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https://doi.org/10.53656/ped2022-2.04

2022/2, стр. 196 - 212

UNIVERSITY LEARNING OUTCOMES: STATEMENT OF THE ISSUE WITHIN THE THEORY OF ILL-POSED PROBLEMS

Alma Turganbayeva
OrcID: 0000-0001-9723-4679
E-mail: turganbayeva.alma1@kaznu.kz
Al-Farabi Kazakh National University
Almaty Republic of Kazakhstan
Maktagali Bektemessov
OrcID: 0000-0001-8634-853
E-mail: m.bektemessov@abaiuniversity.edu.kz
Abai Kazakh National Pedagogical University
Almaty Republic of Kazakhstan
Marina Skiba
OrcID: 0000-0002-4155-9957
E-mail: marina.skiba@fin-academy.edu.kz
Financial Academy
Nur-Sultan Republic of Kazakhstan

Резюме: The article discusses the problem of determining the learning outcomes for educational programs of the university, including at the program level and the level of individual disciplines included in the program. The goal is to substantiate the understanding of the definition of learning outcomes at a university as an inverse illposed problem within the framework of the theory of ill-posed problems, which will allow further reengineering of the educational process at a university based on models of inverse and ill-posed problems. The article identifies the types of uncertainty inherent in education, which affect the possibility of an incorrect decision. The publication substantiates a new understanding of the educational process focused on learning outcomes at a university, as a process of finding a solution to an inverse incorrect problem. In this case, the learning outcomes formulated for a specific educational program are considered as an available solution to the inverse problem. The research carried out by the authors made it possible to construct a mathematical model of the educational process at the university and identify its components. The authors demonstrate that the optimal way to design the educational process is to design it as an inverse problem, and the list of disciplines, their content and the corresponding learning outcomes are determined and developed at subsequent stages, focusing on the goals of the program.

Ключови думи: university management; inverse problems; incorrect problems; incorrectness of the educational process; classification of types of uncertainty and incorrectness; learning outcomes; design of the educational process; mathematical models in education

Introduction

Current trends in the university system of post-Soviet countries are characterized by an increase in academic freedom, which, first, is expressed in the transition from the presence of a rigid learning path with an indication of a fixed list of academic disciplines to the emergence of a list of learning outcomes. That is, not compliance with individual parameters of the educational process, but achievement of the expected learning outcomes as a goal becomes fundamentally significant. It is the learning outcomes that become the main criterion for the success of an individual in society, the importance of having formal confirmation fades into the background. The set of necessary learning outcomes can be formed through various educational paths / tracks, with the important role played by technology and teaching methods, and not just the content of education.

Changes in the information environment, the advent of the Internet led to revolutionary changes in the educational sphere, led to an increase in the availability of education, competition, and globalization (Oke & Fernandes 2020; GonzalezSanmamed et al. 2020; Roblek et al. 2020; Rapanta et al. 2020). Universities are no longer unique sources of information, knowledge, and new technologies. It has become possible to obtain knowledge through alternative sources of information. The presence of a diploma ceases to be the main criterion for employment. The main shift occurred in the presence of confirmed learning outcomes, rather than formal ways to obtain them.

The difficulty in determining the model of a bachelor’s graduate lies in the fact that the period of study at a university under bachelor’s programs (for the Russian Federation and Kazakhstan – 4 years) already exceeds the halflife of information, that is, information and, accordingly, students ’knowledge become outdated even before the completion of the educational program. This circumstance led to the emergence of the phenomenon of “micro-degrees” (micro-credentials), which involves intensive retraining, considering the changing needs of the labor market.

The availability of information, the ambiguity of its reliability, the rapid growth of its volume, have created new approaches to the processing of information flows. All this led to the need to search for true reliable information and real facts that underlie the decisions made. Thus, the redundancy of information was an incentive for the development of the theory of inverse problems and application for the search for initial motives and reliable initial solutions.

The expansion of academic independence creates maximum freedom to create individual educational trajectories aimed at mastering learning outcomes, that is, ensuring the sustainability of the processes of changes in the level of mastering learning outcomes, regardless of the specifics of the educational process and individual characteristics of students.

During the educational process, a huge number of interference and uncontrolled influences arise when promoting a person along educational paths in educational environments and global information networks. The expansion of educational spaces and educational opportunities leads to the appearance of ill-posed problems in educational systems. Thus, mathematical modeling in education early was used mainly to build models of systems, not processes.

Methodology

Theoretical research methods included the analysis and study of both methods of mathematical modeling in the framework of the theory of inverse and ill-posed problems, as well as the analysis and study of research in the field of higher education. In addition, the study of the practice of designing the educational process was carried out, including in the framework of the participation of the authors of the publication in various stages of the procedures for assessing the quality of education. There was also a series of discussions with experts, 20 in-depth interviews with representatives of universities in the Bologna process countries, including Kazakhstan and Russia.

The theory of inverse and ill-posed problems is widely used in various fields of science, in particular: physics (astronomy, quantum mechanics, acoustics, electrodynamics, flaw detection, etc.); geophysics (seismology; electrical, magnetic and gravity exploration); medicine (x-ray examination and tomography, ultrasound, pharmacokinetic, immunological and epidemiological problems); ecology (water and air quality control, sustainable development, etc.); biology (study of populations); economics (theory of optimal control, model of economic growth, logistic production functions, spatial production functions), psychology (analysis of motives of behavior, theory of pattern recognition).

Various aspects of the idea and research results were discussed during a number of congresses, forums and conferences. For example, such as: the International Scientific and Practical Conference “Active Teaching Methods” (Almaty, KazNU named after al-Farabi, November 22 – 24, 2017), the World Congress of Engineers and Scientists “Future Energy: Innovative Scenarios and Methods for Their Implementation” WSEC-2017 (Astana, June 19 – 20, 2017), VI Congress of the Mathematical Society of Turkic-speaking countries (Astana, October 2 – 5, 2017) , II Central Asian Forum on Quality Assurance in Education (Astana, October 16, 2018), 5th International Conference “Governance and Open Society: Challenges in Eurasia”, EGOSE2018 (St. Petersburg, Russia, November 14 – 16, 2018), VIII International Scientific and Methodological Conference “Mathematical Modeling and Information Technologies in Education and Science” (Almaty, Kazakhstan, October 3 – 4, 2018), International Scientific Conference “Inverse Problems in Finance, Economics and Life Sciences” (Almaty, Kazakhstan, August 31 – September 4, 2019), IX International Scientific and Methodological Conference “Mathematic modeling and information technology in education and science” (Almaty, October 1 – 3, 2020).

Within the framework of the study, the following understanding of terms was used within the framework of the theories of ill-posed and inverse problems and the assignment of problems to this class.

Incorrectness is especially pronounced in transformable, unstable, poorly organized systems due to incompleteness, timeliness, non-standartization and low reliability of information. Any attempt to expand the boundaries of the direct (visual, auditory, etc.) perception of the surrounding world leads to ill-posed problems.

Traditionally, the following signs of classifying a problem as a class of ill-posed problems are distinguished:

– the problem does not have a solution in the class of interest / given class,

– the problem has many solutions (at least two),

– the instability of the finding solutions process characterizes the problem.

If we consider cause-effect relationships in mathematical modeling problems, then all problems are conditionally divided into two classes – direct and inverse problems. In direct problems with known causes, it is necessary to determine the consequences, in inverse problems it is the other way around: it is necessary to find out the causes that caused these or those consequences. The inverse problem involves the search for initial, incoming data and conditions in the presence of a known solution (Kabanikhin 2018).

