- Year of publication: 2021
- Source: Show
- Pages: 3-4
- DOI Address: -
Studies show that mobile phones are an important part of youth lifestyle and culture. In establishing this, it is important to know how youth themselves perceive the importance of mobile phones in their life. Our research was based on a sample of 6th and 9th graders from Slovenia (n = 820). The data was collected using a questionnaire. The study showed that the most common reason for using mobile phones is to communicate with other pupils and the reason for having a mobile phone is to be connected with others. Moreover, various feelings and fears connected to mobile phone use are experienced by pupils. The study also revealed some possible dangers of MPs use by pupils. Based on the results, it is necessary to raise pupils’ awareness of the safe, moderate and critical use of mobile phones in their everyday life.
The article addresses the parents’ anxiety during the separation from their child in the first days of stay in a nursery. For a parent, who is the first attachment figure for a child, separation is extremely difficult and stressful. The aim of presented research was to verify whether and to what extent, on the basis of such factors as the level of trait anxiety, gender, age of the parent or the number of children in the family, it is possible to predict the level of parents’ anxiety when entrusting children to nursery care. The study was done using State-Trait Anxiety Inventory [STAI] scale and short questionnaire regarding the age and family conditions. Results indicate that the factors predicting the level of state anxiety of the parents who entrust the care of their children to nurseries, were the parent’s gender and the level of their trait anxiety. Mothers had significantly higher levels of anxiety than fathers, and the level of anxiety as a state was higher in parents who generally experienced higher anxiety measured as trait anxiety.
The rapid pace of digital media development implies social and cultural changes. The role of the school is to prepare the human being for the world dominated by these changes. Education 4.0 is one of the concepts for the comprehensive development of the human being. The first part of the article presents the chronology of changes in education in relation to the evolving digital media. Hence, the source of the changes and the subsequent stages of the concept from Education 1.0 to Education 3.0 are described. The second part of the article describes Education 4.0 and its components, the implementation of which in the learning and teaching process is a challenge for the contemporary school. The components described include: -Internet of Things, -the Cloud Computing, -Big Data analytics, -Autonomous Process Organisation, -Augmented Reality, -Horizontal and Vertical Integration, -Advanced Robots and Co-robots. The practical considerations on Education 4.0 follow from the reflections presented by a primary school headmaster who is also an academic staffmember.
The article presents research results obtained as part of the implemented project regarding identification of the process of adaptation of students to the conditions of new education caused by the pandemic. The opinions of students have been obtained by means of a diagnostic survey. They allowed to reconstruct individual adaptation models adopted by the students in response to distance learning and need to adjust to the education process during lockdown.
Considering the current conditions in environmental education and training in Europe and the world, it is essential to put emphasis on the increase of the environmental literacy of pupils in the educational environment. The paper presents findings of the conducted research focused on the regional identity in relation to environmental literacy of pupils. The empirical research was of a quantitative-qualitative character. The subject of the research was the level of environmental literacy of pupils of primary education and selected aspects in its development in educational process. The research was conducted in 630 schools from all over Slovakia. In the paper we focus mainly on the findings obtained from questionnaires completed by primary education pupils and from interviews carried out by teachers. The research findings highlight the need of pupils for direct contact with nature with regard to the improvement of their level of environmental literacy.
This qualitative paper analyses the parental English language input strategies adopted to make children ready for English medium preschools. The author uses interview and observation methods to collect data from 30 families in a cosmopolitan city in India. The result supports multimodal transglossic approach that promotes simultaneous plurilingualism and metalinguistic ability in children. To save children from undue pressure and unintelligent memory work in the home context before the beginning of preschool, the suggestion is to implement age-appropriate scaffolded English language teaching and prevention of the downward extension of the primary school syllabus to the preschools.
The study investigated gender studies and awareness of child rights among in-school adolescents in Osogbo metropolis, Osun state, Nigeria. The study was a descriptive research method. The population for this research work consisted of upper-basic schools and students in Osun State The target population was all students in upper-basic school level 2. in Osogbo metropolis, a multi-stage sampling technique was adopted to select 350 respondents. The questionnaire instrument titled: questionnaire on childs’ rights awareness was used and it was validated by experts in the Department of Social Sciences Education, University of Ilorin, Ilorin Nigeria. The reliability of the instrument was established through the test-retest method. A correlation coefficient of 0.85 was obtained, relevant data were gathered and analyzed with the appropriate statistical tools which include percentage, and a t-test was used at 0.05 level of significance. The findings of this study revealed that the awareness of in-school adolescents on child rights was low. There was a significant difference in the awareness of child’s rights of male and female adolescents in favour of females. It was recommended among others that, there should be more advocacy in publicizing the Nigerian constitution and all its amendments, to make it available to schools and the general public.
Due to social distancing measures imposed by the COVID-19 epidemic, universities all over the world have predominantly moved to online teaching and e-learning. In order to investigate the effectiveness of the current e-learning course, the qualitative online-survey study was carried out to assemble data on students’ perceptions. In this article we present the result of empirical research in Indonesia during pandemic. The research focused on the e-learning tools, encountered obstacles, physical problems, and preferable learning methods. The outcomes gained in the research can be provided to the constitutional agencies, educational institutions, and other participants to expand the progression of e-learning.
The purpose of this study was to explore whether students’ vocabulary learning can be improved via mobile apps and to further enhance their TOEIC scores. Seventy English as a Foreign Language (EFL) senior high school students in Taiwan were recruited. TOEIC tests were used for pre-and post-testing to gather quantitative data. Qualitative data were collected from classroom observations and interviews. The results indicated that there was no significant difference in TOEIC scores between the experimental and the control group. However, students’ attitudes towards the app were positive and believed that it helped improve their vocabulary learning for the TOEIC exam.
In learning mathematics online, parental involvement and student engagement are very crucial for student learning development. Therefore, the purpose of this study was to examine the relationship between parental involvement and student engagement in online mathematics learning. The participants of this study were 251 students in fourth and fifth grade from five elementary schools in Bantul, Yogyakarta, Indonesia. This study employed a cross-sectional survey to achieve the research objectives. The research instruments used in this study were two sets of questionnaires: on parental involvement and student engagement adapted from previous research. This study’s findings indicated a significant relationship between parental involvement and student engagement in the online mathematics learning. The need to maximize the role of parents in learning mathematics online is the key to success in bringing students to be actively involved cognitively, socially, and emotionally.
