The article presents an author‘s research in an area of inclusive education. More specifically, the intergroup stereotypes of student pedagogues, future kindergarten and elementary school teachers, towards children and students with special educational needs were investigated. The scale for intergroup stereotypes (SCM – Stereotype Content Model) was used in the study.The development draws attention to the importance of changing the stereotypes towards inclusive groups of children and students, for the success of inclusive education.
{"title":"The Stereotypes of Pedagogical Students – Barriers to the Implementation of Quality Inclusive Education","authors":"Zornitsа Ganeva","doi":"10.53656/ped2024-1s.07","DOIUrl":"https://doi.org/10.53656/ped2024-1s.07","url":null,"abstract":"The article presents an author‘s research in an area of inclusive education. More specifically, the intergroup stereotypes of student pedagogues, future kindergarten and elementary school teachers, towards children and students with special educational needs were investigated. The scale for intergroup stereotypes (SCM – Stereotype Content Model) was used in the study.The development draws attention to the importance of changing the stereotypes towards inclusive groups of children and students, for the success of inclusive education.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420476","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 recent reforms in the educational system in Bulgaria aimed to provide the development of transversal skills and competences established in the state educational standards and curricula in all academic disciplines at primary school. Mathematics is the discipline that develops abstract-logical connections and makes sense of the world in a symbolic way, while building up the ability of students to cope with tasks in unfamiliar situations, in other words – to solve problems. The present paper attempts to investigate the theory of solving problems in mathematics at primary school age searching for its potential implementation. Methods of the study include theoretical research in the field of problem solving, covering its levels, models and strategies for its application, as well as content analysis of educational documentation for the 3rd grade. As a result of the study, relevant models and strategies are presented that have the potential to develop students’ problem-solving skills, revealing the need for increasing the number of tasks in the textbooks, which provide opportunities for problematization.
{"title":"Solving Problems – Models, Strategies and Potential Implementation in Mathematics Education of 9 – 10-Year-Old Students","authors":"Lyubka K. Aleksieva, Lilia Stoilova","doi":"10.53656/ped2024-1.04","DOIUrl":"https://doi.org/10.53656/ped2024-1.04","url":null,"abstract":"The recent reforms in the educational system in Bulgaria aimed to provide the development of transversal skills and competences established in the state educational standards and curricula in all academic disciplines at primary school. Mathematics is the discipline that develops abstract-logical connections and makes sense of the world in a symbolic way, while building up the ability of students to cope with tasks in unfamiliar situations, in other words – to solve problems. The present paper attempts to investigate the theory of solving problems in mathematics at primary school age searching for its potential implementation. Methods of the study include theoretical research in the field of problem solving, covering its levels, models and strategies for its application, as well as content analysis of educational documentation for the 3rd grade. As a result of the study, relevant models and strategies are presented that have the potential to develop students’ problem-solving skills, revealing the need for increasing the number of tasks in the textbooks, which provide opportunities for problematization.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445361","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 research is a new perspective on the components of political pedagogy in the understandings and activities of Stefan Stambolov. It is proven that he updates his national politics with the values of modern education and elevates pedagogy into a practical science of social and cultural change, and the national school into the real dynamic factor of spirituality in post-liberation Bulgaria.
{"title":"Political Pedagogy of Stefan Stambolov – 170th Anniversary of the Birth of Stefan Nikolov Stambolov","authors":"Yordan B. Kolev","doi":"10.53656/ped2024-1.02","DOIUrl":"https://doi.org/10.53656/ped2024-1.02","url":null,"abstract":"The research is a new perspective on the components of political pedagogy in the understandings and activities of Stefan Stambolov. It is proven that he updates his national politics with the values of modern education and elevates pedagogy into a practical science of social and cultural change, and the national school into the real dynamic factor of spirituality in post-liberation Bulgaria.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445660","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}
Drawing on the standpoints of Critical Pedagogy and the Emancipatory view of education, this paper addresses the issue of developing alternative educational practices that can lead to a change in relationships in the classroom and possibly in the broader social context. In relation to some of the contemporary pedagogical views, some alternative pedagogical models are presented that promote changes in the relationships between teachers and students, and between students themselves. In an effort to create a more democratic environment, we address the question of how these models can also be establisheded in contemporary schools. Starting from the promotion of didactic teacher strategies that support student autonomy, some theoretical and practical pedagogical implications are highlighted that can encourage teachers to actively and cooperatively change the classroom and wider social relations and conditions with students. In addition, the paper provides an overview of contemporary education and gives a general recommendation for education workers who want to actively work for education based on ideas of emancipation.
