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The article examines the problem of the teacher’s professional growth due to continuous selfeducation and personal development in the conditions of martial law. The aim of the article is to outline the pathways of self-educational activities for teachers and the approaches to enhancing the professional level of educators, implemented at Alfred Nobel University under martial law conditions. In the course of the research, methods of analogy, retrospective and semantic analysis, SWOT analysis, generalization, and specification of scientific principles and the regulatory framework related to teacher self-education were employed. A SWOT analysis of interpretations of the concept of “self-education” was conducted, and it was found that self-education is a necessary component of professional activity which is determined by social order and is a factor in the personal and professional growth of a specialist. Emphasis is placed on self-education of the teacher as the leading form of improvement of pedagogical skill and professional competence, which consists in assimilation, renewal, dissemination and deepening of knowledge, generalization of experience through purposeful, systematic self-education activities aimed at self-development and self-improvement of the individual, satisfaction of personal interests and objective needs of the educational institution. It was found that the conditions of the martial law in Ukraine and changes in educational orientations made corrections both in the content of teachers’ self-education and in the forms and types of their self-education activities. Some approaches to raising the professional level of a teacher, which were implemented at Alfred Nobel University under martial law conditions, namely acquiring competencies to preserve and restore mental health, providing psychological support to participants in the educational process, improving information competence, implementing effective ways to improve the quality of education in online learning, and mastering new learning/teaching methods, are considered. The content of the developed and implemented comprehensive program of care for human mental health, including a marathon of online meetings with domestic specialists and lecturers from European countries, aimed at mastering the competencies to ensure one’s own psychological health and improve the psycho-emotional state of higher education students in wartime conditions, is disclosed. The expediency of particular directions of development has been substantiated including teachers’ mastering various software, the ability to work on various educational platforms, and the use of interactive applications; cooperation and interaction with domestic and foreign higher education institutions in order to gain experience for the further implementation of the best European practices in the educational process; internships, participation in international projects, thanks to which teachers found and implemented effective ways to improve the quality of education in online learning, and mastered new methods of learning/ teaching. The feasibility of implementing special measures to support the self-educational activities of teachers under martial law conditions has been confirmed, with a focus on the targeted development of key professional competencies related to continuous professional self-development. The conclusions emphasise the need for purposeful self-education of the teacher, thanks to which a new invaluable experience of providing quality education in wartime conditions is formed.

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.

The objective of this article is to reflect -through hermeneutic documentary analysis- on permanent and continuous academic teacher training with a view to generating emotional-affective and technological competences to face the different and accelerated changes in current social relations. The didactic-pedagogical work of educators is complex, diverse, adaptive, and challenging; It requires the instrumentalization of affective relationships with students and stakeholders, since the liberalization of scientific knowledge has brought with it the unequivocal use of it, due to the consequent loss of values and professional ethics. Besises, the accelerated growth of emerging communication technologies and scientific applications, their ignorance has delayed the pedagogical work, outdated it, even sometimes surpassed by students. Therefore, teacher training programs must be able to generate in teachers’ emotional competencies and creation of skills for the pedagogical management of emerging technologies. In conclusion, this purpose implies overcoming traditional training plans and going towards reforms and implementation of lifelong learning programs, supported by institutional policy and the high commitment of strategic levels, to contribute to educational quality.

Research objectives and problems: The holistic, integral approach to education requires the inclusion of the spiritual dimension in the educational process. While theoretical discussions in pedagogy often reference spirituality, it is typically absent or only marginally present in educational practice. The aim of this article is to highlight the necessity of incorporating spiritual education into the entire educational process for all participants. The analysis conducted here leads to the following questions: What potential does Ignatian pedagogy have in supporting the spiritual development of young people? What role does the teacher play in this process when utilizing such pedagogy? Research methods: The methods used include document analysis (source texts and studies) across various scientific disciplines (e.g., psychology, theology, pedagogy), focusing on spirituality, spiritual education as a practice of supporting spiritual development, and Ignatian pedagogy. Structure of the article: The article begins with an introduction to the concepts of spirituality and spiritual development based on existing literature. It then outlines the general principles of spiritual education through the lens of Ignatian pedagogy. Research findings and their influence on the development of pedagogical science: Ignatian pedagogy, which grew out of the spirituality of the Spiritual Exercises of St. Ignatius of Loyola, can effectively stimulate the spiritual development of all participants of education. This pedagogy, based on the philosophy of cura personalis (care for the person in all dimensions), the practice of Ignatian spirituality-oriented education promotes the fulfilment of humanity in both individual and social aspects. It promotes the education of individuals who are free, creative, self-reflective, and committed to serving others. Conclusions and/or recommendations: Spiritual education is crucial in nurturing a mature, independent, and thoughtful individual with a meaningful life anchored in axiological, social, and cultural commitments. This process requires cultivating attentiveness and reflectiveness from an early age, which can be instilled in students by well-prepared teachers. Therefore, teacher training programs should ensure that future educators develop these competencies.

