This contribution defines the conflicts that international migration brings in connection with the increased number of applicants for recognition of foreign education in the Czech republic. The migration of people has been increasingly observed since the so-called Arab Spring 2011 until now. Globalization or connecting the whole world is a current trend that people are learning to accept. Each country receiving migrants determines its own strategy, rules, and approach to migration. „It is estimated that today about 150 million people live outside their homeland“ (Siskova, 2001: 18). With the increased migration and globalization, there has been an increased number of applicants in the Czech Republic for the recognition of education, serving mainly for further higher education. At the same time, for gaining job opportunities, for using foreign experience and, last but not least, for finding better living conditions. „The main determinants of human movements can be considered differences in the wealth of individual economies, living standards and stability in given societies“ (Siskova, 2001: 19). The aim of the contribution is to get acquainted with the basic concepts of migration and migration policy in connection with the recognition of education in the Czech Republic from foreign countries and whether increased migration of persons related to the recognition of foreign education and the acquisition of further education of foreigners in the Czech Republic.
{"title":"CONTEXT OF MIGRATION AND RECOGNITION OF EDUCATION","authors":"Dagmar Kostrhunova","doi":"10.18355/pg.2021.10.2.5","DOIUrl":"https://doi.org/10.18355/pg.2021.10.2.5","url":null,"abstract":"This contribution defines the conflicts that international migration brings in connection with the increased number of applicants for recognition of foreign education in the Czech republic. The migration of people has been increasingly observed since the so-called Arab Spring 2011 until now. Globalization or connecting the whole world is a current trend that people are learning to accept. Each country receiving migrants determines its own strategy, rules, and approach to migration. „It is estimated that today about 150 million people live outside their homeland“ (Siskova, 2001: 18). With the increased migration and globalization, there has been an increased number of applicants in the Czech Republic for the recognition of education, serving mainly for further higher education. At the same time, for gaining job opportunities, for using foreign experience and, last but not least, for finding better living conditions. „The main determinants of human movements can be considered differences in the wealth of individual economies, living standards and stability in given societies“ (Siskova, 2001: 19). The aim of the contribution is to get acquainted with the basic concepts of migration and migration policy in connection with the recognition of education in the Czech Republic from foreign countries and whether increased migration of persons related to the recognition of foreign education and the acquisition of further education of foreigners in the Czech Republic.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46682881","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}
Veronika Pekárová, Lenka Kolcunová, Estera Koverova, Eva Rajčániová, R. Tomšik, Petra Ferenčíková
The presented research was focused on the opinions of students on verbal feedback which they received during the distance form of education implemented in the school year 2019/2020 as a reaction to the COVID-19 pandemic. The aim of the research was to find out how students perceive verbal feedback in comparison with other forms of assessment and to examine its psychological aspects with regard to the primary school grade and gender. The research involved 309 primary school students who were administered the questionnaire developed by the authors of the study. Students in the first grade of primary school showed a greater interest in verbal feedback, which was also associated with higher efficiency, motivation, positive emotions, and perceived it as fairer and more important, compared to students in the second grade, who tended more towards the classification. How the students liked the verbal feedback was related to whether they liked going to school and also to what emotions the verbal feedback evoked in them. At the same time, the positive emotions associated with verbal feedback were also related to the degree of its effectiveness. In general verbal feedback was perceived positively and caused positive emotions.
{"title":"PSYCHOLOGICAL ASPECTS OF VERBAL FEEDBACK FROM THE STUDENTS´ POINT OF VIEW","authors":"Veronika Pekárová, Lenka Kolcunová, Estera Koverova, Eva Rajčániová, R. Tomšik, Petra Ferenčíková","doi":"10.18355/pg.2021.10.2.1","DOIUrl":"https://doi.org/10.18355/pg.2021.10.2.1","url":null,"abstract":"The presented research was focused on the opinions of students on verbal feedback which they received during the distance form of education implemented in the school year 2019/2020 as a reaction to the COVID-19 pandemic. The aim of the research was to find out how students perceive verbal feedback in comparison with other forms of assessment and to examine its psychological aspects with regard to the primary school grade and gender. The research involved 309 primary school students who were administered the questionnaire developed by the authors of the study. Students in the first grade of primary school showed a greater interest in verbal feedback, which was also associated with higher efficiency, motivation, positive emotions, and perceived it as fairer and more important, compared to students in the second grade, who tended more towards the classification. How the students liked the verbal feedback was related to whether they liked going to school and also to what emotions the verbal feedback evoked in them. At the same time, the positive emotions associated with verbal feedback were also related to the degree of its effectiveness. In general verbal feedback was perceived positively and caused positive emotions.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47895852","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 study examines the phenomenon of interpretation as part of the study of the history of literature, especially in the case of teaching a foreign language. Interpretation can be about examining the immanent structures of a text, but also about reflecting the reader's relationship to the text and the way he approaches it. With regard to didactic goals, which include, in addition to professional interpretation, also a motivational factor (to teach students to like literature), we offer several innovative teaching techniques aimed at supporting adventure reading.
