"The smartphone is today's most widespread information communication tool, which has led to new habits and behavioral patterns. A tool that plays a central role in the lives of young people, social media platforms have opportunities that raise many questions from an educational point of view as well. This is a significant topic because nowadays the scene of media awareness is not only the family but educational institutions, which also contribute to creating conscious use of their role. The determining factor in the effectiveness of education is the teacher. The teacher's role is also a social process, almost parallel to the development of technology, the products of which are also used from an educational informatics point of view. One of the cornerstones of education for proper media behavior and critical thinking is to map how teachers relate to the phone and the virtual world, in order to consciously use them in classes as an educational IT tool and channel. In addition, the question arises as to what effect these tools have on the generational and digital divide, and how digital natives and immigrants can cooperate in education. In our story, we can get to know the thoughts and opinions of a digital native and a digital immigrant teacher. How are the opportunities provided by the digital world used in education? What do they think about the 21st- century teacher attitude? Keywords: teacher attitude, media use, education, digital divide, generation gap"
{"title":"Digitális szakadék áthidalása pedagógusok között","authors":"Dóra Szabó","doi":"10.24193/pedacta.12.2.4","DOIUrl":"https://doi.org/10.24193/pedacta.12.2.4","url":null,"abstract":"\"The smartphone is today's most widespread information communication tool, which has led to new habits and behavioral patterns. A tool that plays a central role in the lives of young people, social media platforms have opportunities that raise many questions from an educational point of view as well. This is a significant topic because nowadays the scene of media awareness is not only the family but educational institutions, which also contribute to creating conscious use of their role. The determining factor in the effectiveness of education is the teacher. The teacher's role is also a social process, almost parallel to the development of technology, the products of which are also used from an educational informatics point of view. One of the cornerstones of education for proper media behavior and critical thinking is to map how teachers relate to the phone and the virtual world, in order to consciously use them in classes as an educational IT tool and channel. In addition, the question arises as to what effect these tools have on the generational and digital divide, and how digital natives and immigrants can cooperate in education. In our story, we can get to know the thoughts and opinions of a digital native and a digital immigrant teacher. How are the opportunities provided by the digital world used in education? What do they think about the 21st- century teacher attitude? Keywords: teacher attitude, media use, education, digital divide, generation gap\"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838739","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}
Higher education's expansion has diversified the undergraduate student population. We cannot talk about homogeneous groups in universities and colleges, because their diversity has made them extremely heterogeneous - especially in recent years. Not only at national level, but also within a university, the composition of the student population varies, with different fields of interest, family backgrounds, motivations, goals and personalities. In this research, we want to find out who among the students are the ones who show more interest and willingness to mentoring. What influences whether or not someone becomes a mentor in the Let’s Teach for Hungary mentoring program. We would like to explore what influences the choice of whether to take advantage of this extracurricular opportunity at university or not. In our research, we conducted a regression analysis to get a complex answer to the question in the title, in order to see what are the weaker and stronger factors in becoming a mentor. In our quantitative research, we interviewed a total of 214 undergraduate mentors and mentor candidates in the spring of 2021 from the University of Debrecen, the University of Szeged and the Eötvös Loránd University. It was an important factor in our results - among others - whether someone had been involved in a program as a mentor or a mentee before. We also observed differences between grades, there is a correlation between the length of the student's training and their willingness to participate in mentoring. Our results can be useful for the universities participating in the programme, and can also provide relevant information for the coordinators, thus contributing to the success of the programme.
