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Family adjustment is crucial for the child’s school obligations. This quantitative study was conducted to determine the significant relationship between the family adjustment of primary school pupils and their academic engagement. The pupils’ level of family adjustment was found to be positively and significantly related to their academic engagement (r = 619, p

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a result of the COVID-19 pandemic, the use of technology and the internet was highlighted when teachers were encouraged to prepare teaching materials, so that online classes could be conducted smoothly and children`s education could continue. This form of teaching and activities, as well as isolation itself, resulted in children spending hours in front of the screen. The paper will present the results of a survey of the opinions of teachers (N=43) and parents of school-age children (N=55), regarding the habits, benefits and dangers of using the internet by children in the lower grades of elementary school. Descriptive and frequency analysis, as well as z-test and t-test, were used to process the obtained data in order to determine whether there is a difference in the opinion of teachers and parents about the forms of the child's use of the internet, the benefits and safety of using the internet.

Okul iklimi, okulun tüm paydaşlarının etkilediği ve etkilendiği örgütsel bir özelliktir. Türkiye’de okul iklimi üzerine yapılan çalışmalar, okul yöneticilerinin, öğretmenlerin ve öğrencilerin ilişkileri çerçevesinde tanımlanmış ve bu araştırmalarda genellikle okul yöneticilerinin, öğretmenlerin veya öğrencilerin görüşlerine başvurulmuştur. Yurt dışında hazırlanmış okul iklimi ölçeklerinde ise okulun tüm paydaşlarının ilişkilerine yönelik çalışmaların yanı sıra okul iklimini ilişkiler, öğrenme ortamı, güvenlik, çevre olmak üzere dört boyutta ele alan çalışmalar da mevcuttur. Bu çalışmada okul iklimi bu dört temel boyutta incelenerek, ilkokul yöneticileri ve öğretmenlerinin okul iklimine ilişkin algılarını belirlemeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirmek amaçlanmıştır. Bu nedenle öncelikle, okul iklimi ile ilgili alanyazın taranmış ve bu doğrultuda 67 maddelik bir madde havuzu oluşturulmuştur. Hazırlanan maddeler eğitim yönetimi ve ölçme-değerlendirme alanlarında 13 uzmana gönderilmiştir. Uzmanların görüşleri doğrultusunda yeniden düzenlenen 38 maddelik taslak ölçek Bursa, Eskişehir, Bilecik illerindeki altı farklı ilçeden toplam 411 öğretmene uygulanmıştır. Okul İklimi Ölçeği’nin (OİÖ) yapı geçerliğini belirlemek amacıyla iki veri seti üzerinden açımlayıcı faktör analizi ve doğrulayıcı faktör analizi uygulanmıştır. Yapılan analizler sonucu üç faktör ve 32 maddeden oluşan bir Okul İklimi Ölçeği elde edilmiştir. Her bir faktör sırasıyla “okuldaki ilişkiler ve öğrenme ortamı”, “fiziki çevre” ve “güvenlik” olarak adlandırılmıştır. Ölçme aracının güvenirliği için Cronbach’s alfa katsayısı, ölçek maddelerinin ayırt ediciliği için ise madde toplam korelasyonları incelenmiştir. Okul İklimi Ölçeği’nin toplam güvenirlik katsayısı .95 olup, yüksek düzeyde olduğu görülmektedir. Analizler ile açıklanan varyansın %64.24 ve yapının 3 faktörden oluştuğu belirlenmiş, uyum indekslerinin iyi düzeyde olduğu saptanmıştır. Tüm bu bulgulardan yola çıkarak OİÖ’nin okulların ikliminin niteliğini okul yöneticileri ve öğretmenlerin algılarına göre belirlemek için geçerli ve güvenilir bir ölçek olduğu sonucuna ulaşılmıştır.

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Eğitim örgütlerinin toplumsal dönüşümdeki önemli rollerinden dolayı, eğitim ortamlarında sosyal adaletin geliştirilmesi daha demokratik bir toplum yapısının oluşumuna katkı sağlayabilecektir. Bu araştırmada eğitimin uygulayıcısı konumundaki öğretmenlerin, eğitim ortamlarında sosyal adaletin geliştirilmesi için neler yapılabileceğine ilişkin görüşlerinin alınması amaçlanmıştır. Nitel araştırma yönteminin kullanıldığı olgubilim desenindeki araştırmanın çalışma grubunu, eğitim yönetimi alanında tezsiz yüksek lisans yapan ve çalışmaya katılmaya gönüllü 24 öğretmen oluşturmaktadır. Eğitim ortamlarında sosyal adaletin geliştirilmesi için yapılabileceklere ilişkin verilere yarı yapılandırılmış görüşme formu ile ulaşılmış ve ulaşılan veriler içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda eğitim ortamlarında sosyal adaletin geliştirilmesine yönelik eğitim sistemi, okul yöneticisi, öğretmen, hukuk sistemi ve basın-siyaset olmak üzere 5 temaya ulaşılmıştır. Bu temaların dağılımı eğitim sisteminde yapılabilecek düzeltmelere ilişkin 27, okul yöneticilerinin yapabileceklerine ilişkin 10, öğretmenlerin yapabileceklerine ilişkin 8, hukuk sisteminde yapılabileceklere ilişkin 4, basın ve siyaset alanında yapılabileceklere ilişkin 2 alt tema şeklindedir. Eğitim ortamlarında sosyal adaletin geliştirilmesine yönelik en çok öneri ve en çok frekansa sahip görüşler eğitim sistemi boyutunda ortaya çıkmıştır. Bu görüşlerin okullar arasında fiziki ve maddi imkânlarda eşitlik, dezavantajlı öğrencilere pozitif ayrımcılık, tüm okullara adil kaynak dağıtımı şeklindedir. Araştırma sonucunda eğitim ortamlarında sosyal adaletin geliştirilmesi yönünde önlemlerin alınması ve sosyal adalet kavramı ile ilgili farklı boyutlarda çok yönlü araştırmaların yapılması önerilebilir.