The study presents the results of PIAAC measurements and focuses on teachers as mediators of education and their achievements in literacy and skills in reading and writing at home and at work. Multiple regression analysis is used in the research to examine the influence of independent variables - earnings, age, gender and reading index - on the level of teachers’ literacy. Values of the coefficient of determination vary from 0.05 (Poland) to 0.23 (Belgium). The results are compared at the country level and show the position of Slovak teachers in these measurements. Also, they highlight the most successful countries and point to the countries with positions similar to Slovakia. Based on the research findings, it can be stated that the higher level of literacy is associated with a higher level of writing and reading activities at work more than at home. An important finding is also the result that in all countries, the literacy level declines with age.
The aim of the presented research study is to identify elementary and secondary school teachers’ leadership behaviours in terms of Kouzes and Posner’s conception in relation to teachers’ self-esteem. The study is of a quantitative, correlational design using the following research tools: Leadership Practices Inventory (LPI) and Rosenberg Self-Esteem Scale (RSS). The research sample consists of 213 elementary and secondary school teachers from Middle Slovakia. The main findings of the empirical analysis include weak, statistically significant relationships between LPI variables and self-esteem. Our findings indicate a weak relationship between teachers’ leadership behaviours and their self-esteem.
The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.
The article deals with the field of gifted children, who are considerably neglected from the point of view of programmatic and legislative approaches in the field of education in the Republic of Slovenia. The substantive research focus is therefore mainly on understanding and detailing the role of parents in discovering characteristics of potential giftedness and the role that parents have in promoting the child’s potential in one of the areas of giftedness. In the empirical part of the paper, we examined the extent to which parents perceive potential giftedness in their preschool children and whether they encourage them in developing their potential in different areas of giftedness. We used a descriptive, noncausal, and nonexperimental method. The survey sample included 201 parents of preschool children in the developmental period of early childhood from 4 to 6 years. Data were obtained using a questionnaire developed based on Giftedness Rating Scale to identify gifted children in elementary school and adapted to survey participants. Based on the established hypotheses, we reviewed the differences in the perception and promotion of different areas of potential giftedness in relation to the child’s gender and age, the parents’ educational level, and the outstanding strong area subjectively assessed by the parents. We also examined the relationship between the variables of perception and promotion of potential giftedness. The results of the study are relevant to the field of potentially gifted preschool children and the further recognition and promotion of their potential in kindergarten and in the family.
The aim of the research is to define individual psychological traits of adolescents that influence the formation of their self-perception. An empirical study was conducted on the basis of general education schools, boarding schools for the hearing impaired students and orphanages of the Kharkiv region (Ukraine). The study included 86 children. In accordance with this aim empirical methods were applied: Self-perception profile for adolescents (SPPA), Freiburg Multifactorial Personality Questionnaire (FPI), An Adolescent’s Character Traits Questionnaire, Rosenberg Self-Esteem Scale. It has been found that self-perception of general education school students is determined by depressiveness, shyness, extroversion, and stuck type of accentuation; in adolescents with hearing impairments - friendliness, reactive aggressiveness, extroversion, emotive and anxiety types of accentuation; in orphans - pedantic and dysthymic types of character accentuation.
The present study investigated how Machiavellianism and loneliness are related to different aspects of self-disclosure online among young adults, including honesty, amount, intent, and positive valence. A total of 212 university students aged 18-30 completed four self-report questionnaires. The results confirmed the role of Machiavellianism and loneliness as predictors of distinct aspects of self-disclosure online, suggesting that Machiavellianism, but not loneliness, leads to strategic self-disclosures online. Specifically, Machiavellianism negatively predicted honesty of self-disclosure online, and loneliness positively predicted its amount and positive valence. No mediating effects of loneliness on the relationship between Machiavellianism and honesty of self-disclosure were found.
Research on gamification shows that it has positive impacts on learning, performance, motivation, and engagement. To have a big picture on gamification research in higher education, a combination of bibliometric and thematic analysis was conducted. For this study, a total of 432 documents from 2010 to 2020 which have been indexed in Web of Science database are investigated. Additionally, the researchers analyzed a group of 10 articles to review how much contribution they had to the body of research. General tendencies in the way gamification has been changing or developing in academic literature were scrutinized from the perspective of a variety of different factors including the time the works were published; the areas of the research field; and the authors, organizations, countries, and co-authorship publishing the most number of works in the issue. The possible future applications and results for educational organizations and academicians, top academic decision-makers, and educationists are discussed.
The aim of the research was to determine the predictive power of parenting styles in predicting subjective well-being and self-efficacy as aspects of adolescent mental health. The sample consisted of 270 students from four high schools in Serbia, aged 16 and 17. The research was conducted during March and April 2021, and research methods that were used are descriptive statistics, correlation analysis and regression analysis. The authoritative parental educational style contributes to the development of adolescents’ experience of self-efficacy and subjective well-being. Authoritative parents - through high warmth and control - provide the child with an optimal environment for development.
This article is devoted to the presentation and analysis of the „Democracy in Education” all-Ukrainian study results aimed at highlighting the challenges arising in Ukrainian teacher education on the way to its democratic transformation. The analysis revealed the following challenges: The ambivalence of the definitions of democracy and its reduction to a „thin” understanding, the presence of rudiments of the Soviet system, distinguishing between active citizenship and political participation, lack of knowledge of the methods of integrative learning and cross-cutting skills among teacher educators. The research findings are significant for educational policy-making at the institutional and state levels.
This study examines the life of Chinese students studying in the Hankuk University of Foreign Studies (HUFS) during the COVID-19 pandemic and identifies students’ most preferred educational method during the pandemic and the most effective educational method post pandemic. A month-long quantitative survey was conducted, supplemented by a qualitative survey. Online educational method (OEM) was the most preferred. While students hoped for the face-to-face educational method (FEM) post pandemic, they also wanted OEM to expand because of their improved awareness about it and having experienced its advantages. Thus, OEM could potentially be the most effective educational method for Chinese students.
Gender-based violence (GBV) is a global menace that has taken worrisome dimension in the Nigerian society especially among in-school adolescents. It is one of the challenges militating against total development of school aged children in Nigeria; hence, the purpose of the study was to investigate the form, causes and consequences of gender based violence among in-school adolescents in Ilorin metropolis in Nigeria. The study adopted a descriptive research of the survey type. There are 18 secondary school in Ilorin. Simple random sampling technique was used to select 10 schools from the available schools in Ilorin metropolis while random sampling technique was used to select 20 representatives from each selected secondary schools. A total of 200 representatives were used for the study. The result revealed a significant difference in the violence against male and female in-school adolescents. Females were shown to be more physically and sexually harassed as well as marginalized when compared to their male counterparts. The result would enable education stakeholders in Nigeria, especially classroom teachers, to be aware and alert on potential gender based violence against female students.
