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2015/1, стр. 93 - 101

ORGANIZATIONAL CULTURE: THEORY AND REALITY

Inna Leonidovna Fedotenko
E-mail: fedotenko@tspu.tula.ru
Doctor of pedagogical sciences
Нead of the chair of psychology pedagogy and professional education
Lev Tolstoy Tula State Pedagogical University
Tula Russia

Резюме: The article analyzes the different approaches of Russian and foreign researchers to understand the essence of the organizational culture. It detects the place of this definition among similar ones according to the meaning of categories and notions. The types, functions, specific features of the socio-pedagogical phenomenon are regarded. The presented empirical data reveal the attitude of employees of various social organizations to the type of culture which is dominant in these institutions. Based on a comparative analysis of the survey results, strategies and specific tactics to improve the organizational culture in social institutions were identified.

Ключови думи: types, structure, functions, the influence of organizational culture, attitude to the components of organizational culture, social organization

Analysis of well-known foreign and domestic educational systems (Waldorf education, schools of Leo Tolstoy, Montessori, S. Freinet, communes of A.S. Makarenko, J. Korczak’s Houses of orphans, V.A. Sukhomlinsky’s schools and others) assures that the most important component of these models is a special unit of the educational process, values, and special “spirit” of the school. We find arguments about the influence of the organization’s “spirit” on the wellbeing and development of the child, on the professional development of teachers in works of Leo Tolstoy and P. Lesgaft, A.S. Makarenko and V.A. Sukhomlinsky.

The matter concerns the daily school life, its lifestyle, a special atmosphere, explicit or implicit rules of the organization, which are enshrined in the actual regulations. The notion of the “structure of the educational institution” in educational theory and practice has been introduced by a remarkable teacher A.N. Tubelsky. He considered the lifestyle of the organization as a result of the educational process agreement, the construction of social organization as a working model of an open civil society. According to A.N. Tubelsky, the school structure involves election of the organization bodies, democratic style of relations between the subjects of life, encouraging initiative and independent activity.

Foreign researchers commonly use the term “institutional context” of education. In the works of J. Miller, U. Sellev, H. Daniels, this term is referred to the characteristics of the different processes in school, the specificity of communication between teachers and children, between students, and between their parents. In 1970 American educator N. Overley drew attention to the fact that there was a phenomenon in the educational institutions which he described as “unteachable curriculum.” The essence of the phenomenon is better disclosed by the term hidden curriculum which is used by many foreign teachers and psychologists. This phenomenon reflects the structure of the real power in the school (totalitarian or hierarchical, democratic or liberal); language of the class or one of school (according not to formal grounds but to a really effective phenomena – semantics, tone, style and scope of the vocabulary); established practice to respond to the teacher what to expect, and not what the student thinks; behaviour peculiarities in a situation of control, of exam (the existing rules of cheating, spying, guessing, etc.).

Today double standards in regard to a social and educational reality (problems exist but they should not be noticed in certain situations) flourish in many educational institutions defining professional consciousness of the teachers, educators, social workers.

In the current social and pedagogical theory the notion of “organizational culture” institutions is widely used along with the terms lifestyle of the organization, latent content, atmosphere of the organization.

The notion of the organizational culture is complex, ambiguous and multifaceted.

Among the definitions of organizational culture of institutions, the definition of R. Daft is most successful: “The set of basic values, beliefs, tacit agreements and norms shared by all members of a society or organization.” The definition of F. Lutens introduces “observed regular behaviour, norms, attitudes of employees to their work, the organization's relationship between the employees, attitude to customers, rules, organizational climate” into the content of organizational culture in addition to the dominant values.

In other definitions (K. Cameron and Robert Quinn), it emphasizes that the organizational culture is referred as everything that is valuable to the organization and determines its uniqueness. Researchers include there leadership styles, language and symbols, procedures and everyday norms, definition of the organization success.

Thus, it can be asserted that the core of organizational culture is defined by the system of values and attitudes, norms, artefacts that can withstand the test of time, and forms rather unique psychology which is common for the subjects of socioeducational institution. A certain role is played by the ideology of management, which is manifested in the mission, goals, objectives of the organization.

According to modern teachers, psychologists, and sociologists, organizational culture is closely related to concepts such as corporate culture, business ethics, business philosophy, organizational behaviour. Organizational behaviour is usually regarded as the behaviour of the individual in the organization, group behaviour, intergroup and interpersonal relationships, as well as the relationship between the individual and the group. Subject areas of organizational behaviour and organizational culture intersect: thus, “organizational behaviour” as a scientific discipline is engaged in search and establishment of general laws of behaviour and relations of individuals, groups in organizations; organizational culture establishes the rules and standards of conduct; business ethics is an ethical behaviour of the individual, of organization. “Organizational Behaviour” is interested in issues of leadership and power in organizations, structure and motivation of the personnel. Organizational culture is defined by formal and informal leaders, at the same time it has a strong impact on the motivation of employees. Many researchers consider organizational behaviour as the outward manifestation of organizational culture, which, in turn, is largely determined by it.

The famous American scholar Edgar Schein identifies three levels of organizational culture. The first one is the most superficial level – artefacts and external manifestations of organizational culture: the architecture of buildings, language, and manner of employees to dress and to communicate. The second level is the declared values (strategy, objectives, philosophy). The third one (a basic understanding) is the most profound level of organizational culture – opinions, beliefs, ideological positions.

The majority of researchers describe four basic types of organizational culture: family; innovation; performance; role-playing. Each type of culture describes the organization from the perspective of its structure: values; purpose, mission; prevailing ways of activity; peculiarities of power and power distance; nature of formal and informal relations; norms, behavioural models of employees; speed of response to external changes.

Family organizational culture regards the place of work as very friendly and comfortable, where employees have much in common. Social organization reminds a family. Leaders and managers are perceived as wise mentors or even caring parents putting goals, determining the necessary resources to achieve them, outlining specific tasks, bearing the main responsibility for their implementation. Employees are held together by mutual loyalty, friendship, and traditions. The degree of obligation is high. It focuses on the longterm benefit of personal improvement of employees; it attaches importance to the high degree of team unity, the value unity, and moral climate. Success is considered as warm interpersonal relationships, well-being of the subject in an educational organization, taking care of each member of the team. In the socio-educational organizations, they encourage collective forms of work, development of common solutions, cooperation, mutual support and consent of employees.