{"title":"A hallgatói populáció mentorálást előrejelző tényezőinek vizsgálata","authors":"Katalin Godó","doi":"10.24193/pedacta.12.1.5","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.5","url":null,"abstract":"Higher education's expansion has diversified the undergraduate student population. We cannot talk about homogeneous groups in universities and colleges, because their diversity has made them extremely heterogeneous - especially in recent years. Not only at national level, but also within a university, the composition of the student population varies, with different fields of interest, family backgrounds, motivations, goals and personalities. In this research, we want to find out who among the students are the ones who show more interest and willingness to mentoring. What influences whether or not someone becomes a mentor in the Let’s Teach for Hungary mentoring program. We would like to explore what influences the choice of whether to take advantage of this extracurricular opportunity at university or not. In our research, we conducted a regression analysis to get a complex answer to the question in the title, in order to see what are the weaker and stronger factors in becoming a mentor. In our quantitative research, we interviewed a total of 214 undergraduate mentors and mentor candidates in the spring of 2021 from the University of Debrecen, the University of Szeged and the Eötvös Loránd University. It was an important factor in our results - among others - whether someone had been involved in a program as a mentor or a mentee before. We also observed differences between grades, there is a correlation between the length of the student's training and their willingness to participate in mentoring. Our results can be useful for the universities participating in the programme, and can also provide relevant information for the coordinators, thus contributing to the success of the programme.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47576822","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}
: Important characteristic of well-structured concept maps is the inclusion of cross-links. These are relationships or links between concepts in different segments or domains of the concept map. The article reports a qualitative analysis of concept maps, produced by students, and its relationship with learning efficiency and teaching experiences. As a conclusion of our research, it can be stated that the conceptual maps of students with both kindergarten and school teaching experience are higher quality, and the texts presented by teachers who have been teaching at the school for several years proved to be better than the texts of students with no teaching experience at all.
{"title":"Egyetemi hallgatók tanítási tapasztalatainak összefüggései az általuk készített fogalmi térképek minőségével és a hatékony tanulással","authors":"László Szilárd Szilveszter","doi":"10.24193/pedacta.12.1.6","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.6","url":null,"abstract":": Important characteristic of well-structured concept maps is the inclusion of cross-links. These are relationships or links between concepts in different segments or domains of the concept map. The article reports a qualitative analysis of concept maps, produced by students, and its relationship with learning efficiency and teaching experiences. As a conclusion of our research, it can be stated that the conceptual maps of students with both kindergarten and school teaching experience are higher quality, and the texts presented by teachers who have been teaching at the school for several years proved to be better than the texts of students with no teaching experience at all.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44344082","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}
Attitudes of teachers towards teaching mathematics and the anxiety that accompanies mathematics teaching are well known in the literature as important factors that influence pupils’ attitude towards mathematics and their mathematical achievement. It is important to note that most of the research done in this subject has examined the attitudes of teachers and students in primary schools. The purpose of this study is to investigate the attitude towards teaching mathematics of mathematics teachers in post primary schools in Israel.The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers’ attitudes towards teaching mathematics and applications of Mathematics in other disciplines. The results show that majority of the teachers have high level of positive attitudes towards teaching mathematics, but there are also teachers whose attitudes need to be developed. Teachers with little experience and young age feel more anxiety in teaching mathematics. As well as teachers that feel anxiety have less support and less innovation in teaching mathematics. It is surprising that there are no correlations and connections between anxiety and confident and enjoyment in teaching mathematics.
{"title":"Israeli post-primariy teacher`s attitudes towards teaching mathematics","authors":"Abdallah Asli","doi":"10.24193/pedacta.12.1.3","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.3","url":null,"abstract":"Attitudes of teachers towards teaching mathematics and the anxiety that accompanies mathematics teaching are well known in the literature as important factors that influence pupils’ attitude towards mathematics and their mathematical achievement. It is important to note that most of the research done in this subject has examined the attitudes of teachers and students in primary schools. The purpose of this study is to investigate the attitude towards teaching mathematics of mathematics teachers in post primary schools in Israel.The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers’ attitudes towards teaching mathematics and applications of Mathematics in other disciplines. The results show that majority of the teachers have high level of positive attitudes towards teaching mathematics, but there are also teachers whose attitudes need to be developed. Teachers with little experience and young age feel more anxiety in teaching mathematics. As well as teachers that feel anxiety have less support and less innovation in teaching mathematics. It is surprising that there are no correlations and connections between anxiety and confident and enjoyment in teaching mathematics.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877131","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}
"Computational thinking is important not only for the study of some disciplines, but also in everyday life. Research show that this competency should be developed starting from preschool. The research presented in this paper aimed to study Primary and Preschool Pedagogy specialization students’ opinion and experience about including technological knowledge in preschool activities, emphasizing on developing computational thinking. The results show that even if the respondents consider that the preschool activities can develop a positive attitude towards technological knowledge, they don’t consider teaching the technology domain important in preschool and they have no experience with this. They have selected lack of methodological preparation and lack of necessary didactical tools as the main barriers in integrating technological knowledge in preschool activities. Only few respondents have a deeper insight into algorithms and one third of the respondents could give a correct algorithm for building a snowman. Respondents consider important to develop computational thinking in preschool using screen-free activities. One of the main methods to develop CT in preschool is using robots, but none of the participating students used a robot in their activities and only less than one fourth of the participants heard about educational robots."