This research was aimed at determining students’ educational well-being, mainly taking into account social pedagogy among secondary schoolchildren in Sri Lanka. The study used a survey research design and a questionnaire instrument for data collection. A stratified random sampling technique was used to select 1350 secondary school students. To analyse the data, the research used descriptive analyses such as mean, standard deviation and multiple regression analysis. The results demonstrate that the social pedagogy and the students’ educational well-being were at moderate levels. Multiple regression analysis, using the stepwise method, showed that the social pedagogy correlated significantly with the students’ educational well-being. However, the study found no significant relationship between the teachers’ academic support and the students’ well-being. The implications of the study indicate that teachers need to have a good relationship with students and implement student-centred teaching methods. Various activities and mechanisms need to be organized to enhance student’s educational well-being related to social pedagogy, incorporating teachers, parents and community members.
Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.
The article presents a fragment of diagnostic-correlational studies of a quantitative-qualitative nature, establishing pupils’ information competence in the use of ICT in the context of technological trends and accompanying civilisational changes. The research seeks answers to the question why children and teenagers use ICT tools in everyday practice. A diagnostic survey method (questionnaire and interview) and statistical methods were used. 2510 pupils were surveyed, and it was established that: 1) pupils’ numerous indications, obtained through open-ended questions, allowed for distinguishing eight important categories - reasons for using new technologies; 2) main reasons for using ICT lie in activities oriented at handling information (18.5%) and activities involving communication, also through social media (16.7%); 3) calculations of differentiating factors revealed statistical differences in three cases, namely between the opinion on reasons for using ICT by children and teenagers and: gender, stage of education, place of education. The treatment of children and teenagers as important stakeholders of the educational process helps improve it through selection of methods and tools adequate to pupils’ needs, expectations and cognitive preferences.
The study is a part of the research on the couching method as a tool for adult personality development related to the managerial potential development. The aim was to find out differences between subjectively and objectively measured levels of managerial potential in a research sample and to compare differences in their positions as managers and non-managers. The study was based on the conception of managerial potential development. The article gives results of the Hogan Personality Inventory (HPI) where the managerial potential was measured in seven competencies. The results were compared with the research sample’s self-assessment in a questionnaire of own design. The finding was that managers achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Inquisitive and lowest in the objectively measured managerial competence Adjustment. Candidates achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Interpersonal Sensitivity and lowest in the objectively measured managerial competence Adjustment. In subjective self-assessment, managers achieved higher mean scores than candidates in the competence Ambition. Managers, again, scored higher than candidates in subjective assessment of the competence Inquisitive. In subjective assessment, candidates scored highest in the managerial competence Interpersonal Sensitivity and lowest in the managerial competence Learning Approach. There were no statistically significant differences between managers and candidates for managerial positions in the managerial potential.
Aim: To study the in/direct relationship between fear of COVID-19 contraction and academic stress during the first wave of the pandemic. Method: The sample consisted of 835 university students (597 female students, 71.5%, M = 22.71 years of age, SD = 3.69). Data were gathered online by the questionnaire of the international study The COVID-19 International Student Well-being Study (C19 ISWS). Results: An above-average level of academic stress and a below-average gender-related level of fear of contracting the virus were found. The relationship between fear of contracting the virus and academic stress was serially mediated by loneliness and depressive symptoms. Conclusion: The findings stress the importance of monitoring the level of fear of virus contraction and the student-perceived perspective of academic achievement during actions taken by academic authorities to support the quality of teaching and students’ mental health.
The aim of the presented research results was to diagnose changes in leisure time behaviours in the situation of the Covid-19 epidemic. The acquired knowledge about changing leisure time behaviour will be used to develop programmes to promote leisure time activity for students during and after the pandemic. The respondents used the Jay B. Nash model of leisure time, which indicates 4 levels of positive use of leisure time and also includes 2 negative levels, i.e. excesses and crime. We assume that the change in leisure time behaviours during the pandemic may consist in creating more valuable forms of activity, giving not so much pleasure but satisfaction (e.g. pursuing interests, creative activity). We also assume that as a result of these changes a sense of spending time in a valuable and meaningful way during the pandemic (building health, feeling satisfied) will be created, which may result in the permanence of the behavioural changes that have occurred, which may become new health and leisure time habits.
While the number of higher education students doing paid work is increasing, there have been contradictory findings on the impact of student employment on student performance (Pascarella & Terenzini, 1998, Perna, 2010; Riggert et. al., 2006). Our study focuses on the impact of student employment on students’ careers and commitment in the Eastern Region of the European Higher Education Area. We used the PERSIST 2019 (N=2199) database. We assumed that paid work increases the chance of attrition and has a negative influence on commitment. Regarding commitment to one’s studies, there is no significant difference between working and non-working students, but, regardless of country, students who work regularly have much closer connections with faculty. They also get better results, which means that work related to one’s studies and keeping in contact with faculty have a positive effect on student performance.
Children’s game makes a part of children’s lives. The paper provides partial results of empirical research focused on children’s game in the home and school environment. The character of the empirical research was diagnostic and quantitative. The subject of the research was children’s game and its implementation for children under 12 years of age. There were 218 individual respondents from all over Slovakia who participated in the individual interviews. They gave oral answer to questions about the game in their childhood and the way it way realized. Here we also present the approach of teachers and psychologists. Due to political-pedagogical character, we divided the game and the respondents into three categories according to the age and childhood.
This qualitative study examined the roles and duties of the administrators, teachers, stakeholders, and students in a conducive learning environment and how to make the learning environment conducive to the 21st century learners. Administrators, teachers, stakeholders, and learners were the participants of this study for the year 2018. Since the constructivist grounded theory method was used, data were gathered through in-depth interviews and observations. After going through initial coding, focused coding and comparative analysis, three categories emerged on what makes the environment conducive for learning: teaching efficiently, learning collaboratively, and performing responsibilities. Finally, the core category that emerged was committing to corporate social responsibility.