The aim of the article is to show the unique relationship of master and disciple in the concept of Father Jacek Woroniecki. First, the characteristics of the master and his or her features were mentioned, then the profession of a teacher and educator was analyzed, with particular emphasis on the problem of underestimating this profession on the one hand, and on the other hand, showing the teacher’s qualities per Woroniecki’s writings. An important element of the article is the issue of requirements from the educator and the obedience of the student, because at this point Woroniecki’s pedagogy responds in a special way to the needs of contemporary culture permeated by permissiveness, arbitrariness and extreme freedom. The central part of the article refers to the master-disciple relationship and the conditions of this unique communication. Since the most effective and desirable educational method is witness, the analyses contained in the final part of the article focus on Father Woroniecki as an example, an authority, a master who, with his life, confirmed the fundamental theses that he proclaimed and included in his rich achievements focused on the process of human upbringing.

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 article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

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.

This work aims at analysing the link between the listening attitude, a component of the reflective practices of teachers and the academic performance of learners. This would provide teachers strategies so as to improve the academic results of learners with academic difficulties. We believe that the academic performance of students depends on the listening attitude developed by teachers during the progression of the lessons. This hypothesis is confirmed by a survey of secondary school students of Form 1 and teachers of Life and Earth Sciences, through a semi-structured interview and the analysis of the school performance of the students concerned. This investigation is supported by an experimental study of adoption and practice of listening in the classroom. The results show that students whose teachers develop an attitude of active listening have good academic performance.

The objective of this research focused on identifying the level of technological integration that university professors of the Faculty of Accounting and Administration of Autonomous University of Sinaloa, México, possess, based on the TPACK model during their teaching practice. The results were determined using the criterion of mean frequencies (M), where the low level of conceptual knowledge corresponds to M£2.3, for an intermediate level M>2.3 and M£3.6 and for the high-level M>3.6. These findings showed that the teachers were, in general, above the mean in the seven dimensions of knowledge that make up the model (M=3.6). The data reflected that the teachers were at a high conceptual level of technological integration due to their level of knowledge. It was shown that the hypothesis is true, since the teaching activities that promote learning are related to the level of technological integration following the TPACK model. Future lines of research may include direct observation of educational practices in the classroom to advance towards greater scientific knowledge about the integration of technological tools in the design and development of teaching activities with technology.

Teachers’ work is influenced by their perception of their work environment, projecting this into the quality of education and product delivered to society. Therefore, this study analyzes how the work environment manifests itself in a Higher Education Institution, considering affiliation, commitment, communication, motivation, recognition, and other factors that affect the performance of a university teacher. The results show that teachers’ perceptions of their work environment are internally differentiated, with factors such as commitment, internal communication, recognition, empathy, physical integrity at work, remuneration, joint participation between work teams, and authority having negative connotations. A suggestion for improvement is executing plans designed to generate an effective organizational change in the detected weaknesses.

Since the COVID-19 outbreak in Chile teachers have been struggling with increased levels of stress, aggravating burnout symptoms. The present study aims to explore burnout syndrome in Chilean teachers during confinement and how worries about COVID-19, emotional balance, life satisfaction, and resilience may mediate the emotional impact. A total of 614 teachers from different education levels participated in this study (94.60% female) using a cross-sectional design and incidental sampling method. Self-report data were analysed conducting descriptive statistics, Pearson’s correlations, hierarchical regressions, and mediation models. The results indicated that burnout was associated with pre-pandemic mental health problems, more worries about COVID-19, lower levels of emotional balance and resilience. The relationships between worries about COVID-19 and burnout was mediated by resilience and emotional balance. Our findings stress the need to address potential risk and protective factors for teachers’ mental health and subjective well-being during the current pandemic.

Research objectives, issues or problems: The aim of the research was to ascertain the opinions and efforts of early childhood education teachers in organising children’s encounters with art in museums/galleries. The research question was “what activities do teachers undertake to familiarise students with the art distributed by institutions that provide visual objects of artistic value?” Research methods: The study used a diagnostic survey method with a questionnaire aimed at teachers teaching years 1–3 in primary school. A short description of the context of the presented issue: Museums, galleries and other such institutions are organisational forms of cultural activity and can be an important element of the classes prepared by teachers to create opportunities for pupils to learn about, experience and value works of art. Children’s contact with works of art in institutions providing objects of artistic value not only awakens their interests, but also encourages them to act creatively, develops their perceptiveness, practices their ability to conduct thorough analyses, express reasoned opinions and pose questions and develops their sensitivity and aesthetic taste. Research findings: The results show that although the majority of teachers perceive a very important role of venues promoting art in the process of enriching knowledge and forming attitudes of active consumers among early school-aged children, a large proportion of them still do not sufficiently notice the value and impact of these venues in shaping children’s intellectual interests and personality. Conclusions and/or recommendations: In summary, the teacher, carrying out the tasks set out in the curricula and supported by the institutions and the state (e.g. teacher training, free entry for children, online offers sent to schools and temporary exhibitions aimed at young viewers), can additionally implement and/or complement activities to make museum exhibitions attractive and effective for pupils.

