Suchergebnisse

The paper presents how important for the history of Polish education were: Ogólnopolski Zjazd Oświatowy (the All-Poland Education Convention) in Warsaw (of April 1919) – called the Teachers' Sejm, the 1st Pedagogical Congress in Poznan and the 4th Pedagogical Congress in Warsaw (of May 1939). The aforementioned convention and both congresses played a significant role in the development of educational thought and practice in interwar Poland. The scope of the issues discussed during sessions was large. It covered issues regarding the school system and the school administration, preschool upbringing and other levels of education including higher education, vocational schools, teachers' education and teachers' pragmatics, nonschool education, school and physical education hygiene. Resolutions and motions adopted at Ogólnopolski Zjazd Oświatowy (All-Poland Education Convention) in Warsaw, in April 1919, provided grounds for work on developing a democratic national education system. The main issues of the Congress in Poznan, held on 8–10 July 1929 during the General National Exhibition in Poznan, were referred to also during sessions of consecutive pedagogical congresses organised by the Polish Teachers' Union: 2nd Pedagogical Congress (in Vilnius, on 4–8 July 1931) and 3rd Pedagogical Congress (in Lvov on 17–21 June 1933). Sessions of the aforementioned 4th Pedagogical Congress in Warsaw were held in May 1939, in special circumstances, when a threat from Hitler's Germany reached its apogee among the Polish society, including teachers. Resolutions of the 4th Congress included the programme of democratic transformations of the national education system characterised in many aspects even with an explicit social radicalism. They provided broader access to the university education for the youth from farmers' and workers' families, develop special schooling and extend the school obligation for blind, deaf, mentally disabled and "morally neglected" children, develop adult education, implement education for primary school teachers only at a university level.

The article deals with the issues of today's state of development of pedagogical college innovative management in theory and practice. The theoretical summary of the main approaches to its solution is presented through comparative characteristics of innovation potential.

The COVID-19 pandemic necessitated a rapid shift to online teaching, posing significant challenges to educators worldwide, including those in selective countries of South Eastern Europe (SEE). This study delves deeper into the effective pedagogical strategies employed by SEEr educators during the pandemic. Utilizing a quantitative approach, we conducted surveys with professors and assistants from public universities in SEE to gather their insights and experiences. Our findings reveal a complex landscape of pedagogical strategies tailored to the unique context of SEE. Educators emphasized the importance of synchronous and asynchronous instruction, interactive online tools, and flexible assessment methods. The study highlights the significance of building a supportive online learning community and adapting content for virtual delivery. Additionally, the role of faculty development programs and institutional support emerges as crucial in equipping educators with the necessary skills and resources for effective online teaching. This research contributes to the ongoing discourse on distance education and the long-term implications of the COVID-19 pandemic on pedagogical practices. The insights offered by SEEr educators serve as a valuable resource for local and international stakeholders in education, assisting in the development of sustainable and adaptable strategies for online teaching. The study underscores the resilience and adaptability of educators and the need for continued investment in professional development to ensure quality education in SEE during and beyond crises.

Received: 4 June 2024 / Accepted: 17 August 2024 / Published: 05 September 2024

The text provides information about the First All-Russian scientific and practical conference with international participation "Socio-pedagogical and psychological-pedagogical activity: actual problems, achievements, innovations". The main events of the conference, reports at the plenary session, the work of discussion platforms, open lectures, master classes are reported. The provisions of the resolution adopted by the participants of the scientific meeting and aimed at the development of socio-pedagogical and psychological-pedagogical activities are given.

The present article is a reflection upon certain aspects of the Romanian educational system and the imprints left upon it by the totalitarian political system before 1989. In this sense it shows how the perpetual changes and mutations to which Romanian education was subjected in the latter years are eroding the fundamental values constituting the background of the free development of human beings. At the same time, the paper constitutes a mode of action, being part of the official documentation for the accreditation of a Master program to be offered by the Faculty of Psychology and Sociology, The West University of Timisoara. (DIPF/Orig.) ; [Der Beitrag] ist eine Synthese, [die als] Resultat einer bestimmten Wahrnehmung einiger Aspekte des rumänischen Unterrichtssystems nach 1989 angesehen werden [kann]. Diese Aspekte sind eine natürliche – [wenn auch] unerwünschte – Folge der Zustände eines Unterrichtssystems, [das] von den Unbeholfenheiten und Abweichungen eines totalitäres Systems [gezeichnet] ist. […] Geleichzeitig [ist der Artikel] Teil einer ofiziellen Masterstudiengangakreditierung der Universität des Westens Temeswar. [Der Autor berichtet über Lehrerfahrungen an] Waldorfschulen in Deutschland und - im Rahmen des Projektes Alternative Pädagogik - in Rumänien (1990-1998). (DIPlF/Orig.)