Hybrid synchronous and asynchronous language learning remains under-explored in writing class. The purpose of this study is to describe learners’ perceptions toward hybrid synchronous and asynchronous language learning model in EFL writing. A qualitative case study was employed. The respondents were undergraduate learners in English major. The research instruments were close-response questionnaires and semi-structured interviews in the academic writing course. Findings showed that psychological and social factors were crucial in the learners’ online writing. It revealed that teachers needed to provide comprehensible input, challenging group-work activity, and constructive feedback during online writing. Hybrid synchronous and asynchronous language learning enhanced writing competence, but it encountered a problem with internet connectivity. The study discloses that hybrid synchronous and asynchronous language learning has the potential to teach EFL writing.
The article presents knowledge about the modified e-learning on-line synchronous teaching of digital systems, which took place in the period of widespread closure of schools during almost the entire school year 2020/2021 at a secondary school with an IT focus. The importance of teaching digital systems in computer science and the integration of teaching into available lessons is briefly clarified. Furthermore, the content of teaching is presented, including its modification by elements of programming by DCBLP discourse and links to existing knowledge about this use from previous years. The subject of research interest will be the specific effects of changes on students’ opinions regarding the content of the subject. For this purpose, a qualitative investigation based on the design of the grounded theory will be used. The work brings partial knowledge that can serve as additional material for the determination of other research questions, hypotheses and identification of potential problems in teaching. The results show the pupils’ interest in the digital systems enriched by the programming discourse reveals the possible perception of a long time distance learning in this area.
The aim of the study was to map teachers’ preferred approaches to handling bullying among students. The scaled Handling Bullying Questionnaire (Bauman et al., 2008) was used. The structure of the research tool was determined using exploratory factor analysis indicating the existence of 5 dimensions. The good fit of the model to the actual data was verified using confirmatory factor analysis returning very good values of the good fit indices (CFI, TLI, RMSEA, SRMR, GFI). 696 teachers of the elementary school second level participated in the research. Their mean age was 46.53 years (SD = 9.34) and the mean length of their experience was 21.10 years (SD = 10.44). Male teachers scored statistically significantly higher on the dimension „Disciplining the bully“; teachers who had obtained their qualification through a supplementary pedagogical study scored statistically significantly lower on the dimension „Ignoring the incident“ and higher on the dimensions „Enlisting other adults“ and „Disciplining the bully“; class teachers scored statistically significantly higher on the dimension „Working with the bully“; teachers having received anti-bullying training within their continuing education scored statistically significantly higher on the dimensions „Working with the bully“ and „Enlisting other adults“; teachers with functions aimed at sorting out students’ problem behaviour scored the lowest on the dimension „Ignoring the incident“. Neglectful and weak effects were identified of the differences in resulting values. Also, a weak direct dependence appeared between working with the bully as the preferred approach and the length of teachers’ experience.
The article presents a study aimed at increasing the competence of teachers in the formation of social-emotional skills of inclusive classes pupils. Preliminary study showed a low level of teachers’ awareness of strategies to influence the social-emotional sphere of pupils and the lack of purposeful and consistent action in this direction. The proposed program of increasing the competence of teachers was based on the stages of consistent development of social-emotional skills. The conducted training program demonstrated a significant improvement in the ability of teachers to meaningfully develop social-emotional skills of inclusive classes pupils, which is an important factor for their success in social interaction and life in general.
Living in a cohabitation union is a more and more popular way of life in the contemporary societies. Changes in family behaviour and formation, such as increases in births outside of marriage, age at first marriage, and divorce have occurred in western countries with different paces and intensity as the elements of Second Demographic Transition (SDT). The aim of the article is to investigate the main determinants which influence attitudes towards living in a cohabitation union in two catholic countries: Spain and Poland. Using the European Social Survey conducted in Poland and Spain in two different moments 2006 and 2018, we carried out ordinal regression models in order to confirm which variables affect more the choice of this union. The results showed that educational level, placement on the left-right scale and religion are the prevailing predictors in both countries and both periods of time, but with different intensities, being greater for the Polish case.
There is no doubt that migration, especially when involving whole family units, posits a range of challenges, dilemmas and problems. Thus, raising a child while adapting to a new sociocultural environment can turn out to be a particularly demanding task. Drawing on the findings of longitudinal, qualitative research among 10 families of Russian and Ukrainian origin living in the Czech Republic, the paper discusses the concept of parenting with a special emphasis on the issue of education. An important circumstance is the fact that the research sample consists of parents with tertiary education. The paper aims to describe and analyse the way in which parents understand upbringing and education, and what their beliefs and subsequent behaviours in this area are based on. Much attention is focused on uncovering how the ideological and practical dimensions of parental concern interact with the post-migration experience and processes associated with it. The empirical part, based on qualitative analysis inspired by grounded theory research design, depicts the issue as a very complex area of diverse and sometimes contradictory tendencies that dynamically combines deeply- rooted parenting patterns with pragmatic responses to current conditions.
This article offers a proposal for using film as supplements for future therapists’ education in respect of the social construction of their relations with patients. A film pedagogy proves indispensable in a pandemic situation, when empirical therapeutic practice becomes impossible. The analysis refers to the concepts of pedagogy of cinema and mediated experience and points to a proposal of an exemplification of their functioning in the form of a selected cinematic picture (“Three Christs”, 2017), based on an actual psychotherapeutical experiment undertaken by Milton Rokeach at the Ypsilanti clinic.
The aim of this paper is to analyse the influence of Stanisław Lem’s works, an outstanding representative of Polish science fiction, philosopher and futurologist, on the shape of reality in which we currently function. Undoubtedly, Lem’s writings are a collection of predictions that describe, with unprecedented accuracy, the technologies of virtual reality, nanotechnology, biotechnology or robotics long before they were created. Are we living in a world that was described by one man many years ago? The research method used in this study is the content analysis of the selected novels by Stanisław Lem and the analysis of available secondary data. Let us therefore examine, on the one hand, the predictions of the Polish writer related to the development of the latest technologies, the advent of which he forecasted many years before they were created, and, on the other hand, let us consider what social consequences resulting from such a rapid progress in the field of technology the Polish futurologist warns us about.
The coronavirus pandemic has turned out to be the biggest challenge the modern educational systems across the world have ever faced. Many teachers observed as their well-being plummeted as they started to overwhelmingly worry about the health of their families, as they were facing confusing instructions, unclear expectations or technical difficulties. The purpose of this qualitative study is to diagnose the role of educational coaching in stimulating the well-being of teachers during the pandemic of COVID-19. The results indicate that educational coaching can help teachers improve their well-being during the pandemic when teachers need to change their role - from classroom to remote - and succeed under a new set of circumstances.
