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System wartości uczniów szkól ponadgimnazjalnych (na przykładzie badań własnych)

Author(s): Anna Rajchel / Language(s): Polish Issue: 80/2017

The system of values of young people who enter adult life may undergo changes in reference to the experience and age. The home and the school are the places which – with regard to their functions - should bring up and educate youth in the spirit of respect for the fundamental values indispensable for the proper functioning of communities and individuals. It is exceptionally crucial nowadays, when so much is being spoken and written about the crisis of the family, the so-called ‘euro-orphanage’ (the loneliness of Polish children whose parents work abroad) and the Internet, which more and more often replaces direct contacts and conversations of young people with their coevals

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ÖĞRETMENLERİNİN ÖĞRETİMSEL DENETİM UYGULAMALARINA İLİŞKİN METAFORİK ALGILARININ İNCELENMESİ

Author(s): Ahmet Burak,Osman Ferda Beytekin / Language(s): Turkish Issue: 44/2019

The purpose of this research is to determine the metaphorical perceptions of teachers about instructional supervision. An open-ended questionnaire was developed to reveal the opinions of the teachers participating in the research in order to gather data for the research. Teachers were asked to complete following sentences; “Instructional supervision implementations are similar to ... because ...” and “I feel myself like ...during the instructional practices; because...”. According to the findings of the research, it is seen that the majority of secondary school teachers have negative perception about instructional control practices.

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Learning RFL and UFL in Ukrainian Universities: Focus on Arabic Students

Author(s): Maryna Shlenova,Anastasiya Nesterenko,Zoya Girich,Anna Boiarska-Khomenko,Yuliia Korneiko / Language(s): English Issue: 4 Sup1/2019

Purpose: To determine the peculiarities in learning Russian as a foreign language (RFL) and Ukrainian as a foreign language (UFL) by Arabic students at Ukrainian universities. Material: 112 Arabic francophone students aged 21-22 studied at preparatory departments in 5 Ukrainian universities participated in the research (n=54 studied UFL, n=58 studied RFL). Results: The test demonstrated that students who learned UFL showed the best results in listening (arithmetic mean of errors = 5.98, t=2.8, deviation of mean = 0.08, p≤0.01), worst results in grammar (arithmetic mean of errors = 6.67, t=2.9, deviation of mean = -0.18, p≤0.01). The students who learned RFL done more errors in grammar (arithmetic mean of errors = 7.81, t=2.9, deviation of mean = 0.02, p≤0.01), and showed the best results in speaking (arithmetic mean of errors = 7.22, t=3, deviation of mean = 0.24, p≤0.01).Conclusions: the research determined that the social and politic situation in the country influences a lot on the language skills of foreign students. The research confirmed that Ukrainian language is easy to learn than Russian language at least for the Arabic francophone students. The profound study of the problem issues, individual approach, and linguistic environment could solved the revealed problems.

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Slovo o prvých životných krokoch časopisu O dieťati, jazyku, literatúre

Author(s): / Language(s): Slovak Issue: 2/2017

Časopis O dieťati, jazyku, literatúre aktuálnym číslom završuje svoje prvé malé jubileum: vychádza 5 rokov (od r. 2013). V živote časopisu to iste nie je závratný vek, o jeho histórii možno hovoriť iba veľmi opatrne. Napriek tomu sa pokúsime naznačiť najprv základné štatistické ukazovatele jeho desiatich čísel, potom tematické rozvrstvenie, aby sme na konci čitateľov časopisu oboznámili s obsahom aktuálneho čísla.

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Slovotvorná kategorizácia ako stratégia pri rozvíjaní porozumenia učebného textu

Author(s): Eva Gogová / Language(s): Slovak Issue: 2/2017

The aim of this paper is to present the empirical results of a qualitative research which dealt with the role of word-formative categorisation (categorization of words according to their semantic-formal features) within comprehending informational text by pupils in year 4 and 5. The rationale for this research is the range of identified problems of the Slovak pupils when they learn from informational text in the period of transition from primary to junior secondary education. Other rationales include the dissatisfying results reached by the Slovak pupils in measuring reading literacy (PIRLS), especially in comprehension of informational text. Word-formative categorisation was investigated as a possible strategy facilitating text comprehension; it means the utilisation of word-formation units (cluster, type, category) in deciphering the meaning of subject specific terminology that are subsequently used in global understanding of the text. The research design relies on both the theories of Slovak derivational morphology and the researches from the psychology of text comprehension. The multi-phase research has showed the important role of word-formative categorisation in the process of learning a specific terminology. Pupil’s awareness of word-formation processes and semantic-formal relationships between words is instrumental in deciphering meanings of subject specific terminology, which was positively observed in text reception during the lessons of other disciplines.