Objectives of the research: The purpose of the theoretical research is to understand the importance of school in the culture of real virtuality and to point out the challenges that this phenomenon poses to pedagogy, especially school pedagogy. The research question is as follows: Does understanding the nature of the relationship between contemporary media and the partners of school dialogue help us better understand the changing educational reality which relies heavily on modern technologies and enable more accurate planning of pedagogical interactions? Research methods: The study used the desk research method, which involves compiling, analyzing and processing data from existing sources, and then formulating conclusions based on them regarding the problem under study. A meta-analysis of the concepts and categories comprising the title research problem was performed using interdisciplinary sources and selected international reports. Brief description of the context of the issue: The article presents a discourse analysis of the place of school in the culture of virtual reality (VR). The basic features of this culture are described within the paradigm of informationism, in which modern digital technology enables the integration of all modes of communication. Attention is paid to the interactive nature of hypermedia and its specific logic of flow beyond time and historical context. The role of the recipient of the message in the communication chain is highlighted as the one who ultimately gives it meaning in accordance with their own perception and experience of reality. The dialogical nature of communication in virtual space and polyphony leading to the creation of hypertexts that combine multiple narratives is emphasized. Research findings: The results show the importance of the links between the school’s implementation of basic educational and teaching functions and the tools offered by modern digital technologies. The special role of the teacher in the process of preparing students to discuss media messages and discover their polemical nature is revealed. Conclusions and/or recommendations: The analysis made it possible to formulate the tasks facing contemporary schools in terms of preparing young people to consciously and actively engage in the multimedia system of communication according to its logic, language and methods of encoding meanings. The importance of a dialogical, open and creative attitude of the teacher in the process of forming empowered participants of communication in the culture of real virtuality is emphasized.

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 growing change in standards in higher education is a consequence of the improvement of technologies, social trends, and growing digitalization. Professional development, which is becoming increasingly important in the field of higher education, is aimed at adapting to such a dynamic development, especially affecting teachers. The purpose of this article is to consider the demand for advanced training of university teachers and efforts aimed at meeting the increased requirements for advanced training of personnel in the higher education system. Thus, the authors consider the process of professional development in the field of improving subject knowledge. The authors conclude that professional development becomes a strategic necessity for teachers in a specific context and can be implemented, on the one hand, by considering the expectations and wishes of the participants and, on the other hand, by ensuring the sustainable institutionalization of the concept of professional development.

This article deals with the philosophical foundations of communication education. At the beginning, the author points out that communication skills are an important issue. For a long time, researchers have been wondering about the good qualities of public speaking, as well as what qualities a speaker should have in order to convey knowledge, and the importance of communication skills in social life and individual development. Then the author shows what communication education is understood as, on the one hand, the ability to transfer knowledge, and on the other hand, teaching to communicate clearly and purposefully. In the next step, the author indicates the differences between the rhetorical approach and the relational approach to communication, and then points to the rules of discourse and emphasizes the importance of a realistic philosophy focused on presenting the truth in accordance with the good of the recipient. Finally, she indicates the consequences of the approach to communication detached from the real and intersubjective reality and shows what responsibility therefore lies on the part of the teacher, as the one who is supposed to bring students closer to the truth.

Reflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities.

Objectives of the research: The aim of the theoretical research is to elicit the meaning of improving narrative competence, particularly narrative analysis for developing teachers’ reflective skills. Research issues or problems: The research question is posed as follows: Can a narrative, narrative analysis in particular, foster development of teachers’ reflective skills, and if so, how? Research methods: The method used in the research is hermeneutic analysis, which matches the field of content narrative analysis. A short description of the context of the issue: The content analyzed in the text is descriptions of narrative, narrative competence, and narrative analysis, as well as reflective skills such as being, disclosing speaking, testing, and probing – according to concept of Joseph Raelin, to some extent. An important goal of the research is to show the significant meaning of narrative competence, especially narrative analysis, for developing reflective skills by teacher–practitioners. The relationships between narrative, narrative analysis, and improving these skills can induce the need to add another skill, such as an implicative one, that would be crucial for further personal and professional development towards achieving a higher level of self-identity. Process of argumentation: The research began the selection of an appropriate scope of terms which match one another and can achieve the aim and answer the research question. The analysis of these terms led to building the relationships between narrative, narrative competence, and reflective skills, followed by narrative analysis and reflective skills that are important for personal and professional teacher development. That resulted in some implications that may be useful in educating teachers and students and for education in general. Findings: The results show the importance of the relationship between the aspects described above. Additionally, original, result occurred in creating a new reflective skill, such as the implicative one dedicated to further self-development. Conclusions and recommendations: The hermeneutic analysis revealed a correlation between the development of a teacher’s narrative competence, particularly narrative analysis, and practicing reflective skills. However, further research is needed to bring about changes in educating both teachers and students, which demands attention be paid to the authentic reflective/narrative approach in practice. This could be reflected in core curriculum subjects in university and secondary school education.