{"title":"Emancipatory Education and Development of Alternative Educational Practices","authors":"Luka Nikolić, Aleksandar Tadić","doi":"10.53656/ped2024-1.05","DOIUrl":"https://doi.org/10.53656/ped2024-1.05","url":null,"abstract":"Drawing on the standpoints of Critical Pedagogy and the Emancipatory view of education, this paper addresses the issue of developing alternative educational practices that can lead to a change in relationships in the classroom and possibly in the broader social context. In relation to some of the contemporary pedagogical views, some alternative pedagogical models are presented that promote changes in the relationships between teachers and students, and between students themselves. In an effort to create a more democratic environment, we address the question of how these models can also be establisheded in contemporary schools. Starting from the promotion of didactic teacher strategies that support student autonomy, some theoretical and practical pedagogical implications are highlighted that can encourage teachers to actively and cooperatively change the classroom and wider social relations and conditions with students. In addition, the paper provides an overview of contemporary education and gives a general recommendation for education workers who want to actively work for education based on ideas of emancipation.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446952","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 place of the Bulgarian Community Center in European culture is unique. Originated as a form of public education unknown to the world, today it asserts itself with its multifunctional mission of preserving the intangible cultural heritage, providing widely accessible education in an extracurricular environment and permanent self-education in the spirit of the modern educational paradigm. The aim of the historical-pedagogical study is a theoretical reconstruction of the genesis of the Bulgarian community center, which, even at the dawn of its emergence, functioned as an alternative to the new Bulgarian school. The tasks for realizing the goal are focused on highlighting the content orientation and forms of community education, its first trainers and users of knowledge. The reconstruction is based on researched information, facts and data about events, processes and persons in the documentary base of the first community center that arose in Svishtov, of the National Historic Archive in the National Library, DA Archives of Shumen and Montana, revival periodical press. The applied research methodology is based on the analytical-synthetic, documentary, biographical, factual, hermeneutic and chronological method
{"title":"The “Second” Bulgarian School. The Genesis","authors":"P. Tsoneva, Bistra Mizova","doi":"10.53656/ped2024-1.01","DOIUrl":"https://doi.org/10.53656/ped2024-1.01","url":null,"abstract":"The place of the Bulgarian Community Center in European culture is unique. Originated as a form of public education unknown to the world, today it asserts itself with its multifunctional mission of preserving the intangible cultural heritage, providing widely accessible education in an extracurricular environment and permanent self-education in the spirit of the modern educational paradigm. The aim of the historical-pedagogical study is a theoretical reconstruction of the genesis of the Bulgarian community center, which, even at the dawn of its emergence, functioned as an alternative to the new Bulgarian school. The tasks for realizing the goal are focused on highlighting the content orientation and forms of community education, its first trainers and users of knowledge. The reconstruction is based on researched information, facts and data about events, processes and persons in the documentary base of the first community center that arose in Svishtov, of the National Historic Archive in the National Library, DA Archives of Shumen and Montana, revival periodical press. The applied research methodology is based on the analytical-synthetic, documentary, biographical, factual, hermeneutic and chronological method","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140448615","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}
We often look at leisure time in different spheres of life by default and not so much importance. The aim of the paper is to consider and observe the views of boarding school teachers towards the paradigm of education through leisure activities in the boarding school. The obtained findings indicate that teachers perceive the importance of leisure activities, but that a large number of them estimate that there is not enough developed competence for the specific section they lead in the boarding school. When it comes to cooperation with colleagues in the direction of improving leisure time, the teachers’ opinions are divided, where there are answers that reflect good cooperation, but there are also answers from teachers that suggest that cooperation is bad or non-existent.