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Detskí pisatelia v akcii: potenciál metódy párového písania na výskumné a edukačné účely

Author(s): Svetlana Homoľová,Martin Klimovič / Language(s): Slovak Issue: 2/2017

In contrast to individual writing, paired writing (two writers write a text together) could be useful in pedagogy, psychology and language education. The aim of the study is to describe the power of paired writing for both writing process research and teaching language, communication and literature in primary education. Children (aged 8 to 9 years) were asked to write a story in pairs. Writers’ behavior during the process of collaborative peer writing was taped. The analysis of the transcripts has outlined a repertoire of verbal interactions affecting both formal and semantic aspects of the text during writing. The method of paired writing seems to be a powerful tool for observation and analysis of processes manifested in writing.

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Porovnanie rozvíjania čitateľskej gramotnosti u 10 – 11-ročných žiakov na Slovensku a vo Veľkej Británii

Author(s): Milada Walková / Language(s): Slovak Issue: 2/2017

The article compares and contrasts the development of reading skills in 10 – 11-year old children in Slovakia and in the United Kingdom. It does so by analysing the learning objectives, national assessment tests and teaching materials for this age from the point of view of genres and cognitive skills involved. A strength of the Slovak approach is in a variety of genres in focus. However, higher cognitive skills need to be attended to morefully. Recommendations are given regarding strategies of implementing the developmentof higher cognitive skills in children, such as drawing inferences, recognising facts from opinions, evaluating the use of language in text, and inferring the meaning of words from context.

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O neskúmaných aspektoch písania písmom Comenia Script

Author(s): Martin Klimovič / Language(s): Slovak Issue: 2/2017

V jari 2017 sa v médiách znova otvorila téma alternatívneho písma Comenia Script1 v slovenských školách. Ministerstvo školstva Slovenskej republiky dodatkom k Štátnemu vzdelávaciemu programu rozhodlo, že od septembra 2017 si vo vyučovaní elementárneho písania žiak osvojuje tvary písanej latinky. Rozhodnutie vyvolalo vlnu nesúhlasu najmä z radov zástancov nového neviazaného písma (prevažne učiteľov a rodičov), ako aj z radov ďalších podporovateľov alternatívnych a reformných riešení v našom regionálnom školstve. V denníkoch a internetových blogoch sme tak mohli čítať články s titulkami Píšte všetci modrým perom a jediným typom písma3, Šípková Ruženka reformuje slovenské školy!, v ktorých autori vyjadrujú nespokojnosť s rozhodnutím ministerstva, no i vyjadrenie samotnej autorky písma Comenia Script R. Lencovej, ktorá verí, že ide o administratívnu chybu ministerstva5. Napokon, hneď v júli ministerstvo požiadavkám škôl a rodičov ustúpilo a sľúbilo, že dodatok zruší, žiaci tak môžu naďalej písať aj alternatívnym písmom.

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SUSTAINABLE DEVELOPMENT FROM HIGH SCHOOL TEACHERS’ PERSPECTIVE

Author(s): Tamara Vukić / Language(s): English Issue: 03/2019

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education “about” sustainable development – there is a need for the education “for” sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers’ perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.

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Effect of Group Learning with Primary Education Students

Author(s): Eliza Avdiu / Language(s): English Issue: 4/2019

The purpose of this research is to examine group learning and its impact on achieving knowledge for primary school students. In this quasi-experimental study, data were collected from 221 students, with 111 students in an experimental group (who were influenced to learn through cooperative learning strategies) and 110 students in a control group (who learned under normal conditions). The total number of teachers was 50 from both groups. SPSS statistical package was used in this research with the following parameters: median, standard deviation, t-test, and correlation. Students achievement tests were conducted in both groups both prior to and following the experimental process in order to see the effects on students’ achievements. The results of the analysis have shown that cooperative learning strategies have a significant effect on student achievement in learning. This has been proven through differences seen in the final success of students in the control and experimental groups, which showed significant statistical value in favor of the experimental group. This research also provides information on the effects of the implementation of group work in teaching, which resulted in higher student achievement based on engagement, and the educational and professional background of teachers as a potential factor in attracting students to active cooperative learning. Based on these results, implications point to the insufficient dedication of teachers during the group learning process.