Climate change is one of the biggest challenges of our times, as it affects the way societies and economies around the world operate: from dangerous weather anomalies, through a drop in crop production, to an escalation of international conflicts. Moreover, the consequences of climate change pose a risk to many areas of life. Therefore, actions ought to be taken to limit it. For these actions to be effective, climate change education must start as early as kindergarten. The subject of the research presented in the article is the implementation of climate education in kindergartens in the Masovian Voivodeship, Poland. The objective of the study is to determine the level of knowledge among six-year-old children about climate, climate change, the related risks, actions that can be taken to prevent climate change, and whether and how the children’s teachers cover topics related to climate change. The study consisted of diagnosing children’s knowledge about climate and climate change and verifying preschool teachers’ class register records and monthly work plans regarding climate change education. The analysis regarding children’s awareness of climate and climate change demonstrates that they could not support their knowledge with concrete examples. It indicates a superficial environmental education targeted at the adoption of positive attitudes towards nature among children. The study reveals that despite some preschool teachers introducing climate education to their classes, in the majority of classrooms, climate-related issues are rarely discussed. The research demonstrates that preschool teachers are unaware of the fact that the present generation of preschool children will have an impact on the future of our planet. Therefore, it should be recommended that teachers promote the principles of sustainable development and foster an awareness of the effect of human activity on our environment and climate change.

This study investigates the opinions of future teachers regarding needs and expectations when dealing with aggression and violence in real and virtual spaces, in the context of their personal experiences and future professional work. Some teachers avoid involving themselves in difficult, ‘violent’ situations that for various reasons require their intervention. Therefore, it is essential for teachers to have appropriate competencies to address these issues. The study used the diagnostic survey method. Over two years, a survey was conducted among 167 university students of teacher training and pedagogical faculties of a Polish university. The participants indicated their experiences of aggression and violence and evaluated their knowledge on the subject and the difficulties and benefits. A thorough statistical analysis of the research material reveals that those who declared a willingness to participate in the course and to learn effective action against aggression and violence had previously experienced such behaviour themselves. Furthermore, those respondents showed more interest in acquiring skills to deal with conflict situations and knowledge of how to resolve them because of their future work in the profession, their willingness to help others and their awareness of these risks. The study also recommends actions to reduce this phenomenon.

Emotional exhaustion negatively influences teachers’ professional development. The main aim of this study was to analyze how the perception of attention to diversity, emotional dissonance, and social support were related to emotional exhaustion. To carry out this study, 567 teachers (64.9% women, mean age = 44.80, SD = 0.48) answered a questionnaire. Emotional dissonance mediated the relationships that established with emotional exhaustion the perception of attention to diversity (a) derived from special educational needs and (b) derived from cultural diversity. These mediations were moderated by social support, by confirming the interaction effect between social support and (a) the perception of attention to cultural diversity and (b) emotional dissonance. Teachers’ perceptions of having to attend to diversity and not being able to express the real emotions they feel to students are stressor factors that influence emotional exhaustion levels. Moreover, social support acts as a protective factor that diminishes the negative effects of perception of attention to diversity and emotional dissonance on emotional exhaustion. These results highlight the need to promote strong support networks in educational settings within the center’s cloister, to stimulate a healthier educational environment that reverts to lower levels of emotional exhaustion among teachers.

The article considers the main psychological and pedagogical tools of the teacher in the field of fundamental training of applicants for higher medical education in the discipline “Medical and Biological Physics”. The role of the teacher of the cycle of fundamental training in medical education and the pedagogical tools he or she uses deserve special attention. The stimulating influence and effect on the internal (why the student should do it) and external (in what conditions the student will do it) motivation of the student by the teacher is very important. The contemporary teacher must also restructure his/her activities because of new challenges in the education system and deviate from traditional methods, pursue permanent selfimprovement, adapt to the way of thinking of students, understand and analyze it to be able to moderate the educational process, more widely use interactive methods and creative, individual approach focused on students, be practically oriented, innovative, etc. The modern medicine has made a great step forward thanks to the development of new technologies based on the achievements of information, mathematical and natural sciences. Therefore, it is important for the future physician to know the basic laws of nature, including physical laws, which are basic for the disciplines of the clinical cycle. The discipline «Medical and Biological Physics» was formed at the intersection of physics, biology, chemistry and medicine and is one of the most important in the preparation of future physicians. The historical progress of medical education in our country gives convincing information about the close relationship between natural sciences and clinical departments, which is a guarantee of quality in fundamental training of graduates. Today’s medicine widely uses the results of theoretical and experimental achievements in the field of physics, so the study of biological physics is important in the professional development and growth of the future competitive specialist, in the development of his/her personality. If the motivation to study other disciplines of natural sciences is sometimes present, so to speak, “by default”, and an additional stimulus for such studies is their inclusion into the structure of licensed exams, the discipline “Medical and Biological Physics” requires additional stimuli and pedagogical tools, namely: – clear, logical structuring of the lesson to systematize the material; – modeling of problem situations; – moderation of the educational process; – encouragement of independent and in-depth study of some issues, and others. Finding and using effective incentives to motivate students is the key to improving their academic performance, which in turn is reflected in the future in their professional competence development. The main role in this process undoubtedly belongs to the teacher and well-chosen pedagogical tools. The additional stimuli and pedagogical tools described in the article increase the motivation to study biological physics and understand its importance. Often the students’ argument against studying this discipline is the lack of time, and this is another problem of first year students which needs to be addressed – their irrationality in planning their time.