Innovative organizational culture is related to the fact that the socio-educational organization is perceived by employees as a dynamic and creative place of work. Teachers are willing to experiment and take risks. Leaders are regarded as innovators capable of professional search and ready to stimulate the participation of other members of the team. The teachers' devotion to the spirit of experiment and innovation acts as an educational organization connecting mechanism. The necessity of educational activities at the forefront of psychological and pedagogical science is underlined. In the long term, the school focuses on the acquisition and development of new educational approaches, science-based technologies and methods. Success means the development of new technological, methodological, content products, providing teachers and students with modern innovative educational services. Social organization aims to be a theoretical and technological leader among similar institutions. Individual initiative, independence, creativity, criticism and freedom of teachers and students are encouraged.

Efficient organizational culture is focused on learning outcomes; the main concern of the teaching staff is a strict compliance of training and educational problems. Teachers are noted for dedication, hard work; competition and rivalry often arise between employees. Leaders are firm, demanding managers capable of tough decisions for the cause, for the sake of success. Educational organization binds together with the desire for positive results. Reputation and success of the organization are the common concern of every employee. Prospects of strategic development of educational institutions are associated with the task solving. Success is measured by a high rate and competitiveness in the education market. The school style is a hard line pursued to achieve a high students’ educational level.

Role organizational culture is a rigidly formalized and structured place to work. The activities of teachers submit to the requirements of the Charter of the organization, clear rules and unambiguous instructions. Leaders and managers take pride in the fact that they are rationally minded organizers and coordinators. It is particularly important to maintain a smooth flow of all school affairs. Employees’ commitment to follow the rules and developed the official educational policy unites the school. Long-term cares of a social organization consist in ensuring planned character and stability of the educational process and of all its life. Success is defined as the stability of the organization; and, to avoid all sorts of problems and conflicts, the Administration is concerned about the predictability of changes in the external situation and the provision of guarantees of long-term professional staff’s employment.

Each of these types of organizational culture has both positive strong sides and negative ones. In social organizations of various kinds, all types of organizational cultures are always present but, at the same time, one of the types is certainly dominant.

The content of the organizational culture is manifested in its functions:

– axiological – the formation of a system of values which allow to choose permissible methods of goal achieving;

– goal-setting – the identification of strategic objectives, of specific tactical and operational tasks;

– communicative – stimulating ways of intellectual, emotional, financial communication, formation of the internal communications system;

– preventive – prevention of unwanted behaviour, situations of risk, danger, and destructive conflict;

– psychotherapeutic – ensuring the physical and psychological safety and security of each subject of social organization;

– stimulating – strengthening of the involvement of each subject in the affairs of the organization and the formation of the devotion to it;

– regulatory – formation of norms, values, rules and requirements;

– cognitive and informational – formation of knowledge system of the organization’s subjects;

– game – the formation of the organization image, attributes, symbols and traditions.

Based on the theoretical ideas on the essence, content, types, functions of the organizational culture, we tried to determine the actual characteristics of culture in different social and educational institutions. Questioning of employees (pedagogical university lecturers, school teachers, teachers and educators of children's homes, social workers and psychologists of crisis centres for women and children, caregivers of children's homes) on materials developed by B. Kriviradeva made it possible to obtain important and useful information.

A significant majority of respondents tried to give socially approvable answer. All employees (100%) of social organizations indicated that they were aware of the purpose of the organization where they worked. All employees are virtually aware also of a presence of the symbol, the brand name of organization and understand their meaning. Positive answers to these questions show not so much a real meaningful awareness of the organization’s subjects as their positive attitude to the organization, emotional and value perception of belonging to its team.

Only in 75% of social and educational organizations there is the Code of Ethics determining the moral norms of relations between people. Thus, one third of the organizations’ managers do not think about the need to harmonize and formalize values, rules and norms of the team’s life. It would be useful to involve all team members to the creation of the Code of Ethics: discussion in a team would help not only to formulate the basic ethical standards, but also to make them personally significant for each employee.

Slogans and mottos that reflect the mission of the organization, are absent in most social organizations (58.5% of respondents say that they do not have them, 17% know nothing about them). This is a substantial omission because the selection and approval of a concise, expressive, understandable to every organization’s member motto promotes the formation of the value unity, an employees’ sense of belonging to the organization.

Almost all employees (91.67%) indicate that the decisions are taken in their organization by the leaders of organization or organizational unit. Competence and commitment of ordinary employees are not taken into account in a decisionmaking situation. However, an authoritarian style of leadership suits many employees; they perceive it positively; it gets rather high scores (8.17 to the leader’s style and 7.92 to the style of the head of unit on a ten-point scale). At the same time, the organization’s atmosphere is also positively evaluated by the survey’s participants – 7.26 points on the scale. Nevertheless, such a placid assessment promotes stagnation of the institution, the pace of development of the organization slows down; there is no realization of the potential of employees, the institution loses its position.

According to the traditional typology of organizational culture, productive and role cultures dominate. A few social organizations could be attributed to an innovative type of organizational culture according to the totality of identified characteristics.

A significant majority of the employees participating in the survey perceives organizational culture of their organization in a positive way: 83.33% says that they like the rules and regulations of the organization. Only 8.33% indicate that they do not like the rules and regulations of the institution they work.

In my opinion, unexpected information is received in response to the question: “How does the organizational culture affect you in the workplace?” The positive impact of organizational culture was noted by nearly half of the respondents who indicate that organizational culture “helps to better perform work tasks” – 50%; it “makes develop” – 41.87%; it “inspires confidence” – 25%; it “affects in a creative manner, forces to search answers to questions that have not existed so far” – 33.3%.

At the same time, the negative impact of organizational culture on employees was also noted – it “puts pressure on me, I did not feel comfortable in the workplace” –8.33; I “do not feel comfortable in the workplace” – 8.33%.

Assessing organizational culture of the institution, the majority of respondents mark out as leading factors:

– “safety and care of the family” – 91.67%;

– “inner harmony, freedom from internal conflicts” – 58.33%.

Unfortunately, such an indicator of assessment as self-esteem is significant only for 41.57% participants of the survey.

These data agree with the information received on the issue of conflicts in the organization. A quarter of all employees state that “conflicts are controlled by the interference from the leaders and are often encouraged by them to support their own authority.” 16.87% underline that “conflicts are suppressed by leaders referring to the rules, procedures and specific duties”, 8.33% indicate that “conflicts are ignored because of personal indifference.” Under such attitude there is no constructive conflict resolution and the constant threat of escalation and intensification of the conflict situation negatively affects the psychological atmosphere of the organization.

Half of the surveyed employees of social organizations point to the conflict resolution with the help of the open and in-depth discussion on the values and needs. Unfortunately, the responses of social organizations’ employees did not have any references to the presence of the conflict commission or specially trained mediators to resolve conflicts in their institution. The lack of competence on conflictological matters of the leaders of social organizations seems obvious. Considerable difficulties are caused by the choice of productive behavioural strategy in a conflict situation; analysis of conflicts, their classification; implementation of developmental potential of conflicts; turning of destructive conflicts into constructive ones.