{"title":"The Paradigm of Education through Leisure Activities in the Boarding School: Teacher’s Viewpoints","authors":"Nedeljko M. Milanović","doi":"10.53656/ped2024-1.07","DOIUrl":"https://doi.org/10.53656/ped2024-1.07","url":null,"abstract":"We often look at leisure time in different spheres of life by default and not so much importance. The aim of the paper is to consider and observe the views of boarding school teachers towards the paradigm of education through leisure activities in the boarding school. The obtained findings indicate that teachers perceive the importance of leisure activities, but that a large number of them estimate that there is not enough developed competence for the specific section they lead in the boarding school. When it comes to cooperation with colleagues in the direction of improving leisure time, the teachers’ opinions are divided, where there are answers that reflect good cooperation, but there are also answers from teachers that suggest that cooperation is bad or non-existent.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447393","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 work is dedicated to innovative educational practices, that are based on teaching and learning through the methods of science, technology, engineering and mathematics (STEM), combined with the use of various digital tools. These project activities are suitable for implementation in the learning process both in face-to-face and distance learning. They enable the development of communication and collaboration skills, critical thinking and problem solving, creativity and innovation, as well as the creation of digital content. The described practices and digital tools are used in the preparation of teachers in various qualification courses conducted by the Department for Qualification and Professional Development of Pedagogical Specialists at University of Plovdiv “Paisii Hilendarski”. They are used and implemented also in education of students in lower-secondary schools (5th – 7th grade). The teaching practices are based on the results of a three-year study of already trained Bulgarian teachers, who try them daily in the learning process and notice their positive impact on students. The article describes a realized STEM project, named “European countries”.
{"title":"Innovative Practices in Teachers’ and Students’ Trainings","authors":"Ivelina Velcheva, Deyana Peykova","doi":"10.53656/ped2024-1.08","DOIUrl":"https://doi.org/10.53656/ped2024-1.08","url":null,"abstract":"The present work is dedicated to innovative educational practices, that are based on teaching and learning through the methods of science, technology, engineering and mathematics (STEM), combined with the use of various digital tools. These project activities are suitable for implementation in the learning process both in face-to-face and distance learning. They enable the development of communication and collaboration skills, critical thinking and problem solving, creativity and innovation, as well as the creation of digital content. The described practices and digital tools are used in the preparation of teachers in various qualification courses conducted by the Department for Qualification and Professional Development of Pedagogical Specialists at University of Plovdiv “Paisii Hilendarski”. They are used and implemented also in education of students in lower-secondary schools (5th – 7th grade). The teaching practices are based on the results of a three-year study of already trained Bulgarian teachers, who try them daily in the learning process and notice their positive impact on students. The article describes a realized STEM project, named “European countries”.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447045","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}
One of the most up-to-date approaches to modern education for acquiring a foreign language through the study of a non-language subject is Content and Language Integrated Learning (CLIL). This approach gives the opportunity to develop a variety of learning strategies, application of innovative teaching methods and techniques, as well as increasing the motivation to learn. On the other hand, this approach provides the opportunity for learners to familiarize and expand their intercultural knowledge and understanding, while improving their skills to communicate in the language, other than their mother tongue. Being an educational approach, based on competences, CLIL is extremely well received by educators in Europe and around the world. One of the best-known models for CLIL implementation is the 4C’s conceptual framework developed by Do Coyle - Content, Communication, Cognition, Culture. Given the specificity of science teaching and in particular chemistry teaching in English, the article proposes to expand the model on the 4C’s frame to 6С’s frame- Content, Communication, Cognition, Culture, Key Competencies, Collaboration. On the basis of this frame, a CLIL lesson planning matrix for teaching chemistry in English was developed.
