Suchergebnisse

The article deals with the issues of increasing the professional competence of a pedagogue of a preschool educational institution in the framework of self-education. The purpose of the study is to identify the level of formation of self-education activities of pedagogues working in a preschool educational organisation where disabled children are brought up, depending on their skill level. The study used a set of pedagogic methods – questioning and analysis of pedagogues' documentation (plans and reports on the self-education topic). The typical difficulties of pedagogues associated with the activities of self-education at the information-preparatory, practical and final stages of self-education are analysed – most pedagogues of a preschool educational organisation of a compensatory or combined type experience difficulties in choosing and formulating a relevant topic in self-education, in setting goals and objectives; in determining the stages of self-education, in drawing up a personal plan for self-education; in determining the forms of self-education; in the selection of scientific and methodological literature, including the Internet resources, the regulatory framework in accordance with the topic of self-education; difficulties associated with information processing of the material read (highlighting the main thing, systematisation, analytical description using scientific terminology); difficulties in applying innovative methods and techniques in working with children, taking into account the level of their speech development, open classes and events, master classes; difficulties associated with the publication of their own practical experience in scientific, methodological and electronic publications; difficulties in preparing a report on the topic of self-education and in its presentation, including the use of information and communication technologies. Conclusions are drawn about the development of ways to effectively organise the work of self-education of pedagogues within the framework of a preschool educational institution, compensatory and combined types

The aim of this paper is to determine to what extent course curriculums of the pedagogy studies develop competencies in students for partnerships with parents. In order to achieve this aim, course curriculums of the pedagogy studies have been collected and analyzed at public universities in the Federation of Bosnia and Herzegovina. In this research the following curriculums are analyzed: study curriculum of pedagogy at the Faculty of Philosophy in Sarajevo, the Faculty of Philosophy in Tuzla, and the Teaching Faculty in Mostar. The conducted analysis, which included pedagogy study curriculums in the Federation of Bosnia and Herzegovina, showed that there are no explicit and closely related courses with the aim of acquiring competencies for the partnership with parents. The results, also, point to the conclusion that there is a connection between the aims, contents, and learning outcomes within the course subjects aimed at the study of family upbringing, and that the scope of contents related to the development of competencies for partnership with parents, and which is included in the listed course curriculums, is insufficient, as well as intended obligatory and additional literature at those courses which refer to the area of partnerships between pedagogues and parents. The listed results indicate the need for the improvement of pedagogy course curriculums in the area that refers to the representation of course subjects primarily oriented towards the development of pedagogue's competencies for partnerships with parents, and in the area of representation of the scope of course contents related to this domain.

Predmet ovog članka jeste institucionalni i programski preobražaj studija pedagogije u sklopu aktuelne univerzitetske reforme u skandinavskim zemljama, u zemljama nemačkog govornog područja, kao i u zemljama Južne i Istočne Evrope. Analizirana su iskustva reforme obrazovanja pedagoga i nastavnika na najbolje rangiranim univerzitetima navedenih zemalja sa ciljem da se razjasne neka otvorena pitanja profilisanja pedagoškog kadra u svetu i kod nas. U tom kontekstu posebno se analizira obrazovna uloga opštih i područno-specifičnih pedagoških disciplina. Ukazuje se na činjenicu da naša praksa u ovoj oblasti nesumnjivo pripada evropskoj tradiciji, ali da je potrebno učiniti dosta napora kako bi se ona punopravno integrisala u evropski obrazovni prostor i uticala na uspostavljanje adekvatne uloge pedagoške nauke u kreiranju obrazovnog sistema na nacionalnom nivou. Sagledane su neke od istorijskih okolnosti koje su uticale ili još uvek utiču na akademski status pedagogije i njoj srodnih disciplina i pledira se za preuzimanje aktivne uloge univerzitetskih centara za pedagoško obrazovanje i istraživanje u stvaranju politike i prakse obrazovanja kod nas, a u skladu sa najboljom tradicijom autonomije univerziteta i njegove odgovornosti za vođenje javnih politika. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji. ; The subject of this paper is institutional and programmed transformation of the pedagogy studies in the context of actual University reform in the Scandinavian countries of the German speaking area as well as the countries of Southern and Eastern Europe. Experience of the reform of educating of teachers has been analysed at the best ranked universities of the stated countries with the aim of discussing some open questions of profiling pedagogical experts in the world and in our country. In this context, educational role of general and area specific pedagogical disciplines is being analysed. We are pointing at the fact that our praxis in this area undoubtedly belong to European tradition, but it is necessary to a lot of effort so that it can be fully integrated into European educational area and influence on crating adequate role of the pedagogical science in creating educational system at the national level. Some historical occurrences have been observed which influenced and still influence academic status of pedagogy and similar disciplines and it is being advocated to take active role of university centres for pedagogical education and research in creating politics and praxis of education in our country, in accordance with the best tradition of University autonomy and its responsibility for leading public politics.

The article discusses the problem of pedagogues' development within multicultural processes. The authors believe that to do this process more efficient that is important to consider the multicultural specificities in a higher institution in a region. The article shows the aims which help to show the specific features of the pedagogues' development. Here that is important to analyse the principles which influence the modernisation of modern education, teaching strategies in a higher institution in a region in a multicultural society, types of pedagogues' development supervision.

The article presents a bibliometric analysis of the research of international journals "European Journal of Special Needs Education","International Journal of Special Education" and "International Journal of Inclusive Education" published from 2002 to 2018. The journals' selected articles related to the study of attitudes towards inclusive education and children with disabilities. We analysed the amount of publications in accordance with the selected parameters for each journal and for each year separately, their dynamics for the selected period, defined criteria: in terms of geography, category of children, research focus, category of pedagogues, factors affecting social attitudes. We proposed promising areas of study of the problem under study.

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students' expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to the development of their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

In their work, pedagogues and social workers respond to many pedagogical and social challenges that children and/or their families face. In order to successfully address these challenges, it is necessary to achieve a quality collaboration between the school and the social welfare centre. Seeking an answer to the question of quality of the collaboration, three research questions were asked in this research. The answer was reached using a semi-structured interview. The results showed that research participants assessed the following as important: collaboration (they also offered suggestions on how it could be improved), their own education and training, personality traits and personal views of "helpers", the need to harmonise legislation and to employ social workers in schools as members of professional counselling services.

The study presents the attitudes and behaviours of pedagogues, based on interviews withteachers working with Roma children which constitute the quotidian educational practice. Inabsence of institutional programs, infrastructural and personal conditions, the teachers needto find solutions for the given difficulties. They become the key figures of the integration processand hence their attitudes and approaches are determining from the point of view of Romachildren's school efficiency. The target audience of the research are composed by pedagogues,who teach in elementary schools in the Csiki Basin in Harghita county, where the rate of Romalearners exceeds 25 percents. Signalling the main directions of the national policy and thepresentation of literature examining the Hungarian-Roma relationship in Szeklerland offer abroader framework for the interpretation of the subject.

For a long time, "bullying" was seen as part of the "conventional and traditional" system of growth and maturation of a person. However, for the Russian mentality, the problem of "bullying" is especially topical. As a result of the study, it was found that the attitude to bullying of the pedagogues who previously had experience of contact with this situation in childhood, being in the role of the aggressor, the victim or the observer – may have its own characteristics, as follows. Pedagogues who have had experience of playing the role of the aggressor or the victim, demonstrate well-defined components of the relationship – both cognitive and behavioural, and emotional; pedagogues who have no experience of contact with bullying showed neutral attitude to this phenomenon or adhered to socially approved positions in society.