{"title":"ON THE IMPORTANCE OF ADVENTURE INTERPRETATION OF THE LITERARY TEXT DURING TEACHING HISTORY OF LITERATURE","authors":"Peter Ziak, Valbona Gashi-Berisha","doi":"10.18355/pg.2021.10.2.4","DOIUrl":"https://doi.org/10.18355/pg.2021.10.2.4","url":null,"abstract":"This study examines the phenomenon of interpretation as part of the study of the history of literature, especially in the case of teaching a foreign language. Interpretation can be about examining the immanent structures of a text, but also about reflecting the reader's relationship to the text and the way he approaches it. With regard to didactic goals, which include, in addition to professional interpretation, also a motivational factor (to teach students to like literature), we offer several innovative teaching techniques aimed at supporting adventure reading.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608168","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 sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia
{"title":"ENGLISH TEACHER EDUCATION IN SLOVAKIA","authors":"E. Kovacikova, Tomáš Pechočiak","doi":"10.18355/pg.2021.10.2.3","DOIUrl":"https://doi.org/10.18355/pg.2021.10.2.3","url":null,"abstract":"The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67667549","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 aim of the article is to draw attention to the context that inclusive understanding of pedagogy brings to the education of natural sciences with an emphasis on the teaching of chemistry and to open a debate for cooperation in the fields of social and special pedagogy and the methodology of teaching chemistry. In the article, inclusion is understood as a process of creating and improving the learning conditions of all students, taking into account the broader dimensions of heterogeneity, diversity, and language, as well as cognitive and physical barriers that may occur during the teaching of chemistry. The main focus is centered on the concept of science literacy for all, out of which comes the requirement to link inclusive pedagogical principles and the goals of natural sciences education. We bring to attention the need to increase the sensitivity of chemistry teachers to differences that may have a negative impact on learning outcomes, as well as the need for targeted teacher training for leading inclusive classes and for assessing their level of competence required for inclusive teaching.
{"title":"IMPLEMENTATION OF INCLUSIVE PEDAGOGY IN THE TEACHING OF CHEMISTRY","authors":"Jitka Lorenzová","doi":"10.18355/pg.2021.10.2.2","DOIUrl":"https://doi.org/10.18355/pg.2021.10.2.2","url":null,"abstract":"The aim of the article is to draw attention to the context that inclusive understanding of pedagogy brings to the education of natural sciences with an emphasis on the teaching of chemistry and to open a debate for cooperation in the fields of social and special pedagogy and the methodology of teaching chemistry. In the article, inclusion is understood as a process of creating and improving the learning conditions of all students, taking into account the broader dimensions of heterogeneity, diversity, and language, as well as cognitive and physical barriers that may occur during the teaching of chemistry. The main focus is centered on the concept of science literacy for all, out of which comes the requirement to link inclusive pedagogical principles and the goals of natural sciences education. We bring to attention the need to increase the sensitivity of chemistry teachers to differences that may have a negative impact on learning outcomes, as well as the need for targeted teacher training for leading inclusive classes and for assessing their level of competence required for inclusive teaching.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502339","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}
Quality requirements in all areas of education and in all types of schools are one of the basic attributes on which the future of nations, states and humanity depends. The quality of education as a service of a publicly funded society is therefore subject to monitoring by government institutions. Evaluating the quality of a school means finding out data on pre-agreed aspects of school life, the processes that take place in it. In 2015, an innovated state educational program was introduced in primary education. It brought changes especially in the educational standards of individual subjects, where is the attention to performance standards. The content of the curriculum does not become the goal of education, but a means to achieve the goal, which is a competent student. National testing also tries to bring this change in the understanding of content closer to the creation of test tasks. Students tests results cannot be the only and most important measure of a school's quality. Students, parents and teachers need to focus on non-cognitive processes at school. The introduction of testing of 5th grade students was not accepted by teachers with an understanding of effort to increase the quality of education. The aim of the paper is to compare the opinions of teachers from 2017 with the opinions of teachers in 2020 and to find out whether there has been a change in the acceptance of testing of 5th grade students as a tool for measuring the quality of education after primary education.