Motivation of students plays one of the most important roles in the effective study of a foreign language. If he is not motivated, the student is inattentive in class, does not do homework and may even distract others. Therefore, the key to successful learning a foreign language directly depends on the presence of certain motivation in students. In the proposed study, the authors aimed to analyze the main methods of creating, maintaining or strengthening the motivation of students while learning a foreign language. To achieve this goal, we used methods of generalization, systematization and selection of facts and materials obtained in the process of processing domestic and foreign bibliographic sources. Before presenting methodological developments, researchers turned to domestic and foreign authors who have dedicated their work to this issue. During the bibliographic analysis it was found that the chosen topic was thoroughly studied by such authors as: N. Arestova, A. Maslow and H. Heckhausen. All researchers agree that motivation is a set of motives that significantly affect any human activity in general and the study of a foreign language in particular. The authors offer the game as one of the most important methods to increase student motivation. We are currently considering a “station” game, which aims to create a product: an interview, a dialogue, a sketch or a role-playing game. Skills of teamwork, making extraordinary decisions are developed. The game “station” provides action-oriented, creative learning, which aims to reveal the personality. In the process of free labor, knowledge is formed that is of great importance for language practice. The form and method of execution the student chooses, which certainly increases the efficiency of the process. According to the authors, the game provides internal differentiation, as some stations offer materials for “weak” and “strong” students, which is extremely important because the group often includes applicants with different levels of foreign language proficiency. The game is based on the principles of the lesson, focused on creating a project, because the result of the task is not the only right solution, but alternatives. Thus, the game “station” provides action-oriented, creative learning, which aims to create a product such as a collage or poster. The main thing is that the student at each station finds a new learning approach and, performing tasks, improves their knowledge on this topic. It should be noted that such a result can be reached if the proposed tasks are of interest to the student, stimulate active work with materials and find a common solution to the problem. In addition, the method of using video stories in the classroom is considered as the main means of increasing student motivation. It is noted that the most important advantage of using video materials in education is the development of various types of mental activity, especially attention and memory. While watching videos in the audience there is an atmosphere of joint cognitive activity. These types of exercises provide an opportunity to increase motivation to learn foreign languages, significantly replenish the vocabulary of applicants and diversify classes. Watching videos is not only a source of information, but also contributes to the development of attention and memory of students, and has a positive effect on the strength of the assimilation of local lore and language material. In addition, such exercises pleasantly change the lesson, add to it elements of real life, even on the screen, but will teach you to work with videos, and not just look at the screen. It is concluded that video exercises are very diverse and serve not only to arouse cognitive interest in the subject, but also to improve the quality of knowledge acquisition and create a stable motivational base for learning a foreign language. During the study, the authors came to the following conclusions: a significant increase in student motivation to learn a foreign language is influenced by the use of unusual games, video and the use of modern applications aimed at successfully learning new vocabulary, such as Lexilize flashcards, 2 Books. All these methods together provide a high level of motivation for students in a foreign language class and contribute to its successful learning.

The purpose of the study was evaluating, in the face of the contingency caused by the Coronavirus Disease pandemic (COVID-19), the mathematics teachers knowledge and availability of technological tools for teaching remote university courses. The research adopted the quantitative approach and the design is non-experimental, transactional and descriptive. Eighty-one teachers participated and the survey consisted of 38 items with dichotomous answers, Likert scale and multiple selection. The questions were related to the remote modality, the availability of technology devices and services, and the use of technological tools. According to the results, the mathematics teachers of one south Sonora university have internet access and technological devices to distance teaching, they know or have used virtual classroom platforms and applications that allow communication with students. The areas of opportunity that were detected are the distance courses design, the online exams and didactic material preparation, as well as the implementation of tools that promote collaborative work.

This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

This research aims to determine the factors that affect teachers’ trust in male and female leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders’ more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.

Social networks are one of the most relevant means of communication and leisure among the youngest. But, despite an abundance of benefits, there are also risks that must be analyzed. In this research, the risk to be analyzed is the addiction to social media among young Mexican people. For the development of the analysis, 17,600 young people responded a questionnaire based on an adaptation of Sahin’s Social Media Addiction Scale - Student Form (SMAS-SF). Among the results, it needs to be highlighted the little awareness that young people have of their addiction to social networks. Any reflection on this aspect needs to consider the limited perception presented by the sample and the fact that this study measured the self-perception of young students regarding OSM.

In this article I write about my experiences of the student evaluation of teaching by drawing on several decades of work as a researcher, teacher and academic developer. I address three complex questions that have received little attention in the literature. These are concerned with the drivers for evaluation, its effectiveness and why it has become embedded in academic practice. Contemporary evaluation practices are theorised as neoliberal and for compliance purposes. I conclude that compulsory evaluations fail in their neoliberal intent and can also be detrimental to teaching and student learning.