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Game-Based Learning Practices in Austrian Elementary Schools

Author(s): Eliza Avdiu / Language(s): English Issue: 3/2019

Contemporary literature studies show constant changes in the world of learning and teaching, and over the years game-based learning has been considered one of the most effective ways to learn something new. The purpose of this research was to understand the teaching practices used in game-based learning, and its importance in the elementary school teaching process. The study involved 24 teachers from six elementary schools in Austria. Semi-structured interviews were used. The research extended over a two-month period, including the researcher’s observations and participation in classes. The results of this study are based on the descriptive analysis of teachers’ views. According to the study’s findings, but also from the researcher’s observations, it is understood that game-based learning in Austrian elementary schools is a common teaching practice, which establishes the context of game-based learning that is fun and productive for children. Also, the results from this study illustrate the activities that teachers apply in different subjects, and show the different capacities and skills that children develop through games. According to teachers, game-based learning presents ongoing challenges related to finding and designing diverse game activities, and adapting their learning to the needs and interests of pupils.

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Building up European identity in primary education

Author(s): Claudia Borca,Călin Rus,Simona Lidia Sava / Language(s): English Issue: 2/2019

Building up the personal identity is a lifelong process, as identity can change, according with the groups of belonging, with new knowledge and changes of beliefs and contexts. There are more stable components of identity, like the values and attitudes, but there are contexts and experiences that sharpen different aspects of the identity. The article argues that education systems in Europe have responsibilities in supporting learners to develop their competences to act as citizens at local, national and European levels and thus have also the legitimacy to contribute to the development of a European identity and of a sense of belonging to Europe. Furthermore, it argues that such a process can and should start already in early ages. Therefore, teachers in primary school need appropriate competences to foster a positive identification of children with Europe and European values. They need to master intercultural competence, appropriate pedagogical and methodological approaches, they need to reflect on how to design teaching and learning contexts meant to stimulate, in a joyful, playful, attractive and consistent manner the building up of a European identity. The article mirrors the training needs of primary school teachers of 3rd and 4th grade in Western Romania, to develop these competences and be able to foster such process. The assessment of the training needs of primary school teachers involved covered all aspects of the competence, including values, attitudes, as well as the knowledge about EU, and their reflection on their teaching practices. The conclusions of the analysis can be useful for further training programs and reconceptualization of (initial) teacher education.

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Intercultural Competence in Education to Foster European Identity

Author(s): Agostino Portera / Language(s): English Issue: 2/2019

The paper summarizes the results of a qualitative study that aimed to identify the positiveoutcomes and opportunities, as well as the risks related with the identity building inmigration and living in a multicultural context. Research consisted of a 7-year longitudinalcase study, during which the life-stories, conflicts, crises, and problem-solving strategies of23 young people of Italian origin with migration experiences – some of which were stillliving in Southern Germany and some of which had returned to Southern italy – wereobserved. The sample was composed of both adolescents with intellectual disabilities orother psychological and social disorders and adolescents who seemed to have benefitedfrom living and growing up in different cultures. From the biographies it was possible toidentify the main risk and protective factors related to migration and life in a multiculturalcontext, and the adequate coping ability associated with their development. Based on themain findings of the study it was also possible to hypothesize that migration can inhibit orfacilitate the fulfillment of fundamental human needs. So, the qualitative data was analyzedin order to identify the needs which seemed to be related with the harmoniousdevelopment of the personality and a tentative theory of fundamental needs of humandevelopment was proposed. Finally, the results suggest that intercultural education canplay an important role in determining whether subjects experience enrichment and growthor increasing difficulties or mental illnesses and social disorders. Therefore the paper takesthe position that education can be an effective measure for fostering stable, flexible andmultiple European identities. Given the research results, intercultural education, asdeveloped and applied in a European context, can be considered as the most appropriateapproach.

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Intercultural education in the primary school education in Romania: ways to achieve and integrate it in curricular documents.