Uncertainty is understood as incompleteness and inaccuracy of information about the conditions for the implementation of the process, the presence of randomness or reaction factors. Uncertainty is most pronounced in soft, humanistic systems with many participants. Uncertainty can be classified as follows: uncertainty, incompleteness, incorrectness, inadequacy, insufficiency, uncertainty of interaction within the system and uncertainty of behavior, ambiguity, false information, physical uncertainty, inaccuracy, randomness, variability, linguistic uncertainty.

The inverse problem is a type of problem that often arises in many branches of science, when the values of the model parameters can be obtained from the observed data. Inverse problems often are ill-posed problems.

The formulation of the problem of designing the educational process in general and learning outcomes, as a rule, turns out to be incorrect, since it is often formulated in conditions of unpredictability of the system’s behavior in nonstandard and especially in extreme situations. It should be noted that the approach to the design of the educational process as to the solution of the educational problem is not traditional and generally accepted, since the old approach is still preserved, which consists in designing the process in accordance with the previously available standards.

Results

Changes in education and the emergence of new technologies have led to a change in the role of education in human life, and, consequently, it became necessary to model the educational process itself and the accompanying and supporting processes. All this led to the emergence of a need to create models and processes that take into account the uncertainty and incorrectness of educational processes (Abassian et al. 2020;

Conaway & Goldhaber 2020; Maass et al., 2019), using the methods of mathematical modeling in social processes, soft systems, random phenomena, and, consequently, in education, which we understand as a social the phenomenon of transferring the culture of society to an individual, which is open in nature, with a high level of uncertainty, risks and the active influence of random processes. However, at present, there are practically no studies that allow using the methods of mathematical modeling for the construction, analysis and reengineering of education and optimization of the processes themselves, which is caused by both insufficient funding of the educational sphere and the conservatism of participants in the educational process.

The Google trends tool demonstrated a virtual lack of information on queries like “mathematical models in education” and “inverse problems in education” in both Russian and English; up to 100 queries daily, “mathematical modeling” is also mainly from 25 to 100 in Russian and from 0 to 50 in English. The analysis of individual keywords in the RSCI database showed the prevalence of the basic term “mathematical models” in 3433 RSCI articles, 205 of them in WoS and Scopus articles. The next most frequently mentioned “economic and mathematical models” – 562, and “physical and mathematical models” – 25. The first mention of the term related to education “mathematical models of pedagogical measurements” is ranked 57th and refers to 3 publications.

Large-scale studies of the state of the level of education led to the use of Big Data methods in education, as well as to the use of the Rush model and ITR (subject response theory) for studying the state (Fischer et al. 2020).

The theory of fuzzy sets is used to build models of the state of soft humanistic systems in the educational sphere (Sim et al. 2018; Yao 2019). It is used to assess the development of learning outcomes, build models of personal system characteristics and assess the degree of their formation, such as education, competence, and readiness for professional activity. When designing an educational trajectory in conditions of academic independence, the theory of graphs (Tatsuoka 1986) was used.

The educational process at the university was viewed mainly as a linear process. For example, Ponomareva L.A., Golosov P.E. (2017) built a model of the educational process, understanding it as a direct problem describing a continuous deterministic process with limited resources.

Regression analysis based on linear equations was used by A.K. Kolesnikov, I.P. Lebedeva (2011) to predict learning outcomes.

It should be noted that there are many works by various authors devoted to the construction of mathematical models for assessing quality, including based on the theory of fuzzy sets, as well as a number of works describing educational systems and objects as fractals (Enríquez 2017).

The analysis and study of research in the field of higher education, the study of the practice of designing the educational process, including in the framework of the participation of the authors of the publication in various stages of the procedures for assessing the quality of education, series of discussions with experts, 20 in-depth interviews with representatives of universities in the Bologna process countries, including Kazakhstan and Russia allowed to identify the following problems in the field of education (Staley & Barron 201; Goldhaber et al. 2020; Grinshkun & Krasnova 2017; Kincade et al. 2020):

1. In the field of technology development:

– the availability of virtual education in the best universities and with famous professors;

– priority of virtualization in students’ activities;

– insufficiently developed means of assessing competencies and learning outcomes;

– insufficient use of the opportunity to recognize the results of non-formal and informal learning.

2. In the field of management:

– closed leadership of universities from real problems in the field of education;

– the unwillingness of university leaders to engage stakeholders in corporate governance, including students, teachers, and employers;

– authoritarian management systems and lack of readiness for delegation of responsibility;

– the unwillingness of students to express and make complaints about the quality of the educational process;

– the possibility of corrupt influence on the adequate assessment of learning outcomes;

– low degree of trust in students as equal members of the educational process.

3. In the field of teacher development:

– insufficiently developed methods for using interactive communication technologies at a university;

– aging of graduate teaching staff;

– attracting graduates of our own university as teachers leads to a lack of new ideas and a lack of exchange of experience;

– attracting teachers who do not have experience in the professional field;

– insufficient recognition level of teachers, which leads to a leak of personnel from the field of education.

– In the field of human capital development:

– insufficient willingness of students to play an active role in the educational process;

– insufficiency of personal verbal communication skills of students, due, inter alia, to the massive introduction of testing;

– incompetence of students in assessing the quality of education;

– poor understanding of the impact of selected disciplines on the achievement of learning outcomes.

Thus, the main role in setting the framework that determines the learning outcomes is played by employers and university professors. In this regard, the following problems can be identified that arise in the system of higher education in the context of employers and teachers, presented in Figure 1, which can be represented using the intersection of sets.

Figure 1. Problems in the higher education system in the context of employers and teachers

The resolution of these problems is an urgent need regarding the development of higher education, a transfer to a fundamentally new level of quality assurance and ensuring its competitiveness as a social institution of training. One of the possibilities of maintaining and developing the status of higher education as a social institution is the emphasis on student-oriented educational process, when a man as a person and a professional is the goal of the learning process. Employers cease to be interested in graduates with diplomas, they need trained workers with specific competencies in the professional and communication fields that they can develop. Student-centeredness, as a relatively new trend in education, involves focusing on the student’s capabilities and on the needs of society and stakeholders, as recorded by the university in the graduate model (Berdrow & Bird 2018; Blazar & Archer 2020). Student-centered education is understood as an approach to education, which is aimed at overcoming several problems inherent in more traditional forms of education, focused on students and their needs, rather than on the contribution of the teacher. This approach determines the flexibility of the curriculum and its development, the content of the course and the interactivity of the learning process. However, this sets certain requirements for the minimum level of learning outcomes mastered by each graduate of the educational program.

Describing learning at the university as a process aimed at achieving learning outcomes and expanding the academic freedom of universities, we come to understand it as an incorrect task consisting of various parameters connected by fuzzy relationships and characterized by various types of uncertainty. Below is the rationale for understanding the educational process in a university, focused on the result, as an ill-posed problem.

Understanding the result-oriented educational process as ill-posed problems is based on the above classification of incorrect tasks. Given the need to perform at least one of the signs listed above to classify the task as incorrect. We describe the possibility of manifestation of signs of incorrect tasks during the organization and implementation of the educational process at the university.

1 sign of ill-posed problem – there is no solution in the interest / given class. Obtaining a diploma does not guarantee the formation of graduate learning outcomes that meet professional standards and the needs of the economy and the individual. Including the inability to continue training and / or employment in the specialty.

In addition, the learning outcomes, especially those associated with “soft skills”, are formed through teaching methods and technologies used in teaching disciplines. Such learning outcomes include learning outcomes involving critical thinking, teamwork, decision making in the face of uncertainty and incorrect information, time management, etc.

