Yearbook of the Faculty of Education

16-31

Authors: Ivan Dimitrov

parents and teachers, representatives of different ethno-cultural groups, with the help of psychological questionnaires revealing their ideals and representations, their attitude to the educational environment, their relationships and subjective well-being, to various theoretical and practical conclusions. According to one of them, the inviolability of honor and dignity of people, no matter of their racial, ethnic, national and gender, should be regarded as a universal principle. On this principle should be get it a consensus and to be shared by the otherwise radically opposite philosophical-methodological trends (liberalism, conservatism, multiculturalism, etc.) in the socio-educational practices. These practices should be having a systemic character and common goals. We consider it particularly important that they be based on real psychological prerequisites for the education and training of children and adolescents living in a multicultural environment (detailed for each age group in the report).

46-52

Authors: Eylem Bayir, Hasan Ozyildirim

Bringing up scientifically literate individuals is the primary aim of science education. One of the most important instructional model to provide students being scientifically literate is project-based teaching. Project-based learning is a model that organizes learning around projects. This model of teaching engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. In this complex process, teacher has many roles such as coach, facilitator, guide, advisor and mentor. In order that teachers successfully carry out their roles, their challenges which they face in this complex process should be identified, and ways of solution should be developed. In this study, it is aimed to explore the challenges which science teachers faced in project-based learning. The cases of this study comprises thirty science teachers who guides groups of students in preparing projects for national competitions of science projects. Data which were collected through the 6-question open-ended questionnaire were analyzed by using content analysis methodology. According to data, they evaluated their challenges in projectbased learning in term of four scopes: curriculum, inadequacies of students, physical inadequacies, inadequacies of teachers. It is concluded from this study that science teachers need in-service education about project-based leraning and teaching.

59-72

Authors: Vladimir Legac, Krunoslav Mikulan, Predrag Oreški

In this paper the authors present some of the results of a research into the use of information and communication technology (ICT) in foreign language (FL) teaching and learning in school and at home from the perspective of Croatian university students. The survey was conducted on a sample of 155 students from the Faculty of Teacher Education of the University of Zagreb studying to become primary school teachers. The authors used a self-constructed questionnaire in Croatian. They aimed to find out how ICT equipment is used by teachers and students to teach and learn FLs. The surveyed students are proficient in the use of laptops, mobile phones and tablets. Daily average amount of free time spent on the computer is 2.52 hours, for school purposes this time is 1.98. They spend 4.26 hours of their leisure time on their mobile phones. For school purposes the average time is three times less. Daily average amount of free time spent on the Internet is 3.45 hours and for school purposes it is 1.92. When asked about their special ICT competences for FL teaching, they claim they are most competent in using games for FL learning, followed by using computers to create multifunctional exercises and tests, and using ICT for adoption of correct pronunciation. Ranked fourth was their competence in using computer software for distance and E-learning. They were least satisfied with their competence in using ICT for creation of authentic FL environment

82-98

Authors: Tsveta Delcheva, Marian Delchev

The contents include an on-line survey and the analysis of the survey results, part of the activities, performed under the scientific project “Electronic Institutional Portfolio for the Social Pedagogy subject at the Faculty of Pedagogy of the Trakia University of Stara Zagora”. The goal of the project is the development of an electronic institutional portfolio for the Social Pedagogy subject on top of an adapted software platform. The development and support of such a portfolio is a first-time activity for Bulgaria, especially for a university subject. The product is multi-functional, and one of its main functionalities is to trace the dynamics of the subject through its users and in terms of its development through web access, as well as to provide transparency and publicity. The electronic institutional portfolio for the Social Pedagogy subject is structured as separate topics, oriented towards immediate practical benefits. The product, at the stage of its creation, is open for new requirements that determine the possible or necessary modifications of the topics – in terms of structure and content. The methods used (survey/ questionnaire) in their standard and electronic forms have been modified in terms of tooling through the development of a new type of online surveying using the application Google Forms. The base form template was applied, with only minor customization. The material describes and analyzes the results of the survey which included students, tutors and employers. The survey was used to collect, process, analyze and summarize data as an initial empiric verification of the model of the electronic portfolio. The preliminary research proved to be a useful tool to affirm the certainty of the authors about the need of the development of the product as an opportunity, requirement, and an instrument for competitive marketing on the market for services in social education. The authoring team also acquired reasoned certainty that the circumstances are favorable for developing and approbating a prototype of an electronic institutional portfolio for the Social Pedagogy subject at the Faculty of Pedagogy of the Trakia University of Stara Zagora.

111-127

Authors: Gergana Todorova-Markova, Maia Vasileva

The article discusses the impact of sensory motor development on students’ academic achievements as well as the issue of neuro-motor immaturities and their impact on the child’s educational skills. Neuro-motor immaturity due to improper sensory-motor integration is reported to have a negative impact on the child’s educational skills. Sensory-motor integration assists the cognitive functioning of the child and allows for better adaptability - social, emotional, intellectual and physical.