Participants of the survey realize that not all factors are fully utilized by leaders of the organization to improve the efficiency of employees. First of all, the creative potential of employees is not realized, that is marked by the 41.67% of organization’s employees. Such response is considered as natural and logical as the authoritarian style of leadership and strict role culture do not stimulate the activity, independent activity, initiative, creativity of each member of the organization. The expected responses on factors that are not used to increase the success of employees, as follows:

– “effective wage system” – 25%;

– “task execution timeliness” – 41.67%;

– “team spirit presence” – 25%;

– “availability of information necessary to solve strategic problems” – 16.67%.

When considering the responses of survey participants, there is an impression that all of them are lucky with the leader who “evokes positive emotions can motivate employees to perform tasks in the best way” – 58.33%, who is “organized and disciplined” – 58.33%.

Half of the respondent’s stress that the leader “can effectively communicate with people, be polite, cordial, and care about others.” However, the 16.67% of survey participants believe that the leader is rude and unable to work in a team”, and at 8.33% of employees the leader causes “negative emotions and makes them feel uncomfortable.”

Responding to a question about the ideal leader, half of the respondents choose the option “strict, honest, supportive, generous and indulgent.” The third of the respondents believe that a good leader “respects and takes into account the personal needs and values of employees.” Only 8.33% indicate that good leaders are “fair and reasonable, does not use power for their own benefit” as well as they “are on a level with their employees and agree easily with their views on operational issues.” According to half of the survey participants, a perfect employee “contributes at the most to the problem solution, is open to new ideas and suggestions, and ready to give leadership to others when those show great abilities.” A third of surveyed employees believes that good employees are “responsible, reliable and diligently perform their duties.” Only 8.33% stresses that good workers are “interested in their own development and learning, ready to get help when it is necessary and respect the needs of others.”

The same number of survey participants chooses the answer “work a lot to achieve the objectives of the organization, protect the interests of their leader.”

The original data are obtained in response to the question: “Why do people in your organization work as a team?” The fourth part of the employees chooses the option “The cooperation satisfies the team members, encourages or evokes positive emotions for faster and more efficient problem solving” and “the coordination and exchange of information are part of the formal system.” “Their work leads to better accomplish tasks” – this option is chosen by 33.33% of the employees of social organizations. “The leader requires it’ – this answer is chosen by 16.67% of survey participants.

Conducted survey shows that spontaneously established culture of social and educational organizations does not identify the employees’ creative potential in a sufficient way, does not use to improve the efficiency of many internal reserves, and does not have any stimulating effect on workers.

Thoughtful and insightful analysis of the survey results will help the organization to identify the main promising lines, to choose a leading vector of development, to more fully realize the potential of each subject of the organization.

One of the most important areas of work with leaders of social and educational organizations can be a targeted training for their planning of types of cultures that are most adequate to the specificity of the organization. Information on the negative and positive potentials of role, family and productive cultures, styles of leadership and management, and functions of the organizational culture would be useful.

The implementation of psychotherapeutic function requires educational institution leader’s special attention, i.e. the physical and psychological safety and security of each subject of social organization as well as the implementation of the preventive function – prevention of unwanted actions, situations of risk, danger, and destructive conflicts.

In any case, it would be useful to consider the resulting survey data not only as some food for thought but a guide to action.

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Valentyna Kudryavtseva, Svitlana Barsuk, Olena Frolova

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СПИРАЛАТА ОБЩЕСТВО – ОБРАЗОВАНИЕ

Иванка Шивачева-Пинеда

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ПРОЕКТНО БАЗИРАНО ОБУЧЕНИЕ ЗА СОЦИАЛНО-ЕМОЦИОНАЛНИ И ТЕХНОЛОГИЧНИ УМЕНИЯ ЧРЕЗ ПРОГРАМАТА „УМЕНИЯ ЗА ИНОВАЦИИ“

Галин Цоков, Александър Ангелов, Йоанна Минчева, Рени Димова, Мария Цакова

МЕДИЙНАТА ГРАМОТНОСТ И УЧИТЕЛИТЕ

Светла Цанкова, Стела Ангова, Мария Николова, Иван Вълчанов, Илия Вълков, Георги Минев

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INTONATION AND CHILDREN WITH EMOTIONAL AND BEHAVIORAL PROBLEMS

Katerina Zlatkova-Doncheva, Vladislav Marinov

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2022 година
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ТРАНСГРЕСИВНО-СИНЕРГИЧНО КАРИЕРНО РАЗВИТИЕ В „НЕФОРМАЛНО ОБРАЗОВАНИЕ“ В УНИВЕРСИТЕТА

д.п.н Яна Рашева-Мерджанова, Моника Богданова, Илиана Петкова

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INTEGRATING INTERCULTURAL EDUCATION IN THE PRIMARY SCHOOL CURRICULUM

Bujar Adili, Sonja Petrovska, Gzim Xhambazi

НАГЛАСИ НА БЪДЕЩИТЕ ДЕТСКИ УЧИТЕЛИ КЪМ STEM ПОДХОДА

Наталия Павлова, Михаела Тончева

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НАЦИОНАЛНАТА ИДЕЯ НА ПАИСИЙ ХИЛЕНДАРСКИ

Йордан Колев, Надежда Кръстева

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ИВАН Д. ШИШМАНОВ – ЕВРОПЕИЗИРАНИЯТ БЪЛГАРИН

Надежда Кръстева, Йордан Колев

THE TECHNOLOGY OF DEVELOPMENT OF COMMUNICATIVE CULTURE OF ELEMENTARY SCHOOL TEACHERS

Mariia Oliiar, Nataliia Blahun, Halyna Bilavych, Nataliia Bakhmat, Tetyana Pantyuk

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TEACHERS’ATTITUDES BOUT TEACHING AND LEARNING MATHEMATICS

Aleksandra Mihajlović, Emina Kopas-Vukašinović, Vladimir Stanojević

EDUCATION 4.0 – THE CHANGE OF HIGHER EDUCATION INSTITUTIONS AND THE LABOUR MARKET

Gergana Dimitrova, Blaga Madzhurova, Stefan Raychev, Dobrinka Stoyanova

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DISTANCE LEARNING IN THE CONTEXT OF THE COVID-19 PANDEMICS

Baktybek Keldibekov, Shailoobek Karagulov

DIGITAL UNIVERSITIES: FEATURES AND KEY CHARACTERISTICS

Marina Skiba, Maktagali Bektemessov, Alma Turganbayeva

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TWO-TIER MODEL OF TRAINING FUTURE TEACHERS FOR COACHING AT OUT-OF-SCHOOL INSTITUTIONS

