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The Difficult Paths of Spirituality in Education: Between Secular Institutionalism and Informal Practices for Personal Selfimprovement 教育中的精神困境:介于世俗制度主义与个人自我完善的非正式实践之间
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.8
Konstantin Teodosiev
This present article, presented in the form of a scholarly essay, explores the role of non-formal education in bridging a significant gap within formal education, specifically concerning the introduction to various spiritual teachings and the potential for their practical application. It delves into the interplay between personal development, spiritual growth, and religious devotion. The article endeavors to systematically outline the reasons behind the limitations and deficiencies within formal education when it comes to nurturing an individual's spiritual development. It highlights the wealth of diverse content that non-formal education offers in the realm of spiritual doctrines and practices. Moreover, the article scrutinizes the challenges and complexities faced by individuals seeking to engage in spiritual disciplines when establishing criteria for evaluating the authenticity of the provided training, as well as the competence and ethical standards of their instructors. It pays special attention to the role of communities as the nurturing environment for learning, juxtaposing the favorable aspects with the potential pitfalls that may surface within the dynamics of group processes.
本文以学术论文的形式,探讨了非正规教育在弥补正规教育中的一个重要缺口方面所发挥的作用,特别是在介绍各种精神教义及其实际应用的潜力方面。文章深入探讨了个人发展、精神成长和宗教奉献之间的相互作用。文章试图系统地概述正规教育在培养个人精神发展方面存在局限和不足的原因。文章强调了非正规教育在精神教义和实践领域提供的丰富多样的内容。此外,文章还仔细研究了寻求参与精神修炼的个人在建立所提供培训的真实性评估标准及其导师的能力和道德标准时所面临的挑战和复杂性。文章特别关注社区作为学习的培育环境所发挥的作用,将其有利方面与群体过程动态中可能出现的潜在隐患并列起来。
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引用次数: 0
A Template for a Distance Learning E-course at a Bulgarian University – the Experience of St. Cyril and St. Methodius University of Veliko Tarnov 保加利亚大学远程学习电子课程模板--大特尔诺夫圣西里尔和圣美多迪乌斯大学的经验
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.2
Stoyanka Georgieva-Lazarova, L. Lazarov
The high-quality e-course design is key to the success of distance instruction. Building on a brief overview of the scientific literature, the main elements in the design of an e-course are theoretically substantiated. The structure of a universal template for a quality distance instruction course has been discussed. The research results suggest that the teachers questioned have no experience with designing an e-course. Their attitude towards the utility of the template is hesitant. The percentage of those who wished to be trained to work with the template is high, which is in an inverse relationship with the assessment of utility, that is, the fewer teachers need additional training to work with the template, the more positively this impacts their opinion on the template’s utility. The template is particularly beneficial for the start of the teacher’s professional development, which considerably eases their workload and helps them make pedagogically sound decisions.
高质量的电子课程设计是远程教学成功的关键。在简要概述科学文献的基础上,从理论上论证了电子课程设计的主要要素。讨论了高质量远程教学课程通用模板的结构。研究结果表明,受访教师没有设计电子课程的经验。他们对模板的实用性持犹豫态度。希望接受培训以使用该模板的教师比例很高,这与效用评估成反比,即需要额外培训以使用该模板的教师越少,他们对模板效用的看法就越积极。该模板对教师专业发展的起步阶段尤为有益,它大大减轻了教师的工作量,并有助于他们做出合理的教学决策。
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引用次数: 0
Professional Values of Teachers in Training 受训教师的职业价值观
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.5
Maria Petkova
The article presents the results of an empirical study conducted through a survey among 123 students studying to become teachers at Sofia University “St. Kliment Ohridskiˮ. The purpose of the study is to identify the professional values of this target group. The results testify to prevailing postmodern and constructivist professional values, but also fluctuations in the value orientation regarding the active role of the teacher and the student in the learning-teaching process. Responsibility, respect, empathy, professionalism, adaptability, motivation and patience were identified as general professional values.
本文介绍了通过对索非亚大学 "St. Kliment Ohridskiˮ "的 123 名教师专业学生进行调查而开展的实证研究的结果。研究的目的是确定这一目标群体的职业价值观。研究结果表明,后现代和建构主义专业价值观盛行,但在教师和学生在学习-教学过程中的积极作用的价值取向方面也有波动。责任、尊重、同理心、专业精神、适应性、积极性和耐心被认为是普遍的专业价值观。
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引用次数: 0
Digital Whiteboards as a Form of Effective Communication in Blended Learning environment 数字白板作为混合学习环境中的一种有效交流形式
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.4
Milena Levunlieva
The present study offers a constructivism-informed answer to the question what to do in post-Covid environment when school-goers share an almost universal assumption that studying does not necessarily mean being at school. To pursue this goal, the survey method is used in exploring students’ changed perceptions of learning. These perceptions arguably stem from the past 2 years of lockdowns when blended learning became the only form of reaching both on-ground and online students attending the same classes. The focus is on a technology specifically designed to improve computer-mediated communication and enhance its role in student motivation and the evaluation of both the quality of educational results and the process of their achievement in blended learning environment. The survey, conducted with high school students, gives grounds to optimize electronic courses and encourages a re-conceptualization of the application of blended learning during on-ground classes in the light of students’ perceptions for streamlining the educational process in terms of both time and resources.