2-d sign of an incorrect task: the problem has many solutions (at least two). There are various educational trajectories, following which the student will be able to generate learning outcomes that ensure readiness for professional activity and implement personal development. These trajectories include both formal and nonformal and informal learning. The selectivity of the disciplines allows us to ensure complete “coverage” of the projected learning outcomes by choosing different paths, and these paths consider the learning outcomes generated earlier in the previous training phase.

Different universities for similar educational programs in conditions of academic independence determine unique learning outcomes based on Dublin descriptors, the National Qualifications Framework, and professional standards. Moreover, the more accurately the learning outcomes are tuned to the diverse needs of the labor market, the higher the chance of employment for graduates of the program, the more effective it is. Namely, uniqueness focused on meeting the needs of interested parties, including employers and students, is a determining factor in the competitiveness of the program.

3-th sign of an incorrect task is the instability of the process of finding solutions. The same educational trajectory of study at the university, the same educational program can lead to different levels of formation of learning outcomes from graduates. The learning process is determined by the various educational opportunities and abilities of students, as well as various levels at the entrance to the learning process. Educational trajectories and the choice of academic disciplines and additional educational programs (Minor) also affect the instability of the decision-making process. Since each choice opportunity creates a different educational trajectory, and may entail a change in the list of learning outcomes.

The student, as an active participant in the educational process, also contributes to the creation of instability in achieving learning outcomes: personal qualities, the rate of assimilation of the material, the characteristics of the learning style and assimilation of information, the psychological attitude, and the possibility of internalizing knowledge.

Considering that incorrectness is especially pronounced in transformable, unstable, poorly organized systems, including educational ones, due to the incompleteness, timeliness, lack of standardization, and low reliability of information, we illustrate below the affiliation of the educational system that arises when studying at a university to such systems kind of. Educational systems are open humanistic systems, as they depend on the behavior of various participants in the educational process and stakeholders, the level of preparedness and knowledge. Constant reforms in the field of education do not allow tracking the influence of various factors on the educational process itself and on learning outcomes, changes in the content of educational programs and educational technologies occur almost annually. The requirements of society and employers for the content of educational programs for the list of learning outcomes are also changing rapidly, as there are changes in requirements in the labor market. In fact, the following requirements for employees, and, consequently, for university graduates become the only stable ones: manage changes, make decisions in conditions of uncertainty and incorrectness, and can provide self-directed training. The transition from the concept of knowledge, skills to the concept of learning outcomes leads to the need for changes in teaching methods, as well as assessment methods. Basically, the current forms of knowledge assessment are focused on the diagnosis of knowledge and skills, especially this applies to widely used testing. The independent work of the student in the framework of the discipline is poorly regulated and there are practically no clearly defined criteria for assessing its real labor intensity in the context of all academic disciplines.

One of the main characteristics of learning outcomes correlating on the basis of a model of professional competence as a system is the uncertainty in the behavior of objects of the educational system, which leads to incorrectness in solving problems (Krieger 2014; Chirkova & Kochneva 2011).

In connection with the foregoing, the following specific types of uncertainty inherent in education can be identified that affect the possibility of an incorrect decision:

– the fuzzy boundaries of educational systems, in particular the fuzzy description of educational objects (education, competence, etc.), the use of dichotimous attributes “formed – unformed”, “high – low”;

– the ambiguity of the semantics of individual terms that are used in constructing conceptual models of systems, such as education, competence, training, quality;

– incompleteness of model ideas about education, in connection with the solution of poorly formalized problems both about education as a process and its laws, and about educational systems, including incomplete representations for both successfully forecasting a university development strategy and adequate design of learning outcomes, a sharp increase in information , change of information technologies and production processes;

– the inconsistency of the individual components of model representations and requirements that the model of education must satisfy. So, for example, fulfilling the social order of society and satisfying personal needs, compliance with regulatory documents governing the educational process; formation of professional competence in accordance with professional standards and individualization of education;

– stochasticity (the uncertainty of the onset of certain events), in particular, the uncertainty of the point in time at which the formation of education, achievement of projected levels of learning outcomes, the uncertainty of the formation of the necessary level of education depending on the educational trajectory of different students;

– the uncertainty of the goal, caused by: 1) the presence of interested parties, various goals and different ideas about the significance of the results of the educational process. In this case, there is a need to solve multi-criteria problems, especially when managing a university, so there is a risk that the learning outcomes will not be fully achieved, due to the need to solve other problems, for example, providing employment that does not fully meet modern requirements of teachers of retirement age, a shortage of qualified teachers in certain areas and/or academic disciplines in the labor market, the inability to attract teachers of practitioners due to restrictions caught by qualification requirements; 2) a verbal and insufficiently accurate mathematical description of the characteristics of the educational process and the formulation of learning outcomes;

– inaccuracy of information on the state of educational systems and persons involved in the educational process, distorted statistical data, corruption influence on the assessment of students’ achievement of learning outcomes. The lack of information about the conditions under which a decision is made is often caused by the low efficiency of the system for collecting, exchanging, and storing information inside the university or its absence. In addition, in universities with a strong leader and a lack of corporate governance, decisions can be made based on personal beliefs and preferences, and not based on collegial discussions and analysis of facts;

– the uncertainty of targeted opposition can be observed in a situation of interaction of two or more parties, each has incomplete, inaccurate information about the motives and behavior of the other side. Such opposition occurs: with passive participation in the educational process or with corruption manifestations between teachers and students, with changing requirements for the conditions and nature of work at the university and upcoming cuts between teachers and the administration, in determining the content of education between employers and the teacher. And also, multilateral oppositions are possible with the active involvement of all interested parties in the educational process and with the development of corporate governance in universities;

– incompleteness and inadequacy of assessment tools, particularly, not all learning outcomes are evaluated through assessment tools used at the university (for example, through tests), insufficient tasks for assessing competencies, applying skills, rather than knowledge, formality of assessing competencies / learning outcomes during practice, subjective attitude when evaluating.

In this case, the analysis of the system’s behavior does not give a clear answer to the question “Will the learning outcomes of the graduate of the educational program at this level be formed at a certain point in the future?”.

In addition, the current period is characterized by the uncertainty of the models of professional functions themselves, reflected in professional standards. The professional community itself is not able to adequately and unequivocally formulate its future needs in the formation of models of the results of graduate training, models of professionally significant competencies that will be in demand in four years.

In fact, when planning the educational process, the task is reduced to an incorrect one, consisting of four tasks corresponding to the main stages of design.

The first step is to design learning outcomes. Based on the information recorded in the professional standard, the opinions of experts and interested parties, as well as in the predictive model of the need for professionals, it is necessary to determine the learning outcomes. This task is incorrect and direct, suggesting the presence of many solutions.

f (professional standard, expert opinion, regulatory factors, limitations, time) = projected learning outcomes

(1) LO (x1, x2, x3, x4, x5) = y,

there у – projected learning outcomes, x1 – professional standard, x2 – expert opinion, x3 – regulatory factors, x4 – limitations, x5 – time.

The second stage of design is to solve the inverse problem of designing an educational program – determining the objectives of the program, a list of disciplines, their contents, and other components of the educational process.

(2)

there у – learning outcomes, z1– program goals, z2 – list and content of disciplines, z3 – educational literature, z4 – learning technology, z5 – information Technology, z6 – forms and methods for assessing the development of learning outcomes, z7 – requirements for the level of applicants.

