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The paper presents the results of an empirical research which determined the stages of construction of knowledge tests in educational practice, the difficulties faced by teachers in the process of test development, as well as the ways of overcoming these difficulties. The descriptive-analytical research method, content analysis and survey techniques were used in the research. The research sample included 362 subject teachers employed in primary schools in Serbia. All respondents included in the research indicated the difficulties they face in the process of making tests, i.e., the ways of solving these difficulties. A sub-sample of a total of 80 teachers consisted of Serbian language and mathematics teachers who reported on the phases of the knowledge test construction in their practice. The results of the research indicate that teachers perceive only a small number of theoretically defined stages in the construction of knowledge tests. Certain differences were identified in explaining the phases among the teachers of Serbian language and teachers of mathematics. At the same time, two-thirds of the surveyed teachers face difficulties when they prepare knowledge tests independently. The existing difficulties are usually solved by consulting the more experienced colleagues or by searching for a solution independently. The author’s recommendation is to enable teachers by means of an additional teacher training courses, to acquire the appropriate knowledge and skills that would help them create the knowledge tests with satisfactory methodological characteristics, and at the same time adequate for the needs of their teaching practice.

In the paper we present the results of a research on applying a holistic approach in practice from the perspective of preschool teachers. The research was conducted during the school year 2021/2022, on a sample of 229 in-service preschool teachers from Vojvodina. The subject of the research is the preschool teachers’ self-evaluation of their own knowledge, skills, valye system, and motivation regarding the application of the holistic approach in teaching preschool children. The aim is to determine the current situation relative to using this approach, as well as individual actions (supporting, expanding, modeling, encouraging children’s initiatives, consulting) incorporated in the new Foundations of the Preschool Education Program – Years of Ascent (Основе програма предшколског васпитања и образовања – „Године узлета”), for early development and learning from the point of view of the preschool teachers. The obtained results indicate that preschool teachers generally agree that using the holistic approach during an early development of children contributes to children’s welfare. When it comes to individual actions, the results show that preschool teachers use supporting the most and modeling the least in their everyday work. In addition, teachers evaluate modeling and expanding as the most significant, and consulting and encouraging the least significant actions based on the holistic approach in their work with children.

The research aimed to characterize the challenges of family and teachers during the educational practice carried out in the teaching and learning process in secondary schools in the urban and rural areas in Huila, Angola. The reason for the investigation lies in the fact that there are no studies that make reference to this theme in the educational context of Angola. This is a case study investigation of qualitative, descriptive and interpretative character, which analyzes a real situation in its real context. It had an intentional sample of 24 participants. The in-depth interviewing and content analysis were used to collect process and interpret the information. The results show many difficulties in the educational process, such as: predominance of traditional teaching methods, more precarious school network in the rural area, excessive number of students per class making it difficult to evaluate, mostly illiterate families and with unsatisfactory involvement in the educational process, deficient punctuality of the actors, there is not uniformity in teaching affecting the quality of teaching. Therefore, to improve the quality of educational practice it is essential to invest in the training of actors, build, equip schools and confer good participatory management.

The professional training of subject teachers should be aimed at developing professional competencies that will allow them to be successful in their field, to be professionals, ready for change, and be able to adapt to various situations. A significant element of professional training at a university is pedagogical practice, during which the student performs the subject teacher functions. However, students in practice often face such difficulties as organizing their activities and the activities of students in the lesson, allocating time to the lesson stages and observing the time schedule, selecting didactic materials, evaluating outcomes of students’ activities, solving unexpected pedagogical situations, and others. Particular attention should be paid to the psychological readiness of the future mathematics teacher to work at school. Therefore, it is essential to prepare students methodically and psychologically for the implementation of primary professional activities in teaching practice. This can make it feasible to carry out methodological practice, which is a transitional stage between educational and industrial practice. The issue of organizing methodological practice is currently new. Based on the literature analysis and the experience of organizing and managing practices, the paper proposes a model of methodological practice, which is aimed at applying active teaching methods to prepare future mathematics teachers for the main activity in teaching practice, namely, preparing and conducting lessons. The model includes seven stages with tasks, describing active learning methods and student activities.