This research aims to identify the views and reflections of teachers working in project schools on the meaning and impact of the projects carried out in Turkish schools. The research was designed in the case study model. The data of the research were collected through semi-structured interviews with 10 teachers working in project schools in Muğla. The interviews were evaluated under the themes of "the underlying meanings of projects", "the reasons for teachers to involve in projects", "the effects of projects on teachers" and "the effects of projects on students". According to the research results, the participants defined projects as works that focus on quantity rather than quality, as works only for display, as incompatible with the education system, as a discredited concept, and as drudgery. The participants stated that the teachers participated in the projects due to the pressure from the school principals and central education system as well as aiming to put forth useful work, execute the task perfunctorily, and gain an advantage. In addition, the participants expressed that the projects carried out in schools have positive effects for teachers such as increasing job satisfaction, providing personal development opportunities and enabling collaboration with colleagues, as well as negative effects such as burnout, waste of time, inefficiency and not contributing to professional development. Finally, the participants asserted that while the projects provided positive effects for students such as socialization, motivation, self-confidence, and teamwork, they had negative effects such as not supporting academic success, disruption of lessons, boredom, and incorrect learning of science.

Öğretmenlik mesleğinin yapılmasında ve eğitim öğretim işlerinin yürütülmesinde örgüsel bağlılık çok önemlidir. Öğretmenin bağlılığı, mesleğinden memnuniyetinin sağlamasında, öğrencilerin başarılarında ve yanı sıra genel anlamda okulun başarılı olmasında da rol almaktadır. Bu araştırmanın amacı; okul öncesi öğretmenlerinin örgütsel bağlılık düzeylerini değerlendirmektir. Araştırma karma araştırma modellerinden sıralı açıklayıcı model kullanılarak yapılmıştır. Araştırmanın nicel boyutu tarama modeli ile nitel boyutu ise olgubilim modeli ile yürütülmüştür. Araştırmanının örneklemi Mardin İlinin Kızıltepe İlçesindeki resmî ana sınıfları ve resmî bağımsız anaokullarında görev yapmakta olan 216 okul öncesi öğretmeni oluşturmaktadır. Örneklem ise evren-örneklem olarak alınmıştır. Araştırmanın nitel boyutunun çalışma grubunu ise amaçlı örnekleme tekniği ile belirlenen 40 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın nicel veri toplama aracı olarak Meyer, Allen ve Smith (1993) tarafından geliştirilip Dağlı, Elçiçek ve Han (2018) tarafından Türkçeye uyarlama çalışması yapılan Örgütsel Bağlılık Ölçeği kullanılmıştır. Araştırmanın nitel boyutunun veri toplama aracını ise araştırmacılar tarafından Örgütsel Bağlılık Ölçeği’nin alt boyutları doğrultusunda hazırlanmış olan üç soruluk yarı yapılandırılmış görüşme formu oluşturmaktadır. Araştırma bulguları; okul öncesi öğretmenlerinin örgütsel bağlılık ölçeği alt boyutları olan duygusal bağlılık boyutunda örgütsel bağlılık düzeylerinin yüksek, devam bağlılığı ve normatif bağlılık boyutunda örgütsel bağlılık düzeylerinin orta düzeyde olduğu bulguları elde edilmiştir. Araştırmada okul öncesi öğretmenlerinin duygusal bağlılık boyutunda yüksek çıkması olumlu değerlendirilebilir. Ayrıca öğretmenlerin görev yaptıkları okullardaki devam bağlılığı ve normatif bağlılık düzeylerinin arttırılması gerektiği şeklinde değerlendirilebilir.

The subject of the undertaken analyses was the strategies used by teachers as part of bringing them closer to pedagogical expertise. The research aims to show the ways of defining profession-alisation by the respondents. As a result, we were looking for the answers to how teachers perceive professionalism and what actions they take to achieve pedagogical expertise. The empirical material comprises 19 interviews with teachers implementing the International Baccalaureate Programme. The theoretical framework for us was symbolic interactionism. We used the procedures of grounded theory methodology. As a result, we reconstructed the strategies they use to approach pedagogical expertise. We managed to characterise the three main dimensions of striving for professionalism by international schoolteachers, i.e., achieving professionalism through relationships, staying up to date, and achieving formal gratifications.

This article presents a comprehensive interview conducted with ChatGPT and Google Bard, investigating the role of Artificial Intelligence (AI) in the domain of Foreign Language Teaching. The primary objective of this interview, supported by subsequent analysis, is to provide valuable insights into the use, significance, and functions of AI in the context of foreign language teaching. Conducting this interview was motivated by the belief that discussing AI without seeking the opinions and estimations of prominent chatbots would be a notable gap in existing modern research. Both ChatGPT and Bard were posed the same ten questions. These questions explored various aspects, including AI as a paradigm shift in teaching methodology, the most affected areas by AI, the changing roles of teachers and students in the wake of AI, the future importance of language education, the assistance of AI in lesson preparation, the role of AI as a direct learning partner for students, the impact of AI on student assessment, and the future development of foreign language methodology. The responses obtained were, at times, predictable, while in other instances, they proved remarkable and insightful. It is crucial to emphasise that these AI systems should not be solely relied upon as references. It is highly recommended to compare their assessments with those of human experts and other publications to attain a more comprehensive understanding. From the perspective of these two AI systems, this interview represents the current state of the art.