This article presents the findings of an experimental study, the goal of which was to compare the average evaluation scores of university teachers given by students on the basis of the manner of delivering lectures and organising the teaching process at the university. This empirical field was problematised using three ethics hidden in the organisation of the teaching activities: the ethic of justice (Kohlberg), the ethic of one-sided care (Gilligan), and the ethic of care and responsibility (Gilligan). The study encompassed three groups of students who attended an entire teaching series (lectures), after completion of which the experimenter was evaluated by the students. The only difference was belonging to a given group (i.e., the style of working with the students). The remaining aspects of the teaching activities were very uniform. The experimenter was given the lowest evaluation scores when being fair and balancing care with responsibility, and the highest scores when one-sidedly caring for the students’ well-being.
The rapid inventions of social media in current era have changed the wellbeing of human lives. The current study aimed to explore the correlation between social media usage and undergraduate students’ psychological wellbeing in Mirpur, Azad Jammu and Kashmir. Two research instruments were used in this study Social Media Addiction Scale-Student Form (SMAS-SF) and Flourishing Scale (FS). The first scale measures the usage capacity of social media and the second measures the psychological wellbeing of undergraduate students. The correlation between the scores obtained from the scales was determined by applying Pearson correlation formula. The positive correlation between social media usage and psychological wellbeing of undergraduate students has been found in this study. The other finding related to most preferred social media concluded that WhatsApp was most preferable social media among undergraduate students. 61% undergraduate students used the WhatsApp to engage their daily life in using social media.
A growing number of arts therapists around the world work in schools, but information on their practices is limited. The aim of this work is to examine the theoretical influences and therapeutic trends prevalent in Czech educational institutions. Data obtained from 142 respondents were collected using the “Practice of Arts Therapies” questionnaire. Based on a statistical analysis of the responses, the results show that therapists prefer predominantly humanistic trends with a wide range of other therapeutic influences based on assimilative integration tendencies. Contrary to the initial assumptions, it was found that there is little difference in the preferences for trends in different work environments. The results can be used for international comparisons of arts therapies in the educational environment, as they seem to be an important area of interdisciplinary practice associated with education.
The given article highlights an experimental study and pilot stereotype-oriented teaching aimed at an effective perspective of Korean and Ukrainian intercultural communication. Fifty-four Korean students of the faculty of Ukrainian studies at the Hankuk University of Foreign Studies took part in this project. The aim of the research consisted in determining and explaining the contents of ethnic stereotypes concerning Ukraine and the Ukrainians, which are common among Korean students. In addition, the study meant not only to develop effective means to overcome stereotypes, but also to offer ways how to manage them through stereotype-oriented teaching. The procedure of the analysis went through several stages: (a) revealing stereotypes through anonymous surveys among students; (b) quantitative and qualitative analysis of the data obtained; (c) stereotype-oriented / destereotyped teaching and feedback from the students. The experimental study has disproven certain fears of some researchers that stereotypes cannot be taught and spread within the learning process.
The aim of the study was to investigate the influence of place of living on psychological well-being of students studying in senior secondary schools and to test for interaction effects of place of living and academic achievement on psychological well-being. The analyzed data set contained information on 519 boys and girls in the 11t grade from the Kashmir valley of Jammu and Kashmir India. The study has a survey type design. Psychological well-being scale developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) has been used. The marks obtained in science by students served as the indicator of academic achievement. The statistical analysis was 2 ×3 (ANOVA) factorial designs. Results reveal a significant effect of the place of living on psychological well-being and show no significant interaction effect between the academic achievement levels (groups) in science and the place of living in terms of the psychological well-being of senior secondary students.
The aim of this research is to analyze anxiety, knowledge, and belief toward e-learning acceptance, especially by science teachers in high schools in Aceh, Indonesia. About 117 teachers were randomly selected for this study. A questionnaire was used to collect data, and analyzed using the Likert scale. The results indicate that most teachers view the use of e-learning in teaching science to be positive. Despite the fact that only half of them are knowledgeable in the use of media and have concerns about some negative effects of e-learning on students, they still believed in the usefulness of e-learning in science education. Hence, more related research is recommended to further corroborate the findings of this study.
Universities around the world have overwhelmingly switched to online teaching and e-learning, necessitated by social distancing measures due to the COVID-19 pandemic. In order to provide education as eff ectively as possible and achieve the required educational objectives, people involved in the teaching process at the university have taken a number of steps to give students access to materials necessary to obtain the intended learning outcomes in a particular subject. In this article, we present the results of empirical research on remote classes at Polish universities during the COVID-19 pandemic. Th e research focused on methods and forms of distance learning.
The aim of the article is to compare the situation of lifelong learning in Central European countries. Six countries were selected for the study: Poland, Lithuania, Estonia, Slovenia, the Slovak Republic, and the Czech Republic. The research is based on data from the International Survey of Adult Skills (OECD PIAAC). Respondents 30 years old and over were selected for analysis because a significant proportion of younger people have not yet completed their formal studies. According to the analysis, Estonian adults are most often involved in lifelong learning activities, while representatives from the Slovak Republic are the least involved. In all countries, those with above high school education are the most likely to participate in lifelong learning activities compared to those with lower than high school education and with high school education. In different countries, different kinds of learning activities prevail.
The paper presents the framework for the assessment of digital educational resources for students who are engaged in autonomous personalized learning. Through a questionnaire and personal observations, we identified the necessity to equip students with skills and knowledge on resources quality assessment in terms of digital competence advancement. We adapted the framework that includes four components: pedagogical, technological, didactic and academic and expanded their content. Having analyzed the students’ narratives on their resources application experience, questionnaires answers and results of the personal assessment process, we observed the positive dynamic in mastering the skills of resources quality assessment after the implementation of the framework into the learning process. We suggest the algorithm of the framework implementation.
The article demonstrates the expediency of integrating of knowledge of the structure and properties of substance and building materials. It is shown that this approach avoids duplication of related material, overcomes inconsistency in the interpretation of concepts, the use of quantities and units of their measurements. Didactic requirements for the implementation of the ideas of integrated learning of related material are substantiated, the integrated content of knowledge of the substance and materials is worked out, different forms and methods of knowledge integration are tested depending on the nature of the integrated material. Special feedback from teachers of special technology and masters of industrial training is received. The training offered by our programs also receives a positive assessment of the students due to the decrease in the workload, the reduction of homework with the same educational significance, the availability of special concepts, the emergence of interest in the study of physics. The experiment reveals that integrated lessons, lectures, laboratory and tests, as well as integrated questions, tasks with integrated content, concretization and supplementation of physical knowledge with general and special ones, use of complex tasks, etc. are found to be effective forms of knowledge integration. Generalization of the results of the experimental work shows the benefits of learning oriented programs that involve the integration of students’ knowledge about the structure and properties of substance and building materials. It is important not to overburden any educational process with excessive integration, but to focus on its optimal use: in fact, the laws of educational integrology are aimed at it.