{"title":"A Model for Applying the Content and Language Integrated Learning (CLIL) Methodology in Teaching Chemistry in English in the Bulgarian Secondary School","authors":"Irina Andonova, Elena Boiadjieva","doi":"10.53656/ped2024-1.06","DOIUrl":"https://doi.org/10.53656/ped2024-1.06","url":null,"abstract":"One of the most up-to-date approaches to modern education for acquiring a foreign language through the study of a non-language subject is Content and Language Integrated Learning (CLIL). This approach gives the opportunity to develop a variety of learning strategies, application of innovative teaching methods and techniques, as well as increasing the motivation to learn. On the other hand, this approach provides the opportunity for learners to familiarize and expand their intercultural knowledge and understanding, while improving their skills to communicate in the language, other than their mother tongue. Being an educational approach, based on competences, CLIL is extremely well received by educators in Europe and around the world. One of the best-known models for CLIL implementation is the 4C’s conceptual framework developed by Do Coyle - Content, Communication, Cognition, Culture. Given the specificity of science teaching and in particular chemistry teaching in English, the article proposes to expand the model on the 4C’s frame to 6С’s frame- Content, Communication, Cognition, Culture, Key Competencies, Collaboration. On the basis of this frame, a CLIL lesson planning matrix for teaching chemistry in English was developed.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445958","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 article presents a structure and toolset of a STEM lesson in Biology and Health Education (grade 7), which also provides opportunities for implementing co-teaching. The lesson was implemented by a biology and health education teacher with students from “Yane Sandanski” Primary School, Plovdiv. The current problem under consideration is antibiotic resistance of disease-causing bacteria. Students model the effect of an antibiotic on the number of bacteria with different sensitivities. In the course of work, learners actively acquire knowledge, apply skills for calculating probabilities and for graphical presentation of data, and increase their digital skills. They practically go through the stages of scientific research: predict, investigate, analyze and draw conclusions. Critical thinking is developed and students‘ communication and cooperation skills are enhanced.
{"title":"Opportunities for Applying Mathematical Modeling and Co-Teaching in a STEM Lesson in Biology and Health Education (7th Grade)","authors":"Kalina Ivanova","doi":"10.53656/ped2024-1.09","DOIUrl":"https://doi.org/10.53656/ped2024-1.09","url":null,"abstract":"The article presents a structure and toolset of a STEM lesson in Biology and Health Education (grade 7), which also provides opportunities for implementing co-teaching. The lesson was implemented by a biology and health education teacher with students from “Yane Sandanski” Primary School, Plovdiv. The current problem under consideration is antibiotic resistance of disease-causing bacteria. Students model the effect of an antibiotic on the number of bacteria with different sensitivities. In the course of work, learners actively acquire knowledge, apply skills for calculating probabilities and for graphical presentation of data, and increase their digital skills. They practically go through the stages of scientific research: predict, investigate, analyze and draw conclusions. Critical thinking is developed and students‘ communication and cooperation skills are enhanced.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446917","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 opening of the Teacher Training Institute in Burgas in 1943 as the first post secondary educational institution was logical and decisive for the prospects and future trends in education on a regional scale. During its 57 years of existence, Hristo Botev Teacher Training Institute became a centre for training, qualification and retraining of teachers, a cultural and educational hub. Its history was traced using archival sources, published memories and personal documents that have been put in scientific circulation for the first time. For the purpose of analysis, the historical and pedagogical approach, cultural and historical retrospection, and historical comparative analysis have been applied. The collected facts and their scientific interpretation lead to the conclusion that, chronologically, the Teacher Training Institute was the first step towards making Burgas a university city. Its establishment marked the beginning of a tradition that today allows us to talk about Burgas as the training centre for pedagogical staff in Southeastern Bulgaria
{"title":"The Teacher Training Institute in Burgas: А Time-Honoured Productive Tradition","authors":"Margarita Terzieva","doi":"10.53656/ped2024-1.03","DOIUrl":"https://doi.org/10.53656/ped2024-1.03","url":null,"abstract":"The opening of the Teacher Training Institute in Burgas in 1943 as the first post secondary educational institution was logical and decisive for the prospects and future trends in education on a regional scale. During its 57 years of existence, Hristo Botev Teacher Training Institute became a centre for training, qualification and retraining of teachers, a cultural and educational hub. Its history was traced using archival sources, published memories and personal documents that have been put in scientific circulation for the first time. For the purpose of analysis, the historical and pedagogical approach, cultural and historical retrospection, and historical comparative analysis have been applied. The collected facts and their scientific interpretation lead to the conclusion that, chronologically, the Teacher Training Institute was the first step towards making Burgas a university city. Its establishment marked the beginning of a tradition that today allows us to talk about Burgas as the training centre for pedagogical staff in Southeastern Bulgaria","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140448418","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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