The main goal of this paper is to point out the concept of creativity in teaching, specifically creativity in the teaching of Nature and Society. Nature and society, as a subject, provide many opportunities to express the creativity that we carry within us through the role of a teacher, as well as to teach students how to be creative. The paper highlights examples of different teaching units that indicate ways to encourage creativity in students and awaken their imagination. Through teaching, through tasks that the teacher creatively devises, we encourage students to think creatively and act, in addition to acquiring knowledge more permanently and functionally. Possibilities of creating Nature and Society lessons through creative examples and experiments, as well as evaluating and measuring creativity, were presented. The work results indicated that creative teachers create their fruits, which are called creative students, that they are causally connected, and that creativity is a synonym for an expert and professional teacher.

Inquiry-based learning is an active, student-oriented process based on the student's experience and curiosity. With the teacher's help, the student investigates a specific problem and through further individual work, comes to knowledge. The conducted research aimed to examine the self-assessment of classroom teachers about Inquiry-based learning, their competencies, and education for its application, and to examine the teachers' perception of the benefits and detriments. The results of the research showed that the surveyed teachers are fully aware of the benefits of applying Inquiry-based learning, but have very little or no experience in working with this method. One of the biggest reasons is the lack of education for the application of the mentioned method. The demands placed on teachers are often out of proportion to the conditions in which they work.

Education is a basic human category and need. Man is born without any knowledge and experience, and in the process of upbringing and education, he needs to realize himself as an autonomous being. Therefore, it is the task of participants and creators of educational policies to provide methods to achieve this goal. Also, it is necessary to provide a competent teacher who will be able to ensure the fulfillment of educational intentions. Education is dealt with by philosophy and pedagogy. Pedagogy deals with specific issues related to education, and philosophy, within the framework of the philosophy of education, deals with phenomena related to education and educational practice, approaching holistically. In this paper, we will present certain educational attitudes from antiquity, the pragmatist theory of J. Dewey, and indicate which competencies a teacher should possess in modern teaching.

An important issue addressed in the presented article is the competencies of the RE teacher/ catechist. Two main problems are posed, summarized in the following questions: What competencies should a teacher of religion/catechist have? What qualities, according to secondary school pupils, should have an RE teacher? An attempt to answer such questions was made on the basis of an analysis of the literature on the subject and the results of a nationwide quantitative and qualitative study of secondary school pupils in Poland. The basic concepts of competence are discussed, groups of competencies relevant to the profession of religion teacher are characterized. Also presented are the results of research on the opinions of secondary school pupils regarding the person of a religion teacher/catechist.

The importance, traits, and methods of assessment in an online context are highlighted in this paper's discussion of assessment as an essential component of teaching. The paper aims to provide teachers with a comprehensive overview of the fundamentals, features, and methodologies of online assessment while also emphasizing the need for ongoing efforts to raise teachers' professional competence in order to ensure their successful integration into contemporary educational processes. The research sample comprises of pertinent literature that was gathered on the Google Academic and ResearchGate platforms, most of which is foreign due to the scarcity of studies on this topic in Serbia. Approximately 20 years' worth of publications have been chosen, taking into account the topic's current relevance. This paper was prepared largely with the aim of giving teachers more knowledge, influencing awareness-raising, and removing hurdles that teachers frequently have when it comes to online assessment. It was written utilizing the technique of content analysis. Since the past has demonstrated that the educational system is not immune to social difficulties, it is advised that teachers accept online assessment as a substitute for traditional methods of assessment and become familiar with its significance and potential implementation strategies.

Bu araştırmada, sosyal mesafe ve okul iklimi olguları ele alınmıştır. Araştırmanın amacı, öğretmenler arası sosyal mesafenin nedenlerini ve sosyal mesafenin okul iklimine yansımalarını belirleyerek, sosyal mesafenin azaltılmasına katkı sağlayacak öneriler geliştirmektir. Araştırma, 2021-2022 öğretim yılında Düzce ili merkez ve ilçelerinde bulunan okullarda görev yapan yedi öğretmen ve beş okul yöneticisi ile yürütülmüştür. Araştırma, nitel araştırma desenlerinden biri olan olgubilim deseni şeklinde tasarlanmıştır. Katılımcılar, amaçlı örneklem yöntemlerinden ölçüt örneklem yöntemi ile seçilmiştir. Araştırma verileri, araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırma sonucunda, öğretmenler arası sosyal mesafenin; öğretmenlerin kendisinden, okul idaresinden, öğretmen sayısının fazlalığından ve sözleşmeli, ücretli, kadrolu gibi ayrımlardan kaynaklı olduğu tespit edilmiştir. Okul büyüklüğünün, öğretmenler arasındaki sosyal mesafe üzerinde etkili olduğu görülmüştür. Ayrıca, COVID-19 salgınının da öğretmenler arasındaki sosyal mesafeyi olumsuz etkilediği tespit edilmiştir. Öğretmenler arası sosyal mesafenin; okulda huzursuz bir ortam oluşmasına, eğitimin kalitesinin düşmesine, öğretmenlerde motivasyon kaybına, öğretmenler arasında iletişimsizliğe, çatışmaların yaşanmasına, önyargılı davranışların oluşmasına, gruplaşmaların oluşmasına, güven ortamının kaybolmasına neden olarak okul iklimine olumsuz yansımalarının olduğu tespit edilmiştir. Ulaşılan sonuçlardan yola çıkarak öğretmenlere ilişkilerinde daha profesyonel ve hoşgörülü davranmaları, okulda yapılan etkinliklere katılarak daha sosyal bir tutum sergilemeleri önerilirken; okul yöneticilerine ise öğretmenler arasında ayrımcılık yapmadan adaletli bir tutum sergilemeleri, sosyal etkinlikler düzenlenerek öğretmenler arası birleştirici bir yaklaşım içinde olmaları önerilmiştir.