{"title":"EVALUATION OF THE QUALITY OF PRIMARY EDUCATION BY TESTING 5 FROM THE TEACHER’S PERSPECTIVE","authors":"M. Brozmanová, Lucia Kočišová","doi":"10.18355/PG.2021.10.1.1","DOIUrl":"https://doi.org/10.18355/PG.2021.10.1.1","url":null,"abstract":"Quality requirements in all areas of education and in all types of schools are one of the basic attributes on which the future of nations, states and humanity depends. The quality of education as a service of a publicly funded society is therefore subject to monitoring by government institutions. Evaluating the quality of a school means finding out data on pre-agreed aspects of school life, the processes that take place in it. In 2015, an innovated state educational program was introduced in primary education. It brought changes especially in the educational standards of individual subjects, where is the attention to performance standards. The content of the curriculum does not become the goal of education, but a means to achieve the goal, which is a competent student. National testing also tries to bring this change in the understanding of content closer to the creation of test tasks. Students tests results cannot be the only and most important measure of a school's quality. Students, parents and teachers need to focus on non-cognitive processes at school. The introduction of testing of 5th grade students was not accepted by teachers with an understanding of effort to increase the quality of education. The aim of the paper is to compare the opinions of teachers from 2017 with the opinions of teachers in 2020 and to find out whether there has been a change in the acceptance of testing of 5th grade students as a tool for measuring the quality of education after primary education.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46063813","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}
Development of communicative competence has become one of the most important aspects of foreign language education in the modern days. The study portrays the development of communicative competence at the primary level of education in Slovakia. The main aim of the inquiry is to identify and examine the process of developing communicative competence at the given level of proficiency by a qualitative enquiry with the use of content analysis, observation, and interview. The results and findings depict how the components of communicative competence are referred to in real teaching environment. The findings reveal that several linguistic components of communicative competence prevail in the teaching process, whereas sociolinguistic and pragmatic language use is rather neglected.
{"title":"COMMUNICATIVE COMPETENCE IN ENGLISH AND ITS DEVELOPMENT AT THE PRIMARY LEVEL OF EDUCATION","authors":"Klaudia Pauliková","doi":"10.18355/PG.2021.10.1.3","DOIUrl":"https://doi.org/10.18355/PG.2021.10.1.3","url":null,"abstract":"Development of communicative competence has become one of the most important aspects of foreign language education in the modern days. The study portrays the development of communicative competence at the primary level of education in Slovakia. The main aim of the inquiry is to identify and examine the process of developing communicative competence at the given level of proficiency by a qualitative enquiry with the use of content analysis, observation, and interview. The results and findings depict how the components of communicative competence are referred to in real teaching environment. The findings reveal that several linguistic components of communicative competence prevail in the teaching process, whereas sociolinguistic and pragmatic language use is rather neglected.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47930801","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 study presents the attitudes of adult convicted women in a research sample of 186 respondents (29.5% of respondents from the basic sample) employing the questionnaire method. The research was carried out in 2017 and it was aimed to identify the most significant barriers that prevent convicted women from participating in prison training activities, how their attitudes and overall gross score relate to subjective perceptions of learning difficulty, and to identify the differences in gross attitude scores with respect to participation in discussions, lectures and quizzes. The convicts identified the lack of orientation in learning options and that the learning options do not reflect their needs and interest as the most significant barriers. Based on statistical analysis using Spearman's rho coefficient a statistically significant relationship was found between all attitude statements and subjective perception of learning difficulty (at the level of p <0.05 and p <0.01). The strongest correlation was found with the statements “I learn with ease” (rs = - 0.460), “I want to learn” (rs = -0.412), “I know how to learn"(rs = -0.432) and the total score (rs = -0.441). Based on the Mann-Whitey U test significant differences in the gross score of attitudes with respect to participation in all educational activities: discussions (U = 1505,500; p <0.001), lectures (U = 1846,500; p = 0.048), quizzes (U = 1654,000; p = 0.007) were found – respondents participating in educational activities achieved statistically more significant higher scores.
