Stress is a typical reaction to internal or external factors that are disrupting equilibrium in one’s life or daily routine. In this study stress in considered as a multifaceted factor resulting either in good or bad outcomes depending on one’s mindset and context. The context of the study is the second wave of the COVID-19 pandemic when University students were forced to continue to pursue a remote learning experience and had to adapt to new learning norms and circumstances. The focus of the study is on how the pandemic and the remote learning have influenced students’ stress resilience and how it correlates with their coping strategies. As for the theoretical framework authors have chosen a biopsychosocial (BPS) model where a challenge or a threat is related to the way we think about situational demands and find coping resources that are available to interact with the stressful situation. Stress resilience in this article is discussed as an effective comping mechanism in order to regain the equilibrium. The aim of the study is to explore the factors causing stress of bachelor level students in one of the regional universities of Latvia and their coping mechanisms with stress during the 2nd wave of pandemics. The design of the study is a complementary use of quantitative and qualitative methodology that allows in-depth exploration of students’ experience during the second wave of pandemic. The methods or instruments: The authors chose students’ diary as a means of reporting events that are causing stress in students’ life as well as a questionnaire with the students who are engaged in diverse programmes during the second wave of the pandemic (n=196 students) and factors determining their stress resilience.
{"title":"Stress Resilience and Coping Mechanisms of the Regional University Students in the 2nd Wave of COVID-19 Pandemic","authors":"D. Iliško, Jeļena Badjanova, Vitālijs Raščevskis","doi":"10.22364/atee.2022.13","DOIUrl":"https://doi.org/10.22364/atee.2022.13","url":null,"abstract":"Stress is a typical reaction to internal or external factors that are disrupting equilibrium in one’s life or daily routine. In this study stress in considered as a multifaceted factor resulting either in good or bad outcomes depending on one’s mindset and context. The context of the study is the second wave of the COVID-19 pandemic when University students were forced to continue to pursue a remote learning experience and had to adapt to new learning norms and circumstances. The focus of the study is on how the pandemic and the remote learning have influenced students’ stress resilience and how it correlates with their coping strategies. As for the theoretical framework authors have chosen a biopsychosocial (BPS) model where a challenge or a threat is related to the way we think about situational demands and find coping resources that are available to interact with the stressful situation. Stress resilience in this article is discussed as an effective comping mechanism in order to regain the equilibrium. The aim of the study is to explore the factors causing stress of bachelor level students in one of the regional universities of Latvia and their coping mechanisms with stress during the 2nd wave of pandemics. The design of the study is a complementary use of quantitative and qualitative methodology that allows in-depth exploration of students’ experience during the second wave of pandemic. The methods or instruments: The authors chose students’ diary as a means of reporting events that are causing stress in students’ life as well as a questionnaire with the students who are engaged in diverse programmes during the second wave of the pandemic (n=196 students) and factors determining their stress resilience.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134123229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research examines the possibilities of promoting the development of phonemic perception among children of preschool age with phonemic insufficiency. Phonemic insufficiency is a complex and difficult disorder; in such cases, therefore, a specialist carries out an in-depth evaluation of a child’s speech development and language acquisition, which allows them to determine a precise program of speech therapy using the necessary correction methods and techniques, including games. The aim of the present study is first, to investigate theoretically and evaluate practically the possibilities of promoting phonological perception in children with phonological insufficiency using a collection of games created by the author; and second, to gather expert opinion to substantiate the efficiency of these games in interventions. The research was carried out using a literature review, speech and language therapist survey, an analysis of expert opinion of the developed games, and speech therapy sessions to improve phonological perception in pre-school children with phonological insufficiency. Results. Forty-nine children aged five and six years old with phonological insufficiency were involved in the empirical stage of the study, namely speech therapy sessions over a period of six months. An initial and a follow-up assessment of phonological perception were carried out and showed dynamic growth for all participants. The results of the speech and language therapist survey revealed that speech therapists included the presented games in interventions and viewed them as relevant and effective instruments to reduce phonological insufficiency. The comments by experts selected from among the survey respondents on the games created by the author indicate that they are relevant and effective instruments in phonological insufficiency reduction.