This empirical study links emotional burnout with self-attitude. The contemporary pedagogical environment subjects school teachers to emotional burnout and professional deformation. On the one hand, the state and society have extremely high professional requirements for teachers, who strive to improve their psychological, pedagogical, didactic, methodological, and digital competencies. On the other hand, the social and financial insecurity forces school teachers to increase their workload at the expense of their physical and psycho-emotional recovery. The authors hypothesized that a particular self-attitude can trigger the burnout syndrome in teachers. They relied on the subject-activity approach to the emotional burnout syndrome to survey 237 secondary school teachers (169 women, 68 men; 32–40 y.o.). Their self-attitudes were identified by the personal differential method, W. Stephenson’s Self-Image Test, and V. V. Stolin and S. R. Panteleev’s Self-Attitude Test. The level of emotional burnout was measured using V. V. Boyko’s Diagnostics of Emotional Burnout. An expert assessment served as an additional method to identify the performance indicators. The empirical research revealed that the teachers with an adequately positive self-attitude demonstrated fewer symptoms of emotional burnout, which stayed at an initial stage. They managed to maintain high standards of working capacity and professional motivation, as well as effective vertical and horizontal social communication. The teachers with a less positive self-attitude experienced severe symptoms of burnout and professional deformation, which affected their professional activities. They were confrontational and complained about low motivation, poor performance, procrastination, etc. The data obtained may help to improve psychological support programs and psychological counseling in schools.

This article focuses on the phenomenon of teachers leaving (drop out) the profession. In the theoretical part, phenomenon of teachers leaving the profession, the phenomenon of leaving the profession is defined, the factors determining it in previous international research and the theoretical framework of the research project is defined. Based on the assumptions of the qualitative paradigm, the project focused on answering the research question: What are teachers’ experiences related to their decision to leave the profession? The analysis and interpretation of the research material made it possible to determine the teachers’ well-being in the workplace, opportunities for support in the workplace and the determinants of leaving the teaching profession. The final section identifies areas of necessary change to retain/attract the best teachers to work in the school.

The main goal of this research was to determine the attitudes of educators about the importance and representation of moral education in the contents of the curriculum and work program of modern preschool institutions. Moral development and the formation of moral values take place in the process of continuous interaction with the social environment in which adults (parents, educators), school and peers, and more recently, mass communication media, act. The research sample consisted of 87 teachers from two preschool institutions from Novi Pazar, gender imbalanced, with the majority of the female population (85 teachers), of different ages and years of service. Among the instruments used was the scale of teachers' attitudes about moral education, which was formed for this research. As for statistical tests, a reliability test was applied, which confirmed that the scale is highly reliable and homogeneous, as well as tests of descriptive statistics and statistical inference - Chi-square test. Based on the results, the main conclusion is that moral education is recognized by the majority of educators as important and present in the contents of the curriculum in work with preschool children, while on the other hand, there is also a gap between the proposed activities in the contents and their application due to the current crises in the educational process.

Öğretmenler eğitim sürecinde önemli bir paydaştır. Öğretmenlerin dönüt-düzeltmeye yönelik algıları eğitim aktivitelerinin düzenlenmesinde etkili olabilir. Bu bağlamda bu çalışma, matematik ve fen bilgisi öğretmenlerinin dönüt-düzeltmeye yönelik algılarını demografik özellikler ışığında belirlemeyi ve karşılaştırmayı amaçlamaktadır. Araştırma nicel araştırma yöntemlerinden deneysel olmayan tarama modeli ile gerçekleştirilmiştir. Araştırmanın örneklemi ortaokullarda görev yapan toplam 398 öğretmenden oluşmaktadır. Bu öğretmenlerin 184’ü matematik ve 214’ü de fen bilgisi öğretmenidir. Veri toplama aracı olarak “Dönüt-düzeltme Algı Ölçeği” kullanılmıştır. Analizlerde frekans ve yüzde dağılımları, Mann Whitney-U testi ile Kruskal Wallis testi kullanılmıştır. Öğretmenlerin dönüt-düzeltmeye yönelik algıları cinsiyet, branş, yaş, mesleki kıdem ve öğrenim durumuna göre hem alt boyutlarda hem de ölçeğin tamamında anlamlı bir farklılık göstermemektedir. İleride yapılacak boylamsal çalışmalarda deneyime bağlı olarak algılardaki değişim incelenebilir.

One of the important assumptions of leadership in the process of upbringing and education is the readiness of the leader to take responsibility for improving the teaching process’s quality and continuously participate in activities directly related to the improvement of educational outcomes. In other words, for a teacher to be a good leader, it is necessary to contribute to the overall development, support, and increase of students’ skills through commitment. In this paper, we wanted to examine whether primary school teachers are familiar with assistive technology used to achieve and facilitate verbal communication of children with difficulties in verbal expression, i.e., whether teachers use devices for augmentative and alternative communication in regular classes. The research was conducted in the territory of southern Serbia on a sample of 176 teachers working in elementary schools. An instrument designed for the purposes of this research was used to collect data, which consists of 7 statements. A Likert-type scale was used as an instrument for data collection, with five alternatives. The results show that almost half of the teachers state negatively when it comes to familiarity with assistive technology. Pedagogical implications derived based on the obtained results refer to the empowerment of teachers to acquire the necessary knowledge through professional development in the field mentioned above to adequately provide full support to students with complex communication needs to increase their verbal skills.

Leadership is a complex activity in the education system that can best be described as a way of responding and adapting to the challenges faced by the entire education system. Our paper will emphasize the importance of the role of the teacher as a leader, who is increasingly shifting from a lecturer to a manager of learning and instruction. The goal of this paper is to present the teacher as a leader in the modern age. The research tasks are: 1. To present the types of leadership specific to teaching (transformational, transactional, and adaptable); 2.To identify teacher leadership strategies and competencies; 3. To discuss the impact of teacher leadership activities on student achievement. The reason for the research of the above-mentioned segments of leadership, in the field of teaching, lies in the fact that the education system is complex, flexible and open to change, and therefore in the near future we can expect a time when students will have the main role in organizing and realizing their own learning. A teacher who has the qualities of a good and efficient leader will be able to work effectively with these students.

