in active learning: group work, guided reading, jigsaw learning, microteaching, project work, task-based learning and workshop. The sessions of the Methodology course are based on the principles of Bloom’s Taxonomy and according to Kolb’s experiential cycle. They are held in English. There are always good opportunities for the development of students’ life skills. Within working in groups of changeable composition, future teachers learn to act collaboratively, to be responsible for the group’s decisions, to be tolerant, to be convincing. Their critical thinking is promoted as well. Student-centred Methodology sessions help students to become able of holding student-centred English classes in their future professional life. In the article there is a detailed description of one Methodology session comprising various modes of students’ learning. Besides, the author explains that the course of Methodology is closely connected with the practical aspects of learning and teaching at schools where students have their school practice.

PRE-SERVICE ENGLISH TEACHER TRAINING REFORM PROJECT IN UKRAINE: ASSESSMENT FOR LEARNING AND OF LEARNING

Author(s): Ihor Romanyshyn / Language(s): English Publication Year: 0

The article highlights the essentials of the PRESETT reform project in Ukraine, key findings of the Baseline Study with a focus on assessment, the formative and summative assessments in the new PRESETT curriculum and the ways assessment is and can be used for improving student teachers’ learning. The author mostly draws on the material worked out by the project team. Based on the findings and recommendations of the Baseline Study the project team has developed new ways of assessing progress and achievement within the Methodology Curriculum of the PRESETT Bachelor’s programme. The assessment follows the principles of transparency, variety and balance, link to outcomes, manageability for methodology teachers and progression over the programme. In the new curriculum, continuous assessment is both formative and summative assessment, and the final assessment is summative. A special focus is given on the latest results of the piloting of the new curriculum carried out at Vasyl Stefanyk Precarpathian National University. The piloting of Modules 1, 2 and 3 of the curriculum has demonstrated that student teachers are efficient users of such types of continuous assessment as presentation and quiz, while they still need to improve reflective writing and personal account. The research offers classroom strategies that are effective in promoting formative assessment practice – the use of questioning, student thoughtful reflection, effective teacher feedback, peer feedback, student self-assessment, redrafting of the work, and the formative use of summative assessment. It also supports the idea that the following techniques/tools associated with formative assessment – checklist, classroom journal, conferencing, discussion, examples of good work, learning diary/log, open-ended questions, rubrics and sharing assessment criteria – can help students to learn more effectively.

ИНДИЙСКИЕ СТУДЕНТЫ – АКТИВНАЯ СОСТАВЛЯЮЩАЯ СОВРЕМЕННОГО ОБРАЗОВАТЕЛЬНОГО КОНТИНГЕНТА ВЫСШЕЙ ШКОЛЫ УКРАИНЫ

Author(s): Natalia Bojco / Language(s): Russian Publication Year: 0

GEOPOLITIČKO KODIRANJE BOSNE I HERCEGOVINE U OBRAZOVNOM SISTEMU

Author(s): Sead Turčalo / Language(s): Bosnian,Croatian,Serbian Publication Year: 0

Post-war state-building in Bosnia and Herzegovina was largely encouraged and framed through the actions of the international community. One of the segments of this process in which the international actors took the coordinating, but not a proactive role, was education. By reducing its activities to coordination, it ignored the obstructive potential which an ethnically segmented school system can have on the state-building process. This has created the ground for the formation of students as subjects that will perpetuate the geopolitical visions of Bosnia and Herzegovina which the ethno-political establishment exploits to the end of ethno-mobilization. In this article, through our own and existing analyses of textbooks from the so-called national group of subjects, we intend to show patterns of forming students as real geopolitical subjects. Through a system of education structured in this way, structural violence against the Other became the norm within which imaginative geographies and narratives of the country were developed according to the dominant view of the majority.