Borys Savchuk, Tetyana Pantyuk, Natalia Sultanova, Halyna Bilavych, Mykola Pantyuk

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2021 година
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ИЗСЛЕДВАНЕ НА ВЗАИМОДЕЙСТВИЕТО МЕЖДУ ФОРМАЛНОТО И НЕФОРМАЛНОТО ЗДРАВНО ОБРАЗОВАНИЕ

Вержиния Боянова, Константин Теодосиев, Берджухи Йорданова

FORMATION OF PROFESSIONAL COMPETENCE OF ASSISTANT TEACHER OF INCLUSIVE EDUCATION IN SECONDARY EDUCATION INSTITUTIONS

Vladyslava Liubarets, Nataliia Bakhmat, Olena Matviienko, Oksana Tsykhmeistruk, Inna Feltsan

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CONCEPT OF PRESENT PRACTICE IN CHOOSING OF OPTIMAL NUMBER OF TUGS

Rino Bošnjak, Zvonimir Lušić, Filip Bojić, Dario Medić

S-101 CHARTS, DATABASE TABLES FOR S-101 CHARTS, AUTONOMOUS VESSEL

Vladimir Brozović, Danko Kezić, Rino Bošnjak, Filip Bojić

INFLUENCE OF HYDRO-METEOROLOGICAL ELEMENTS ON THE SHIP MANOEUVRING IN THE CITY PORT OF SPLIT

Zvonimir Lušić, Nenad Leder, Danijel Pušić, Rino Bošnjak

MEETING SUSTAINABLE DEVELOPMENT GOALS – EXPERIENCE FROM THE LARGEST SHIPPING COMPANIES

Katarina Balić, Helena Ukić Boljat, Gorana Jelić Mrčelić, Merica Slišković

OPTIMISING THE REFERENCE POINT WITHIN A JOURNAL BEARING USING LASER ALIGNMENT

Ty Aaron Smith, Guixin Fan, Natalia Nikolova, Kiril Tenekedjiev

REVIEW OF THE CURRENT INCREASE OF NOISE UNIT COST VALUES IN TRANSPORT

Luka Vukić, Ivan Peronja, Mihaela Bukljaš, Alen Jugović

TARGET DETECTION FOR VISUAL COLLISION AVOIDANCE SYSTEM

Miro Petković, Danko Kezić, Igor Vujović, Ivan Pavić

NEW RESULTS FOR TEACHING SHIP HANDLING USING FAST TIME SIMULATION

Knud Benedict, Michèle Schaub, Michael Baldauf, Michael Gluch, Matthias Kirchhoff, Caspar Krüger

POTENTIAL BENEFITS OF ELECTRICALY DRIVEN FERRY, CASE STUDY

Tina Perić, Ladislav Stazić, Karlo Bratić

SITUATIONAL AWARENESS – KEY SAFETY FACTOR FOR THE OFFICER OF THE WATCH

Hrvoje Jaram, Pero Vidan, Srđan Vukša, Ivan Pavić

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INCLUSIVE INTELLIGENCE

Aleksandar Krastev

EDUCATION OF MORAL CULTURE OF STUDENT YOUTH IN THE CONDITIONS OF POLYCULTURAL SPACE

Natalia Bondarenko, Yevhen Rozdymakha, Lyudmila Oderiy, Anatoly Rozdymakha, Dilyana Arsova

PROFESSIONAL DEVELOPMENT IN KOSOVO – RESEARCH OF TRAINING PROGRAMS AND TESTS

Bekim Samadraxha, Veton Alihajdari, Besim Mustafa, Ramë Likaj

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EVALUATION OF CRUISER TRAFFIC VARIABLES IN SEAPORTS OF THE REPUBLIC OF CROATIA

Maja Račić, Katarina Balić, Mira Pavlinović, Antonija Mišura

COMPARATIVE ANALYSIS OF THE CONTRACTS FOR MARITIME TRANSPORT SERVICES. CHAIN OF CHARTER PARTIES

Svetlana Dimitrakieva, Ognyan Kostadinov, Christiana Atanasova

THE LIGHTSHIP MASS CALCULATION MODEL OF A MERCHANT SHIP BY EMPIRICAL METHODS

Vedran Slapničar, Katarina Zadro, Viktor Ložar, Ivo Ćatipović

ON EDUCATION AND TRAINING IN MARITIME COMMUNICATIONS AND THE GMDSS DURING THE COVID-19

Chavdar Alexandrov, Grozdyu Grozev, Georgi Dimitrov, Avgustin Hristov

AIR POLLUTANT EMISSION MEASUREMENT

Nikola Račić, Branko Lalić, Ivan Komar, Frane Vidović, Ladislav Stazić

ASSESSMENT OF LNG BUNKERING ACCIDENTS

Peter Vidmar, Andrej Androjna

EGR OPERATION INFLUENCE ON THE MARINE ENGINE EFFICIENCY

Delyan Hristov, Ivan Ivanov, Dimitar Popov

THE MEASUREMENT OF EXHAUST GAS EMISSIONS BY TESTO 350 MARITIME – EXHAUST GAS ANALYZER

Bruna Bacalja, Maja Krčum, Tomislav Peša, Marko Zubčić

PROPELLER LOAD MODELLING IN THE CALCULATIONS OF MARINE SHAFTING TORSIONAL VIBRATIONS

Nenad Vulić, Karlo Bratić, Branko Lalić, Ladislav Stazić

TECHNICAL DIAGNOSTICS OF MARINE EQUIPMENT WITH PSEUDO-DISCRETE FEATURES

Guixin Fan, Natalia Nikolova, Ty Smith, Kiril Tenekedjiev

CONTRIBUTION TO THE REDUCTION OF THE SHIP’S SWITCHBOARD BY APPLYING SENSOR TECHNOLOGY

Nediljko Kaštelan, Marko Zubčić, Maja Krčum, Miro Petković

THE STAND FOR FIN DRIVES ENERGY TESTING

Andrzej Grządziela, Marcin Kluczyk, Tomislav Batur

INTRODUCTION OF 3D PRINTING INTO MARINE ELECTRICAL ENGINEERING EDUCATION – A CASE STUDY

Ivica Kuzmanić, Igor Vujović, Zlatan Kulenović, Miro Petković

SHIPYARD CRANE MODELING METHODS

Pawel Piskur, Piotr Szymak, Bartosz Larzewski

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TEACHERS' PERSPECTIVE ON THE EDUCATIONAL IMPLICATIONS OF ONLINE TEACHING