The third stage of designing the educational process is to solve the inverse problem F2 (y), which arises when: designing teaching technologies s1 and studying s2 as an inverse function of F3 (z5) from learning technologies z5, assessment technologies s3, and supporting s4, and educational environment s5. The solution of this inverse problem should provide for the achievement of the planned learning outcomes by the largest possible number of students. One of the important components of the solution is the time t required by students to achieve learning outcomes:

(3)

there у – learning outcomes while fulfilling the condition

, this – mastered by student learning outcomes, – projected learning outcomes appropriate to the level of learning.

The fourth step in solving the problem of designing the educational process is to solve the incorrect inverse problem of designing the individual educational trajectory of the student, considering his capabilities p and ability a.

(4)

where у – learning outcomes, m1 is an individual educational trajectory, m2 is academic mobility, m3 is an additional educational program, m4 is certification programs, m5 is research, m6 is non-formal learning, t is time.

Let us give the author’s model of the sequence of reverse actions in the design of the educational process, which consists in determining:

– learning outcomes;

– a list of academic disciplines;

– their complexity;

– a list of applied teaching methods and technologies;

– a list of students’ activities;

– tools for assessing learning outcomes;

– the degree of influence on the level of formation of learning outcomes.

Further, by detailing the model in the further design of learning outcomes, it is possible to identify the following activities carried out in the development of an educational program:

– analysis of the European and national qualifications frameworks, Dublin descriptors and professional standards;

– analysis of labor market needs;

– accounting for the educational program the provisions of the university development strategy;

– determination of the list of professionally significant competencies;

– the formulation of the learning outcomes of the educational program relevant at the time of completion of the educational program;

– determination of criteria for evaluating the completion of an educational program by students;

– determination of the compulsory and elective set of academic disciplines;

– determination of the complexity of academic disciplines;

– the choice of teachers for teaching disciplines;

– determination of the input requirements for students to start mastering the educational program;

– development of the content of academic disciplines;

– development of learning outcomes within the framework of modules and individual academic disciplines;

– development of a system of prerequisites and post requisites to determine the program development order;

– selection and adaptation of teaching methods;

– determination of the types of activities of students, consistent with the learning outcomes;

– determination of forms, methods, and tools for assessing learning outcomes, considering their specifics;

– assessment of the possibility of constructing individual educational paths;

– assessment of the degree of influence of all stages of the educational process on the achievement of learning outcomes;

– assessment of the attainability of learning outcomes in the framework of the developed educational program.

The detailed design of the educational process can be continued to the level of specific classes, as an integral unit of the educational process, which has its own corresponding learning outcomes.

During in-depth interviews and participation in various procedures for evaluating educational programs, a gap was revealed between the generally accepted practice of designing an educational program, which is based on the capabilities and abilities of teachers who offer “convenient” and familiar academic disciplines. The limitation of the possibilities for including disciplines in the program sharply narrows the possibilities of determining the planned learning outcomes in accordance with the needs of the labor market, which naturally leads to a decrease in the quality of education and a decrease in the competitiveness of graduates. This model is the basis for the reengineering of the educational process.

Conclusion

The analysis of the research results made it possible to formulate the following conclusions.

1. Innovations in the field of education and smart technologies have transformed educational reality, which exacerbated the contradiction between traditionally used models in the field of education and the specifics of real processes and systems, which caused the need to apply mathematical modeling methods to build and optimize models of educational systems and processes in conditions of uncertainty.

2. Expansion of academic independence has led to the need to overcome stereotypes in the design of the educational process, relying on the theory of inverse problems, using the understanding of incorrectness and uncertainty.

3. Designing the educational process at a university is inherently an inverse incorrect task. Despite this, the educational process is most often understood as a direct correct, unambiguously defined process, which hinders the quality assurance of education and the achievement of the planned learning outcomes by each graduate of the educational program.

4. Methods of mathematical modeling made it possible to identify the gap between the ideal mathematical model and practice, which demonstrated the need for reengineering of the educational process at the university.

5. The proposed approach will make it possible to effectively organize the educational process in conditions of uncertainty, providing a solution to the problem of designing learning outcomes.

NOTES

1. www.elibrary.ru

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STALEY, K. & BARRON, D., 2019. Learning as an outcome of involvement in research: what are the implications for practice, reporting and evaluation? Research involvement and engagement, 5(1), 1 – 9.

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YAO, F., 2019. Design and simulation of integrated education information teaching system based on fuzzy logic. Journal of Intelligent & Fuzzy Systems, 37(4), 4687 – 4695.

2025 година
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DEVELOPMENT OF DEMOCRATIC CULTURE THROUGH CONTENTS ABOUT THE ROMA IN CLASSROOM TEACHING – STUDENTS’ PERCEPTION

Aleksandra Trbojević, Biljana Jeremić, Hadži Živorad Milenović, Bojan Lazić

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КАТЕГОРИАЛНИ ИЗМЕРЕНИЯ НА ИНФОРМАЦИОННО-КОМУНИКАЦИОННИТЕ ТЕХНОЛОГИИ В ОБУЧЕНИЕТО НА ДЕЦА И УЧЕНИЦИ СЪС СОП

д.п.н Мира Цветкова-Арсова, Данка Щерева, Славина Лозанова, Маргарита Томова

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ВРЪЗКА НА СОЦИАЛНО-ЕМОЦИОНАЛНОТО С КОГНИТИВНОТО РАЗВИТИЕ В ПРИОБЩАВАЩА СРЕДА

Милен Замфиров, Маргарита Бакрачева, Емилия Евгениева

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КОГНИТИВНО РАЗВИТИЕ НА ДЕЦА И УЧЕНИЦИ, ОБХВАНАТИ В ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ

Милен Замфиров, Емилия Евгениева, Маргарита Бакрачева

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COMPETENCE FOR SOCIAL PEDAGOGICAL PRACTICE: WHAT DO STUDENTS TELL US?

Maya Tcholakova, Marina Pironkova, Aleksandar Ranev, Yana Staneva

MULTIMODAL COMMUNICATION IN PHYSICAL EDUCATION CLASSES

Cristiana Lucretia Pop, Cristina Filip

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GAMES IN FUNCTION OF DEVELOPMENT OF MULTIPLICATION SKILLS

Dasare Sylejmani, Vesna Makashevska, Jasmina Jovanovska

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ИЗПОЛЗВАНЕ НА СИСТЕМИТЕ ЗА УПРАВЛЕНИЕ НА ОБУЧЕНИЕТО В КОНТЕКСТА НА ИНТЕРАКТИВНОТО ОБРАЗОВАНИЕ

Силвия Парушева, Борис Банков, Гергана Касабова, Петя Страшимирова

MILITARY AND SOCIAL THREATS AS DETERMINANTS OF THE DEVELOPMENT OF CONTEMPORARY UKRAINIAN HIGHER EDUCATION

Mykola Pantiuk, Tetiana Pantiuk, Nataliia Bakhmat, Olena Nevmerzhytska, Svitlana Ivakh

STEM ОБУЧЕНИЕ НА СТУДЕНТИ ПЕДАГОЗИ В ТРАНСДИСЦИПЛИНАРНА ОБРАЗОВАТЕЛНА СРЕДА

Любен Витанов, Николай Цанев, Людмила Зафирова, Гергана Христова, Катерина Динкова, Калина Георгиева, Жорж Кюшев, Здравка Савчева

ИЗСЛЕДВАНЕ И АНАЛИЗ НА НАГЛАСИТЕ НА СТУДЕНТИТЕ ПРИ ИЗПОЛЗВАНЕ НА ГЕНЕРАТИВЕН ИНСТРУМЕНТ НА ИЗКУСТВЕН ИНТЕЛЕКТ

Николай Янев, Иглика Гетова, Теодора Христова, Ива Костадинова, Георги Димитров

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ДРУГИЯТ КАТО ЦЕННОСТ В УЧИЛИЩЕ