The article reveals the opportunities, types of organization and ways to use the citizen science results at the Pedagogical University. It’s been proved that future teachers of different specialties have certain personal qualities that affect their training for scientific research activity. These qualities differ significantly. All in all, the average values of personal qualities indicators point out that future teachers can be quite successful in certain types of scientific research activities, considering their strong personal characteristics and improving the weak ones. It is proved that if the pedagogical university organizes the participation of students in citizen science, then they better develop the skills of self-organization and other personal qualities, essential for a modern teacher-researcher.
This paper reports on the results of interviews conducted with ESP teachers examining their attitudes towards different aspects of online language teaching. The aim of this case study is to investigate how confident the teachers feel while teaching online in synchronous mode and to examine whether this emotive attitude is in correlation with their prior experience in both formal and informal online environments. It also aims to establish correlations between the respondents‘ attitudes towards the degree of difficulties and challenges pertaining to teaching all language skills in an online education context. The findings derived from the analysis of the respondents‘ answers point out to the need to investigate the possibilities offered by digital technologies in order to help learners enhance their language skills and competencies.
Cultural indifferences among students are rampant, especially in a multicultural classroom. Thus, the teachers become the front liners in addressing these differences inside the classroom. This study aimed to determine the roles of the teachers in solving cultural indifferences inside the classroom. Using the Transcendental phenomenological approach in research, the researchers explored the experiences of eight teachers in Malangas Special Education Center, Poblacion, Malangas, Zamboanga Sibugay, Philippines. These teachers have personally experienced solving cultural indifferences inside their classroom due to having students from diverse tribes. The researchers explored their experiences through one-to-one interviews during their free time in their respective classrooms. Employing the Phenomenological data analysis of Kleiman (2004), the teachers played the roles of adviser, peacemaker, listener, and guidance counselor. These roles helped them address cultural discrimination inside the classroom and establish a peaceful learning environment to facilitate learning effectively and efficiently.
Within the context of lifelong learning, it is necessary for teachers to improve their competencies, including the competencies in the use of digital media. The paper presents partial results of research carried out within the VEGA 1/0913/15 project on Media Literacy of Young School-Age Children in the Context of Family and School Cooperation, while it also analyses the need to develop digital literacy, which is part of the VEGA 1/0748/20 project on Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. The empirical research had a diagnostic as well as quantitative and qualitative character. The subject of the research was media education of younger school-age pupils implemented in both formal and informal ways in Slovakia. The research involved 28 schools from all over Slovakia. The paper focuses mainly on the findings obtained from the questionnaires filled out by primary school teachers, interviews conducted with school management and content analysis of school educational programs. It focuses primarily on the interest of teachers in further training in media education.
Social and political transformations inevitably cause changes in people’s mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the “developed” world for several decades. This study evaluates the quality of inclusive education in Ukraine, specifically focusing on services provided to families of students with disabilities whose views and opinions are often neglected by governmental officials responsible for creating inclusive environments.
The purpose of the study was to analyse differences in speech, language and communication skills between students with mild intellectual disabilities using a narrative text written in easy-to-read text (experimental group), and students with mild intellectual disabilities using a book containing the same content but written in ordinary text (control group). The results indicate that students with mild intellectual disabilities who listen to the easy-to-read text exhibit superior communication skills in individual conversations with the teacher. Significant differences occur in all three measured variables. The research is important contribution in understanding of benefits of easy-to-read texts.
The results of our own research indicate the heterogeneity of hearing children of deaf parents (koda) in the development of language in context of special educational needs. Koda acquire language and speech in an unusual communication environment. The aim of the research is to analyse the linguistic development of koda in terms of active and passive vocabulary, comprehension and use of grammatical forms, and comprehension of a longer text. The results of children obtained in the normalised Linguistic Development Test were analysed. Koda may have difficulty in mastering speech in its various planes and aspects, develop language competences and skills discordantly.
The aim of this study was to determine how nonverbal and verbal dysfunctions in preschool children are associated with severe speech disorders. In order to achieve the objectives of the research a special method was developed, which consisted of two modules - “Nonverbal” and “Verbal”. At the first stage, the study was conducted for each module, which allowed us to determine that children with speech disorders have significant deviations in auditory gnosis development, which causes speech disorders. However, at the second stage of the study a controversial issue arose: how do existing nonverbal auditory gnosis disorders stipulate the dysfunctions of verbal auditory gnosis development? The results of the correlation analysis show that there is a strong relationship between non-verbal and verbal auditory gnosis. Yet, if the development occurs spontaneously, without considering the “from simple-to-complex” principle, there is a significant imbalance in the formation of complex syntagmatic constructions. Therefore, during the corrective work, it is necessary to differentiate corrective tasks depending on the level of auditory gnosis development. A promising direction for further studies is the application of the developed diagnostic range of tools for creating special correction programs aimed at auditory gnosis development in children with severe speech disorders.
Th is paper explores the relations of concern, pessimism and neuroticism in two groups of young people, students in their fi nal year of high school, and senior undergraduates of diff erent faculties. In this research, we further want to check at what level these cognitive elements are expressed in young as well as whether there is a diff erence between the sexes. Th e study included 274 participants, average age of 20 from the South-Western Serbia. Th e following instruments were used: Scale of optimism / pessimism, Penn state questionnaire of concerns and GEN questionnaire for generalized neuroticism. Th e results showed that young people have a higher concern, pessimism, and that 17.9% of young people in our sample were neurotic. Female gender is more concerned and neurotic when compared to males.