This sketch is a sentimental return to people, their written and spoken words, events, meetings, etc. past, but in memory permanent. The author focuses on various official roles (among others teacher, reviewer, vice-rector, conference participant, creator of important concepts in linguistics) of Professor Bogdan Walczak. He also mentions him as an active walker. The sketch is primarily an expression of the author’s personal gratitude, but also thanks to Bydgoszcz linguists for the professor’s contribution to shaping the Bydgoszcz scientific community.

The emergence of the COVID-19 pandemic in Poland was a catalyst for sudden educational changes related to the need to introduce distance learning. The aim of the article was to show which areas proved to be crucial for teacher and student functioning within online education. Dimensions relating to digital competence, interpersonal relationships and the positive and negative effects of distance education were discussed. The main difficulties faced by teachers and students were identified. Teachers’ demands for the organisation of distance learning in the future are presented. The research lead to the reflection that a positive aspect of remote education was the increase in digital competences of its participants. However, it was also observed that distance learning introduced a decrease in the quality of education, psychological, physical and social well-being.

The progress made in recent decades in neuroscience and new technologies have also influenced the educational environment from the perspective of the didactic methods used and the integration of modern methods. Educational neurotechnologies increasingly present in educational systems are also more challenging for both students, teachers, and parents. In the present article we provide an overview of educational neurotechnologies, with an analysis of the benefits and ethical-legal issues raised by their use. We bring to attention the need to train teachers, in the sense of developing specific skills for using neurotechnologies in the classroom, through training courses. Only in this way is it possible to prevent errors and possible unwanted effects. We sustain the need to integrate the use of educational neurotechnologies in an ethical-legal framework for ensuring personal neurobiological data and respecting confidentiality. The methods used are the analysis of the data provided by specialized works, especially recent ones, the extraction of relevant information for the researched topic and then their synthesis for a better understanding of the problems and the identification of possible solutions.

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Der Beitrag nimmt eine bislang kaum berücksichtigte Dimension der – imAnschluss an John Hattie – immer wieder diskutierten Lehrer*innen-Schüler*innen-Interaktion in den Blick. Auf der Basis von insgesamt 24 ausführlichenOral-History-Interviews fokussiert er auf die longue durée der Erinnerungen an(Religions-)Lehrpersonen. Er analysiert, wie sich Zeitzeug*innen, die in der ZwischenkriegszeitWiener Schulen besucht haben, in der Gegenwart an ihre damaligenLehrer*innen erinnern. Die Analysen zeigen zum einen, dass Lehrpersonen,die grundsätzlich positiv erinnert werden, auch Jahrzehnte nach dem Schulbesuchdurchaus als Persönlichkeiten präsent sein können. Als negativ charakterisierteLehrer*innen werden in the long run dagegen nur sehr selten erinnert. Vergleichbaresgilt für die konkreten Unterrichtsinhalte. Auch in den Erinnerungenan ein klar umrissenes Fach wie den Religionsunterricht verweisen die Zeitzeug*innen in den Interviews kaum auf konkrete fachliche Inhalte.

In this paper, the authors start by considering the possibilities offered by professional development programs to teachers. These programs imply designed and planned monitoring of one’s teacher competencies, in order to respond to contemporary demands and societal needs adequately. The aim of the research was to examine whether the evaluation of instructional interventions in professional development programs for teachers, in terms of their applicability to educational work with students, affects the teachers’ motivation for further professional development. In this context, teachers’ expectations from these programs were analyzed, as well as their sense of responsibility for learning outcomes (student achievements, teaching quality, student relations, etc.). The research sample included elementary school teachers from the city of Novi Sad. This research can contribute to a better understanding of the needs and expectations of teachers from professional development programs. At the same time, it can also serve as a guideline for the further improvement of the efficiency and content of these programs.

This work was born from the need to bring to the fore the urgent need to have at the department, for this purely vocational art, honest, talented, mature, creative, humorous teachers with a minimum of 5-10 years of career behind them, from which to share their experiences with the students. The obligation to have such teachers comes against the background of a superficiality that has been insinuated in almost all artistic fields. Today’s neo-modernists (the euphemistic form of neo-Marxists) are able to completely erase the history of an art in order to claim that they are the new founders and to show us the versatility and incoherence of the past. To erase the Greek theater, to forget the commedia dell’arte, to omit Shakespeare, to elude the amazing Russians, to forget the controversial creators of the absurd, to revoke Caragiale or to cancel the comic, and to say that a collection of definitions and information, strictly related to statistics, in a text cannot be called a play, that’s it the atricide.

The purpose of the current study was to first examine whether there is a statistically significant difference in the importance of the styles teachers use in managing their classrooms (interventionist, interactionist, and non-interventionist). Considering that these styles are also influenced by and involve teacher personality, the second aim of this study was to investigate whether there is a relationship between management styles, teachers' resilience and aspects of their emotional competence (perception and understanding of emotions, their expression and naming, and their regulation), but also with their gender and professional experience. The sample consisted of 100 elementary school teachers of both sexes (86 of them were women) with an average professional experience of 23.12 years. The following instruments were used: The Teacher Self-Assessment of Classroom Management Styles Inventory, the Connor-Davidson Resilience Scale, and the Emotional Competence Inventory. The results of the repeated measures ANOVA showed that there was a statistically significant difference in the expression of the different management styles. Further comparison showed that the interactionist style was the most pronounced, followed by the interventionist and non-interventionist styles. The results also showed that there was a positive, statistically significant correlation between the interventionist management style and resilience, and the same type of correlation was found between the interactionist management style, resilience, and all three aspects of emotional competence. No correlation was found with gender and work experience. Since resilience is positively related to both the interventionist and interactionist management styles, which imply some degree of control over the classroom situation, it can be considered a factor that enables the teacher to act in this manner. The interactionist style, which is the most pronounced, requires shared control, so the current results support the claim that teachers must have adequate emotional competencies.