{"title":"Intervention in Speech Therapy in Reducing Phonological Insufficiency in Preschool Children","authors":"I. Vilka","doi":"10.22364/atee.2022.60","DOIUrl":"https://doi.org/10.22364/atee.2022.60","url":null,"abstract":"This research examines the possibilities of promoting the development of phonemic perception among children of preschool age with phonemic insufficiency. Phonemic insufficiency is a complex and difficult disorder; in such cases, therefore, a specialist carries out an in-depth evaluation of a child’s speech development and language acquisition, which allows them to determine a precise program of speech therapy using the necessary correction methods and techniques, including games. The aim of the present study is first, to investigate theoretically and evaluate practically the possibilities of promoting phonological perception in children with phonological insufficiency using a collection of games created by the author; and second, to gather expert opinion to substantiate the efficiency of these games in interventions. The research was carried out using a literature review, speech and language therapist survey, an analysis of expert opinion of the developed games, and speech therapy sessions to improve phonological perception in pre-school children with phonological insufficiency. Results. Forty-nine children aged five and six years old with phonological insufficiency were involved in the empirical stage of the study, namely speech therapy sessions over a period of six months. An initial and a follow-up assessment of phonological perception were carried out and showed dynamic growth for all participants. The results of the speech and language therapist survey revealed that speech therapists included the presented games in interventions and viewed them as relevant and effective instruments to reduce phonological insufficiency. The comments by experts selected from among the survey respondents on the games created by the author indicate that they are relevant and effective instruments in phonological insufficiency reduction.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133118859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education has always been a subject to changes structure and content wise; its quality has been an issue all the time. In Latvia, the recent reform named School 2030, which essence is a competence approach to the curriculum, is introducing its requirements. Additionally, the government has planned to introduce a system monitoring the quality of education by 2023. Consequently, questions like what a good school, teacher and teaching are gain certain attention. The particular qualitative approach research concentrates on finding out student teachers’ answers to these questions as core values they remember to be the most significant ones to make them think of their schools, teachers and their teaching as good. The aim of the research is to examine how student teachers of English who have begun their teacher education studies recently perceive good teaching. To provide answers, they filled out Personal Statement – an introductory part of the European Portfolio for Student Teachers of Languages. The research sample of the case study consists of 55 second and fourth year full and part-time students who have decided to become teachers of English. They are studying at the faculty of Education, Psychology and Art, the University of Latvia. To analyse student teachers’ opinions, content analysis was used. The data allows concluding that student teachers’ perception of good teaching is characterised by three key elements: good classroom management techniques, relevant teaching methodology and teachers’ personalities. Furthermore, student teachers of English are of the opinion that in good teaching environment teachers take into account their pupils’ personalities. The same ideas prevail in the answers revealing what student teachers want to master in their studies. That implies student teachers of English long to see academic staff at the university as role models of good teaching.
{"title":"Student Teachers of English on the Lookout for Good Teaching","authors":"Evija Latkovska","doi":"10.22364/atee.2022.26","DOIUrl":"https://doi.org/10.22364/atee.2022.26","url":null,"abstract":"Education has always been a subject to changes structure and content wise; its quality has been an issue all the time. In Latvia, the recent reform named School 2030, which essence is a competence approach to the curriculum, is introducing its requirements. Additionally, the government has planned to introduce a system monitoring the quality of education by 2023. Consequently, questions like what a good school, teacher and teaching are gain certain attention. The particular qualitative approach research concentrates on finding out student teachers’ answers to these questions as core values they remember to be the most significant ones to make them think of their schools, teachers and their teaching as good. The aim of the research is to examine how student teachers of English who have begun their teacher education studies recently perceive good teaching. To provide answers, they filled out Personal Statement – an introductory part of the European Portfolio for Student Teachers of Languages. The research sample of the case study consists of 55 second and fourth year full and part-time students who have decided to become teachers of English. They are studying at the faculty of Education, Psychology and Art, the University of Latvia. To analyse student teachers’ opinions, content analysis was used. The data allows concluding that student teachers’ perception of good teaching is characterised by three key elements: good classroom management techniques, relevant teaching methodology and teachers’ personalities. Furthermore, student teachers of English are of the opinion that in good teaching environment teachers take into account their pupils’ personalities. The same ideas prevail in the answers revealing what student teachers want to master in their studies. That implies student teachers of English long to see academic staff at the university as role models of good teaching.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133475196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sports can be diverse – dual career, sports for the general public, youth sports, and other levels. However, the level of general education schools is vital, as it is compulsory in the Latvian education system. Thus, for approximately 70% of Latvian children and young people, sports lessons are the only places to do sports. The study’s author has analyzed the “Sport everyone in the class” project organized by the Latvian Olympic Committee. The essence of the project is related to additional sports activities that depend on the capabilities of the particular school – both in terms of infrastructure and human resources. A quantitative and qualitative survey method has been performed. Data were obtained from 26 schools participating in the project. Number of respondents – students – n-582. The author analyzed the impact of additional sports activities on students’ work ethic, learning achievements, physical fitness, etc. Data were processed using the Windows SPSS program. It is concluded that students improve their ability to concentrate and complete the learning process and their eating habits. In qualitative surveys – interviews with school management, it was found that this type of process is recommended for all educational institutions because the benefits are more than the negative factors.