Александър Кръстев

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ASSESSMENTS OF TEACHERS AND PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES ON INCLUSION IN PRE-SCHOOL INSTITUTIONS

Zagorka Markov, Hadzi Zivorad Milenovic, Biljana Jeremic, Radmila Zecevic, Milica Pavlovic

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ПРИЛОЖЕНИЕ НА СРЕДСТВАТА ЗА ДОПЪЛВАЩА И АЛТЕРНАТИВНА КОМУНИКАЦИЯ В ОБРАЗОВАТЕЛНИТЕ ИНСТИТУЦИИ В БЪЛГАРИЯ

. Неда Балканска, . Анна Трошева-Асенова, . Пенка Шапкова, Снежина Михайлова

USE OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE TEACHING

Ekaterina Sofronieva, Christina Beleva, Galina Georgieva

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Скъпи читатели, автори, приятели на списание „Педагогика“,

В началото на 2025 година в първия брой на нашето списание „Педагогика“ бих искала от името на редакционната колегия и от мое име да Ви пожелая здраве, творческо вдъхновение и професионално удовлетворение от прино- са Ви към педагогическата наука и практика! Вярвам и се надявам, че списание „Педагоги- ка“ ще продължи да осигурява платформа за научен, обективен и откровен диалог, базиран на резултати от научни изследвания, за насто- ящето и бъдещето на обучението и образова- н

2024 година
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ANALYSIS AND IMPROVEMENT OF VIDEO LEARNING RESOURCES IN SMALL-SCALE LEARNING SCENARIOS

César Córcoles, Laia Blasco-Soplon, Germán Cobo Rodríguez, Ana-Elena Guerrero-Roldán

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АНГАЖИРАНОСТ КЪМ УЧЕНЕ ЧРЕЗ ИЗПОЛЗВАНЕ НА СМАРТ ТЕХНОЛОГИИТЕ В ОБРАЗОВАНИЕТО

Кирилка Тагарева, Дора Левтерова-Гаджалова, Ваня Сивакова

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ПРЕДИЗВИКАТЕЛСТВАТА НА СТАЖАНТСКАТА ПРАКТИКА ПРЕД СТУДЕНТИ – БЪДЕЩИ УЧИТЕЛИ

Илиана Петкова, Марияна Илиева, Владислава Станоева, Георги Чавдаров

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FEATURES OF SPEECH COMPREHENSION TRAINING OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Maryna Branytska, Svitlana Myronova, Svitlana Mykhalska

OVERVIEW OF THE STEM EDUCATION IN ISRAEL

Aharon Goldreich, Elena Karashtranova

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НАГЛАСИ НА СТУДЕНТИТЕ КЪМ СМАРТ ТЕХНОЛОГИИТЕ В ОБРАЗОВАНИЕТО

Дора Левтерова-Гаджалова, Кирилка Тагарева, Ваня Сивакова

PROFESSIONAL SUPPORT FOR YOUNG RESEARCHERS

Emina Vukašinović, Marija Veselinović, Milan Milikić

РОБОТИТЕ В ОБУЧЕНИЕТО – ОБРАЗОВАТЕЛНА STEAM ИГРА

Мария Желязкова, Михаил Кожухаров, Даниела Кожухарова

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ATTITUDES AND EXPERIENCES OF THE PRESCHOOL TEACHERS IN THE APPLICATION OF DIGITAL TECHNOLOGIES IN ENVIRONMENTAL EDUCATION

Nataša Branković, Gordana Kozoderović, Biljana Jeremić, Danijela Petrović, Bojan Lazić, Slavica Karanović

ДИГИТАЛНИ ТЕХНОЛОГИИ В ПОДКРЕПА НА УЧЕНЕТО

Стоянка Георгиева-Лазарова, Лъчезар Лазаров

PREPARATION OF FUTURE TEACHERS FOR ORGANISING A HEALTH-PRESERVING INCLUSIVE SPACE IN EDUCATIONAL INSTITUTIONS

Nadiya Skotna, Tetiana Nadimyanova, Anna Fedorovych, Myroslava Sosiak, Oksana Yatsiv

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ОТ РИСУНКА – КЪМ СНИМКА

Камен Теофилов

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„ВТОРОТО“ БЪЛГАРСКО УЧИЛИЩЕ. ГЕНЕЗИСЪТ

Пенка Цонева, Бистра Мизова

2023 година
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EXPLORING THE NARRATIVE IDENTITY OF HUNGARIAN TEACHERS IN SLOVAKIA

Patrik Baka, Terézia Stredl, Kinga Horváth, Zsuzsanna Huszár, Melinda Nagy, Péter Tóth, András Németh

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A QUALITY “ONLINE” TEACHER – WHAT DO STUDENTS APPRECIATE AND VALUE IN TEACHERS DURING DISTANCE LEARNING?

Irena Golubović-Ilić, Ivana Ćirković-Miladinović, Nataša Vukićević

SUPPORT FOR THE INCLUSION OF ROMA CHILDREN THROUGH THE PROJECT TEACHING MODEL

Biljana Jeremić, Aleksandra Trbojević, Bojan Lazić, Gordana Kozoderović

TREND ANALYSIS OF PROFESSIONAL COMPETENCES OF SPORTS TEACHERS AND COACHES

Sergejs Capulis, Valerijs Dombrovskis, Svetlana Guseva, Alona Korniseva

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ЦЕННОСТЕН ПРОФИЛ НА УЧИТЕЛИТЕ В НАЦИОНАЛЕН КОНТЕКСТ

Цветан Давидков, Силвия Цветанска

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MODELLING OF MARITIME CYBER SECURITY EDUCATION AND TRAINING

Gizem Kayisoglu, Pelin Bolat, Emre Duzenli

INTRODUCING THE USE OF CASE STUDIES METHODOLOGY IN TRAINING FOR SOFT SKILLS IN MARITIME UNIVERSITIES. THE ISOL-MET PROGRAM

Maria Lekakou, Helen Iakovaki, Dimitris Vintzilaios, Markella Gota, Giorgos Georgoulis, Thalia Vintzilaiou

THE ROLE OF MARITIME EDUCATION IN DIGITALIZATION

Kamelia Narleva, Yana Gancheva

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С МИСИЯ ЗА НАЦИОНАЛНА И КУЛТУРНА ИНДИВИДУАЛНОСТ

Надежда Кръстева, Йордан Колев

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PREFACE

Nikola Vaptsarov Naval Academy is the oldest technical educational institution in Bulgaria. The Naval Academy is one of the symbols of Varna and Bulgaria in the world maritime community. Its history and achievements establish it as the most prestigious center for training of maritime specialists. At present, the Naval Academy trains specialists for the Navy and for the merchant marine in all areas of maritime life. Research and development conducted at the Naval Academy in Varna

A FAIR CONCERN ABOUT ECDIS

Nikolay Sozonov, Dilyan Dimitranov

DATA-DRIVEN LEARNING APPROACH TO MARITIME ENGLISH

Jana Kegalj, Mirjana Borucinsky, Sandra Tominac Coslovich

DEVELOPING CRITICAL THINKING SKILLS THROUGH THE “CASE STUDY” TEACHING METHOD IN MARITIME ENGLISH LANGUAGE TEACHING (MELT)