RESEARCH OBJECTIVE: The purpose of this article is to identify and describe the self-perceptions of those retraining and preparing for the teaching profession. THE RESEARCH PROBLEM AND METHODS: The research problem was formulated as follows: how do postgraduate students who are retraining to become teachers perceive themselves as future teachers? Data were obtained from postgraduate students who wrote essays on Why did I choose to study teacher training and what kind of teacher would I like to be? The method of qualitative text analysis was used to analyze the essays, which were treated as secondary data. THE PROCESS OF ARGUMENTATION: The first part of the article focuses on the importance of positive self-image and self-concept in motivation for development, as they strengthen self-esteem, and translate it into attitudes and inner containment. In the empirical section, based on Leary’s concept, three main categories were identified. RESEARCH RESULTS: The analysis shows that the respondents’ project of themselves in the professional role of a teacher is declarative only. The categories and qualities that the respondents mentioned refer both to their negative (by contrast) and positive school experiences. Positive self-perception through the characteristics described, experiences of working in other professions and passions all motivate positive work on oneself and are a condition for becoming a teacher. CONCLUSION, INNOVATIONS, RECOMMENDATIONS: In the final conclusions, a proposal was made for a new way of recruiting and temporary qualification for the teaching profession. Attention was paid to strengthening intrinsic motivation to work on one’s development as a prerequisite for preparing for work and becoming a teacher.

RESEARCH OBJECTIVE: The objective of the article was to justify the necessity of high-quality pedagogical interactions in school according to teachers and students. THE RESEARCH PROBLEM AND METHODS: The following issue was analyzed: what are the procedures shaping the pedagogical presence of teachers at school? Analytical method and critical review were used as the source materials are the basis for research. THE PROCESS OF ARGUMENTATION: The article outlined the role of three categories (relation, pedagogical tact, meeting) in the construction of teachers’ pedagogical presence. RESEARCH RESULTS: Teachers’ pedagogical presence must consist of teachers’ interest in the causes of children and youth problems. This is proprietary conceptualization. CONCLUSIONS, INNOVATIONS, REKOMMENDATIONS: The undertaken issue requires additional theoretical analysis and formulation of empirical studies structure.

The article presents the results of research related to students’ self-efficacy in relation to their future work with a gifted student. In the theoretical part, important concepts were analyzed and different approaches to the problem of giftedness were presented. In the methodological part, reader was introduced to the research strategy. The method of the diagnostic survey was described, as well as the survey technique used. The empirical part is a quantitative and qualitative data analysis that allowed to find answers to the research questions. It turns out that students assessed their own self-efficacy on average level. They are unfamiliar with a constructivist approach to education that could facilitate and make work with a gifted student easier and more attractive. Some hope is given by the fact that the respondents indicated broadly understood lifelong learning as a way to solve problems in this area.

Purpose: In this Report we analyse the place of civic education in the Greek Education system. The integration of civic education into education since 1982 represents a major step forward in the upgrading of general education. However the curricula are mainly characterised by teacher-centred approaches, with a strong emphasis on the achievement of cognitive objectives and little emphasis on the learning process and teaching strategy. Design/methodology/approach: This report is based on an analysis of the place of social studies in the Greek education system. We analysed the aims of the curricula, the role of teachers, the didactic approaches, the educational practices and the assessment. Findings: From our analysis we have detected a gap between the public rhetoric about the role of social sciences and their implementation in the Greek education. Although it seems that the general principles of curricula are permeated by a more democratic and flexible note which encourages critical thinking and participation, they are not implemented in practice and by and large are annulled due to the great emphasis the Greek education system places on knowledge acquisition and exams. The elimination of Social studies in some classes points to a school which is cut off from the current socio-economic reality, thus condemning students to a passive attitude towards social and educational affairs. Research limitations/implications This article reports on the research conducted on civic education since the 1990’s and onwards. The study of all these researches leads us to the conclusion that neither the curricula nor the textbooks of social studies courses have been extensively analysed, and this could be a future field of research. Another area of research is the role of school charters, the didactic approaches and the assessment in this course in the Greek education context. Practical implications Upheavals in the history of the Greek governmental system and democracy left their indelible mark on citizens’ education; changes in the title of the course, the time allotted to its teaching and the content of school knowledge evidence its dependence on the respective socio-political and ideological regime as well as its indoctrinational character. The turning points in civic education which can be pinpointed between 1982 and 2003 were linked with the educational policy of socialist governments and the gradual paradigm shift in social studies.