The paper looks at the results of the research conducted with the aim of determining preschool teachers’ implicit beliefs on children’s nature and the opportunities for fostering children’s development at preschool level in order to shed more light on the “internal model”that preschool teachers are guided by in their everyday work. The research was conducted on a convenience sample of preschool teachers (N = 38). The gender structure of the sample was homogenous, given that it consisted only of female preschool teachers. The authors designed a Questionnaire on Preschool Teachers’ Beliefs which was used as the research instrument. The obtained results were analysed using both quantitative and qualitative procedures. The quantitative analysis involved determining the frequency of some categories of responses. The qualitative analysis was conducted in the coding of the responses to open-ended questions according to their meaning into broader categories, as well as in the more detailed analysis of two respondents’ answers to all the questions in the Questionnaire. The questionnaires for the detailed analysis were selected according to the predominating adherence to either incremental or entity theoretical orientation, i.e., the responses given by the two respondents were closest to the poles of the entity-incremental orientation. The research results indicate that the preschool teachers who participated in the survey hold different implicit beliefs on children’s nature and the opportunities for influencing their development and that these beliefs, more or less, match their incremental or entity beliefs. More specifically, the teachers’ implicit beliefs are distributed on a continuum of entity-incremental orientation, with a simultaneous representation of conflicting beliefs in some respondents. The absence of complete coherence of implicit beliefs was registered in the qualitative analysis of the answers within one questionnaire.

During the past few decades, the countryside has significantly lost its population and, among youth, this disintegration has become even worse because it compromises the implantation of a socially fair project to Brazilian peasantry. In this sense, this study aims at reflecting about the values and principles of Countryside Education faced with young peasants' exodus. We highlight that we cannot deem educational experience that is developed among peasants responsible for solving this issue, even if these experiences are liberating. We depart from the assumption that Countryside Education will contribute to restricting this migration flow through the values and principles it defends and whose realization takes place through educational practice. Resulting from bibliographical research based on studies by Abramovay et al. (1998), Caldart (2015, 2004, 2002), Molina (2015), Galindo (2014), among others, this investigation shows that the phenomenon of rural youth peasant exodus derives from a number of factors, among which the lack of comprehensive public policies. We consider indispensible to broaden educational policies to the diversity and extension of peasantry, highlighting the objective reality of populations who create and recreate this space as a way of life.

Research Framework : This article is part of a historical and sociological research on the genesis of the French day nursery in the 19th century. Based on postdoctoral research on the history of the day nursery, the approach is to extend this sociohistory, to the present day. Objectives : The article aims to analyze the evolution of the discourse on practices, representations and policies of childcare, through a flagship institution, from which arises the diversity of childcare today : the day nursery. More specifically, the way to think about the political, social and educational body of children in the day nursery is at the centre of the analysis. Methodology : The results are based on an original corpus and a documentary analysis of diverse primary and secondary sources (books, reports, articles, etc.). Results : We believe we can say that the normalizing discourse in the French day nursery from their creation in the 19th century to the present day continues. Besides the renewal of practices, linked to technological and scientific advances, to the evolution of social, political and economic contexts, representations and policies always aim to guide practices for better adaptability of children and their parents. The debate on the aims of the day nursery is a renewed society debate, but one whose fundamental tensions persist, between emancipation and subjugation. Conclusions : To understand the political orientations and pedagogical practices, from today to the past, seems essential to the genealogical construction of this institution of early childhood, which is the day nursery. The evolution of the day nursery curriculum since the 1970s, briefly mentioned in the second part of this article, invites further socio-historical analysis of this institution created in the mid-19th century. Contribution : This article is an original contribution to sociology and history of childhood and childhood institutions in France.

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The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.

In this article we describe and interpret ethnomathematical theorizing about the institutionalization of mathematical knowledge, and we present the socio-educational challenges that arise from these thoughts. Our approach is to take two sociopolitical contexts as a reference, exemplifying how Ethnomathematics faces and tackles the difficulties and challenges that arise in each of them. This dual analysis of both theoretical and empirical studies lets us deepen our understanding of how the sociopolitical context in which an investigation is situated affects the relationships it establishes between scholarly and/or academic mathematics, and other ethnomathematics. We also describe the methodological tool used for the systematic analysis of the ethnomathematical works (scientific articles, books and book chapters) that comprise the sample studied.