Author(s): Dorin Opriş / Language(s): English Issue: 2/2019

Intercultural education is unanimously recognized as one of the new dimensions of education. In Romania, in the 6th grade, students aged 12-13 years study a subject with this name, according to the curricular documents entered into force in 2017. At the same time,in various other subjects, especially from the socio-human area, numerous elements ofinterculturality are found in each educational cycle. Because in the primary schooleducation it lays the foundations of the later stages of formal education and personaldevelopment of the students, we were interested to see the support that this new dimension of this type of education benefits in the school curriculum from Romania. The results indicate a strong support for intercultural education from school subjects such as Religion,Personal Development, Social Education. This article includes the results of a research we conducted with the help of the survey based on a questionnaire, to identify how the students from the bachelor's degree specialization "Pedagogy of primary and pre-school education"relate to the possible ways of achieving and integrating the intercultural education in curricular documents at the primary school education. We wanted to identify the point of view of the students, the future teachers from primary school education, which is why the research was carried out at the end of the last year of their undergraduate studies. The conclusions show that there is a certain knowledge of the problem of the intercultural education at the primary school education, based on the university studies and the experience in the classroom, from the teaching practice or from the current activity of the students already working in education. However, we cannot fail to notice the significant differences between the points of view of those who have experience in teaching activity,including during high school education in a pedagogical high school, compared to their colleagues who have a much lower didactic experience.

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The construction of European identity in fourth grade history handbooks

Author(s): Atalia Onițiu / Language(s): English Issue: 2/2019

The fourth grade represents the first year of study of the discipline History for students in pre-university education. Before being a matter of civics, the European identity is a historically grounded construct; therefore, we naturally wondered whether the issue thatwe have not only an ethnic or national identity, but also a European one is, even incipiently,raised when teaching history. Our analysis started from the definition of the concept of European identity, to the general perception of Romanians regarding Europe according to Euro barometer data, to reach the analysis of the school syllabus in the History discipline and then to the textbooks constructed starting from this syllabus. The conclusion we reached following our approach was that, as the school syllabus supports the formation of the national identity first and on a secondary place, the sketching of elements of European identity (through the elements related to the history of the national minorities in Romania,the location on the map of Europe of the events in the history of Romanians, discussing indifferent topics subjects such as the European Union or presenting some important personalities for the history of Europe), the three existing textbooks, available and at the decision of the teachers have an accordingly approach, that we consider to be correct. The European identity cannot be built before the national identity, historically speaking, and for the age category to which we refer (9-10 years), in the condition of one course hour per week, the simultaneous construction of the two types of identity (in other words teaching the history of Romanians and universal history at the same time) is difficult to achieve.Therefore, we believe that the choice for national history and identity before the European one is properly substantiated. The national and European identities cannot be constructed from the simple enumeration of historical names or data. The well-built explanation,accompanied by carefully chosen examples is essential in teaching history to this age category and, of course, in the solid construction of one's own identity (national and European).

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Strengthening European Identity by promoting multilingualism in education

Author(s): Gabriela Domilescu,Cosmina Simona Lungoci / Language(s): English Issue: 2/2019

Actual understanding of multilingualism refers to the ability of individuals to consistently use two or more languages in communication. Knowing several languages facilitates international mobility and cooperation, fosters educational and professional integration,strengthens people's belonging to the European community as European citizens. Many European citizens are motivated to study another foreign language because of multiple reasons, especially the personal and professional advantages of language skills. However, it is also important to understand why many others are not currently studying foreign languages or are limited to the knowledge of English as second language. Some may consider foreign languages not to be essential for their lives, others may consider teaching methods too academic, rigid, less attractive, too boring, other may be traumatized by their school experiences. Whatever the reasons, solutions must be found to overcome these hesitations and learning fears. The purpose of these study is to investigate students'representations (future teachers) on European multilingualism and their attitudes towards the acquisition, knowledge and practicing of foreign languages in Europe. In order to establish the theoretical framework of our research, we have reviewed official studies elaborated by the European Commission, specialized articles and papers addressing the issue of multilingualism in European context. Using a questionnaire based research we aimed to identify students' (future teachers) reasons for choosing the study of a foreign language; the extent to which students know and exploit the benefits of European multilingualism and how they think it could be promoted by them, as future teachers. In line with the results of our research, we intend to we intend to highlight ways of promoting multilingualism in education.