140-145

Authors: Muhlise Cogun Ögeyik

Training student teachers for using appropriate teaching strategies is among the goals and principles of teacher training programs. Teaching strategy is directly interrelated with intentional behavior of the teacher who is approaching while teaching. Teaching strategies are outlined in two categories: macro-strategies, the general guideline on teachers’ classroom procedures; micro-strategies, the application of the predetermined macro-strategies. Therefore, in this study, it is aimed to evaluate teaching strategies awareness of student teachers. The participants were questioned about the issue through a questionnaire and semistructured interview questions. The data gathered in the study are to be used to redesign the methodology courses for training proficient teachers

164-172

Authors: Tatjana Koteva-Mojsovska

The holistic-integrative discourse is the basis of the concept of a quality preschool educational process. Accordingly, the modern preschool curriculum should follow the modern holistic paradigm and it should be based on holism as a philosophical-humanistic approach, which interprets the socio-emotional relationship of man and nature as a unique ecologicaldevelopmental phenomenon. The curriculum should be developmental, it needs to provide an integrative approach towards the development of the children and promote education based on the nature of the child. The goal of this paper is to analyze the segments of the preschool curriculum in the Republic of Macedonia, which contain and promote holistic-integrative postulates for planning a quality holistic educational process. Using the descriptive method, we analyzed: - The objectives of the preschool curriculum, the way and the extent to which it is oriented towards the nature of the child; - The philosophical postulates of the preschool curriculum; - The structure of the syllabus; The conclusions, elaborated in the paper, indicate that the curriculum has potential for planning holistic-integrative education in the Republic of Macedonia.

184-192

Authors: Biljana Kamchevska, Vesna Makashevska

The socialization in the early school period is crucial for the development of the students into socialized individuals who will manifest real life values. Through the social behavior, the students manifest their ability for coping, communication and interaction with the environment, which in fact reflects the degree of development of the social competences of the students. The social behavior manifested in this way is closely related to the emotional development and the development of the social perception and the social understanding. The emotional development of the students implies empathy, development of the emotional and moral understanding of the social phenomena, art, music, creation and the moral values, as well as development of the abilities for cultivation and stimulation of the positive emotions, including the development of skills for restraint from impulses evoked by negative emotions. Generally in the instruction, many modern strategies for stimulation of the socioemotional development of the students are used. In this context, our scientific interest is focused on the analysis of their role and importance with the goal to determine whether they stimulate the development of the socioemotional competencies of the students. Considering the character of the matter and our efforts to do a thorough research of the matter, we decided to carry out a quality field research, which was realized in grades I, II, and III in the primary school VojdanChernodrinski in Skopje. Our observation spanned over 20 work days in the previously mentioned samples, in the school year 2016/2017. The paper is going to present the results, as well as our suggestions for improvement of the instruction in terms of this matter.

208-218

Authors: Maya Raunik Kirkov

main characteristics are complexity, digitalization and multitasking. Educational systems all over the world are struggling with the aim to enable children to participate in life actively, with confidence and deep understanding. Is it possible in such a messy world, where a dominance of visual images in children‘s life’s is evident? The aim of the work is to examine actual theoretical analyses for development of modern learning strategies in visual art education. The actuality of visual images and demand for new abilities has transformed educational workplace (NAEA, 2016; Wilson McCay, 2006). The purpose of educational systems are to provide adequate strategies for reaching knowledge and abilities to understand and to communicate with this proliferation of images transmitted through traditional and digital media.Interdisciplinary knowledge is necessary to understand values, principles of living, achievements’ in our world. The work presented analyzes of the latest scientific publications in the field. The results present conclusion that knowledge and understanding can be achieved through the process of critical engagement based on gained knowledge. Aesthetic and creativity are just as important as technical knowledge in the new world of science, economy and philosophy (Inhulzen & Reeve, 2014; Apkon, 2013), which situated visual art education in much higher place than it was in the past. Knowledge in visual art education can be achieved not only for memorizing facts, but can stimulate sophisticated cognition and understanding with creation (Eisner, 2008; Marshal, 2014; Sandel, 2006).

228-237

Authors: Teodora Simeonova

The new curricula in Physical Education and Sports for fifth graders which have been put forward by the Ministry of Education and applied since 2016-2017 school year in primary education include new areas of competences and expected educational results at the end of the school year. The curriculum presents the knowledge, skills, and the attitude that students should acquire after they have passed its compulsory and elective areas. The advisable ratio between compulsory and elective classes throughout the school year shows that 60% of the total number of classes are dedicated to compulsory classes, while 40% are dedicated to the elective ones. In the Specific Methods and Forms for Assessing Student Achievements section of the new curriculum, a table with a recommended percentage distribution of the individual grades has been added to the text describing the evaluation method, but there is no description of the tests and the evaluation system. All this has provoked us to suggest and approve a curriculum and an assessment system for the elective course in Racket Sports. In order to stimulate the interest and activity of students, to improve their technical skills during the lessons in table tennis as well as in order to increase education effectiveness, we have applied six control and evaluation tests which include motor activities considered typical of sports. On the basis of the results acquired in the period of research we have developed an assessment chart for the elective part of the fifth grade curriculum.