Bu çalışmada, Liang ve arkadaşları (2013) tarafından hizmet içi okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgilerini belirlemeye yönelik geliştirilen ölçeğin Türk örneklemi üzerinde geçerlik ve güvenirlik çalışmaları yapılmıştır. Orijinal ölçek, altı boyut altında 36 maddeden oluşmaktadır. Ölçeğin 26 kişilik bir katılımcı grubu üzerinden Türkçe dilsel eşdeğerlik çalışmasının yapılması ardından orijinal yapı Türkiye’de aktif olarak görev yapan 215 okul öncesi öğretmeninden elde edilen veriler üzerinden test edilmiştir. Türkiye örneklemi üzerinde özgün yapının doğrulanmamasından dolayı aynı örneklem grubu üzerinde yapılan analizler sonucunda iki boyut altında toplanan ve 25 maddeden oluşan yeni bir yapı elde edilmiştir. Elde edilen bu özgün yapı ilk örnekleme benzer 195 okul öncesi öğretmeninden elde edilen ikinci bir veri seti üzerinden yeniden sınanmıştır. Analizler sonucunda bu özgün yapının kabul edilebilir iyi uyum değerlerine sahip olduğu belirlenmiştir. Güvenirlik analizleri sonucunda ölçeğin alt boyutlarının iyi düzeyde bir iç tutarlığa sahip olduğu görülmüştür. Ölçeğin her iki alt boyutunun Cronbach alfa iç tutarlık katsayıları sırasıyla .93 ve .94 olarak hesaplanmıştır. Her bir faktör altında yer alan maddelerin incelenmesi sonucunda birinci faktör “Pedagojik Alan Bilgisi”, ikinci faktör ise “Teknoloji Bilgisi” olarak adlandırılmıştır. Araştırma bulguları uyarlanan ölçeğin hizmet içi okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi düzeylerini belirlemek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçek olduğunu ortaya koymaktadır.

The association between ADHD symptoms and academic problems at school is well documented. Theoretically, it is conceivable that not only ADHD symptoms influence school development, but also that school performance assessments can exert effects on ADHD symptoms. We therefore analyzed the reciprocal association of children's ADHD symptoms based on teacher ratings and school grades in Grades 3 and 4 with regard to the school subject German. To illustrate short- and long-term associations of the discrepancy between objective academic performance and school grades with ADHD symptoms, we controlled for children's performance in reading and writing in standardized tests. Data were collected in the project "School-Ready Child" in 42 schools in Baden-Württemberg (N = 1777) and analyzed using a cross-lagged design. Results show a significant cross-sectional correlation between behavioral ADHD symptoms and school grades (r =.25, ADHD symptoms go along with poorer school grades) as well as a small but significant effect of ADHD symptoms in Grade 3 on school grades in Grade 4, controlling for age, gender, migration background, and test performance in reading and writing (β =.06). ADHD symptoms tend slightly to deteriorate school grades. At the same time, an effect of school grades on ADHD symptoms in Grade 4 was found controlling for the autoregressive effect of ADHD symptoms and school performance in Grade 3 (β =.07). Thus, better German grades go along with subsequent lower ADHD scores, after controlling for performance data. [ABSTRACT FROM AUTHOR]

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Copyright of Österreichisches Religionspädagogisches Forum (ÖRF) is the property of Osterreichisches Religionspadagogisches Forum and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ecological dimension of education should entail all the elements of contemporary ecological culture and personality structure. The school, fulfilling its role as an educational institution, should embrace its share of responsibility for promoting and fostering ecological education, and the process itself should be viewed as a valuable and stimulating activity that instills positive values in students, improves critical thinking skills, and develops active attitudes towards oneself, but also towards other people, nature, society and culture as a whole. Ecological education should be grounded in acquiring knowledge about natural processes, the interconnectedness of global developments, and their effect on human populations and the environment. Young learners best learn about nature through play, i.e., they learn by doing and cooperating. The activities conducted in schools are mostly of the practical type, or lessons for life: collecting scrap paper, sorting waste and recyclables, taking care of seedlings and plants, promoting ecology on important dates. Actively involving students in maintaining their schoolyard teaches them key values, namely that their involvement matters and contributes to a healthier, more pleasant environment. Ecological projects born out of student-adult cooperation and engaging local communities aim to convey important messages about ecology, raise awareness and foster the adoption of positive attitudes towards nature and community. This paper will present positive examples and key characteristics of good practices of the Eco Club in “Miroslav Krleža” Elementary School. It will also suggest the most acceptable activities by outlining several didactic-methodological proposals that may be of use to students of educational colleges, as well as to elementary school teachers who run eco clubs, or wish to start extracurricular activities in the field of ecology.

The purpose of this work is to highlight and remind the importance of the acting teacher in the artistic development of the actor. The pedagogical dimension of the director in working with the actor will also be highlighted. The actor’s art is in a natural and continuous movement and development, but the knowledge acquired in acting practice, on the student stage, should remain immutable, even if it is rarely ignored and even deliberately forgotten. In order not to lose our creative identity in the whirlwind of sometimes forced modernization of this art, a return to the authentic models revealed in school becomes an urgent necessity. In this context, the acting teacher becomes the main pawn in the formation and development of the student’s interior world, the future professional actor. K.S. Stanislavsky fits into the undeniable pattern of artistic transformation: from the amateur to the professional, from the seeker to the pedagogue.

Professional training is part of the professional development and lifelong learning process of an individual. The teacher in the classroom has very complex tasks and great responsibility in the upbringing and education of future generations in every society, and lifelong professional development is especially important. Therefore, the research aims to determine the level of teachers' self-assessment of professional development for teaching music culture, ie in the field of music theory and pedagogy. A sample of 365 teachers from the territory of Bosnia and Herzegovina used the Likert-type scale, within which the respondents expressed their assessments of the forms, areas, and reasons for professional development for teaching music culture. The research results indicate that teachers highly prefer various forms of professional development. They express the need for professional development in the fields of playing and creativity, and the most pronounced reasons for professional development are the need to maintain musical competencies that are lost over time. Based on the research findings, the authors give recommendations regarding possible directions and ways of professional development of teachers in the field of music theory and pedagogy, ie. for teaching music culture.