{"title":"Preservice teachers’ opinion about developing computational thinking in preschool","authors":"Éva Bálint-Svella, I. Zsoldos-Marchiș","doi":"10.24193/pedacta.12.1.2","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.2","url":null,"abstract":"\"Computational thinking is important not only for the study of some disciplines, but also in everyday life. Research show that this competency should be developed starting from preschool. The research presented in this paper aimed to study Primary and Preschool Pedagogy specialization students’ opinion and experience about including technological knowledge in preschool activities, emphasizing on developing computational thinking. The results show that even if the respondents consider that the preschool activities can develop a positive attitude towards technological knowledge, they don’t consider teaching the technology domain important in preschool and they have no experience with this. They have selected lack of methodological preparation and lack of necessary didactical tools as the main barriers in integrating technological knowledge in preschool activities. Only few respondents have a deeper insight into algorithms and one third of the respondents could give a correct algorithm for building a snowman. Respondents consider important to develop computational thinking in preschool using screen-free activities. One of the main methods to develop CT in preschool is using robots, but none of the participating students used a robot in their activities and only less than one fourth of the participants heard about educational robots.\"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44631911","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 present study aims at presenting the difficulties children with special educational needs face in Romanian school environments, as seen by the diverse professionals working with them: school and child psychologists, special pedagogues, psychiatrists, speech therapists and physioterapists. Six focus groups were organized between December 1 and 9, 2021, with the participation of 39 of the mentioned professionals, bringing forward the difficulties they see in their everyday work.
{"title":"SNI gyermekek iskolai ellátásában tapasztalt nehézségek. Romániai vonatkozás","authors":"Dalma Jánosi, Krisztina Iringó Vargancsik-Thörik","doi":"10.24193/pedacta.12.1.7","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.7","url":null,"abstract":"The present study aims at presenting the difficulties children with special educational needs face in Romanian school environments, as seen by the diverse professionals working with them: school and child psychologists, special pedagogues, psychiatrists, speech therapists and physioterapists. Six focus groups were organized between December 1 and 9, 2021, with the participation of 39 of the mentioned professionals, bringing forward the difficulties they see in their everyday work.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47637459","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}
Adeneye Olarewaju Adeleye Awofala, S. O. Akinoso, A. Adebayo
"No doubt the internet has become a globally recognized conduit for information trading and schmoozing. However, there is a rising case of internet addiction among young adults of which preservice mathematics and social studies teachers are implicated. This study investigated the correlation between preservice mathematics and social studies teachers’ internet addiction and their grade point average (GPA). Likewise, the study examined the influence of gender on internet addiction. A descriptive survey research design was implemented in the study with 300 preservice mathematics and social studies teachers and primary data collected with Internet Addiction Test (IAT, Cronbach alpha coefficient=0.92) were analysed using mean, standard deviation, independent samples t-test, Pearson product moment correlation coefficient and simple linear regression analysis. The results showed that preservice mathematics and social studies teachers’ internet addiction had statistically significant negative relationship with their GPA. More so, internet addiction contributed significantly to the prediction of preservice mathematics and social studies teachers’ GPA. Gender contributed significantly to the prediction of preservice mathematics and social studies teachers’ internet addiction. In addition, there was a significant influence of gender on preservice mathematics and social studies teachers’ internet addiction with males showing higher internet addiction than their female counterparts. In line with the above findings, it was recommended that preservice mathematics and social studies teachers should lower their usage of internet and follow examples of good usage of internet technology to improve their scholastic achievement in the university. "