The article is devoted to the topic of group work in a foreign language lesson. Before proceeding to the methodological developments, the authors focused on the analysis of domestic researchers’ publications on this issue. This list includes such authors as M. Bytyanova, Yu.V. Buzova, S.G. Dobrynina, L.A. Kozakova, O. Kondratyuk, O.V. Chikhanova, T.L. Shepelenko. The authors of the article agree with the researcher L.A. Kozakova who states that pair and group work significantly increase the volume and duration of foreign language speech, because students speak at the same time. Indeed, with a large number of students, it is very important to give each student an opportunity to participate in all kinds of work in the classroom. It is group work that enhances the language acquisition process. According to the researcher O. Kondratyuk, only the joint work of the group should be evaluated, without giving students who worked together different grades. The teacher should write down the mistakes of students and then, after listing the good aspects of group work, focus on the main mistakes. The researcher Bytyanova considered the principles of grouping. She emphasizes that only with the correct selection of groups, students begin to respect the opinion of a classmate, cultivate tolerance and tact. The scientist S.G. Dobrynina says that group work is suitable for tasks that require a great amount of work, a variety of knowledge and skills, develop creative thinking, their content is interesting and informative, the level of complexity is average or higher than average. Thus, the authors of the article have developed a number of tasks designed for students learning German at the A2 level. The purpose of these tasks is to revise the grammar learnt at the A1 level and to introduce new vocabulary. The authors offer the first task to meet new members of the group. The originality of the task is to use music as a time limit. The next task developed by the authors is a game of hide-and-seek: one group hides various objects in the class and the other looks for them, training the grammatical material, local prepositions in this case. The next game “quartet” can be adapted to any lexical material, but the authors have devoted it to kitchen utensils. Finally, the authors developed a step-by-step work on the text, which includes frontal, group and individual work. The authors made the following conclusions: group work contributes to students’ collaboration; adds mobility to the lesson; students constantly communicate with each other in the form of a dialogue; passive students are actively involved in work; group work diversifies the learning process.

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.

The article presents the results of research into the knowledge and experience of Polish primary school teachers. The main aim of the research was to identify the experiences of primary school teachers in educational work with cognitively gifted students. Within this framework, the following research tasks were selected: (1) investigate teachers’ preferred ways of supporting cognitively gifted students in the learning process and (2) investigate the difficulties experienced by teachers in working with cognitively gifted students. The research sought answers to the following questions: How do teachers recognize the individual needs of cognitively gifted students? How do they monitor their development? How do they evaluate their progress? What methods and forms of working with gifted students do they prefer? What difficulties do they experience in working with cognitively gifted students and what are the sources? How do they deal with these difficulties? The relationship between selected aspects of teachers working with gifted students in grades 1–3 versus grades 4–8 and the level of education were examined. The empirical data show that in Polish schools, cognitively gifted students are neglected and do not receive adequate educational support from their teachers. The preferred forms and methods of organizing the education of cognitively gifted students are mainly characterized by a teacher-centered attitude. The respondents indicated that difficulties working with cognitively gifted students result mainly from a lack of time, the need to evaluate the student against the background of the class, a lack from support from experts and parents, and their own insufficient competency. The research is important because it shows the desirable changes to teacher education programs and the process of supporting teachers in their professional practice.

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.

The article addresses the problem of establishing the impact of educational organizations’ corporate culture on the development of professional identity in teachers and their professional advancement. The study focuses on resolving the issues of creating an educational environment that supports teachers’ potential, helps them recognize their own problems, and makes them conducive to their development by transforming the problems into objectives. It is found that the established corporate culture of educational organizations contributes to the understanding of mechanisms behind the development of new personal qualities in teachers in the process of mastering certain types of activities and, as a result, to the transformation of teachers’ fragmentary experience into sustainable motivation for professional improvement in the process of collaborative work.

This paper aimed to present the results of our research on the challenges of planning English language classes in elementary school through the analysis of didactic activities proposed for a 2nd grade Elementary class in a private school. This is a descriptive documentary research with a mixed approach (quantitative and qualitative) that sought to investigate whether didactic activities include aspects related to the theory of multiple intelligences (linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist) proposed by Howard Gardner in 1983 (Gardner, 1994). From the initial analysis of lesson plans, the results show the predominance of activities that focus exclusively on logical-mathematical and linguistic intelligences.

Objectives: 1. define the occurrence of work-related hearing problems and voice disorders among teachers that have contacted the Colombian National Board of Disability Assessment (NBDA) for follow-up; 2. identify individual associated factors of hearing problems and voice disorders among teachers; 3. assess the limitations and restrictions due to hearing problems and voice disorders among these participants. Methods: Retrospective study. The National Database of the Colombian NBDA was reviewed. Information on distributions of occupation, individual characteristics, and diagnosis code (ICD-10) was analyzed. Results: Communication disorders among teachers that have contacted the Colombian NBDA for follow-up included voice disorders, with a prevalence of 51%, and hearing problems, with a prevalence of 7%. Female teachers who have contacted the Colombian NBDA for follow-up were 4 times more likely to be identified as having voice disorders compared with their male colleagues. Conclusions: While teachers that have contacted the Colombian NBDA for follow-up have a high occurrence of voice disorders, hearing problems are more likely to be stated as a debilitating condition. One possible explanation is that teachers who contacted the Colombian NBDA for follow-up continued working even when many voice symptoms were evident, while hearing problems would prevent a teacher from interacting with students, thereby affecting the teaching-learning process sooner. Nevertheless, with both voice and hearing problems, work performance and social interaction is affected, and, therefore, quality of life is reduced.