DEVELOPMENT OF CHILD AND ADOLESCENT PSYCHIATRIC SERVICES IN CENTRAL EUROPE: HEALTH POLICY IMPLICATIONS OF THE SITUATION IN SWITZERLAND, GERMANY AND THE NETHERLANDS

Author(s): Klaus Schmeck,Susanne Schlüter-Müller / Language(s): English Publication Year: 0

Child and adolescent psychiatry is a young medical specialty that is in charge of mentally disturbed children and adolescents and their families. The discipline is in close contact with pediatrics and general psychiatry as well as with psychology, educational sciences and social work. In the core of child and adolescent psychiatry are the developmental perspective and the social psychiatric approach that integrates the family system and other relevant psychosocial systems like school or peer-groups. Developmental psychopathology approaches are the basis of all etiological explanations of child psychiatric disorders. In central Europe, child and adolescent psychiatry has evolved in different ways. Switzerland has the highest concentration of child and adolescent psychiatrists worldwide and, as a consequence, is focused mainly on individual psychotherapeutic approaches. In Germany, the number of child and adolescent psychiatrists has been insufficient for a long period of time so that the approach is more focused on social psychiatry where a child and adolescent psychiatrist leads a team of psychologists, social pedagogues and social workers. In the Netherlands child and adolescent psychiatry is clearly focused on evidenced based medicine, but has been taken out of the medical system in 2015 and has become part of community care together with social work and therapeutic pedagogy. In many Balkan countries child and adolescent psychiatry has a long tradition but the number of child and adolescent psychiatrists is low in comparison to western and central European countries. Currently there are many threats that endanger child and adolescent psychiatry as an independent and powerful medical specialty that is of high relevance to compete the various challenges for children and adolescents in modern societies and especially in societies in transition.

POTENȚIALUL CREATOR AL SUPRADOTAȚILOR

Author(s): Marilena Doncean / Language(s): Romanian Publication Year: 0

International studies of early maturity are today at an advanced stage of research and practical application, in the form of applied methodological programs and strategies, educational and cultural policy approaches. Psycho-pedagogical care for gifted children requires a number of conceptual clarifications such as the identification of overadotation, the typical reactions of parents and teachers to the atypical responses of highly gifted children, personalized and differentiated educational pathways, the special training of teachers for the educational and extra-school activation of highly gifted students. An equally important chapter is that of the critical aspects of the emotional development of highly gifted children. The conceptual boundaries in this area are not exactly easy. There are distinctions between the concepts of talent, precociousness, overdose and geniality, each highlighting specific features. Thus, the success of an educational program depends to a large extent on the activities of teachers. Teachers without special training in the training of highly gifted students sometimes show disinterested and even hostile toward such students. Instead, teachers who have been specially trained and experienced with highly gifted students tend to be enthusiastic and show interest in working with them (Feldhusen and Hansen, 1988). The countries that stand out through various research and analyze the different aspects of the education of highly gifted students are also those that have been most concerned with the training of specialists in various fields.

A MULTISPECTRAL STRATEGIC APPROACH IN DEVELOPING CRITICAL THINKING IN STUDENTS

Author(s): Nina Bîrnaz,Nadejda Butnari,Lilian Rață / Language(s): English Publication Year: 0

This paper highlights the importance of critical thinking in an era of rapid change. Critical thinking is a system of judgements that contributes to formulating conclusions, ideas, interpretations, and their applicability to concrete situations and problem-solving. Therefore, the educational approach aimed at developing critical thinking in students combines two different dimensions, namely, the axiological and the cognitive dimensions. Based on these directions, we propose the "4 What" strategy for the development of critical thinking in students. The strategy involves a matrix of four interrelated components: critical thinking development attitudes, critical thinking development skills, manifestations of critical thinking behaviour, and critical thinking development methods, as well as ten stages reflecting the consecutiveness of the critical thinking process.

STORYTELLING ŞI DIGITAL STORYTELLING – IMPLICAŢIILE UTILIZĂRII ACESTORA ÎN PREŞCOLARITATE

Author(s): Angelica Hobjilă / Language(s): Romanian Publication Year: 0

The story as a possible solution to the problems faced by preschoolers and the adults around them represents the premise of using storytelling and digital storytelling at preschool age (and beyond). Recurring themes or particular contexts are exposed, through these techniques, anchoring fictional characters in fantastic worlds, mirroring the real plan. Ideas, feelings, character traits, elements of verbal, nonverbal and paraverbal expressiveness, as well as images/photos, animations, music, audio/video recordings, special effects, etc. facilitates the literacy of preschoolers, including in its digital version. The purpose of this paper is to relate these realities from the preschool universe, where through storytelling and digital storytelling, on the one hand, topics of interest are brought to the attention of children and, on the other hand, preschoolers exercise the role of active listener and even storyteller.