This paper employs aspects of Hannah Arendt's thought to explore different but interrelated questions that haunt contemporary music education. We see the importance of a return to Arendt now more than ever as we find ourselves, three authors in three different countries, trying to contribute to democratic music education practices and to researching the conceptual base of such practices, in countries where technocratic approaches to policy development prevail. More specifically in this article we address the following questions: how can we re-think the political and creative dimensions of music education pedagogies in the face of recent educational policy trends? How can we go beyond linearity in our everyday educational encounters? How can we create forms of music education practice and research that induce a continuous interplay between acting and thinking? We pursue these questions through reference to three specific forms of music education practice: research seminars for PhD-students and senior researchers, pre-service music teacher education, and teaching music improvisation. In the first part of the paper, Cecilia Ferm-Almqvist elaborates upon how Hannah Arendt's thinking influences our teaching, taking an on-going research seminar in music education as an example of a common place. In the second part, Cathy Benedict writes of 'meeting' Arendt and coming to an awareness of how Arendt can help us interrogate practices we have come to assume as 'the right ones'. Seeking to create together with her students an epistemological space of appearance she challenges common teaching strategies that seem to 'work'. Working within a teacher preparation program she comes to realize that students must also reflect on these moments so as to name what has occurred; thus they need to engage in acts of performative listening, setting aside their own desire and need to speak and be heard first. Finally, in the third part, Panagiotis (Panos) A. Kanellopoulos raises the complex issue of how we should respond to the current ...

The article examines pedagogical communities and their typology through the lens of their inclusion in the process of continuous pedagogical education. The analysis of the works of Russian scientists dealing with the typologization of schoolchildren, students and teaching staff on various grounds allowed us to propose our own typology, uniting pedagogical communities included in the process of continuous pedagogical education. As the basis of the typology of pedagogical communities, the position to continuous pedagogical education as a necessary condition of pedagogical skill or a formal condition for the teaching profession and educational and professional strategies are highlighted. The author identifies four types of pedagogical communities: "Devotion to the Teaching Profession", "Selection of Alternative Professional Pathways Related to Education", "Retirement from the Teaching Profession" and "Uncertainty in Professional Strategy". Each type possesses specific characteristics that differentiate one from another. Particular attention is given to the pedagogical community characterized by "Uncertainty in Professional Strategy", which illustrates the issue of the outflow of young professionals from the educational sector in Russian pedagogical education.

Numerous connections exist between language and pedagogy, which has prompted linguists and methodologists to compare the evolution of pedagogical terminology in all its components in educational institutions. From the point of view of the way of their creation and evolution, linguists emphasize that both pedagogy and language, are based on a set of rules, so they are systems. In this paper, various pedagogical dictionaries are observed: Dictionary of pedagogy, Dictionary of Terms in Education, Pedagogical Dictionary, published recently in Albanian language. The object of the analysis focuses on a) the construction of pedagogical dictionaries underlining the tendency that appears in recently published dictionaries including the term and its definition and b) on the ways of terms formation included in the corresponding dictionary, pointing out how the ratios between these approaches have changed in the different dictionaries and the trends that are observed. The analysis treats issues that appear in terminological dictionaries in the field of pedagogy. In conclusion, it is pointed out what is mandatory to be considered in drafting future terminological dictionaries in the field of pedagogy.

Received: 12 April 2024 / Accepted: 22 June 2024 / Published: 8 July 2024

The concept of everyday pedagogical support is rather widely used in modern pedagogy; however, neither its pedagogical potential nor its specifics and importance in the child's development have been fully understood and explored. Therefore, the aim of this article is to analyse and summarise research ideas about the structure of everyday pedagogical support, resulting in developing it as a theoretical construct and verifying it in the pedagogical reality. The construct of everyday pedagogical support has been analysed in the article, using an NVIVO 12 programme from the point of view of children.