Julien-Ferencz Kiss, Florica Orțan, Laurențiu Mândrea

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ФИДАНА ДАСКАЛОВА ЗА ПЕДАГОГИКАТА

Маргарита Колева, Йордан Колев

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НЕВРОДИДАКТИКА

Наталия Витанова

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BULGARIAN SCHOOL – SHOWCASE OF IDENTITY

Veska Gyuviyska, Nikolay Tsankov

2020 година
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EDUCATIONAL REASONS FOR EARLY SCHOOL DROP-OUT

Maria Teneva, Zlatka Zhelyazkova

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TEACHING CHALLENGES IN SPORTS EDUCATION DURING THE PANDEMIC COVID-19

Evelina Savcheva, Galina Domuschieva-Rogleva

THE DIFFERENCES IN STUDENTS’ATTITUDES ABOUT ONLINE TEACHING DURING COVID-19 PANDEMIC

Aleksić Veljković Aleksandra, Slađana Stanković, Irena Golubović-Ilić, Katarina Herodek

ONLINE EDUCATION DURING PANDEMIC, ACCORDING TO STUDENTS FROM TWO BULGARIAN UNIVERSITIES

Antoaneta Getova¹, Eleonora Mileva², Boryana Angelova-Igova²

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TEACHERS ATTITUDES ABOUT INTEGRATED APPROACH IN TEACHING

Emina Kopas-Vukašinović, Aleksandra Mihajlović, Olivera Cekić-Jovanović

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КОНЦЕПТУАЛНИ МОДЕЛИ ЗА РАЗРАБОТВАНЕ НА ПОЗНАВАТЕЛНИ ОНЛАЙН ИГРИ В ОБЛАСТТА НА КУЛТУРНОТО НАСЛЕДСТВО

Детелин Лучев, Десислава Панева-Мариновa, Радослав Павлов, Гита Сенка, Лилия Павлова

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A CONTINUUM OF APPROACHES TO SCHOOL INSPECTIONS: CASES FROM EUROPE

Rossitsa Simeonova, Yonka Parvanova, Martin Brown, Sarah Gardezi, Joe O’Hara, Gerry McNamara, Laura del Castillo Blanco, Zacharoula Kechri, Eleni Beniata

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2019 година
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ОБРАЗОВАНИЕ НА БЪДЕЩЕТО

Наталия Витанова

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RISK FACTORS FOR EARLY SCHOOL LEAVING IN BULGARIA

Elena Lavrentsova, Petar Valkov

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LEARNING MATURITY

Alina Gîmbuță, Daniela-Carmen Berințan, Marijana Mikulandra, Krzysztof Kij, Katja Sivka

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ДЕТЕТО И ПЕДАГОГИКАТА

Яна Рашева-Мерджанова

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УВАЖАЕМИ КОЛЕГИ,

На добър час!

УЧЕНИЧЕСКО САМОУПРАВЛЕНИЕ

Бисерка Михалева

2018 година
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ПРАВАТА НА ДЕТЕТО ПРЕЗ ПОГЛЕДА НА СТУДЕНТИ ПЕДАГОЗИ

Йорданка Николова, Даниела Рачева

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СПОДЕЛЕНО МНЕНИЕ

Йосиф Нунев

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РАДОСТТА ОТ ОБЩУВАНЕТО НА ЧУЖД ЕЗИК В ДЕТСТВОТО

Екатерина Софрониева, Христина Белева

ПРОФ. Д-Р ЕЛЕНА РУСИНОВА-БАХУДЕЙЛА

Розалина Енгелс-Критидис

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ПОЗИТИВНА УЧЕБНА СРЕДА

Валентина Шарланова

SENIOR CITIZENS’ EXISTENTIAL NEEDS AND EDUCATION FOR THE MEANING OF LIFE

Joanna Łukasik, Norbert Pikuła, Katarzyna Jagielska

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ПАРАДИГМАТА СЕМИОТИКА – ЕЗИК – ДЕТЕ ПРИ 6 – 7-ГОДИШНИТЕ

Жоржетина Атанасова, Любимка Габрова

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ДЕТСКИ КОНФЕРЕНЦИИ

Боряна Иванова

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СЪВРЕМЕННИ МЕТАМОРФОЗИ НА ВЗАИМООТНОШЕНИЯТА В ДЕТСКАТА ГРУПА

Веселина Иванова, Виолета Кърцелянска-Станчева

SCHOOLS AND UNIVERSITIES AS SOCIAL INSTITUTIONS

Emilj Sulejmani, Shikjerije Sulejmani

ОТНОСНО УСЕТА ЗА БРОЕНЕ

Петър Петров, Мима Трифонова

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УВАЖАЕМИ КОЛЕГИ И ПРИЯТЕЛИ

Емилия Василева, главен редактор

ДОБРИ ПРАКТИКИ „ПАРТНЬОРСТВО РОДИТЕЛИ – УЧИЛИЩЕ“

Мехмед Имамов, Калинка Гайтанинчева

2017 година
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ЧЕТЯЩИЯТ СТУДЕНТ, ЧЕТЯЩОТО ДЕТЕ – ЕДНО МАЛКО ПРОЗОРЧЕ, ЕДНА ВЕЛИЧЕСТВЕНА ГЛЕДКА

Мариана Мандева, Боряна Туцева, Габриела Николова, Цветелина Ковачева

Кампания на Институт за български език – БАН и вестник „Аз-буки“

на Институт за български език – БАН, и вестник „Аз-буки“

ЕДИН ТИП СЛОЖНИ НАРЕЧИЯ

Марияна Цибранска-Костова

СВАТБА

Палмира Легурска

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ДИДАКТИЧЕСКИ КОМПЕТЕНТНОСТИ

Нели Митева, Наталия Витанова

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АБВ ПОИСКА … ИЛИ АБВ ПОИСКАХА…?

Цветелина Георгиева

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НОВА И ПОЛЕЗНА КНИГА

Йонка Първанова

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Кампания на Института за български език – БАН и вестник „Аз-буки“

на Института за български език – БАН, и вестник „Аз-буки“

ИМЕНИЦИ И ИМЕННИЦИ

Ивелина Стоянова

НЕ МОГА ДА НЕ НЕДОВОЛСТВАМ

Ивелина Стоянова

ОБРЪЩЕНИЕ ИЛИ ОБРАЩЕНИЕ?

