Yearbook of the Faculty of Education

11-16

Authors: Tania Ivanova Borisova

The article examines the challenges facing the management of the Faculty of Pedagogy in an epidemic situation. The difficulties and new decisions made in times of change and in critical situations are analyzed. Different roles of the Dean and the Dean's leadership in dealing with the problems have been traced. The principles of behavior and teamwork in the past two years are presented.

28-50

Authors: Dimitrina Ivanova Branekova, Stoyanka Banova Todorova

The combination of face-to-face learning with distance learning in the electronic environment turned out to be the only alternative for the implementation of a learning process in today's dynamic everyday life and in the conditions of a global pandemic. The technologicalization of the information society in combination with appropriate educational technologies form a new toolkit and effective means and methods for learning in a digital educational environment. This environment allows for the development of electronic types of distance learning, commonly referred to as e-learning, which depending on the specifics of the selected technology exists under different forms and names: computer-based learning, internet-based learning, web-based learning, online learning, virtual learning, mobile learning (m-learning), and ubiquitous learning (u-learning). The main focus of the article is the results of a theoretical study of the various electronic forms and resources in the teaching of natural sciences at the initial stage of the basic educational degree. The presented results are a stage of pedagogical research of models of distance learning in an electronic environment in the conditions of primary school.

60-68

Authors: Galena Todorova Terzieva

The regulatory documents in Bulgaria related to inclusive education in the field of motor learning focus on the participation of children without and with special needs in cooperation games. Preschool's and primary teachers face the problem of being a party in the implementation of inclusive physical education. This indicates that they have the appropriate competencies. The purpose of the article is to identify the main difficulties experienced by students in the specialty "Preschool and primary school pedagogy" in their academic training in the direction of planning and conducting physical education games, which include children and students with physical disabilities, visual impairments, hearing impairments and mental retardation

82-113

Authors: Diyana Paskaleva Georgieva

The article is devoted to empirical determination of the positive effects of sensory-based interventions on the types of aggressive behavior in children, in whose clinical picture there are more than one developmental disorders. The sample included 9 children (7 boys and 2 girls) aged 4 to 6 years, trained in specialized structures for educational support. The data obtained before and after the use of sensory-integrative technology reflected the frequency of negative behavioral reactions in 4 categories: verbal aggression, aggression towards things, self-aggression, physical aggression towards others. The results of the control experiment showed a strong downward trend in terms of negative behavioral expression in the studied domains after the application of a sensoryintegrative therapy.

131-145

Authors: Tiha Atanasova Delcheva

The formation of professional reflection in students of pedagogy is related to the effectiveness of their pedagogical realization. On the basis of the concept of "cooperation of activity" and the related "reflexive outcome" of the time of action (Shchedrovitsky, 1974), psychological mechanisms of reflection are analyzed. When meeting a barrier and the impossibility to carry out a specific activity, the subject of the student is provoked to realize new ones according to changing conditions. The need for reflective analysis arises. Through a system of learning reflexive tasks, students repeatedly perform both partial and complete reflective analysis. They are exercised in practical mastery of mental logical operations - definition, concretization, reformulation, classification, evidence, argumentation, comparison / differentiation, identification / abstraction, generalization, formulation of hypotheses and others. In this way, students are taught to assess, according to the acquired theoretical knowledge, whether the relevant knowledge, actions, operations, means, methods were appropriate or not, and to look for new ones more adequate to the changed situation. Six main components (stages) of the psychological mechanisms of the reflexive process are determined: 1) reflexive outcome; 2) intensity; 3) initial categorization; 4) construction of the system of reflexive means; 5) schematization of reflective content; 6) objectification of reflexive description (Tyutkov, 1987). They contradict subsequently and can be purposefully formed and developed in students in the form of the last units during their preparation. This can be the basis for a technological form of training for reflection in the case of students-future pedagogues. The analysis of the psychological mechanism for the formation of professional reflection creates an opportunity to design such a system of student education in which reflection is accepted not only as an approach to learning, but also as a subject of its purposeful formation.

162-185

Authors: Teodora Georgieva Ilieva

The paper examines lexical neologisms with a foreign language component (fix, prefixoid, radixoid), excerpted from Bulgarian media texts in the last 10 years. The new words are presented in 9 groups according to their wordformation. They are analysed in morphological, semantic, spelling and distributive terms. The origin of the motivating foreign basis is indicated and hybrid internationalisms are distinguished. The excerption of the lexemes complements the neologisms registered so far and may be useful in the lexicographic reflection of the language layer that has been most dynamically influenced by social, geopolitical and ethnopsychological factors.