Tamila Mikeladze, Svetlana Rodinadze, Zurab Bezhanovi, Kristine Zarbazoia, Medea Abashidze, Kristine Iakobadze

MAXIMIZING STUDENTS’ LEARNING IN MARITIME ENGLISH ONLINE COURSE

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

Доц. д-р Вержиния Боянова Гл. ас. д-р Константин Теодосиев Гл. ас. д-р Берджухи Йорданова

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

Prof. Dr. Vladyslava Liubarets, Prof. Dr. Nataliia Bakhmat, Prof. Dr. Olena Matviienko, Oksana Tsykhmeistruk, Inna Feltsan

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ОТНОСНО ЗАДЪЛЖИТЕЛНОСТТА НА ПРЕДУЧИЛИЩНОТО ОБРАЗОВАНИЕ – РЕЗУЛТАТИ ОТ ЕДНО ИЗСЛЕДВАНЕ

Проф. д-р Маргарита Колева, доц. д-р Блага Джорова, д-р Ева Жечева

INFLUENCE OF PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF STUDENTS ON THEIR ACTIVITY IN SELF-EDUCATION

Dr. Iryna Sereda, Assoc. Prof. Dr. Svitlana Karskanova, Assoc. Prof.

CENTRALISATION AND DECENTRALISATION IN HIGHER EDUCATION: A COMPARATIVE STUDY OF HUNGARY AND GERMANY

Carla Liege Rodrigues Pimenta, Prof. Dr. Zolt†n R–nay, Prof. Dr. Andr†s Nmet

ЗА ПРИОБЩАВАНЕТО, ОБУЧЕНИЕТО И РАЗВИТИЕТО НА ДЕЦА И УЧЕНИЦИ С ИНТЕЛЕКТУАЛНИ ЗАТРУДНЕНИЯ

Златкова-Дончева, К. (2021). Приобщаване, обучение и развитие на деца и ученици с интелектуални затруднения. Бургас: Либра СКОРП, ISBN 978-954-471-705-6

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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 , MichŽle 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

Dr. Aleksandar Krastev, Assist. Prof.

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

Dr. Natalia Bondarenko, Assoc. Prof. Yevhen Rozdymakha Dr. Lyudmila Oderiy, Assoc. Prof. Dr. Anatoly Rozdymakha, Assoc. Prof. Dilyana Arsova, PhD student

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

MODELING OF THE DEPENDENCE OF CO

Hristo Hristov, Ivailo Bakalov, Bogdan Shopov, Dobromir Yovkov

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

Dr. Julien-Ferencz Kiss, Prof. Dr. Florica Orțan, Dr. Laurențiu Mˆndrea

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИ ПРАВИЛА, МОДЕЛИ НА ДОБРИ ПРАКТИКИ И ПРЕПОРЪКИ ПРИ РАБОТАТА И ОБУЧЕНИЕТО НА ДЕЦА И УЧЕНИЦИ С ПОВЕДЕНЧЕСКИ РАЗСТРОЙСТВА

Тричков, Ив., 2019. Психолого-педагогически правила, модели на добри прак- тики и препоръки при работата и обучението на деца и ученици

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ФИДАНА ДАСКАЛОВА ЗА ПЕДАГОГИКАТА

Маргарита Колева, Йордан Колев

ВОЕННОМОРСКОТО ОБРАЗОВАНИЕ – ЕДИН РАЗЛИЧЕН ПОГЛЕД

Кожухаров, А. (2021). Личните академични документи на българската военна образователна система (1892 – 1946). Варна: ВВМУ, ISBN 978-619-7428-55-1

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НЕВРОДИДАКТИКА

Наталия Витанова

ЗА АСИСТИРАЩИТЕ И ИНФОРМАЦИОННИТЕ ТЕХНОЛОГИИ В ОБРАЗОВАНИЕТО

Сивакова, В. (2020). Асистиращи и информационни технологии

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ОВЛАДЯВАНЕ НА КЛЮЧОВИ КОМПЕТЕНЦИИ ПРИ ОРИЕНТИРАНЕ В СВЕТА

Стоянова, М. (2019). Овладяване на ключови компетенции при ориентиране в света. София: Авангард принт, ISBN 978-954-337-398-7 374

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BULGARIAN SCHOOL – SHOWCASE OF IDENTITY

Veska Gyuviyska, Nikolay Tsankov

ЗА ИЗБОРА НА УЧЕБЕН КОМПЛЕКТ ПО БЪЛГАРСКИ ЕЗИК И ЛИТЕРАТУРА В НАЧАЛЕН ЕТАП. И ЗА ОБУЧЕНИЕТО

Георгиева, А. (2020). Съвременни проекции на обучението по български език

КОНТРОЛ НА СТРЕСА. ПСИХОЛОГИЧЕСКИ И УПРАВЛЕНСКИ РАКУРСИ

Стоянов, В. (2020). Управление на стреса в организацията. Психологически и управленски ракурси. 198 cтр., Варна: Стено, ISBN 978-619-241-119-0

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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ПОДГОТОВКАТА НА ПЕДАГОГИЧЕСКИ КАДРИ ЗА ПРЕДУЧИЛИЩНИТЕ ВЪЗПИТАТЕЛНИ ЗАВЕДЕНИЯ ПРЕЗ ПЕРИОДА 1944 – 1991 ГОДИНА

Въчева, С. (2019). Подготовката на педагогически кадри за предучилищните възпитателни заведения през периода

ПАЗАРНИ МЕХАНИЗМИ В УЧИЛИЩНОТО ОБРАЗОВАНИЕ. ТЕОРЕТИКО-ПРИЛОЖНИ ВЪПРОСИ

Първанова, Й. (2020) Пазарни механизми в училищното образование. Теоретико-приложни въпроси. София: Колбис, ISBN 978-619-7284-35-5

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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

ТАЛАНТЛИВ ПЕДАГОГ И КУЛТУРЕН ДЕЕЦ

Севда Чобанова, Любен Десев

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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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МОДЕЛ НА РАБОТА В ИНТЕРКУЛТУРНА СРЕДА

(Научноизследователска саморефлексия)

RISK FACTORS FOR EARLY SCHOOL LEAVING IN BULGARIA

Elena Lavrentsova, Petar Valkov

ПРИНОСИ НА ЕЛКА ПЕТРОВА ЗА БЪЛГАРСКОТО ОБРАЗОВАНИЕ

(100 години от рождението на проф. д.п.н. Елка Петрова – 27.10.1919 – 21.12.2012)

НАСОКИ ЗА ПРИОБЩАВАНЕ НА МАРГИНАЛНИ СЕМЕЙНИ ОБЩНОСТИ В ОБРАЗОВАТЕЛНИТЕ ИНСТИТУЦИИ

Нунев, Й. (2019). Насоки за приобщаване на маргинални семейни общности в образователните институции. Велико Търново: Св. св. Кирил и Методий, ISBN 978-619-208-186-7

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ДИОФАНТОВИ УРАВНЕНИЯ И СИСТЕМИ ДИОФАНТОВИ УРАВНЕНИЯ – ТЕОРЕТИЧНИ АСПЕКТИ И МЕТОДИЧЕСКА ПРОЕКЦИЯ В НАЧАЛНИЯ ЕТАП НА ОБРАЗОВАНИЕ

Владимира Ангелова. (2018). Диофантови уравнения и системи диофантови уравнения – теоретични аспекти и методическа проекция в начален етап на образование. Пловдив: Паисий Хилендарски, ISBN 978-619-202-394-2