{"title":"The Impact of Additional Sports Activities on the Development of Students in General Education Schools","authors":"Rihards Parandjuks","doi":"10.22364/atee.2022.51","DOIUrl":"https://doi.org/10.22364/atee.2022.51","url":null,"abstract":"Sports can be diverse – dual career, sports for the general public, youth sports, and other levels. However, the level of general education schools is vital, as it is compulsory in the Latvian education system. Thus, for approximately 70% of Latvian children and young people, sports lessons are the only places to do sports. The study’s author has analyzed the “Sport everyone in the class” project organized by the Latvian Olympic Committee. The essence of the project is related to additional sports activities that depend on the capabilities of the particular school – both in terms of infrastructure and human resources. A quantitative and qualitative survey method has been performed. Data were obtained from 26 schools participating in the project. Number of respondents – students – n-582. The author analyzed the impact of additional sports activities on students’ work ethic, learning achievements, physical fitness, etc. Data were processed using the Windows SPSS program. It is concluded that students improve their ability to concentrate and complete the learning process and their eating habits. In qualitative surveys – interviews with school management, it was found that this type of process is recommended for all educational institutions because the benefits are more than the negative factors.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114294314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pedagogical reasoning enables student-teachers to better understand their own teaching practices, analyse what, why and how they teach, and become aware of their teaching practices. This case study aims to understand student- teachers’ decisions and the pedagogical reasoning behind these decisions in lesson plans in an English language pre-service education programme. Three third-year English language student-teachers enrolled in a pedagogical content knowledge course “Teaching English to Young Learners” (TEYL) participated in this study. We collected qualitative data from lesson plans, reflection notes on these performances and plans, and interviews with student-teachers in the TEYL course. We used Shulman’s model of pedagogical reasoning and action as a conceptual model to explore the complexity of learning to teach English to young learners. Data were analysed iteratively through content and thematic analysis. The results indicated that student-teachers made decisions mainly in the transformation and instruction stages, and that their pedagogical reasoning emerged from the theory of TEYL and their assumptions about the characteristics of very young and young learners. More opportunities should be provided to increase their self-consciousness, self-knowledge and sense of agency through reflective tasks, action research projects and teaching practice. The study has implications for student-teachers who need guidance and motivation to prepare reflective lesson plans and for teacher educators who need to raise student-teachers’ awareness about decision making and pedagogical reasoning.
