Suchergebnisse

The present study aims to study how the evaluations of the user interface of the Moodle platform evolve over time among its users at the Sofia University "St. Kliment Ohridski". For this purpose, the respondents are divided according to two criteria – students and teachers, on the one hand, and users with more than 1 year of experience or those with 0 to 1 year of experience, on the other. The survey was completed by a total of 123 respondents. The results reveal a seemingly paradoxical trend of increasing criticism of the platform as the duration of user experience increases. A possible explanation for this phenomenon is that experienced users tend to customize their platform, which leads them to encounter more difficulties.

This article presents a study of 301 teachers, 151 general teachers and 150 resource teachers, focusing on how they evaluate their skills in identifying and working with children and students covered by the Inclusive Education Ordinance. Both common assessments and differences are outlined. The expectation to improve teachers' qualifications and skills in recognising the abilities of their pupils is confirmed. On the basis of the results, two main lines of practical work are outlined – support in identifying the abilities and skills of children and pupils and differentiation of the activities of the members of the pedagogical teams in the general education environment for the implementation of inclusive processes.

The place of the Bulgarian Community Center in European culture is unique. Originated as a form of public education unknown to the world, today it asserts itself with its multifunctional mission of preserving the intangible cultural heritage, providing widely accessible education in an extracurricular environment and permanent self-education in the spirit of the modern educational paradigm. The aim of the historical-pedagogical study is a theoretical reconstruction of the genesis of the Bulgarian community center, which, even at the dawn of its emergence, functioned as an alternative to the new Bulgarian school. The tasks for realizing the goal are focused on highlighting the content orientation and forms of community education, its first trainers and users of knowledge. The reconstruction is based on researched information, facts and data about events, processes and persons in the documentary base of the first community center that arose in Svishtov, of the National Historic Archive in the National Library, DA Archives of Shumen and Montana, revival periodical press. The applied research methodology is based on the analytical-synthetic, documentary, biographical, factual, hermeneutic and chronological method

STEM is an increasingly high-priority educational field on a global and national scale, which aims to prepare young people from an early age for active participation in their own future. This is evident in various international and national programs and projects, and the efforts of many scientists are focused on preparing teachers to use appropriate integrative approaches to STEM education. The present study is also in this domain, and it focuses on the perspectives, attitudes and preparation of primary school teachers for teaching STEM, which build the basis of their competences in this area. For this purpose, at the end of the academic year 2021/2022, an online survey was conducted with 150 primary teachers. It included questions in different aspects related to teachers' readiness for STEM education (their knowledge, preparation, attitudes, and perspectives). The results of the study demonstrate the positive attitude of primary teachers towards teaching STEM, but also highlight some deficiencies in their competences, mostly related to resource provision and specific methodological requirements. The findings of the study can serve as a guideline for the design of courses intended both for the university preparation of pre-service primary teachers and for the professional qualification of in-service teachers.

The paper presents data from a study of Bulgarian teachers' value orientations towards their work based on a sample of 401 professionals who come from different locations and school types. The data obtained are contrasted and comperatively analysed with data collected using the same methodology among a group of 2651 respondents from various professional fields in a national context. This is the first time that a study of this nature has been conducted in Bulgaria. The value profile of the teachers generally coincides with that of the general population. Additionally, there are some particularities that inspire fresh study inquiries. The results of the research allow to draw conclusions about the value dimensions of the teacher's work. The data verifies certain recent patterns of a growing interest in teaching jobs due to competitive advantages

The transgressive concept and approach are already a recognized paradigm in both the natural and social sciences. They have been developing in parallel with the ideas of synergy and transdisciplinarity, transversality and globalism. In recent years, their pedagogical projection in the international and Bulgarian context has been taking shape more and more clearly. Their methodical application, related to the synergistic philosophical platform, is dictated by the experience in teaching philosophy at university level, as well as career guidance of young people as an extremely sensitive area for them. The focus on "transgressive career development of transversal personalities in/through nonformal education" in this paper is a complex subject, synergizing various levels from the concept to the tools. Eventually, it becomes evident how every true Idea is realized by itself.

The definition and structural-content description of basic competences of teachers in a normative document presenting the state requirements for the qualification "teacher" in 2021 is a challenge for higher schools in Bulgaria how to practically apply the competence approach in the training of future teachers. The present study is the first that aims to survey the opinion of students studying pedagogic disciplines in relation to the main competences of teachers such as: teaching, relationships with students, relationships with other pedagogical professionals, leadership, work with parents and family community, educational work, work in a multicultural and inclusive school environment. The results illustrate the importance of students' awareness of the teacher's basic professionalpedagogical competencies, including the implementation of reflection in relation to their content components.