RESEARCH OBJECTIVE: The aim of this study is to analyze the ideological determinants of the dialogical relationship between teacher and student in the Polish school of the Stalinist period (1948-1956). THE RESEARCH PROBLEM AND METHODS: The main research problem is to answer the question: what were the ideological conditions of the dialogical relationship in the schools of the Stalinist period? The method used was the analysis of selected source materials in accordance with the historical research procedure and the method of analysis and synthesis of the literature on the subject. THE PROCESS OF ARGUMENTATION: The starting point for the discussion was to present the definition of dialogue, its boundary conditions as well as its basic functions. Subsequently, the political, social and educational conditions of dialogical relations in the Polish schools of the Stalinist period were discussed. RESEARCH RESULTS: The ideological priorities of the Polish school during the Stalinist period stood in fundamental contradiction to the essence of pedagogical dialogue. By definition, this made it difficult or even impossible to realize the dialogical relationship and fulfil the basic functions of dialogue in the official school space. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The analysis proved that the idea of pedagogical dialogue and its function were in opposition to the ideological premises of the Stalinist school. The presented discussion can serve as an inspiration to broaden research on education to include the educational practice of the historical period in question. It can be assumed with a high degree of probability that such a dialogue existed unofficially and was part of a strategy of survival and/or resistance to the school system.

RESEARCH OBJECTIVE: The objective of the reflections undertaken is to present the competences of academic teachers necessary for online teaching and the necessary changes of attitudes in this professional group. THE RESEARCH PROBLEM AND METHODS: In the context of the specific objective, the research problem is included in the questions: What competences should an academic teacher have in order to teach online effectively? How should universities support academic teachers in acquiring those competences in their teaching work? The method used was literature analysis and interviews with academic teachers at the University of Łódź collected during online training within the project: “Scientific excellence as the key to excellence in education”. Operational Programme Knowledge Education Development”. THE PROCESS OF ARGUMENTATION: The introduction presents the development of academic e-learning in Poland within the last twenty years. This is followed by the discussion of the competences of academic teachers conducting online classes and the necessary changes in their attitudes. The participation of universities in this process is also shown. RESEARCH RESULTS: The presented reflections indicate that not all teachers were prepared for e-learning before the pandemic and that some universities failed to support them sufficiently in their teaching work. The pandemic showed that the preparation for remote teaching should be one of the goals of teacher and university development. CONCLUSIONS, INNOVATIONS, RECOMMENDATIONS: Online teaching requires changes and systemic preparation of teachers for conducting classes in the digital reality.

An in-depth study on the functioning of schools in the Democratic Republic of Congo reveals a certain indiscipline to varying degrees to such an extent that this situation negatively influences the teaching-learning process. In this study, we aim to identify the factors undermining the education authority in a school learning situation in schools in the Democratic Republic of Congo. This paper leads to some concrete proposals for improving the teachinglearning process by re-establishing the educational authority, particularly the viable relation between teacher and pupil.

Çalışmanın amacı; öğretmenlerin psikolojik dayanıklılık, örgütsel muhalefet ve örgütsel sessizlik algıları arasındaki ilişki ve bu ilişkinin bazı değişkenlere göre değişip değişmediğinin ortaya konmasıdır. Araştırma ilişkisel (korelasyonel) tarama modelinde olup nicel bir çalışma olarak yapılandırılmıştır. Araştırma evrenini, 2020-2021 Eğitim-Öğretim yılı Erzurum ili Pasinler ilçesinde resmi ortaokullarda görev yapmakta olan öğretmenler oluşturmaktadır. Araştırmanın örneklemi, evrenden basit tesadüfi örnekleme yöntemiyle belirlenen 167 öğretmenden oluşmaktadır. Araştırmada veriler; Işık (2016) tarafından geliştirilmiş 21 maddeden ve üç alt boyuttan (kendini adama, kontrol ve meydan okuma) oluşan Psikolojik Dayanıklılık Ölçeği (PDÖ), Kassing tarafından oluşturulan ve Ergün ve Çelik (2018) tarafından Türkçeye uyarlanan ve faktör analizleri sonucu 17 maddeye indirgenen Örgütsel Muhalefet Ölçeği (ÖMÖ) ile Kahveci ve Demirtaş (2013) tarafından geliştirilen Örgütsel Sessizlik Ölçeğiyle (ÖSÖ) toplanmıştır. Elde edilen veriler SPSS 22 programı ile analiz edilmiştir. Analizlerde T –Testi, Tek Yönlü ANOVA, korelasyon analizi ve regresyon analizi teknikleri kullanılmıştır. Araştırmadan elde edilen sonuçlara göre öğretmenlerin psikolojik dayanıklılıklarının orta düzeyde olduğu, genel örgütsel muhalefet ve yatay muhalefet algılarının orta düzeyde olduğu, dikey muhalefet algılarının yüksek düzeyde olduğu, dışa aktarılmış muhalefet algılarının ise düşük düzeyde olduğu, öğretmenlerin örgütsel sessizlik algılarının ise orta düzeyde olduğu sonucuna ulaşılmıştır. Araştırmadan elde edilen diğer bir sonuca göre öğretmenlerin psikolojik dayanıklılıkları ile dikey muhalefet algıları arasında pozitif yönlü anlamlı bir ilişki, dışa aktarılmış muhalefet ile negatif yönlü anlamlı bir ilişki, olduğu görülmektedir. Öğretmenlerin genel örgütsel muhalefet algıları, dikey muhalefet algıları ve yatay muhalefet algıları ile örgütsel sessizlik algıları arasında pozitif yönde anlamlı bir ilişki olduğu sonucuna ulaşılmıştır.

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article outlines the main questions as well as essential contributions to the discussion of the workshop "Called by the Church – Personally Asked. Religious selfpositioning as a teacher“ which took place within the framework of the joint annual conference of GwR and AK Gemeindepädagogik 2022. One focus is on the question of what opportunities, but also what challenges the „Vocatio“ for the religious selfpositioning of teachers of religion. [ABSTRACT FROM AUTHOR]