{"title":"Student-Teachers’ Pedagogical Reasoning in Teyl Lesson Plans and Microteaching Presentations","authors":"M. Güngör, Müzeyyen Nazlı Güngör","doi":"10.22364/atee.2022.11","DOIUrl":"https://doi.org/10.22364/atee.2022.11","url":null,"abstract":"Pedagogical reasoning enables student-teachers to better understand their own teaching practices, analyse what, why and how they teach, and become aware of their teaching practices. This case study aims to understand student- teachers’ decisions and the pedagogical reasoning behind these decisions in lesson plans in an English language pre-service education programme. Three third-year English language student-teachers enrolled in a pedagogical content knowledge course “Teaching English to Young Learners” (TEYL) participated in this study. We collected qualitative data from lesson plans, reflection notes on these performances and plans, and interviews with student-teachers in the TEYL course. We used Shulman’s model of pedagogical reasoning and action as a conceptual model to explore the complexity of learning to teach English to young learners. Data were analysed iteratively through content and thematic analysis. The results indicated that student-teachers made decisions mainly in the transformation and instruction stages, and that their pedagogical reasoning emerged from the theory of TEYL and their assumptions about the characteristics of very young and young learners. More opportunities should be provided to increase their self-consciousness, self-knowledge and sense of agency through reflective tasks, action research projects and teaching practice. The study has implications for student-teachers who need guidance and motivation to prepare reflective lesson plans and for teacher educators who need to raise student-teachers’ awareness about decision making and pedagogical reasoning.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"313 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116101221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A topical question for teachers and parents is how to improve students’ well-being and success at school, starting from the early stages of their education. Research shows that social-emotional competence is one of the key variables significantly impacting children’s learning outcomes and that social-emotional learning contributes to higher learning outcomes and fewer behavioural problems, even in preschool. It is of great importance to obtain more evidence on the role of social-emotional skills in school adjustment, addressing this issue as early as possible to develop a deeper understanding of how to support children after their transition to elementary school. The current research aims to analyze relationships between social-emotional skills, behaviour problems and learning outcomes in a sample of elementary school students while also addressing gender differences in these relationships. The sample consisted of 590 elementary school students aged 7–11 years (mean age 9.14, SD 1.38), 53.2% (314) of whom were boys and 46.8% (276) were girls. The teachers completed the Social Skills Improvement System Social-Emotional Learning brief scales, the Strengths and Difficulties Questionnaire, and a three-item questionnaire on their students’ learning outcomes. Higher social-emotional skills in elementary school students had significant associations with lower levels of behavioural problems and higher levels of learning outcomes. Moreover, the results indicated that teachers reported significantly higher levels of social-emotional skills and learning outcomes and fewer behavioural problems amongst girls in contrast to boys. These findings highlight the necessity to develop social-emotional skills in facilitating learning outcomes and behaviour adjustment in elementary school children. Teachers’ role as facilitators of social-emotional development must also be emphasized.
{"title":"Social-Emotional Skills, Behavioural Problems and Learning Outcomes of Elementary School Children","authors":"Evita Ozerova, B. Martinsone, C. Cefai, E. Conte","doi":"10.22364/atee.2022.59","DOIUrl":"https://doi.org/10.22364/atee.2022.59","url":null,"abstract":"A topical question for teachers and parents is how to improve students’ well-being and success at school, starting from the early stages of their education. Research shows that social-emotional competence is one of the key variables significantly impacting children’s learning outcomes and that social-emotional learning contributes to higher learning outcomes and fewer behavioural problems, even in preschool. It is of great importance to obtain more evidence on the role of social-emotional skills in school adjustment, addressing this issue as early as possible to develop a deeper understanding of how to support children after their transition to elementary school. The current research aims to analyze relationships between social-emotional skills, behaviour problems and learning outcomes in a sample of elementary school students while also addressing gender differences in these relationships. The sample consisted of 590 elementary school students aged 7–11 years (mean age 9.14, SD 1.38), 53.2% (314) of whom were boys and 46.8% (276) were girls. The teachers completed the Social Skills Improvement System Social-Emotional Learning brief scales, the Strengths and Difficulties Questionnaire, and a three-item questionnaire on their students’ learning outcomes. Higher social-emotional skills in elementary school students had significant associations with lower levels of behavioural problems and higher levels of learning outcomes. Moreover, the results indicated that teachers reported significantly higher levels of social-emotional skills and learning outcomes and fewer behavioural problems amongst girls in contrast to boys. These findings highlight the necessity to develop social-emotional skills in facilitating learning outcomes and behaviour adjustment in elementary school children. Teachers’ role as facilitators of social-emotional development must also be emphasized.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115266348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ilze France, Marta Mikīte, G. Burgmanis, D. Namsone
A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade 7. To achieve this, initially a three-dimensional numeracy framework based on 1) content knowledge of mathematics, 2) information literacy skills, 3) complexity levels of SOLO taxonomy, was prepared. Then the framework was used to construct a 32-item numeracy test assessing the ability to use relationships, functions and numerical information in different contexts including science. Next, the instrument was administered to 7th grade students (N = 205) in four schools who were asked to complete 3 hour-long tests. Such diagnostic data could inform teachers on students’ numeracy skills and prepare instructional materials that target specific weaknesses in class level. Further, such information could inform personalized student learning instruction and produce improved numeracy diagnostic tests for future use.
