The article is aimed at drawing attention to the research motifs explored by the author in his studies and, first of all, at raising questions about the sense of research into the Romani identity. An attempt is made here both to suggest some theories and methods which can be useful in identity studies and to signal the difficulties in carrying such research out. The major subject matter of the suggested research projects should address the problems of the Romani identity and culture, this ethnic group’s participation in education, and their specific social and professional activity. What seems to be justified (after a reliable diagnosis of the needs, problems, prospects and possible solutions) is the unceasing need for designing programmes, projects and local policies which address the Roma and which come into being with their participation. However, the activities conducted so far should be subjected to an in-depth analysis and evaluation, also in regard to the specificity of Roma communities from various groups and countries. This might help to indicate the elements of their identity, as well as the level of joint participation in the context of the still incomplete integration with culturally dominating majorities.

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.

Forms and Methods of Moral Education in Tutoring Practices in England

The article emphasizes that every year in England the moral development of the individual receives more and more attention, and the number of programs of moral education in colleges and universities is constantly growing. It is proved that the content of tutor training programs is aimed at teaching morals, instilling values, as well as the use of various pedagogical approaches and methods. Tutoring professional development programs promote their ethical and moral development, teach them to think critically about various issues of moral and ethical content. It has been established that proper education of students by tutors helps to enrich their knowledge, morals, values and ethics. The tutor develops morals and values through many methods, such as conversation, essay writing, role play, debate, discussion, projects, interviews, brainstorming; use of resource materials through poems, stories, songs, photographs, posters and slogans. These techniques effectively help tutors teach students to critically evaluate important issues, taking into account morals, values and ethics. The article describes the forms and methods used by tutors, especially affect the development of values, morals and ethics, help to motivate students and promote universal values. Through discussion and reading, research and writing gradually, week after week, semester after semester, year after year, English students learn to think independently and, most importantly, to act according to the laws of morality. The article states that tutors have their own “style” of upbringing, which is partly related to their own experience, attitude to life, as well as individual qualities. It has been proven that students in the tutorial are in an environment that promotes their comprehensive, harmonious development and helps them succeed. Tutor support leads to the fact that the tutees are confident in their ability to make successful progress, set priorities, overcome conflicts, set realistic personal goals; ask for help, solve problems, develop their moral culture. Respect and love for the tutees show the level of development of the tutor’s moral consciousness. This love is manifested in trust, respect, exactingness, justice, nobility and kindness. It is substantiated that in order to form one’s own image and establish a trusting relationship with the tutees, a tutor carefully prepares for the tutorials; demonstrates his or her respect, sincerity, empathy, interest and contact; is friendly, always in a good mood; penetrates into the spiritual world of the tutee, takes into account his or her values and preferences; offers and asks for help, listens to advice; determines what impresses and fascinates them.

The main goal of this paper was to indicate the possible use of a specific model of e-learning for computer science teachers in Serbia. Taking this aim into account, the authors accurately indicated the subject of the proposed research: development of a model system for the implementation of e-learning for the level of higher education in Serbia for teachers, with a special emphasis on informatics education. This e-learning model indicates equal participation of major areas of information technology and pedagogy and teaching methodology, pedagogy, ICT and media. The proposed research subject is of high importance in the development of the education system in Serbia and as such is adapted to the needs of a knowledge society and to realize the scientific contribution to the subject area. This work represents a good starting point for further work and continuing research presented, referring to the concrete results of research by the author.

The article is devoted to the theoretical substantiation of contextual methodology of formation of diagnostic competence of future officers – specialists of physical training and sports in higher military educational institutions. Scientific approaches of foreign and domestic scientists to the concept of “methodology” are analyzed and generalized and the author’s definition of the concept “methodology of forming diagnostic competence of future officers – specialists of physical training and sports in the process of professional and pedagogical training” is proposed. Research methods: theoretical analysis of scientific literature; generalization and interpretation of the obtained theoretical and empirical data; design of contextual methodology of diagnostic competence formation. It contains the leading idea or principle, goals, objectives, stages, content, methods, methodological techniques and means of its formation in the process of professional-pedagogical education. The importance of introducing the special course “Diagnostic competence of future officers – specialists in physical training and sports and its formation in higher military educational institutions” is revealed and substantiated. It synthesizes, systematizes and concretizes the content of all their professional-pedagogical competence on the implementation of their diagnostic function in their future position in the troops. The content of the special course includes the following topics: Topic 1. Future officer – specialist of physical training and sport: concept, content and structure as a subject of educational activity in higher military educational institutions. Theme 2. Diagnostic activity of an officer – specialist of physical training and sport as a subject of military-professional activity in higher military educational institutions. Topic 3: Diagnostic competence of officers – specialists of physical training and sport as a component of military- -professional competence in military units. Theme 4. Methodology of formation of diagnostic competence of future officers – specialists in physical training and sports as subjects of diagnostic activity in higher military educational institutions. The following stages of method realization are defined: diagnostic-motivational; cognitive-activational; evaluative- resultant.