ЕДНА НОВА КНИГА ЗА ПЕДАГОГИЧЕСКИТЕ УМЕНИЯ НА УЧИТЕЛИТЕ

Николай Колишев. (2018). Теория на педагогическите умения на учителите. София: Захарий Стоянов, ISBN: 9789540912066

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ПРИЛОЖЕНИЕ НА ИЗСЛЕДОВАТЕЛСКИЯ ПОДХОД ПРИ ОБУЧЕНИЕ НА СТУДЕНТИ ПЕДАГОЗИ

(върху примера на обучение по академичната дисциплина „Съвременни аспекти на гражданското образование“ на студенти педагози)

LEARNING MATURITY

Alina G“mbuță Daniela-Carmen Berințan Marijana Mikulandra Krzysztof Kij Katja Sivka

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ДЕТЕТО И ПЕДАГОГИКАТА

Рашева-Мерджанова, Ян., Петкова, Ил. & Господинов, Вл. (съст.). (2018). Детето и педагогиката. София: Просвета, ISBN 978-954-01-3806-0

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УВАЖАЕМИ КОЛЕГИ,

Редакционната колегия на списание „Педаго- гика“ ви честити Новата 2019 година! Пожела- ваме ви от сърце тя да бъде щастлива, успешна и благословена! През отминалата юбилейна 2018 г. публику- вахме редица стойностни материали на универ- ситетски преподаватели, учители, разнородни специалисти, работещи в сферата на образова- нието, докторанти. Отбелязани бяха поредица от тематични конференции и юбилейни празни- ци. Получихме и международно признание чрез включването на списанието

УЧЕНИЧЕСКО САМОУПРАВЛЕНИЕ

Желязкова-Тея, Т. & Банчева, М. (2018). Ученическото самоуправление. София: Аз-буки. ISBN: 978-619-7065-20-6

2018 година
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ПРАВАТА НА ДЕТЕТО ПРЕЗ ПОГЛЕДА НА СТУДЕНТИ ПЕДАГОЗИ

Йорданка Николова, Даниела Рачева

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СПОДЕЛЕНО МНЕНИЕ

Николова, М. & Михалева, Б. (2018). С увереност срещу агресията и кон-

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РАДОСТТА ОТ ОБЩУВАНЕТО НА ЧУЖД ЕЗИК В ДЕТСТВОТО

Екатерина Софрониева, Христина Белева

НОВО ТЕОРЕТИКО-ПРАКТИЧЕСКО ИЗСЛЕДВАНЕ НА ДЕТСКОТО ТВОРЧЕСТВО

Енгелс-Критидис, Р. (2018). Децата и творчеството. Юбилеен сборник в чест

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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ПЛАНОМЕРНО ПСИХИЧЕСКО РАЗВИТИЕ

(По случай 115 г. от рождението на П.Я. Галперин)

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

Жоржетина Атанасова, Любимка Габрова

ПАРАРОДИТЕЛСКАТА ГРИЖА ВЪВ ФОКУСА НА ЕДИН СОЦИАЛНОПЕДАГОГИЧЕСКИ АНАЛИЗ

Ковачка, Ю. (2017). Социалнопедагогически проблеми при деца с парародителска грижа. Благоевград: УИ „Неофит Рилски“, 144 стр. ISBN: 9789540001340

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ДЕТСКИ КОНФЕРЕНЦИИ

Боряна Иванова

СТЕРЕОТИПИЗАЦИЯ НА ЕТНИЧЕСКИТЕ ВЗАИМООТНОШЕНИЯ ПРИ СЪВРЕМЕННИТЕ МЛАДИ БЪЛГАРИ

Зорница Ганева. (2017). Стереотипизация на етническите взаимоотношения при съвременните млади българи. София: Елестра. ISBN 978-619-7292-03-9

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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,

Редакционната колегия на сп.„Педагогика“ Ви честити Новата 2018 г. Пожелаваме ви тя да бъде здрава, щедра и благословена! Тази година списанието чества своя юбилей – 90 години от неговото публикуване за първи път през 1928 г. с името „Народна просвета“. От деня на създаване до сега, то отразява актуал- ните проблеми на педагогическата наука и прак- тика и остава верен спътник на хиляди научни работници, учители, докторанти. Вярваме, че силата на творческата ни енергия ще пом

ДОБРИ ПРАКТИКИ „ПАРТНЬОРСТВО РОДИТЕЛИ – УЧИЛИЩЕ“

Мехмед Имамов, Калинка Гайтанинчева

2017 година
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ПЕДАГОГИЧЕСКОТО УЧЕНИЕ НА Й. ФР. ХЕРБАРТ – ИСТОРИЯ И СЪВРЕМЕННОСТ

(По повод 240 г. от неговото рождение) Невена Филипова

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

Мариана Мандева, Боряна Туцева, Габриела Николова, Цветелина Ковачева

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ДИДАКТИЧЕСКИ КОМПЕТЕНТНОСТИ

Нели Митева, Наталия Витанова

Илияна Кунева

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ИЗСЛЕДОВАТЕЛСКО ОБУЧЕНИЕ В АКАДЕМИЧНА СРЕДА

(Научно-теоретична рефлексия) Румяна Неминска

ПРИНОС В ПСИХОЛОГИЯТА НА ТВОРЧЕСТВОТО

(120 години от рождението на Лев Семьонович Виготски) Любен Десев

ЛЕВ СEМЬОНОВИЧ ВИГОТСКИ – ПСИХОЛОГ И НА ХХI ВЕК

(по случай 120 години от рождението му)

ИСКУССТВО В ЖИЗНИ ЛЮДЕЙ

Гульнар Омарова

НОВА И ПОЛЕЗНА КНИГА

Йонка Първанова

ПРИНОСЕН ТРУД КЪМ МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БЪЛГАРСКИ ЕЗИК И ЛИТЕРАТУРА В НАЧАЛНОТО УЧИЛИЩЕ

М. Мандева (2017). Методика на обучението по български език и литература – I – IV клас. Начално ограмотяване. В. Търново: УИ „Св. св. Кирил и Методий“, 120 стр.

ЕДНО ФУНДАМЕНТАЛНО ИНТЕГРАЛНО ИЗСЛЕДВАНЕ НА РОЛЯТА НА ОБРАЗОВАНИЕТО ЗА РАЗВИТИЕТО НА НООСФЕРНИЯ ИНТЕЛЕКТ

Марга Георгиева, Сава Гроздев. (2016). Морфодинамиката за развитието на ноосферния интелект. София: Изток-Запад, ISBN 978-619-152-869-1

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СИСТЕМАТИЧНО ВЪВЕДЕНИЕ В ОБЩАТА И ПСИХОЛОГИЧЕСКАТА СИНЕРГЕТИКА

Любен Десев (2015). Синергетика. Въведение и речник. 777 термина. София: ИК „Екопрогрес“. 464 с. ISBN 978-954-2970-37-8

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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

ЗАКЪСНЯЛО ПРИЗНАНИЕ

Доц. д-р Емилия Николова

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ФАКТОРИ ЗА УСПЕШНО ПРИЛАГАНЕ НА СМЕСЕНО ОБУЧЕНИЕ

Стоянка Георгиева-Лазарова Лъчезар Лазаров

ЗА СТОПЛЕНИТЕ ПЪТЕКИ КЪМ ЛИТЕРАТУРНОТО ПОЗНАНИЕ

Радев, Радослав. 2015. Технология на методите в обучението по литература. Варна: Славена, 247 с., ISBN 978-619-190-041-1

2016 година
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ИНТЕРАКТИВНИ ТЕХНИКИ ЗА ОВЛАДЯВАНЕ НА ЧЕТЕНЕТО В МУЛТИКУЛТУРНАТА КЛАСНА СТАЯ – ПЪРВИ КЛАС