Диана Благоева

ОЩЕ ВЕДНЪЖ ЗА ГЛАВНИТЕ БУКВИ

Мая Влахова-Ангелова

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ПРОБЛЕМИ И ПЕРСПЕКТИВИ В РАЗВИТИЕТО НА ХУДОЖЕСТВЕНОТО ОБРАЗОВАНИЕ У НАС ПРЕЗ ПОГЛЕДА НА ДЕТСКИЯ И НАЧАЛНИЯ УЧИТЕЛ

Теодора Власева, Даниела Гирджева-Валачева, Мария Калоферова, Найден Младенов, Илияна Шотлекова

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ФАКТОРИ ЗА УСПЕШНО ПРИЛАГАНЕ НА СМЕСЕНО ОБУЧЕНИЕ

Стоянка Георгиева-Лазарова, Лъчезар Лазаров

2016 година
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ВНИМАВАЙКИ В КАРТИНКАТА

Ивелина Стоянова

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Кампания на Института за български език – БАН и в. „Аз-буки“

на Института за български език – БАН, и в. „Аз-буки“

ПРАВО В ДЕСЕТКАТА

Ивелина Стоянова

ЗДРАВЕЙТЕ, ЗАПЕТАИ!

Илияна Кунева

ЗА ЦИФРИТЕ И ЧИСЛАТА

Светлозара Лесева

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УЧИЛИЩЕ ЗА ЧЕТЕНЕ

Петя Георгиева, Христина Димитрова

Кампания на Института за български език – БАН и в. „Аз Буки“

на Института за български език – БАН, и в. „Аз Буки“

ДОШЛА ЛИ Е ИНСПЕКТОРЪТ?

Ванина Сумрова

ДА ВИ Е СЛАДКО!

Иво Панчев

ЩЕ ТЕ ЧАКАМ В/НА ЦЕНТЪРА

Илияна Гаравалова

КЪЩА-МУЗЕЙ ИЛИ КЪЩА МУЗЕЙ?

Ивелина Стоянова

КОЙ Е ПО-, ПÒ, НАЙ-?

Мария Тодорова

ТЪРСИ МЕ ПРОДАВАЧКА

Светлозара Лесева

ПРАВО В ДЕСЕТКАТА

Ивелина Стоянова

ПРОФ.Д.П.Н. СТОЯНКА ЖЕКОВА

Редколегия на сп. „Педагогика“

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AN OVERVIEW ON FORMAL SCHOOLING SYSTEM IN SEVEN COUNTRIES

Alina Gîmbută, Maria Fili, Cemile Yavuz, Radmila Jeřábková, Nikolina Ratković, Paulo Manuel Oliveira Mengo de Abreu, Chiara Sega

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IN MEMORIAM

На 10.12.2015 г. ни напусна нашият колега и приятел проф. д-р Иван Пет ков Иванов. Той беше уважаван учен и експерт в областта на педагогическите науки – автор на 10 монографии, 8 учебника, 10 учебни помагала, 6 студии и над 100 статии в специализирани периодич- ни издания и научни сборници; участник в 28 между- народни и национални проекта; председател и член на експертни групи към НАОА, член на редакционната ко- легия на сп. „Педагогика“. Проф. д-р Иван Иванов беше уважаван и оби

2015 година
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ДИСКУСИЯТА В УРОКА ПО ЛИТЕРАТУРА

Огняна Георгиева-Тенева

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ГОТОВНОСТ ЗА ОГРАМОТЯВАНЕ

Екатерина Чернева

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ПРОБЛЕМИ НА СОЦИАЛНАТА АДАПТАЦИЯ НА ПЪТУВАЩИ УЧЕНИЦИ ОТ МАЛКИ НАСЕЛЕНИ МЕСТА\(^{1)}\)

Траян Попкочев, Бонка Гергинова, Тереза Карамангалова

ТУРНИР ПО КАНАДСКА БОРБА

Д. Евтимова, Е. Павлова, И. Радославова и Б. Иванов

ДЕТСКА ЛЯТНА ОЛИМПИАДА

Нели Бъчварова, Десислава Дургова

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ORGANIZATIONAL CULTURE: THEORY AND REALITY

Inna Leonidovna Fedotenko

2014 година
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ДА ЗАПАЛИШ ИСКРАТА

Дафинка Самарджиева

НА УЧИЛИЩЕ – С УСМИВКА!

Снежана Якимова

УЧИТЕЛЯТ – ЕТАЛОН ЗА ФОРМИРАНЕ НА ДЕТСКАТА ЛИЧНОСТ

Катя Коруджийска, Янка Маринкова

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ЗАЕДНО МОЖЕМ ПОВЕЧЕ

Диана Смиленова

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ЗА ДУМАТА КАТО СРЕДСТВО ЗА ОБЩУВАНЕ

ЗА ДУМАТА КАТО СРЕДСТВО ЗА ОБЩУВАНЕ

УСПЕШНИЯТ УЧИТЕЛ – МЕЖДУ ПРОФЕСИОНАЛНАТА НОРМА И СТРАСТТА ДА ПРЕПОДАВАШ

Проф. д-р Ангел Петров е преподавател по методика на обучението по български език в СУ „Св. Климент Охридски“. Ръководител е на най- старата катедра по методика на филологически- те дисциплини в страната – Катедрата по ме-

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LE PROJET PÉDAGOGIQUE, SOURCE DE MOTIVATION DANS L’ENSEIGNEMENT ET L’APPRENTISSAGE DU FLE

THE EDUCATIONAL PROJECT, MEANS OF MOTIVATION IN TEACHING AND LEARNING FLE

LA PÉDAGOGIE DU PROJET ET LA MOTIVATION DES ÉLÈVES POUR L’APPRENTISSAGE DU FRANÇAIS

PROJECT PEDAGOGY AND PUPILS’ MOTIVATION IN LEARNING FRENCH

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КАЖДЫЙ ДЛЯ МЕНЯ УЧИТЕЛЬ

Ш.А.Амонашвили

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АНТОАНЕТА ЙОВЧЕВА (1952 – 2014)

След трудна борба с тежката болест ни напусна един добър и мил човек, една светла личност – Анто- анета Йовчева, нашата обичана колежка Тони. Нейните колеги и приятели, многобройните автори и сътрудници на сп. „Начално образование“ и на сп. „Педагогика“ ще запазят завинаги спомена за нейната приветлива усмивка, за нейната отзивчивост и преда- ност към работата, за нейната широка култура и стре- меж към познание, към развитие. Родена на 20 март 1952 г. в София в интелигентно се- мей