The work-life balance needs to be exercised by individuals who perform functions in the fields of work and family, including Higher Education teachers. The purpose of this paper is to analyze the work-life balance in Higher Education and the impact on the well-being of teachers. Based on a systematic review of 53 articles retrieved from the ScienceDirect, Scopus and Web of Science from 2005 to 2020, this article has a rigorous systematic review methodology using the Mendeley and EndNote software tools. The VOSviewer and Microsoft Excel software tools were also used in the following techniques: citation analysis and co-ocurrence of terms/words. In addition, main topics discussed about the work-life balance among Higher Education teachers, research areas, field of activity and SWOT analysis (opportunities, threats, strengths and weaknesses) were identified in the literature. Findings suggest that gender inequality, stress level at work and the absence of a healthy workplace impact on the work-life balance and consequently on the well-being of Higher Education teachers.

In the present article, the teacher‘s role in the foreign general language and LSP classroom is analysed with respect to the last seventy years as well as modern developments which cover the period from March 2020 to the near future. In retrospect, a glace is cast on the grammar-translation method and the audio-lingual method. The recent developments dealt with cover the communicative approach and the constructivist approach, both of which are still widely used nowadays. The modern developments described refer to the virtual classroom and online teaching. In the article, it is shown that the teacher‘s role in the foreign language classroom from the 1950s to the present day (and certainly further into the future) has changed drastically: whereas up to the late 1970s, the teacher lived a relatively calm and steady life, with his or her role in the classroom being well-defined and stable, his or her role has undergone rapid changes ever since, with the latest developments speeding up this process even more. In accordance with this development, the teacher‘s importance has shown a certain volatility, starting from a relatively high level, then going down and now rising again. Inversely proportional, the complexity of his or her work has constantly increased and will continue doing so. This implies that the teaching profession has become a highly complex, dynamic and future-oriented field of activity.

Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes.

This article examines howteachers in the public education system in Andalusia (Spain) perceive the neoliberal logic of salary supplements. It seeks to capture the perspectives of teaching staff (through 30 in-depth interviews) with respect to a business management practice in public education aimed at “improving” academic outcomes. The study employs a qualitative interpretive methodology and applies content analysis and grounded theory. Data was analyzed with NVivo 8 software. The results present teachers’ arguments for accepting and/or rejecting salary supplements and highlight the spread of new neoliberal political and cultural engineering in Andalusian education and teachers’ resistance to these processes.

This study examined the relationship of political skills of high school teachers to their subjective career success and the moderating role of ethical awareness in this relationship. The findings demonstrated that the participants' ethical awareness and political skill scores were relatively higher than career and life satisfaction scores. Career and life satisfaction were found to increase with professional experience. Despite being a significant predictor of career satisfaction, ethical awareness had no significant effect on life satisfaction. That said, political skill was a significant predictor of both career satisfaction and life satisfaction. Moreover, ethical awareness did not moderate the effect of political skill on career and life satisfaction. Based on these findings, implementing formal methods such as the use of vision and mission statements and in-school guidelines to make the ethical provisions mentioned in the legal regulations visible in the school environment, and school administrators’ creating an ethical working climate through implementing the ethical rules fairly for all teachers and students were recommended.

In modern society, there is a complete restructuring of the institution of disability. It is important to study the opinion of actors of the educational environment. This article aims to analyze the peculiarities of teachers’ perceptions and readiness for inclusive education. As a research method, the questionnaire method was used, which effectively identifies the peculiarities of the attitude of the agents of the educational environment to inclusive education. The authors of the article describe the peculiarity of the current stage of development of the practices of using inclusive education as a social phenomenon. For the first time, teachers’ ideas about bodily atypicality were studied, and the educational environment’s features in the inclusive education system were considered. The dependence of the age of the interviewed teachers on the willingness to develop new educational programs within inclusions is established. It was revealed that the older the teacher, the greater the probability of the classical method of teaching the material and the unavailability to work in inclusive classes. The interviewed teachers propose improving the current situation by attracting additional funding and raising public awareness about inclusive education.

Assumptions: This article is part of a wider study on adults with autism. The main assumption of the series of studies is concerned with listening to and hearing the voices of those most affected – those with a diagnosis of autism. The material, which is based on the experiences of people with autism, allows us to present views on the role of the teacher – the creator of the educational space. Thus far, we have presented the experiences and comments of teachers and therapists; now we can listen to the voices of not only students and parents, but people with autism. The research problem was to present the educational experiences described by autistic people in a paper on pedeutology. The aim of the study was to investigate the opinions on education held by people with autism. Method. This study employed the netnographic method and involved a group of people with a diagnosis of autism who met online and agreed to participate. Results. Reaching out to a large group made it possible to analyze their statements by ranking and creating meaning bundles. Conclusions. The first conclusion is that there is a difference in the approach to the teaching/learning process. This is due to symptoms that are specific to autism, as well as to the different educational and therapeutic approaches. The second conclusion is related to the use of punishment that, in addition to forbidden forms (such as physical punishment), often evolve into psychological and social punishment, such as isolation, marginalization, or a lack of interest. It seems to be equally important to draw attention to the ineffective attempts to impose recognized normative forms of functioning (often referred to as a violation), as well as treating these people as not fully intellectually capable, which is not a condition (intellectual disability can co-occur in a few cases [see Casanova et al., 2000]).