METODOLOGIA DE OPTIMIZARE A DEZVOLTĂRII PERSONALE A STUDENȚILOR PEDAGOGI ÎN PROCESUL DE FORMARE PROFESIONALĂ INIȚIALĂ

Author(s): Carolina Calaraș / Language(s): Romanian Publication Year: 0

The theoretical-applicative study is focused on the methodology for optimizing the personal development of students - pedagogues in the process of initial professional training. Here the author specified the concept of methodology from the theoretical and applied perspective; presented the component elements of the human personal development methodology, as follows: philosophical-scientific ideas and concepts regarding human personal development; the principles that derive from philosophical-scientific ideas and conceptions of human personal development; the strategies that bring together and capitalize on the philosophical-scientific principles of human personal development in an applied plan; the criteria or variables for testing or verifying the results obtained; analyzed the conditions and principles of the personal development of students-pedagogues and proposed the most useful methods, techniques, procedures and other tools for application in the personal development of students-pedagogues in the initial professional training.

CĂTRE UN MODEL BAZAT PE SENZORI ÎN ANALIZA ÎNVĂȚĂRII

Author(s): Emilia Corbu / Language(s): Romanian Publication Year: 0

In context of pandemic crisis, the emergency remote teaching (ERT) process raised a multitude of problems for institutions, teachers, and students, led the author to design a model for evaluating teaching and evaluation processes. In our previous studies, we developed a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. For optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. In this paper, we analyse the possibilities to complete our learning analytics system with a sensor-supported component. Also, we identify which sensor technologies can be used in a more suited manner. Sensor technologies have been adapted for various domains, such as healthcare, and education. The proposed model component can be used to represent the capabilities of current learning analytic system and provide a basis for the future development.

TRANSFERABLE SKILLS FOR RESEARCHERS AND ACADEMIC COMMUNITY IN THE PERSPECTIVE OF LIFELONG LEARNING

Author(s): Mihaela-Viorica Rușitoru / Language(s): English Publication Year: 0

Transferable skills become present in education at all level, including doctorate and post-doctorate education. Based on different taxonomies provided for transferable skills for researchers from a national and European perspective, the article presents the transferable skills needed by the scientific community into three categories, as follows: personal skills, professional skills and community-oriented skills. Each big category regroups different skills for young and experimented researchers to be trained and used in a lifelong learning perspective.

THE IMPORTANCE OF NON-FORMAL ACTIVITIES IN THE RELIGIOUS EDUCATION OF YOUTH

Author(s): Vasile Creţu / Language(s): English Publication Year: 0

The non-formal education is a constantly evolving concept in all areas of education. Religious education makes no exception, and, therefore, the principles of non-formal education are to be applied also in the activities organized by the Church with the children and young people. This article focuses on presenting the most important principles of the non-formal activities and the value brought by these activities to the development of young people. Also, the article will present relevant examples of successful non-formal activities already applied within the Church. In a progressively modern world, the need for adapted tools increases. Thus, the tools in education must also be adapted to the requirements of the modern world, so that the new generation can receive and apply voluntarily its principles. For the Church, this does not mean that the religious principles have to change. It only means that the tools and instruments have to be adapted and used properly so that the new generation can embrace the Word of God and to apply the Christian principles of living in their current way of life.

ABORDĂRI CONCEPTUALE ASUPRA ETAPELOR DE CREȘTERE ȘI DEZVOLTARE LA COPII

Author(s): Victoria Tira / Language(s): Romanian Publication Year: 0

The study of young child growth and development has sparked interest since ancient times, and today developmental psychology offers stage models of child development and how motor, volitional, and affective capacities are developed. The process of growth and development at children has a stage course and the complexity and peculiarities of each stage are exploited. Moreover, the new theories on child development describe that each stage of development has particularities, factors and relationships that reach a special, non-linear psychodynamic in which life events, the child's abilities and socio-emotional support are in a relationship of confluence. The study of stadial development in children allows, among other things, the identification of some types of relationships and activities observable both in the family environment and in the educational, school environment. In this context, the stage conceptions from developmental psychology also highlights the role of socio-emotional development in children as well as its stimulation according to its inter-individual characteristics

COUNSELING BEGINNING TEACHERS AND OPTIMIZING TEACHER-STUDENT RELATIONSHIPS

Author(s): Roxana Bobu,Oana Jitaru / Language(s): English Publication Year: 0

Often the dilemma of novice teachers is related to the quality of student-teacher relationship. A good teacher is one who creates a safe and creative environment for students, which allows them to become confident and eager to learn. Thus, students will have the courage to express their emotions, personal opinions, without fear of being labelled. When students show they are “angry about a low grade” or reactions of anger/frustration towards other colleagues, that creates a situation of challenge for the beginner teacher. She or he has the chance to capitalize on both personal and professional abilities. The study presented in this article aims to identify the perception of beginning teachers regarding the management of relations with the group of students. The results fundaments a mentoring program that aimed to optimize the interaction between the beginning teacher and the students.