The purpose of the article is to present the results of testing the emotional intelligence of the future physicians who tend to hide professional mistakes. The article is based on the study involving 129 students who are studying in the specialties “Medical business”, “Medical psychology”, “Pediatrics”, “Dentistry” at the medical-psychological, dental and medical faculties of the O.O. Bohomolets National Medical University. During the study, the following methods were used: 1) The Error-Oriented Motivation Scale (EOMS) in order to measure a tendency to hide professional mistakes; 2) The Emotional Intelligence Scale in order to determine the level of emotional intelligence. Statistical processing of the study results was performed using 1) descriptive statistics (percentages, arithmetic means, standard deviations); 2) Student’s T-test to compare the emotional intelligence level in the groups of future physicians with different levels of propensity to hide professional mistakes. The study has found that a significant number of future physicians (53.5%) showed a tendency to hide their professional mistakes. The respondents in this group are characterized with low and medium levels of emotional intelligence compared to future physicians who strive to learn from their mistakes. This study has demonstrated that the vast majority of future physicians believe that professional errors should be hidden, which, in turn, does not contribute to their professional development; the future physicians who tend to hide professional mistakes have low levels of emotional awareness, ability to manage one’s emotions, self-motivation, empathy, ability to manage other people’s emotions. The development of emotional intelligence would apparently contribute to a more conscious attitude of future physicians to professional activities as well as more common-sense attitude to mistakes, and this poses new challenges for medical education to form emotional intelligence of future medical professionals.
This research investigated international undergraduate students’ needs when adjusting to their new campus, academic and social life. The results from a significant survey of international students provided us with an evidence base to understand the improved student experience this cohort may seek in what will likely be a competitive environment for attracting international students post-COVID-19. While this case study has focused on one faculty, our findings are relevant to higher education institutions across disciplines, domestically and internationally.
This study explored the links between health and well-being to the grit of DepEd Regional Office IX employees during the COVID-19 pandemic. The 75 employees participated in this descriptive correlational research through an online and offline self-report questionnaire. The data analysis utilized multiple linear regression to determine grit’s predictors from the mental health continuum of emotional, psychological, and social well-being. The study showed that health and well-being factors positively correlated with employees’ grit. Moreover, the results revealed that the employees’ psychological and social well-being were significant predictors of grit while emotional well-being did not significantly predict employees’ grit. These research outcomes affirm that if the workers are psychologically and socially healthy, they tend to perform better. These outcomes suggest that workplace measures should be in place to promote workers’ health and well-being for them to fulfill their job effectively and efficiently.
The study aims to assess the professional training needs of employees of the two institutional actors for the protection of children’s rights in Ukraine; identify factors shaping these needs. The data were obtained through an online survey of 452 people. Employees of two services differently assessed the importance of certain groups of competencies in their work that is related to the historic accounts of services’ responsibilites. The needs in education are mostly correlated with the experience of workers in the implementation of difficult tasks that require knowledge and skills related to the fundamentals of work in the area of child protection, as well as competencies to establish rapport with families.
During the last 200 years, the school and the educational system in Spain have experienced an explosion of ideas, approaches, trends, models and pedagogical currents which proclaim themselves as alternative or innovative. In this article, we are going to compare the alternative models and practices with the traditional educational model. We are going to start with a conceptualization of traditional pedagogy and the alternative models which have been presented in Spain in recent years. The conclusions of the study are going to show the relevance of the alternative educational practices; a limited relevance, which is more retro than neo; a recovery of the pedagogical memory and an updating more than an innovation.
This qualitative phenomenological study was conducted to determine the school administrators’ time management strategies and how they helped them have effective school administration. The researchers interviewed school administrators of selected elementary schools in the Western Philippines. The study results disclosed that school administrators developed time management strategies such as delegation of authorities, setting clear priorities, managing distraction, making written plans, and setting time tables. These time management strategies were focused on the administrative supervision of the school administrators. These time management strategies could make the school operation smooth and easy and help them accomplish the administrators’ tasks efficiently.
The aim of the study is to identify the typology of adolescents in terms of manifestations of risk behavior and to find out the differences between them from the perspective of parental conditions. The research tools are the E.M.B.U Questionnaire - My memories of upbringing, ECR - Experience in Close Relationship, the author’s questionnaire aimed at identifying substance use and selected items of the Questionnaire on belonging to a Delinquent Group. The research sample consisted of 850 adolescents. Cluster analysis identified three types of adolescents in terms of manifestations of risk behavior. Differentiations between groups in the parental conditions were identified.
This study seeks to analyze the students’ need, the conceptual model, and generate a living values-based digital learning resource model in Civic Education. The research and development design was adopted, with the subjects being junior high school students in Bandung City and West Bandung Regency, Indonesia. The students need living values-based digital learning resources in accordance with 21st century learning and skills. Conceptually, the model of living values-digital based learning resources is one that incorportaes living values and living values education principles into civic education learning materials through various platforms in the Moodle-based Learning Management System (LMS). The model product in the form of a Moodle-based LMS contains teaching materials, living values, media, discussion forums, assignment uploads, and evaluation for the civic education. The model is thought to develop student’s character.
The study builds on the article published by the authors in No. 3/20201.Its aim is to present further results of the international comparative analysis. The study deals with the revealed social context influencing younger pupils’ reading. Respondents’ statements were obtained through a questionnaire of own design. Items related to the social context arose from a qualitative analysis of focus interviews in the previous research phase. The research sample consisted of 693 Slovak, 254 Czech and 248 Polish pupils 9-10 years old. Findings showed differences between national groups. Pupils prefer reading with someone; mothers are the most important partners for sharing, fathers read slightly more often only to Polish pupils. Polish pupils prefer reading aloud in front of an audience the most. Teachers as partners for reading interests are the most prominent in the Polish group. The study presents findings and differences in international comparisons of the social context of younger pupils’ reading.
This research is an experimental quantitative approach that aims to determine the impact of sex and gender differences on senior high school students’ spatial ability through the implementation of dynamic geometry environment (DGE). Ninety-six high-school student participants were categorized based on gender and sex diversities. Data were analyzed using a three-way ANOVA statistical test and Tukey Test. This study indicates that sex and gender differences and the interaction between sex and gender differences significantly affect students’ spatial abilities. The male students outperform the females. The undifferentiated students outperform all students with different genders (feminine, masculine, and androgyny).
This paper presents the results of our research related to the motivation of the adults when learning. Our analysis is focused on the comparison of the motivational features of adults learning process in four Eastern and Central European countries (Hungary, Romania, Slovakia, Ukraine). The research is based on a qualitative survey. We used questionnaire of our design to learn about their motivation to participate in trainings, their interest and the possible hindrances. The subjects of the study are adult learners from the mentioned countries (N=556) who were in contact with the research partner institutions. Our results show that the majority of the respondents looked for pragmatic opportunities in learning useful for work and life, but also wanted to develop their interests and expand their knowledge. No country-specific characteristics were found, and potential differences were only observable in some cases.