Though the topic of student transition into the culture and practices of higher education has been the subject of considerable investigation by scholars, the transition literature has been largely silent on the epistemological challenges that new students face in the context of the university classroom. The purpose of this paper is to look at student transition from this unique perspective. The paper reviews recent empirical research in the area of “personal epistemology,” which establishes the facts regarding what students actually believe about knowledge and knowing as they enter university. The paper also provides an analysis of the epistemological beliefs of university teachers, and the influence that these beliefs have on the teachers’ educational practice. A key issue discussed here is the conflict between students’ conception of knowledge (as certain and possessed by authorities) and their teachers’ conception of knowledge (as something constructed through a process of evidential inquiry). Finally, the impact of this epistemological conflict on students’ ability to make sense out of, and find their place in, the new and different learning environment of the university is considered. Bien que le sujet de la transition des étudiants dans la culture et la pratique de l’enseignement supérieur ait fait l’objet de nombreuses analyses de la part de chercheurs universitaires, la documentation sur la transition est en grande partie muette sur les défis épistémologiques auxquels les nouveaux étudiants font face dans le contexte de la salle de classe universitaire. L’objectif de cet article est d’examiner la transition des étudiants à partir de cette perspective unique. Dans cet article, nous examinons la recherche empirique récente effectuée dans le domaine de « l’épistémologie personnelle », qui établit les faits en ce qui concerne ce que les étudiants pensent réellement concernant la connaissance et l’utilisation de la connaissance alors qu’ils font leur entrée à l’université. L’article présente également une analyse des croyances épistémologiques des professeurs d’université ainsi que l’influence que ces croyances ont sur la pratique éducationnelle de ces professeurs. Une question clé discutée dans cet article est le conflit entre la conception qu’ont les étudiants de la connaissance (quelque chose de certain que les autorités possèdent) et la conception de la connaissance qu’ont leurs professeurs (quelque chose qui se construit grâce à un processus d’enquête probante). Pour finir, l’article examine également l’impact de ce conflit épistémologique sur l’aptitude des étudiants à donner du sens et à trouver leur place dans leur nouvel environnement d’apprentissage si différent qu’est l’université.

In this article I discuss the language policies of families as an element of linguistic socialization and individual development. This study is based on the theories of Action and views family as a social subsystem, dependent on other subsystems and on the social system as a whole. It focuses on the relationship between parental actions and beliefs and draws for that purpose on the description of factors which have an impact on individual action. Data obtained from interviews and questionnaires provide a presentation of the language policies of families in Greece, situating them within an enlarged conceptual network determining the use, appropriation and transmission of languages and cultures. Relying on Discourse Analysis tools and more specifically Motivational Analysis and Communicative Action, the study also presents the reasons that parents use to propound their choices in their discourse, as well as the ways in which these choices interfere with educational structures. It also questions the influence of family language policies on child socialization. The results of this study concern the intentionality which determines their actions and the way in which it is attributed to the different actors of language policies (parents, teachers, decision makers…). These various factors contribute to a better knowledge of the language policies of Greek and migrant families, from both a sociolinguistic and an action theory perspective.

Environmental adult education is difficult to capture. Environmental adult education practices are little documented and theoretical proposals are very few. However adults must be considered as a priority population as far as contemporary environmental problems which need emergency solutions are concerned. Taking support on a scientific literature review, we approach environmental adult education according to two dimensions. First, we explore two main roles of adult: adult as a citizen and as learner, because of possible influences of these two roles on environmental education. Second, we draw up a picture of environmental adult education. Various contexts of this field will be investigated with support of Quebecois examples. Existing theoretical proposals of environmental adult education will be then presented and discussed.

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Este artigo descreve uma experiência de treinamento de pais e os efeitos encontrados sobre o desenvolvimento de práticas educativas parentais positivas, habilidades sociais educativas, e enfrentamento a estressores externos. Cinco mães e dois pais participaram de uma intervenção grupal, com 20 sessões de 90 minutos e periodicidade semanal. Foram utilizadas técnicas comportamentais, como modelação e ensaio comportamental. Os resultados, avaliados por entrevistas e checklist, indicaram aumento nas práticas educativas parentais positivas, desenvolvimento de habilidades sociais educativas e desenvolvimento de estratégias saudáveis de enfrentamento a estressores externos nos participantes. Além da percepção positiva sobre mudanças no comportamento parental, os pais também avaliaram positivamente as mudanças dos filhos.

Resumo Este artigo apresenta pesquisa sobre práticas e interações em creches e pré-escolas, identificando convergências e divergências. O referencial teórico se baseia na filosofia do diálogo de Martin Buber, e o metodológico, na sociologia da infância, em que as contribuições de Corsaro e Ferreira possibilitam compreender interações e práticas de crianças e adultos em sete instituições de Educação Infantil. Os resultados evidenciaram nas creches: (i) positividades (escuta das crianças, relação dialógica, presença do outro; respeito às crianças; responsabilidade do adulto e preocupação com a qualidade); e (ii) ambiguidades (práticas repetitivas, intenção de ensinar). E nas pré-escolas: (i) alguma positividade (atividades de criação e diálogo); e (ii) negatividades (invisibilidade da criança, atividades instrucionais sem favorecer a expressão infantil; humilhação, constrangimento e anonimato das crianças).