RELIGIOUS EDUCATION IN THE CONTEXT OF THE INNOVATIVE SCHOOL

Author(s): Mirela Kyuchukova / Language(s): English Publication Year: 0

The article analyses data on innovative schools in Bulgaria and the teaching of the subject "Religion". The study shows that the "Religion-Orthodoxy" is preferred more in innovative schools. Contemporary religious education in Bulgaria integrates innovative teaching methods, textbooks, games, individual and collective projects and creative activities. The subject 'Religion' itself could be considered as an innovation in the innovative school and support its objectives.

CHALLENGES AND NEW APPROACHES TO RELIGIOUS EDUCATION FOR ADULTS

Author(s): Polina Spirova / Language(s): English Publication Year: 0

The paper explores the possibilities of hosting online activities in the field of catechesis (religious education) for adults (over 18). The described activities are hosted as a part of a course in catechesis for adults in the Pokrov Bogorodichen church in Sofia during both school years during the pandemic (2020/21 and 2021/22). New approaches to the religious education of adults are presented, according to the new situation caused by the pandemic and the war in Ukraine.

PRESCHOOLERS’ GRAPHIC SKILLS: TRAINING AND DEVELOPMENT

Author(s): Victoria Tira / Language(s): English Publication Year: 0

Psychomotricity and the development of pregraphic acquisitions in preschool children involve components such as body schema knowledge, spatial organization and orientation, laterality, and temporal organization. By means of these dimensions of development, the child orients himself and then operates with concepts indispensable for his development and integration towards other educational environments such as kindergarten and then school. The preschool period is the beginning of manifestation of the most important motor, cognitive and affective acquisitions, which, through specific activities and games, facilitate the formation of fine skills in the child and prepare him for the execution of the gestures that writing actually requires. The entire physical, cognitive and graphic evolution of the preschool child is correlated with the development of motor skills and the rest of the developmental dimensions, and relevant in this sense, on the dimension of stimulation and development of fine motor skills, are the child's scribbling, drawing and writing stage.

ISSUES CONCERNING THE PLACE OF THE MORAL DIMENSION OF EDUCATION IN ROMANIAN PRIMARY SCHOOL - TEACHERS’ OPINION

Author(s): Adina Popovici / Language(s): English Publication Year: 0

The moral education aims at the formation of the individual according to the norms and rules that define the relationships between people, to the values promoted by a society. The moral profile of the personality is shaped by the family, developed by the school, and strengthened throughout the entire life. In this sense, schooling has a major importance, being the period when the automatisms on which the subsequent behavior habits will be built are formed. Moral education remains a great challenge in the current Romanian education. The peculiarity is given by the way in which the communist regime in Romania tried, and to a large extent succeeded, to use this classic dimension of education ideologically and practically, until 1989, when the political regime changed. In this context, our research aims to identify the place that moral education has in Romanian primary school, after more than 30 years since communism has failed. The results show that the moral dimension of education is a permanent concern of the teachers (85,1%), that it should have a specific subject in the curriculum (83,9%), and that teachers for primary school consider themselves responsible for the moral development of the students in the classes they manage (88,8%).

HIGHLIGHTING MULTIPLE INTELLIGENCES THROUGH THE PROJECT STRATEGY

Author(s): Anișoara Burcă / Language(s): English Publication Year: 0

The theory of multiple intelligences is a current topic and is gaining ground in the field of education. The types of multiple intelligences, classified according to H. Gardner, are a valuable tool in discovering the students, and at the same time help them to know themselves - to discover their talents, predispositions - and to determine them to find the most effective way to learn. This tool also presents a means of action: teachers can propose a variety of teaching strategies to strengthen students' strengths. The project-based learning strategy facilitates the stimulation of the development of different forms of intelligence and the acquisition of skills in a number of fields.