Increasing the professional qualification of employees in the Bulgarian state administration is undoubtedly a priority of all interested parties in the process: human resources, educational institutions, government, state administrations. It is obvious that the system for professional and career development of civil servants needs to be modernized in accordance with the economic and social changes and the need for continuous improvement of the professional capacity of the administration. Therefore, the model of continuous professional development of the employees in the state administration needs to be modified and optimised in a way that takes the advantage of the new technologies and elearning. Introduction of e-learning has the potential to increase the flexibility and accessibility of learning, both in terms of logistics and economics and to respond in a personalised way to the needs of the learners and the specifics of the learning context.This paper presents a model of e-learning. The main characteristics of the current model are outlined. The empirical research was conducted in June-July 2020 with 1428 civil servants from all over the country and 18 lecturers. The study aimed to investigate what were the perspectives of the trainees and trainers towards the introduction and delivery of online coursed in professional continuing qualification of public administration. Based on the data analysis and the specifics of the learning context recommendations for the model of e-learning improvement in public administration are suggested. The findings of the conducted research are a reliable basis for future improvement of the e-learning model at the Institute of Public Administration as a leading organization training the state administration in Bulgaria.

The present study presents the results of a survey among undergraduate students in special education in full-time and part-time education, who have completed their distance- and e-learning in two highly practical disciplines – Braille, and Orientation and Mobility, studied as compulsory in 5th and in 7th semester. The study shows an insufficient level of mastered practical skills in both disciplines, encountered various difficulties in the course of training, as well as partial desire of students for in-person training and attendance.

The shift to "emergency remote teaching" forced by the COVID-19 pandemic has posed a huge challenge to most of the teachers and students in higher education institutions worldwide. Our research focus in previous publications was aimed at establishing the impact of e-learning experiences during the COVID-19 pandemic of separately teachers and students at Sofia University (Bulgaria) on their evaluations of e-learning strengths and weaknesses, as well as their attitudes towards this e-learning in general. As a sequel, in the present paper an attempt is made to compare the perspectives of the two groups towards e-learning, influenced by their experience. The survey of teachers and students' opinions was conducted through online surveys at the end of the summer semester of the 2019/2020 academic year, when, due to the pandemic, approximately 4 months of the learning process was provided entirely online. Participants in the study were 383 teachers and 1239 students from all 16 faculties of the Sofia University. Findings from the data analysis revealed the presence of statistically significant dependencies between teachers and students' experiences in online learning and their views of theoretically and practically proven advantages and disadvantages of e-learning. The results in the two groups appeared to be almost similar, which gave us reason to claim that richer experience in e-learning is a significant prerequisite for the formation of positive attitudes towards e-learning in both students and teachers, and vice versa, lack of experience or insignificant experience negatively affects their evaluations of e-learning.

Pervasive digitization in a school context does not simply imply a new way of teaching and learning, it is projected into the learning content and into the lesson. In this sense, what are the prospects for teaching geography? The relationship between digital technologies and geospatial relationships has long been debated, i.e. the new perception of spatial configurations, new spatial practices, new geographical distribution of digital infrastructures. Digitization, by itself, cannot project the development of modern geographical science and geography in the classroom, however, it offers opportunities for a critical approach to basic geographical concepts, to modern diagnostic assumptions in geographical science, to current geographical localizations. In this sense, the article systematizes and presents a critical analysis of the issue, more specifically – outlines the relationship between digitalization and school geography in Bulgaria in several steps: 1) outline the key characteristics of the digital common culture, considering the digital not as technical, but more soon as a social and cultural phenomenon, 2) outlining the relationship between digital and geography, referring to some current models and 3) outlining the projection of this relationship in the normative base and the information-methodological resource of school geography in the Bulgarian school. Based on the analysis, the need for additional and more in-depth studies on the issue is proven.

The publication presents an analysis of the place and role of digital competences embedded in school documentation and curriculum in history and civilizations. A look at the digital competence of the pedagogue is presented, as well as the one that the learner should be formed and applied. Based on the recommendations set out in the European Digital Competence Framework (DigComp) and the analysis made, groups of digital competences are formed, which it is desirable for the modern teacher to master. The analysis will be compared with foreign practices, thus bringing out the strengths and weaknesses in the digitalization of school historical education.

The problem field in which this article is oriented is delimited, on the one hand, from digitalization in education as necessity and benefit, and on the other hand, leadership as a role and function. At the intersection between them, the main research question is brought out – to what extent the relationship between leadership and digitalization has been stated, sought and research in the Bulgarian educational policy and in research. The thesis which is defended is about the need to create competency models of leadership in different context.

Mass digitization and high-technological advances have transformed the educational landscape and the ways people learn. In this context, the article explores the key digital learning trends that shape its intricate and diverse nature and contribute to the transition towards more complex design, aiming to guide professionals in the field who seek to provide engaging learning experiences for their learners. While many of these trends have emerged in the past, today they resurge with new impact.

After the end of WWII, Bulgaria has become a part of the East Bloc for a long time. Under the strong influence of USSR, communist regime was imposed in Bulgaria and the country's political, social and educational structures were radically changed by the ideology of this regime. The transformation in all educational institutions turns them into a strong factor about the building of socialism in Bulgaria. This reflects on the higher pedagogical education and the nature of the of the teachers' education, especially their pedagogical competence. The aim of this research is to present the processes to the transformation and the imposition of a new concept for the content of higher pedagogical education. The research is based on the original documents for educational policy and practice. The research centres on the characteristics of the communist (socialist) pedagogy. The detailed analysis shows that the political realities influence the conceptual set-up and functional goals of the higher pedagogical education.