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NEGATIVE MOTIVATION AND ITS INFLUENCING FACTORS OF CHINESE LEARNERS OF FOREIGNERS

Author(s): Feng Shaozhong,Liu Jiantong / Language(s): English Issue: 1/2020

Negative Motivation and Its Influencing Factors of Chinese Learners of Foreigners. Negative motivation research for the Chinese learners has been a hot topic and developed rapidly in China and abroad in recent years. This paper will take the Chinese learners of foreigners as the research object, explore the negative motivation of Chinese learners in different cultural backgrounds and its influencing factors, and make a comparative analysis. The negative motivation will have a considerable impact on the teaching of Chinese as a foreign language. The research results will not only enrich the relevant teaching theories, but also make teachers more targeted to carry out corresponding teaching methodology or intervention measures in the process of application. It will also test the effectiveness of improving cross-cultural adaptation of foreign students, thereby broadening the field of negative motivation research. The main benefit of this study will be the student by showing them where the learning Chinese barriers are and the solutions proposed to improve the teaching quality.

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A CULTURAL HISTORY OF IMPERIAL CIVIL EXAMINATION TO CONTEMPORARY CHINESE EXAMINATION

Author(s): Kai Chen / Language(s): English Issue: 1/2020

A Cultural History of Imperial Civil Examination to Contemporary Chinese Examination. Examination is an evaluation to check if students understand the lessons as well as a stimulating method to help students have progress efficiently. With the long history of imperial civil examination, Chinese examination in modern society is of rigorousness and high-difficulty, and exam-oriented education is very popular. Examination system with influence from imperial civil examination has its advantages and disadvantages, and Chinese language examination designed by Chinese teachers with Chinese exam features is not very welcomed by foreign students. This paper is to have a comprehensive understanding of imperial civil examination in view of its development, its relationship with Confucianism and its influence to contemporary Chinese language education. With the comparison of attitudes to exam, exam function, question design between Chinese exam and Romanian exam, we can make use of the advantages of various exam mechanisms to improve students’ language level, knowledge of culture, and dialectic thinking.

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THE REVIVAL OF CONFUCIANISM: THE RELEVANCE OF CONFUCIAN THINKING REFLECTED IN THE EDUCATIONAL SYSTEM IN CONTEMPORARY CHINA

Author(s): Diana-Elena Vereș / Language(s): English Issue: 1/2020

The Revival of Confucianism: The relevance of Confucian Thinking Reflected in the Educational System in Contemporary China. Confucianism can be defined as one of the most representative philosophies or religions in East Asia that had and continues to have an important influence, both in China, where it has emerged, and in the other countries of Asia, which have adapted the Confucian principles to their own politics. In China, the influence of Confucianism made its presence felt in all spheres of society in such a way that the Confucian model offered the principles of governance based on humanism, harmony and an appropriate behavior within the community. Chronologically, however, we can observe fluctuations of Confucian influence, especially in the modern era of China, when, with the change of government, a rejection from the traditional culture and a removal of the tradition has taken place, in order to embrace the modernization according to the model provided by the West. This distancing from the roots of one’s own culture leads, in the long term, to the loss of national identity and to a vacuum of spiritual values. Thus, in the contemporary period, the Chinese government promotes a return of the country to the old cultural traditions, in order to regain the values that have been lost in time and to be able to promote their country, internationally, making use of their millenary culture. The purpose of this article is to present how Confucian values are currently reflected in the education of Chinese students, to analyze the effects that this return to Confucianism has on Chinese society and to present the ways in which Confucianism could be applied in education.

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Technological Principles of the Formation of a Pupil’s Communicative Competence

Author(s): Iryna Kucherenko,Lidiia Mamchur,Yevhen Mamchur,Natalya Bidyuk / Language(s): English Issue: 1 Sup1/2020

Teaching the Ukrainian language is considered in the context of the formation of a pupil’s communicative competence, his ability to perform actively productive and reproductive speech activity in an oral and written form, various situations and spheres of communication. A communicative competence is classified as an integral complicated concept which consists of major components speech, lingual, discourse, socio-cultural, active competences. The linguistic-didactic organization of language teaching consists in following competent, individual and communicative-active approaches during a teaching process and in getting completely involved in the communication situation aimed at the development of each component of a pupil’s communicative competence. The technology of language teaching was worked out and tested in the research (personally-oriented, problem, active, interactive, development of critical thinking) as well as linguistic-didactic tools (synthesis of traditional and innovative forms, techniques and means of teaching, a technological system of teaching methods). The technology of language teaching is classified as a system, specially organized, goal-oriented design of an educative collaboration of a teacher and pupils based on the subject-subjective interaction, realization of all technological components, constant feedback, current and final reflection, control and correction of the actions aimed at ensuring a final result. The research results show positive changes in the levels of pupils’ formed communicative competence. Teaching was realized in the process of a native (Ukrainian) language at a general education school.

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