Student heterogeneity in (foreign language) instruction is a problem and a major professional challenge in both theory and practice. This problem/ challenge will be discussed in the contribution as a paradox of pedagogical and didactic work from its beginnings onwards. This is followed by a reflection on the institutional and structural frameworks for differentiation as a conceptual option for appropriate treatment of student heterogeneity. The empirical part, stimulated by the students’ statements during a didactics seminar, presents the results of a qualitative analysis of statements by foreign language teachers about differentiation, possibilities of differentiation, dilemmas, and pitfalls. Finally, suggestions are presented through which differentiation could find its way from theory to practice.
Along with switching to on-line conversations on a global level due to quarantine restrictions, the importance of English language competency, becomes from day to day more and more evident. Since the initiation of quarantine it has become essential for higher education institutions to launch the search on new forms and methods capable of not only teaching foreign language, but of developing creative thinking and communication skills in future professionals. The paper describes the specifics of storytelling as a modern communication tool, suggests a new approach to the development and evaluation of communication skills in English by the technique of student storytelling online and proves the effectiveness of this technique. The research was conducted on the basis of Foreign (Professional) Language Curricula at three Ukrainian Universities, namely: Danylo Halytsky Lviv National Medical University, Lutsk Pedagogical College, and Lesya Ukrainka Volyn National University. The research included 78 participants (16-18 years old). The technique, based on the developmental and evaluation criteria related to the structure and style of the whole online student story, was tested in three stages - introductory, intermediate and final evaluation of online student storytelling skills. Each of the stages was followed by the training on the rules and strategies for effective storytelling and individual analysis of student’s mistakes. By the results of the pilot study, all of the three experimental stages are characterized by the dynamic increase in general level of online student storytelling skills (p<0.01). Thus, a designed technique for communication skills development and evaluation by means of student storytelling online has been proved to be effective.
The present paper is the result of a reflection on the professional competences of early childhood teachers. It outlines the considerations on understanding the concept of competences, taking into account their ambiguity and varying semantic scope. The original understanding of specialised artistic competences of the early childhood teachers was presented in conceptual terms and an attempt was made to present the original model of the specialised artistic competences of early childhood teachers in the form of a three-segment structure, created by the distinguished areas of this competence, named by the author as domains of competence, together with their components and basic indicators. The study is addressed to researchers studying this issue and teachers of early school education, it is also supposed to be a voice in the discussion on shaping and development of the specialised artistic competences of early childhood teachers and, according to the author, to encourage reflection in this field.
This article is aimed at presenting the results from research. The aim of the research was to verify whether children organized in groups work more effectively in achieving a common goal. The research method employed was that of a social experiment under natural conditions, with the parallel groups technique. The research group consisted of 100 six-year-old children over the course of two school years from two public kindergartens in the same location of a single town. The assumption was that the frequency of collaboration would be higher at the end of the school year for children organised by teachers into groups in order to achieve a common goal compared to children for whom this opportunity is intentionally not created by their teachers. The assumption was confirmed for the methods in which collaboration was manifested: The assumption was confirmed for manifestations of cooperation: continuous, effective communication; helping a friend; praise, encouragement. The following was not confi rmed: expression of one’s own opinion/proposal; engagement in the achievement of a common goal.
The aim of the study was to determine the level of ethical manifestations in trainers of teacher continuing education and to compare trainers’ self-evaluations with their evaluations by teachers. The same was measured also in trainers of other adult professional training and participants of that type of education. Research involved 262 participants, and ethical competencies were measured using the Questionnaire of Trainers’ Ethical-Humanistic Manifestations by Pavlov and Skúpa (2018). It was found out that the overall level of ethical competencies was high above-average and comparable in both groups of trainers. Trainers of teacher continuing education statistically significantly overestimated themselves in comparison with how teachers perceived them as participants of the continuing professional development. A similar phenomenon was observed also in trainers of other professional training, although less significant. From the point of view of trainees, trainers of teacher continuing development were evaluated in some measured aspects worse than trainers of other professional training.
The paper presents partial results of a quantitative research survey that deals with the views of teachers of Czech Language and Literature at lower-secondary schools in the Vysočina Region on the implementation of the Shoah theme when teaching literature. In the paper we present the results of this hypothesis validation: 1) teachers whose second field of study is History have a higher implementation rate index than teachers otherwise certified; 2) teachers looking for books with historical themes to read during their own leisure time have a higher implementation rate index than other tested teachers; 3) male teachers show a higher implementation rate index than female teachers; 4) teachers with 20 years’ experience (inclusive) and more show a higher implementation rate index than those with experience of 19 years or less.
The purpose of the present research was to examine the effect of peer review on educational research efficacy of pre-service teachers. A quasi-experimental design with a pretest-posttest control group was adopted, over a period of 12 weeks using peer review process in the experimental group and lecture-based teaching in the control group. The participants of the research consisted of pre-service teachers (n = 118), enrolled in the faculty of education of a middle scale public university in the Central Anatolia Region of Turkey. In collection of the data, “Self-Efficacy for Research Scale of Teachers” (SCRT), was used to examine pre-service teachers’ efficacy in educational research. According to the results, it was revealed that the experimental group in which the peer review process was conducted outperformed in the efficacy in educational research, compared to the control group. This result showed that peer review was more effective in the improvement of efficacy of pre-service teachers in educational research than the lecture-based teaching.
Teacher professional activity, its quality and work efficiency are conditioned by social changes and educational reforms. The following question guides this analysis: What is the impact of professional burnout and professional satisfaction on the development of teachers’ professional career? The analysis of scientific literature was selected for the theoretical explanation of the research problem as well as a quantitative research method was selected for the empirical research. The indicators on the questionnaire scales provided an opportunity to determine the links between Lithuanian teachers’ professional burnout and vocational satisfaction according to different stress dimensions. Statistical analyses were performed using IBM SPSS 23. The results of theoretical and empirical research made it possible to establish the main factors affecting teachers’ professional career:1) significantly reduced ability to work, productivity, lack of work-life balance and self-control at work (professional burnout factors); 2) personal fulfilment and self-realisation and wishing to contribute to social well-being (professional satisfaction factors).
An active collaboration with teachers is a prerequisite of system based approach to school counselling. The objective of the research was examining the experiences of school counsellors regarding collaboration with teachers in the domain of student counselling in the school setting in Serbia. This research applied a pragmatist qualitative approach using a semi-structured interview. Participants were 81 elementary school counsellors (pedagogues). The results show that teachers are generally open for collaboration during student counselling. Teachers’ acceptance of advice depends on their personality and classroom management style. Conclusions offer recommendations for improving the partnership relations as a basis for effective student counselling.
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