ФОРМИРАНЕ НА РЕЧЕВА КУЛТУРА, В НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ, (АНАЛИЗ НА АНКЕТА С УЧИТЕЛИ

Кампания

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

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IBM SPSS STATISTICS ПРЕЗ ПЕДАГОГИЧЕСКИЯ ПОГЛЕД НА ДОЦ. Д-Р ЗОРНИЦА ГАНЕВА

Зорница Ганева (2016). Да преоткрием статистиката с IBM SPSS Statistics. София: Елестра. 712 стр. ISBN 978-619-7292-01-5

НАЧАЛНОТО ОГРАМОТЯВАНЕ – „КЛЮЧ“ ЗА УСПЕШЕН ЖИВОТ В ПРОМЕНЯЩИЯ СЕ СВЯТ

Мариана Мандева, Диляна Гаджева (2016). Начално ограмотяване

ОТ „ЧУДНА И ДИВНА ДАСКАЛЕТИНКА“ ДО ПЕДАГОГИКА ЗА НАЦИОНАЛНО СЛУЧВАНЕ

Виолета Атанасова (2015) Петко Славейков за образованието. Шумен: Унивeрситетско издателство „Епископ Константин Преславски. 208 с. ISBN 978-619-201-051-5

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УЧИЛИЩЕ ЗА ЧЕТЕНЕ

Петя Георгиева

Кампания

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

ДОШЛА ЛИ Е ИНСПЕКТОРЪТ?

Ванина Сумрова

ЩЕ ТЕ ЧАКАМ В/НА ЦЕНТЪРА

Илияна Гаравалова

ПРАВО В ДЕСЕТКАТА

Ивелина Стоянова

ПРОФ.Д.П.Н. СТОЯНКА ЖЕКОВА

Редколегия на сп. „Педагогика“

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СИНЕРГЕТИКА – НОВО НАУЧНО ПОЗНАНИЕ

(Синергетика – въведение и речник, София: ИК Екопрогрес, 2015 г.)

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НОВА ДИНАМИЧНА МОДИФИКАЦИЯ В ГРАНИЦИТЕ НА „АЗ-КОНЦЕПЦИЯТА“ НА МАТЕМАТИЧЕСКОТО МОДЕЛИРАНЕ

Марга Георгиева & Сава Гроздев. (2015). Морфодинамиката за развитието на ноосферния интелект, София: Марга Георгиева. 323 стр. ISBN 9786199052204

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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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РУСЕНСКИЯТ УНИВЕРСИТЕТ

Златоживка Здравкова

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ДИСКУСИЯТА В УРОКА ПО ЛИТЕРАТУРА

Огняна Георгиева-Тенева

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УЧИТЕЛЯТ ПРАВИ УЧИЛИЩЕТО

ЕЗИКОВАТА ГРАМОТНОСТ НА МАЛКИЯ УЧЕНИК – „КЛЮЧ“ ЗА ОТГОВОРЕН И УСПЕШЕН ЖИВОТ В ПРОМЕНЯЩИЯ СЕ СВЯТ

ГОТОВНОСТ ЗА ОГРАМОТЯВАНЕ

Екатерина Чернева

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ВЗАИМОДЕЙСТВИЕ МЕЖДУ ИСТОРИЯ, АКАДЕМИЗЪМ И РЕАЛНИ ПРАКТИКИ В СОЦИАЛНОПЕДАГОГИЧЕСКАТА ДЕЙНОСТ

Академични полета на социалната педагогика, съставител: проф. д.п.н. Клавдия Сапунджиева, научна редакция: проф. дпн Клавдия Сапунджиева, проф. д-р Нели Бояджиева, гл. ас. д-р Марина Пиронкова,

НОВА КНИГА

Клавдия Сапунджиева

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ПРОБЛЕМИ НА СОЦИАЛНАТА АДАПТАЦИЯ НА ПЪТУВАЩИ УЧЕНИЦИ ОТ МАЛКИ НАСЕЛЕНИ МЕСТА1)

Траян Попкочев, Бонка Гергинова, Тереза Карамангалова

Турнир по канадска борба [Arm Wrestling Competition] / Д. Евтимова,

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

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ORGANIZATIONAL CULTURE: THEORY AND REALITY

Inna Leonidovna Fedotenko

ОТЗИВ ЗА КНИГАТА „ОБРАЗОВАТЕЛЕН ДИЗАЙН (КОНЦЕПТУАЛНИ ОСНОВАНИЯ И ПРАКТИЧЕСКИ РЕШЕНИЯ)“

Димова, Д. (2013). Образователен дизайн (концептуални основания

2014 година
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„СОФИЯ – УЧЕЩ СЕ ГРАД“ – МОБИЛЕН СЕМИНАР В ПОДКРЕПА НА НЕФОРМАЛНОТО УЧЕНЕ И ОБРАЗОВАНИЕ В ОБЩНОСТТА

ПЕТЪР ДЪНОВ (БЕИНСÀ ДУНÒ Е И БЕЛЕЖИТ, ПЕДАГОГИЧЕСКИ МИСЛИТЕЛ-ХУМАНИСТ, (ПО ПОВОД НА 0-ГОДИШНИНАТА ОТ РОЖДЕНИЕТО, И 70 ГОДИНИ ОТ КОНЧИНАТА МУ

НА УЧИЛИЩЕ – С УСМИВКА!

Снежана Якимова

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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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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ВЪЗГЛЕДИТЕ НА ЖАН-ЖАК РУСО И ЛЮБЕН КАРАВЕЛОВ ЗА ВЪЗПИТАНИЕТО

Посвещава се на 180-ата годишнина от рождението на Любен Каравелов (1834 – 1879) Виолета Атанасова

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

Има личности, в сиянието на които се оглеж- дат цяла плеада последователи, възпитаници, колеги; има личности, без които животът става по беден, дните по-еднообразни, защото в сър- цето остава празно място. Такава личност е професор, доктор на педа- гогическите науки Елка Петрова – най–големият ерудит в областта на предучилищното възпита - ние, учен с международно значение. Дълги години ще свеждаме глави пред нейна- та обаятелна личност, с искрена признателност ще си спомняме свидните

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

ЗАЕДНО ДА БЪДЕМ ДОБРИ

(ПЕДАГОГИЧЕСКА СИТУАЦИЯ В ПОДГОТВИТЕЛНА ГРУПА)

ПРОФ. ДПН EЛКА ПЕТРОВА EДНА НЕЗАЛИЧИМА СЛЕДА В БЪЛГАРСКОТО ПРЕДУЧИЛИЩНО ОБРАЗОВАНИЕ (1919 – 2012)

Почина проф. дпн Елка Петрова (20.ХІІ.2012 г.) – на- шата любима учителка по изкуството да се живее пъл- ноценно и професионално, създателката на науката за предучилищното възпитание на българските деца, пре- красната жена и велика майка, Неповторима, единствена, съвършена – това е нашата Елка: Примерът за всички нас – хилядите нейни студенти и последователи ! Елка Петрова винаги е първа, винаги е оригинална и авангардна; през 1950–1952 г. поставя началото на Висшия мето

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,

ТОВА ТРЯБВА ДА ГО ЗНАЕ ВСЯКО ДЕТЕ

Татяна Атанасова, Иванка Пампова

НА УЛИЦАТА Е ОПАСНО

Таня Янчева, Зоя Кацарова

©2005 Национално Издателство Аз-Буки ООД. Всички права запазени.