{"title":"The Development of Numeracy Test Using Three-Dimensional Framework to Assess Numeracy Skills in Grade 7","authors":"Ilze France, Marta Mikīte, G. Burgmanis, D. Namsone","doi":"10.22364/atee.2022.42","DOIUrl":"https://doi.org/10.22364/atee.2022.42","url":null,"abstract":"A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade 7. To achieve this, initially a three-dimensional numeracy framework based on 1) content knowledge of mathematics, 2) information literacy skills, 3) complexity levels of SOLO taxonomy, was prepared. Then the framework was used to construct a 32-item numeracy test assessing the ability to use relationships, functions and numerical information in different contexts including science. Next, the instrument was administered to 7th grade students (N = 205) in four schools who were asked to complete 3 hour-long tests. Such diagnostic data could inform teachers on students’ numeracy skills and prepare instructional materials that target specific weaknesses in class level. Further, such information could inform personalized student learning instruction and produce improved numeracy diagnostic tests for future use.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130254660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper considers the opportunity of practical use of TED Talks as a digital material in the process of foreign language teaching and learning in educational institutions of different types. It has been shown that TED Talks are quite a significant and powerful tool for developing students’ speaking skills. The students improve their communication skills in a foreign language; definitely, it provides further professional opportunities for getting and sharing information, experience, ideas and views. The paper illustrates that the spheres of influence of TED Talks materials, which will be used in the educational process, can be conditionally divided into four groups such as socio-cultural dimension, competence dimension, language dimension and psychological dimension. It is emphasized that TED Talks can be multifunctional, satisfying almost any didactic request. However, the teacher should take into account the certain criteria for choosing a video watching. These criteria are: what video is about, the usefulness of the topic video; the appropriateness of the video to the academic environment and the length of the video. All of these criteria help to create the video to be successful and effective. If the teacher neglects these choosing criteria, the teacher will have a negative result after the video watching and during the discussion of this video among students. The paper also highlights that the use of TED Talks during foreign language teaching helps the teacher to solve a number of problems, in particular, to overcome the negative impact of interlanguage interference, and to increase students’ motivation to learn a foreign language. Furthermore, it helps to make foreign language teaching more interesting and creative.
{"title":"Ted Talks as a Digital Material in Foreign Language Teaching","authors":"O. Nezhyva","doi":"10.22364/atee.2022.24","DOIUrl":"https://doi.org/10.22364/atee.2022.24","url":null,"abstract":"The paper considers the opportunity of practical use of TED Talks as a digital material in the process of foreign language teaching and learning in educational institutions of different types. It has been shown that TED Talks are quite a significant and powerful tool for developing students’ speaking skills. The students improve their communication skills in a foreign language; definitely, it provides further professional opportunities for getting and sharing information, experience, ideas and views. The paper illustrates that the spheres of influence of TED Talks materials, which will be used in the educational process, can be conditionally divided into four groups such as socio-cultural dimension, competence dimension, language dimension and psychological dimension. It is emphasized that TED Talks can be multifunctional, satisfying almost any didactic request. However, the teacher should take into account the certain criteria for choosing a video watching. These criteria are: what video is about, the usefulness of the topic video; the appropriateness of the video to the academic environment and the length of the video. All of these criteria help to create the video to be successful and effective. If the teacher neglects these choosing criteria, the teacher will have a negative result after the video watching and during the discussion of this video among students. The paper also highlights that the use of TED Talks during foreign language teaching helps the teacher to solve a number of problems, in particular, to overcome the negative impact of interlanguage interference, and to increase students’ motivation to learn a foreign language. Furthermore, it helps to make foreign language teaching more interesting and creative.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129301244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, society needs educators who can respond quickly to the demands of employers and train mid-level professionals for the needs of high-tech production. In this regard, the level of professional competence of vocational education teachers is of particular importance. This makes the training of vocational education teachers particularly crucial. The competences of various professional activities have already become demanded. A future vocational education teacher should be a researcher and practitioner, an organiser and an implementer, a manager and an analyst, a programmer and a psychologist at the same time. Transprofessionalism as an expansion of socio-professional boundaries and increased effectiveness can be a response to this challenge. The study of transprofessionalism requires special attention from researchers. Transprofessionals with developed interprofessional competences that meet real and future challenges of the digital economy, post-industrial society and digital industrialisation are required. The educational and professional communities are confronted with the problem of identifying the essential characteristics of transprofessional competences. Transprofessionalism as a scientific category has conflicting interpretations, and researches on this issue in both Ukrainian and foreign science are sparse and not general. Moreover, the lack of holistic methodological ideas of transprofessionalism, how it is formed, and by which personal qualities is determined, makes it impossible to organise and implement the process of transprofessional’s training. Our study clarifies the definition of transprofessionalism, analyses its psychological essence rather than the composition of transprofessional competences; the theoretical analysis will be used to identify the component factors of transprofessionalism that contribute to its development in the subject personality’s activity. The purpose of the study: is to identify and describe the psychological characteristics of transprofessional competences of a vocational education teacher. Research methods: theoretical analysis, questionnaire, methods of mathematical and statistical analysis, methods of interpretation.