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ПОСТМОДЕРНИЗЪМ И ВЪЗПИТАНИЕ

Клавдия Сапунджиева

ДЕТСКИ УНИВЕРСИТЕТИ

Боряна Иванова

ПРОФ. Д-Р ЕЛКА ПЕТРОВА

Златка Петрова

МЕЖДУНАРОДНЫЙ ЦЕНТР ГУМАННОЙ ПЕДАГОГИКИ

Международният център „Хуманна педагогика“ организира XIII педаго- гически четения в периода 20 – 23.03.2014 г. в гр.Тбилиси, Грузия. Форумът се организира със съдействието на грузинското правителство. „Учителят“ е темата, която ще обедини участниците: учители, експерти, родители, универ- ситетски преподаватели, представители на педагогическата общност от мно- го страни, за да се осъществи дискусия за мисията на съвременния учител в съвременния образователен контекст. Ръководството на

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ОСНОВНИ ХАРАКТЕРИСТИКИ НА МОБИЛНОТО ОБУЧЕНИЕ

Стоянка Георгиева-Лазарова, Лъчезар Лазаров

2013 година
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УЧИТЕЛИ ВЪЗРОЖДЕНЦИ В ТЪРНОВО

Венка Кутева-Цветкова

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ДИМИТЪР ДОНЧЕВ – С ВЪЗХИТА ЗА БЪЛГАРСКИЯ УЧИТЕЛ

100 ГОДИНИ ОТ РОЖДЕНИЕТО НА ДИМИТЪР ЕВСТАТИЕВ ДОНЧЕВ (5.10.1913 – 15.02.1997)

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„СЛЪНЦЕТО“ НА ВЪЗПИТАТЕЛНАТА СИСТЕМА В ТВУ – РАКИТОВО

85 ГОДИНИ ОТ РОЖДЕНИЕТО НА АНГЕЛ УЗУНОВ (1928 – 1999)

ЦЕННОСТИ И ДУХОВНО-НРАВСТВЕНО РАЗВИТИЕ НА МАЛКИЯ УЧЕНИК

Марияна Ешкенази, Гергана Фиданова, Марияна Вишева, Цветанка Годжилова

МАЛКИЯТ УЧЕНИК ЧЕТЕ

Марияна Механджиева Венета Велева

С БАБА И ДЯДО В КЛАС

Цветелин Горанов, Таня Илиева, Цветанка Берова, Нели Иванова, Борка Бончева

РОД РОДА НЕ ХРАНИ, НО ТЕЖКО МУ, КОЙТО ГО НЯМА!

Диляна Вачкова Евелина Димитрова

ДА ПОМОГНЕМ НА ДЕЦАТА ДА ОТВОРЯТ СЪРЦАТА СИ

Иванка Дебелушина, Нина Маврикова

ДОБРОТО Е У ВСЕКИ

Мария Наскова

ОТЛИЧЕН ПЕДАГОГ, ПСИХОЛОГ И ПСИХОТЕРАПЕВТ

ДОЦ. СВЕТОСЛАВ СТАМЕНОВ (1939 – 2013)

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ТЕОРЕТИКО-ПРИЛОЖНИ ПРОБЛЕМИ НА КОНСТРУИРАНЕТО НА ТЕСТ ЗА НАЦИОНАЛНО ВЪНШНО ОЦЕНЯВАНЕ ПО „ЧОВЕКЪТ И ОБЩЕСТВОТО“ ЗА 4. КЛАС (2013)

Ваня Петрова, Цонка Каснакова, Мариан Делчев Жана Минчева Радостина Стоянова, Рада Димитрова Мария Темникова

MEDIA IN PRESCHOOL AGE OF CHILD’S LIFE

Sonja Petrovska Jadranka Bocvarova

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ШАЛВА АЛЕКСАНДРОВИЧ АМОНАШВИЛИ – УЧИТЕЛ ОТ БЪДЕЩЕТО

В сложното битие на науката и метамор- фозите на социалната реалност, неотменими и общовалидни остават само най-стойностни- те постижения и безспорни истини, които не само маркират и остойностяват територията на човешко познание, но извисяват самия чо- век, поддържат неговата вяра в доброто, под- хранват чувството му за собствена значимост, укрепват неговия дух. Приемайки извечните послания на класи- ческата философско-педагогическа мъдрост и дълбоко обвързан с педагогическата р

МАНИФЕСТ ГУМАННОЙ ПЕДАГОГИКИ

Преамбула 25 лет тому назад группа учителей новаторов провозгласила манифест „Пе- дагогика сотрудничества“ (Переделкино, 1986 год). В последующие годы были опубликованы отчеты встреч учителей новаторов, в которых рассматри- вались разные аспекты педагогики сотрудничества: „Демократизация лично- сти“ (Цинандали, Телавский район, Грузия, 1987 год), „Методика обновления“ (Москва, 1988 год), „Войдем в новую школу“ (Краснодарский край, 1988 год). Идеи педагогики сотрудничества воодушевленно

ПОРТФОЛИОТО НА УЧЕНИКА КАТО ПРОЦЕС НА САМОПОЗНАНИЕ

Радка Топалска Емилия Вълкова, Албена Атанасова

ДОПИРНИ СВЕТОВЕ

Албена Димитрова, Стилияна Гронева

ПРЕДИ ГОДИНА И СЕГА

Веселка Аршинкова

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СВЕЩЕНИК ГЕОРГИ МАРИНОВ ПОЛУГАНОВ – ОСНОВАТЕЛЯТ НА УЧИЛИЩЕТО И ПЪРВИЯТ УЧИТЕЛ В ПОЛИКРАЙЩЕ

Георги Георгиев Трифонка Попниколова Марияна Георгиева–Гроссе

ЕВРОПЕЙСКИ ПРИКАЗКИ

Светла Попова

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ДА ОПАЗИМ ДЕТСКОТО ЗДРАВЕ!

Мая Топалова, Симона Пейчева

КАК ДА ОТГЛЕДАМЕ МАЛЪК ПРИРОДОЛЮБИТЕЛ?