{"title":"Exploring preservice mathematics and social studies teachers’ internet addiction as connected with gender and grade point average","authors":"Adeneye Olarewaju Adeleye Awofala, S. O. Akinoso, A. Adebayo","doi":"10.24193/pedacta.12.1.1","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.1","url":null,"abstract":"\"No doubt the internet has become a globally recognized conduit for information trading and schmoozing. However, there is a rising case of internet addiction among young adults of which preservice mathematics and social studies teachers are implicated. This study investigated the correlation between preservice mathematics and social studies teachers’ internet addiction and their grade point average (GPA). Likewise, the study examined the influence of gender on internet addiction. A descriptive survey research design was implemented in the study with 300 preservice mathematics and social studies teachers and primary data collected with Internet Addiction Test (IAT, Cronbach alpha coefficient=0.92) were analysed using mean, standard deviation, independent samples t-test, Pearson product moment correlation coefficient and simple linear regression analysis. The results showed that preservice mathematics and social studies teachers’ internet addiction had statistically significant negative relationship with their GPA. More so, internet addiction contributed significantly to the prediction of preservice mathematics and social studies teachers’ GPA. Gender contributed significantly to the prediction of preservice mathematics and social studies teachers’ internet addiction. In addition, there was a significant influence of gender on preservice mathematics and social studies teachers’ internet addiction with males showing higher internet addiction than their female counterparts. In line with the above findings, it was recommended that preservice mathematics and social studies teachers should lower their usage of internet and follow examples of good usage of internet technology to improve their scholastic achievement in the university. \"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46788144","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}
Due to the socio-economic challenges of the 21st century, a significant role is assigned to innovative teachers. Our research aims to explore the cultural and social factors that support teachers to become innovative. Between 2010 and 2015, teachers in Hungary had the opportunity to formally register their pedagogical innovations. In our interview study-based, we examined the personal and professional life paths of 12 teachers who had formally registered their innovation and compared them with the life paths of 12 teachers who had taught in the same school but had not registered their innovation. The sample was selected from schools in two disadvantaged regions, in equal proportions by county and by type of school. The semi-structured teacher interview transcripts were analysed using Atlas Ti.7 software. The following dimensions of human and social capital accumulation were analysed: family environment, local social network, stages of educational career, and work contact systems. Of the four domains, family environment and local society did not have a decisive influence on the teacher becoming an innovating educator, but extracurricular commitments in higher education, an open and diverse professional network of contacts, and a role definition extended by professional self-actualisation were predictive of innovation.
由于21世纪的社会经济挑战，创新型教师被赋予了重要的角色。我们的研究旨在探讨支持教师创新的文化和社会因素。2010年至2015年期间，匈牙利的教师有机会正式注册他们的教学创新。在访谈研究的基础上，我们考察了12名已正式注册创新的教师的个人和职业生活道路，并将其与12名在同一所学校任教但未注册创新的教师的生活道路进行了比较。样本选自两个贫困地区的学校，按县和学校类型的比例相等。采用Atlas ti - 7软件对半结构化教师访谈文本进行分析。分析了人力资本和社会资本积累的以下维度:家庭环境、当地社会网络、教育生涯阶段和工作联系系统。在这四个领域中，家庭环境和当地社会对教师成为创新教育者没有决定性影响，但高等教育中的课外承诺、开放和多样化的专业联系网络以及专业自我实现扩展的角色定义对创新具有预测作用。
{"title":"Social and cultural impacts of becoming an innovative teacher","authors":"Ágnes Hornyák, Gabriella Pusztai","doi":"10.24193/pedacta.12.1.4","DOIUrl":"https://doi.org/10.24193/pedacta.12.1.4","url":null,"abstract":"Due to the socio-economic challenges of the 21st century, a significant role is assigned to innovative teachers. Our research aims to explore the cultural and social factors that support teachers to become innovative. Between 2010 and 2015, teachers in Hungary had the opportunity to formally register their pedagogical innovations. In our interview study-based, we examined the personal and professional life paths of 12 teachers who had formally registered their innovation and compared them with the life paths of 12 teachers who had taught in the same school but had not registered their innovation. The sample was selected from schools in two disadvantaged regions, in equal proportions by county and by type of school. The semi-structured teacher interview transcripts were analysed using Atlas Ti.7 software. The following dimensions of human and social capital accumulation were analysed: family environment, local social network, stages of educational career, and work contact systems. Of the four domains, family environment and local society did not have a decisive influence on the teacher becoming an innovating educator, but extracurricular commitments in higher education, an open and diverse professional network of contacts, and a role definition extended by professional self-actualisation were predictive of innovation.","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45504188","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}
{"title":"IKT-eszközök használata az angol nyelvtanulásban a partiumi diákok körében","authors":"Tímea Krisztina Ardelean","doi":"10.24193/pedacta.11.2.2","DOIUrl":"https://doi.org/10.24193/pedacta.11.2.2","url":null,"abstract":"","PeriodicalId":30521,"journal":{"name":"PedActa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42270833","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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