In the proposed study, the authors aimed at developping a series of exercises in the format of pair work at the German language lesson. Before presenting methodological outcomes, the researchers stud- German language lesson. Before presenting methodological outcomes, the researchers stud- German language language lesson. lesson. Before presenting methodological outcomes, the researchers stud- lesson. Before presenting methodological Before presenting methodological outcomes, the researchers stud- outcomes outcomes, the researchers , the researchers stud- , the researchers studied the works of domestic authors who dedicated their work to this issue. During the bibliographic analysis it was found that the chosen theme was thoroughly studied which served a solid base for further study. During the presentation of the main material, the authors offer exercises for both primary and advanced stages of learning a foreign language. At the initial stage of learning a foreign language, it is very important to encourage students to perform dialogic speech, which is the most common form of language communication. At this stage, the researchers have developed exercises on such lexical topics as ”Family“, ”Food and Drink“, ”Apartment”. Among the grammatical issuess, the authors suggested considering such ones as “perfect”, “prepositions” and others. The authors of the article also noted that getting used to a partner is a negative point in pair work. Interesting methods of changing a partner with the help of colored stripes, geometric shapes and more have been proposed. The researchers concluded that during pair work, each student has the opportunity to speak in comfortable conditions. It is reminiscent of extracurricular communication, which is more common for young people. In pair work, the student works independently of the teacher, demonstrating their skills of foreign language communication. During pair work, most students realize that they can complete the task almost without the help of a teacher. Most pair work tasks are more interesting than regular tasks. Pair work is considered a dynamic and positive activity during which it is impossible to ignore the task

In the study, it was aimed to examine the relationship between the general self-efficacy levels of physical education and sports teachers and their efficacy perception of skill teaching. The universe of the research consisted of physical education and sports teachers working in the Mediterranean region, and the sample group consisted of 418 physical education and sports teachers. The volunteers were asked to fill in the personal information form, the general self-efficacy scale, and the efficacy perception scale for skill teaching. The data were analyzed in the computer environment. Pearson correlation analysis was applied to reveal the relationship between the scores obtained from the scales. As a result, it was determined that physical education and sports teachers’ general self-efficacy and efficacy perception levels for skill teaching were above the average. A moderate positive correlation was found between the self-efficacy and efficacy perceptions for skill teaching of physical education and sports teachers.

The process of communication is a necessary condition for interpersonal relationships. Cooperation in society is based on communication. The subjective approach to children and their parents determines factual communication, allows to avoid mistakes and overcome communication barriers, and as a result creates an atmosphere of openness and trust. The communication process can take place without any disturbances, which favors the formation of proper interpersonal bonds. There are also situations of various types of communication disruptions. This article defines the concept of communication and discusses the features of verbal and non-verbal communication. The aim of the article is to show the importance of communication in the educational process.

The article defines the essence of the concept «readiness of future teachers of music art for vocal and pedagogical activities» and proposes its structure. The author substantiates the components of readiness of future music teachers for vocal and pedagogical: motivational and value (focus on music and aesthetic education), content-target (systematization of knowledge, skills and abilities that meet the purpose), operational (set of knowledge and skills of students), which contribute to the formation of cognitive-value, emotional and artistic attitude to the art of music), productive-reflective (self-esteem and reflection).

MONOGRAFÍA: ENSEÑANZA DE LA GRAMÁTICA EN ELE: RESULTADOS DE INVESTIGACIÓN Y NUEVAS PROPUESTAS Teniendo en cuenta que la erosión lingüística de la lengua materna de los inmigrantes es un proceso prácticamente inevitable, nos interesa saber si los profesionales de la lengua española (profesores de ELE, traductores y periodistas) en Israel procedentes de Argentina son más o menos inmunes a este desgaste lingüístico que sus compatriotas para quienes el español no es su principal herramienta de trabajo. Si bien el nivel lingüístico más afectado por la erosión –y el más estudiado– suele ser el léxico, en este trabajo se presentan datos sobre la erosión en el nivel morfológico de la lengua. Esta investigación pretende contribuir al debate sobre el profesor nativo/no nativo de lenguas, aportando datos desde la perspectiva del desgaste lingüístico. ABSTRACT Considering that first language attrition is an almost unavoidable process that immigrants go through to various extents, we aim at exploring whether Spanish language professionals (teachers, translators and journalists) in Israel who migrated from Argentina are more or less immune to attrition than non-language professionals. Even though the lexicon is usually the language level most affected by attrition –and the subject of most research–, in this article, data about attrition at the morphological level is presented. This research aims to contribute to the debate about the native/non-native language teacher from the perspective of L1 attrition.