Мадлена Николова Ани Цветкова

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ИЗКУСТВОТО ЗА ПРЕВЕНЦИЯ НА АГРЕСИВНОТО ПОВЕДЕНИЕ НА ДЕЦАТА

Евгения Миланова Виолета Николова Величка Радева

ПРИЯТЕЛСТВОТО В ЖИВОТА НА ДЕТЕТО

Даниела Димитрова, Красимира Василева

ПРЕДАЙ НАТАТЪК

Вилдан Мехмедова

2012 година
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ПЕДАГОГЪТ – РИЦАР НА ДЕТСТВОТО

Януш Корчак бе написал, че животът на великите хора е като легендите: труден, но красив. И се оказва пророчески прав, сякаш е писал за себе си! Наследник на семейство с богата духовна култура и традиции, останал отрано без баща, той не просто се справя с несгодите на сирачеството, но развива у себе си три могъщи извора на живот: любов към свободата и справедливостта, страст към знанието и творчеството, отдаденост на децата и тяхното щастие. Лекарят Корчак лекува децата и душите им. Безплатн

ЯНУШ КОРЧАК – ВЕЛИК ХУМАНИСТ И ПЕДАГОГ

„Със сила и мощ поведох своя живот, който беше привидно неподреден, самотен и чужд. За син избрах идеята да служа на детето и неговото дело. Привидно загубих.“ Бе лекар, писател, мислител. Бе философ, учен, моралист. Издател. Възпи- тател и педагог. Бе герой. Бе скромен. Във всяка от тези области той има изключителни постижения. В течение на по- вече от четиридесет години работи като педагог и писател. Четиридесет години безкористно служене на слабите и беззащитните. Създава съвременна кон

ЕВОЛЮЦИЯ НА ПРАВАТА НА ДЕТЕТО

„Детето има право на сериозно отношение към проблемите му, на справедливото им решаване.“

THE KORCZAK’S RIGHT TO SOCIAL PARTICIPATION OF CHILDREN THE CITIZENSHIP OF CHILDREN

A speech by Marek Michalak, the Ombudsman for Children, given during the seminar„The Polish-Israeli pioneer in the fi eld of human rights, Janusz Korczak (1879–1942) and today’s Convention on Children’s Rights as the part of the international law“, Geneva, the 6 of June 2009

ЗА ДЕТЕТО, ДЕТСТВОТО ИЛИ НАУКА ЗА НЕГО?

В памет на Януш Корчак – по повод 70 г. от неговата смърт и 100 г. от създаването на „Дом за сираци“ във Варшава Албена Чавдарова

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CHANGES IN UNIVERSITY TEACHING – THE ROAD FROM KNOWLEDGE TO COMPETENCIES

Slađana Anđelković Zorica Stanisavljević Petrović

ДОСТОЕН ЖИВОТ, ОТДАДЕН НА ПРОСВЕЩЕНИЕТО… ПРОФ. СТОЙКА ЗДРАВКОВА – ЕДИН СЪВРЕМЕНЕН БУДИТЕЛ НА 70 ГОДИНИ

Неуморна и взискателна! Енергична и всеотдай- на! Работохолик и перфекционист! Това е проф. д-р Стойка Здравкова! Не е за вярване, че в началото на ноември 2012 година навърши 70 години. И не е слу- чайно това, че тази светла дата е непосредствено бли- зо до Деня на будителите. А това, че проф . Здравкова е съвременен български будител, е толкова безспорно и видимо! 70–годишнината ù е един чудесен повод ретрос- пективно да си припомним и проследим най-значи-

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ОЧАКВАНА И ПОЛЕЗНА

Емилия Василева

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ЦЕННО ПОМАГАЛО ЗА ПСИХОЛОЗИ И ПЕДАГОЗИ (Надежден инструмент за диагностициране смисъла на живота)

Любен Десев Минчев, Борис. Тест на Дж. Крумбъг и Л. Махолик за смисъл в живота. Българска версия. Варна, ВСУ „Черноризец Храбър“,

ГЕОРГИ MАВРОВ ЖИВОТ, ОТДАДЕН НА НАУКАТА И ОБРАЗОВАНИЕТО

Така най-общо, но и най-точно можем да охарак- теризираме дейността на ст. н. с. д-р Георги Петков Мавров. Той ни напусна неочаквано в края на април т.г. И до последния си ден не преставаше да се вълнува от проблемите на образованието. Споделяше инте- ресни мисли относно предстоящото приемане на За- кона за образованието. Пестелив на думи, но щедър на дела – това ясно проличава от неговата богата би- ография.

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ОЩЕ ЕДНА ИДЕЯ

Галина Стоянова

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С ИНОВАТИВЕН ПОГЛЕД КЪМ ЛИЧНОСТТА НА ДЕТЕТО

Маргарита Абрашева Любимка Габрова

БИЗНЕС ОБУЧЕНИЕ В ДЕТСКАТА ГРАДИНА

Красимира Костова Петя Драгоданова

ДЕТСКАТА БЕЗОПАСНОСТ

Любимка Габрова

БАБА ПРИКАЗКИ РАЗКАЗВА... (МИКС ОТ ПРИКАЗКИ)

Кева Захариева, Мария Мичева

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ДЕТЕ ПЪТУВА В АВТОМОБИЛА

Красимира Михайлова

ПРОТИВОПОСТАВЯНЕ

Пюрвя Ердниев, Б. Ердниев

ЗДРАВКА НОВАКОВА – ПРЕПОДАВАТЕЛ И ТВОРЕЦ

Седемдесетгодишният юбилей е вълнуващ повод да проследим трудния, богат и съдържателен професионално-творчески път на доц. д-р Здравка Новакова, да под- чертаем нейната важна роля за утвърждаване на дидактика на математиката като

IN MEMORIAM Иван Марев

Напусна ни проф. Иван Марев – философ, педагог, демократ, родолюбец. В далечната 1975 г., зареден с енергия, пълен с идеи, той създаде в Техническия

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ДЕЛЕГИРАНЕ НА ПРАВА ЧРЕЗ КОМИСИИТЕ В ДЕТСКАТА ГРАДИНА

Маргарита Абрашева Политиката, наречена управление на качеството, не е самоцел, нито поредна обра- зователна „мода“. Тя е практически необходима за поддържане от директора на учеб- ното заведение на един привлекателен образ в условията на конкуренция на пазара на учебни заведения. Това се отнася най-вече за детските градини. Политиката на упра- вление на качеството съдържа недостатъчно използван ресурс, включително за спечел- ване и запазване доверието на потребителя – родителите на децата,

ИНОВАЦИОННИ И ИНТЕРАКТИВНИ МЕТОДИ В КВАЛИФИКАЦИОННАТА ДЕЙНОСТ НА ПЕДАГОГИЧЕСКИЯ КОЛЕКТИВ

Стоилка Ташева, Севда Лукайчева Развиващото се с динамични темпове общество в днешно време налага необ- ходимостта от иновационни промени в областта на образованието. И в предучи- лищната педагогика все по-често се търсят алтернативни педагогически техноло- гии както за възпитанието и обучението на децата, така и при провеждането на квалификационната дейност на самите педагози. Използването на интерактивните методи дава възможност да се възлагат за- дачи, които предполагат съвместна работа,

НА УЛИЦАТА Е ОПАСНО

Таня Янчева, Зоя Кацарова

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