在后科维德时代,学生们几乎普遍认为学习并不一定意味着在学校,本研究针对这一问题提供了一个建构主义的答案。为了实现这一目标,本研究采用了调查法来探讨学生对学习的看法的变化。这些看法可以说是源于过去两年的停课,当时混合式学习成为唯一能同时接触到在校学生和在线学生的形式。调查的重点是一种专门用于改进计算机辅助交流的技术,并加强其在混合式学习环境中对学生学习动机、教学成果质量及其实现过程的评价方面的作用。对高中学生进行的调查为优化电子课程提供了依据,并鼓励根据学生对简化教育过程(包括时间和资源)的看法,重新认识混合式学习在课堂上的应用。
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引用次数: 0
Youth Activities and Training as an Incubator of Inclusive Policies, Cultures and Practices 青年活动和培训是全纳政策、文化和实践的孵化器
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.9
V. Mareva, Yavor Georgiev
The article presents the results of a survey aimed at tracking the attitudes of users of “youth center” type of institutions in Bulgaria, regarding the implementation of youth activities and trainings promoting the development of inclusive policies, cultures and practices. The research methodology is based on the conceptual framework of the “Inclusion Index – Development of Learning and Participation in Schools”. The survey covered 150 users of youth activities and training. Analysis of the research data shows that 'youth center' type institutions promote the development of inclusive policies, cultures and practices.
本文介绍了一项调查的结果,调查的目的是了解保加利亚 "青年中心 "类机构的用户 对开展促进全纳政策、文化和实践发展的青年活动和培训的态度。研究方法以 "全纳指数--学校学习与参与的发展 "概念框架为基础。调查涵盖了 150 名青年活动和培训的使用者。对研究数据的分析表明,"青年中心 "类机构促进了全纳政策、文化和实践的发展。
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引用次数: 0
Visualization Problems in Mathematics for the Third Class through Animated Scenarios in an Electronic Learning Environment 通过电子学习环境中的动画情景,直观解决初三数学问题
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.6
Vilislav Radev, Hristo Hristov
The paper aims to present the development of educational content such as animated scenarios for teaching the topic “Division of two-digit and threedigit numbers by one-digitˮ. Visually animated examples through which to present the division of two and three-digit numbers by one-digit ones in an electronic environment, simulating situations close to real life are discussed. The purpose of the publication is to present the development of animated scenarios for teaching the discussed topic in one with its teaching method. The environment chosen for the development of the animated examples is Scratch, due to its rich technical tools and its familiarity with the students.
本文旨在介绍为 "两位数和三位数除以一位数ˮ "教学开发的动画情景等教学内容。本文讨论了在电子环境中,通过可视化动画示例来演示两位数和三位数除以一位数的除法,模拟接近现实生活的情境。本出版物的目的是介绍如何开发动画情景,结合教学方法教授所讨论的主题。由于 Scratch 具有丰富的技术工具,而且学生对其非常熟悉,因此选择 Scratch 作为开发动画示例的环境。
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引用次数: 0
Transformative Learning and Non-Formal Education 转型学习和非正规教育
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.7
Silvia Nikolaeva
The article presents the results of a study aimed at identifying and analyzing the conceptual frameworks and dynamics of the steadily growing research interest in the transformative potential of non-formal education. The main research question addresses the leading features of the identified conceptual and thematic interlink, correlation between non-formal education and transformative learning, as it has developed over the past 2 decades. The methodology of the study combines bibliometric analysis and literature review of a broad range of selected samples of articles, scientific reports and books (based on data available in Scopus) after 2000. The analysis of the data has clearly demonstrated that, during the period under review, the interrelationships between transformative learning and nonformal education has been in the focus of research increasing quantitative dimensions and an expanding holistic conceptual scope. The latter relates primarily to the field of lifelong learning by adults and young adults with a focus on education for sustainable development. These conclusions give ground to expectations that non-formal education will continue to set innovative directions for transformative learning and development.