{"title":"ATTITUDES OF ADULT CONVICTED WOMEN TO EDUCATION IN SLOVAKIA","authors":"Dominika Temiaková, R. Tomšik","doi":"10.18355/PG.2021.10.1.2","DOIUrl":"https://doi.org/10.18355/PG.2021.10.1.2","url":null,"abstract":"The study presents the attitudes of adult convicted women in a research sample of 186 respondents (29.5% of respondents from the basic sample) employing the questionnaire method. The research was carried out in 2017 and it was aimed to identify the most significant barriers that prevent convicted women from participating in prison training activities, how their attitudes and overall gross score relate to subjective perceptions of learning difficulty, and to identify the differences in gross attitude scores with respect to participation in discussions, lectures and quizzes. The convicts identified the lack of orientation in learning options and that the learning options do not reflect their needs and interest as the most significant barriers. Based on statistical analysis using Spearman's rho coefficient a statistically significant relationship was found between all attitude statements and subjective perception of learning difficulty (at the level of p <0.05 and p <0.01). The strongest correlation was found with the statements “I learn with ease” (rs = - 0.460), “I want to learn” (rs = -0.412), “I know how to learn\"(rs = -0.432) and the total score (rs = -0.441). Based on the Mann-Whitey U test significant differences in the gross score of attitudes with respect to participation in all educational activities: discussions (U = 1505,500; p <0.001), lectures (U = 1846,500; p = 0.048), quizzes (U = 1654,000; p = 0.007) were found – respondents participating in educational activities achieved statistically more significant higher scores.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44297580","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}
Pre-Senior Education will be one of the main pillars of active ageing policy in the future. Requirements on adult educators, lecturers, trainers of older people, grow. In the paper author presents theoretical starting points of competencies of educator of pre-senior preparation, deals with general competencies defined in Slovak national documents and indicates specific requirements on older adult educator. He also talk about aspects as relational competence and charizma of lecturer which are important elements of quality of educational event. The article is the output of author within the project VEGA no.1/0001/18 called Preparation for ageing and old age – possibilities of andragogical intervention.
{"title":"EDUCATOR COMPETENCIES OF PRE-SENIOR PREPARATION","authors":"Michal Koricina","doi":"10.18355/PG.2021.10.1.4","DOIUrl":"https://doi.org/10.18355/PG.2021.10.1.4","url":null,"abstract":"Pre-Senior Education will be one of the main pillars of active ageing policy in the future. Requirements on adult educators, lecturers, trainers of older people, grow. In the paper author presents theoretical starting points of competencies of educator of pre-senior preparation, deals with general competencies defined in Slovak national documents and indicates specific requirements on older adult educator. He also talk about aspects as relational competence and charizma of lecturer which are important elements of quality of educational event. The article is the output of author within the project VEGA no.1/0001/18 called Preparation for ageing and old age – possibilities of andragogical intervention.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286593","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 aim of this research was to examine the influence of differentiated tasks on the development of logical-combinatorial thinking abilities of the first grade of primary school students, using the experimental-research method. The research was conducted on the sample (N=60) chosen from the population of first-grade students of primary school "Nikola Tesla" in Novi Sad. Obtained research results showed the high influence of differentiated mathematical problems on students' logical-combinatorial thinking and functional knowledge in elementary mathematics education. The results' practical implication mirrors the possibility of their application in the domain of the improvement of students' cognitive abilities and functional knowledge from the very beginning of the educational journey.
{"title":"THE INFLUENCE OF DIFFERENTIATED MATHEMATICAL TASKS ON STUDENTS' LOGICAL-COMBINATORIAL THINKING IN ELEMENTARY MATHEMATICS TEACHING","authors":"D. Rakić, Bojan D. Lazić, Mia Marić","doi":"10.18355/PG.2021.10.1.7","DOIUrl":"https://doi.org/10.18355/PG.2021.10.1.7","url":null,"abstract":"The aim of this research was to examine the influence of differentiated tasks on the development of logical-combinatorial thinking abilities of the first grade of primary school students, using the experimental-research method. The research was conducted on the sample (N=60) chosen from the population of first-grade students of primary school \"Nikola Tesla\" in Novi Sad. Obtained research results showed the high influence of differentiated mathematical problems on students' logical-combinatorial thinking and functional knowledge in elementary mathematics education. The results' practical implication mirrors the possibility of their application in the domain of the improvement of students' cognitive abilities and functional knowledge from the very beginning of the educational journey.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597526","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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