{"title":"Psychological Characteristics of Transprofessional Competences of a Vocational Education Teacher","authors":"Alla Kolodyazhna","doi":"10.22364/atee.2022.08","DOIUrl":"https://doi.org/10.22364/atee.2022.08","url":null,"abstract":"Today, society needs educators who can respond quickly to the demands of employers and train mid-level professionals for the needs of high-tech production. In this regard, the level of professional competence of vocational education teachers is of particular importance. This makes the training of vocational education teachers particularly crucial. The competences of various professional activities have already become demanded. A future vocational education teacher should be a researcher and practitioner, an organiser and an implementer, a manager and an analyst, a programmer and a psychologist at the same time. Transprofessionalism as an expansion of socio-professional boundaries and increased effectiveness can be a response to this challenge. The study of transprofessionalism requires special attention from researchers. Transprofessionals with developed interprofessional competences that meet real and future challenges of the digital economy, post-industrial society and digital industrialisation are required. The educational and professional communities are confronted with the problem of identifying the essential characteristics of transprofessional competences. Transprofessionalism as a scientific category has conflicting interpretations, and researches on this issue in both Ukrainian and foreign science are sparse and not general. Moreover, the lack of holistic methodological ideas of transprofessionalism, how it is formed, and by which personal qualities is determined, makes it impossible to organise and implement the process of transprofessional’s training. Our study clarifies the definition of transprofessionalism, analyses its psychological essence rather than the composition of transprofessional competences; the theoretical analysis will be used to identify the component factors of transprofessionalism that contribute to its development in the subject personality’s activity. The purpose of the study: is to identify and describe the psychological characteristics of transprofessional competences of a vocational education teacher. Research methods: theoretical analysis, questionnaire, methods of mathematical and statistical analysis, methods of interpretation.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128255393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the school year 2021/2022 in all schools and for all grades in Latvia ends the gradual transition from the previous mathematics standard (that was used since year 2008) to the new mathematics standard. This standard is developed within the ESF project “Competence Approach to Curriculum (School 2030)”. The mathematics subject in the secondary school is divided into two parts: Mathematics I (optimal level for every secondary school student) and Mathematics II (advanced level for secondary school students who plan to study exact sciences at the university). The final exam also is different and will focus not only on solving problems but also on the correct use of mathematical language and justification. These changes also have effect on the learning process, now emphasis is on the competency-based learning that will provide pupils with the knowledge, skills and attitudes needed for modern life. The aim of our study is to compare standards, curricula, and final exams to analyse the differences in mathematics content for grades 10–12. The method used in this article is document analysis as documentary research as well as analysis of pupils’ results in final mathematics exams. As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.
{"title":"Changes in the Mathematics Curriculum for Grades 10–12 in Latvia","authors":"M. Avotiņa, Agnese Zīlīte","doi":"10.22364/atee.2022.45","DOIUrl":"https://doi.org/10.22364/atee.2022.45","url":null,"abstract":"In the school year 2021/2022 in all schools and for all grades in Latvia ends the gradual transition from the previous mathematics standard (that was used since year 2008) to the new mathematics standard. This standard is developed within the ESF project “Competence Approach to Curriculum (School 2030)”. The mathematics subject in the secondary school is divided into two parts: Mathematics I (optimal level for every secondary school student) and Mathematics II (advanced level for secondary school students who plan to study exact sciences at the university). The final exam also is different and will focus not only on solving problems but also on the correct use of mathematical language and justification. These changes also have effect on the learning process, now emphasis is on the competency-based learning that will provide pupils with the knowledge, skills and attitudes needed for modern life. The aim of our study is to compare standards, curricula, and final exams to analyse the differences in mathematics content for grades 10–12. The method used in this article is document analysis as documentary research as well as analysis of pupils’ results in final mathematics exams. As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130413841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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