文章介绍了一项研究的结果,该研究旨在确定和分析对非正规教育变革潜力的研究兴趣稳步增长的概念框架和动态。主要研究问题涉及已确定的概念和主题之间相互联系的主要特征,即非正规教育与变革性学习之间的相关性,因为它是在过去二十年中发展起来的。研究方法结合了文献计量分析和文献综述,广泛选取了 2000 年以后的文章、科学报告和书籍样本(基于 Scopus 提供的数据)。数据分析清楚地表明,在本报告所述期间,变革性学习与非正规教育之间的相互关系一直是研究的重点,研究的数量不断增加,整体概念范围不断扩大。后者主要涉及成人和青年的终身学习领域,重点是可持续发展教育。这些结论使人们有理由期待非正规教育将继续为变革性学习和发展确定创新方向。
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引用次数: 0
Exploring the Narrative Identity of Hungarian Teachers in Slovakia 探索斯洛伐克匈牙利教师的叙事身份
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-18 DOI: 10.53656/ped2023-9.3
Patrik Baka, Terézia Stredl, Kinga Horváth, Zsuzsanna Huszár, Melinda Nagy, Péter Tóth, András Németh
The focus of the present paper is to investigate the narrative identity of Hungarian teachers in Slovakia and to identify their identity factors. The first section of the study introduces the demographic and pedagogical characteristics of the Hungarian minority in Slovakia. Following that, we explore the concept of narrative identity and the possibilities for its research, with a strong emphasis on the Grounded Theory methodology, on which this research is based. Next, we present the specific characteristics and focal points of our research, as well as the group of interviewees, consisting of teachers from various regions of southern Slovakia. Finally, we will analyze in detail the common findings from the in-depth interviews, which we will categorize according to the Grounded Theory methodology and interpret based on the concepts (key terms) within those categories. The four categories we identified are “dynastic patternsˮ, “professional foundationˮ, “critical horizonsˮ, and “national identity and cultureˮ.
本文的重点是调查斯洛伐克匈牙利教师的叙事认同,并确定其认同因素。研究的第一部分介绍了斯洛伐克匈牙利少数民族的人口和教学特点。随后,我们探讨了叙事身份认同的概念及其研究的可能性,并着重强调了本研究基于的 "基础理论 "方法。接下来,我们将介绍本研究的具体特点和重点,以及由斯洛伐克南部各地区教师组成的受访者群体。最后,我们将详细分析深入访谈的共同发现,并根据基础理论方法对这些发现进行分类,并根据这些类别中的概念(关键术语)进行解释。我们确定的四个类别是 "王朝模式ˮ"、"专业基础ˮ"、"批判视野ˮ "和 "民族身份与文化ˮ"。
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引用次数: 0
The Teacher`s Competence Profile – Training in a University Environment 大学环境下教师能力的培养
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-18 DOI: 10.53656/ped2023-8.1
Siyka Chavdarova-Kostova, Ekaterina Tomova
The definition and structural-content description of basic competences of teachers in a normative document presenting the state requirements for the qualification “teacher” in 2021 is a challenge for higher schools in Bulgaria how to practically apply the competence approach in the training of future teachers. The present study is the first that aims to survey the opinion of students studying pedagogic disciplines in relation to the main competences of teachers such as: teaching, relationships with students, relationships with other pedagogical professionals, leadership, work with parents and family community, educational work, work in a multicultural and inclusive school environment. The results illustrate the importance of students' awareness of the teacher's basic professionalpedagogical competencies, including the implementation of reflection in relation to their content components.
在提出2021年国家对“教师”资格要求的规范性文件中,对教师基本能力的定义和结构-内容描述是保加利亚高等学校如何在培训未来教师中实际应用能力方法的挑战。本研究是第一个旨在调查学习教育学学科的学生对教师主要能力的看法的研究,这些能力包括:教学、与学生的关系、与其他教学专业人员的关系、领导能力、与父母和家庭社区的合作、教育工作、在多元文化和包容性的学校环境中工作。结果说明了学生对教师基本专业教学能力的认识的重要性,包括对其内容组成部分的反思的实施。
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引用次数: 0
Relationship of Critical Thinking with Competencebased Approach in Learning Calculus 批判性思维与能力基础方法在微积分学习中的关系
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-18 DOI: 10.53656/ped2023-8.6
Diana Izvorska
In this article, an analysis of a topical problem for university didactics concerning the formation of critical thinking (CT) in students in the process of modernization of higher education has been made. A comparison is drawn between properties of both ordinary and critical thinking. Special attention is given to the relationship between CT and competence-based approach in learning Calculus. A model of CT formation in students has been presented and detailed consideration given to pedagogic and didactic conditions for CT formation.
本文对高等教育现代化进程中大学生批判性思维的形成这一大学教学的热点问题进行了分析。比较了普通思维和批判性思维的性质。特别注意的是CT和能力为基础的方法在学习微积分之间的关系。提出了学生CT形成的模型,并详细考虑了CT形成的教学和教学条件。
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引用次数: 0
期刊
Pedagogika-Pedagogy
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