Practice and Theory in Systems of Education


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Editorial Board


CONTENTS
Volume 6 Number 1 2011
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)


Nicholas CHANDLER:
Understanding Complexity: A Multi-Perspective Model of Organisational Culture in Higher Education Institutions,
pages 1-10

Some writers contend that HEIs have set a course for a new era of 'academic capitalism'. Students are becoming referred to as the 'raw materials' by some HEIs and as 'customers' who need to be attracted and then their demands satisfied by others. A new era in any research field would appear to indicate a need for further study, however if the nature of the organisations we are studying has and is changing then it may be time to question and reconsider the key assumptions that have been used in examining the organisational cultures in higher education as well - not to mention the research tools which have been developed based on these assumptions.

Andrea BENCÉNÉ FEKETE:
Facilities of Multicultural Education in Kindergartens,
pages 11-16

A kindergarten working in spirit of multicultural education provides equal chances to children from different subcultures. The principles of kindergartens are love, esteem and accepting childish personalities. In fact kindergartens are often not open to host children with disabilities. Little ones can understand their disabled mates only if they are exposed to their different way of life. Integration of children belonging to minorities, speaking different languages or having a different color of skin can lead to difficulties. This problem can only be solved by helping children to get to know the culture, habits and thoughts of their mates, and be a part of their different context.

Jacobo CANO ESCORIAZA, Rebeca SOLER COSTA, Pablo LORENTE MUNOZ:
The Teaching-Learning Processes in Multicultural Education: Classroom Social Environment,
pages 17-26

The increasing number of immigrant students in Elementary and Secondary Education classrooms conditions the development of the teaching-learning processes. The teacher must not only teach the content prescribed by the official curriculum, but must also develop a set of teaching skills that enable him to meet the wide range of abilities and interests of his students. The inclusive school combines quality teaching with the teacher's dedication of individual attention to his students. However, human resources available in schools are not always enough for students' knowledge acquisition. The current model of multiculturalism has moved to the area of education in an attempt to approximate society and education. Even though this action strengthens the quality of teaching, teacher training remains in the same parameters as 10 years ago. The new teacher's profile not only adheres to the academic requirements but must go much further. Thus, he must able to capture the attention of his students and meet their needs. In order to develop this teaching, he combines the theoretical framework of multiculturalism and comprehensive education. The inclusive school development contributes to achieving teaching skills that allow specific attention to learner's needs.

Géza Máté NOVÁK:
The Effect of Drama on Teenagers' Value Orientation: A Theatre in Education Project in the Hungarian Classroom,
pages 27-38

As a summary it can be stated that based on the mixed-method applications developed for the drama pedagogy research, due to the project the value orientation indicators in the examined groups have been developed during the research period, and changed significantly compared to themselves and the control group.

Martin KLIMOVIC:
Narratives in Primary Education,
pages 39-46

A narrative shift in humanities focused attention on the story as a cognitive construct. Stories are a basic human strategy for coping with time, changes and processes as a part of experience of the world. Stories are part of cognitive and communication activities of the individual from every day conversation to artistic expression in terms, movement and image. In linguistics, narratives are seen as verbalized memories of past or ongoing experiences (Heath), two independent clauses produced in the mutual respect of one event (Labov), a fundamental way of organizing human experience and a tool for constructing models of reality (Herman). In contribution, narratives are seen as a possible way of development of communication competence in both pre-school children and primary-school children. Some explanations in narration studies show different narrative types. Description of narrative types extends the range of communication activities in school, especially in text production. Children's narratives contain not just fictionalized stories (storytelling), but recounts, event casts (planning of future events) and accounts of author's experience, too. Otherwise, through presentation of narrative levels a reader can follow the developmental aspects of narrative competence (the ability to comprehend the narrative structure of a text, but also the ability to create his/her own narrative text). It seems that narrative skills correlate with cognitive characteristics (in cognitive sciences: seeing X as Y), which brings a number of implications to the development of communication skills in individualized form. In the end of the paper our own research in narration field using story grammar approaches is presented. After analyzing many Slovak children's stories, it seems that a universal model of child's step by step improving narrative skills according to the development of story grammar can be defined. (This paper is a partial output of the Slovak grant scheme KEGA, research No. 3/7270/09 Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie.).

Maja DRVODELIC & Visnja RAJIC:
Prospective Primary School Teacher Views on Personal and Professional Qualities,
pages 47-56

Teacher competences and teacher qualities are widely discussed topics in scientific literature. There are large scale projects dealing with teacher competences carried out at a European level. TUNING, one of the best known projects, lists generic teacher competences and classifies them as: instrumental, interpersonal and systemic competences. OECD's project Teachers Matter (2005) finds that it is necessary that initial teacher education does not only provide basic training in subject-matter knowledge, pedagogy and general pedagogical knowledge, but also develops the skills required for reflective practice and research on-the-job. Teachers need to be aware of their competences as well as their personal and professional qualities. The paper presents the results of the research carried out with the first (N = 90) and the fifth (final) year (N = 90) students currently studying at the Faculty of Teacher Education, the University of Zagreb. They are all prospective primary school teachers. The main goals of the research were to identify student perception of the key personal and professional teacher qualities and to determine whether student perception of these qualities changes with the level of the initial teacher training. A questionnaire constructed out of two open-ended questions was used to examine student perception of the five most important qualities that a teacher should posses. These qualities were further ranked by the students depending on the level of importance and the level of acquisition. The results show common teacher qualities identified by both groups of students and differences in rank according to the level of the initial teacher education.

Judit ORGOVÁNYI-GAJDOS:
Reality-Strategies-Practice: Teacher with Problematic Children in Class Situation,
pages 57-62

In spite of the fact that nearly every class has difficult students (such as children facing integration problems, children who are under-motivated, aggressive or have other behavioural problems), during situations involving violence in school the conclusion is always the same: teachers are not prepared for these situations and they don't have enough tools to prevent them. Hungarian teacher education system is rather theoretical. Therefore, due to the lack of developing practical skills and abilities, many teachers feel helpless and puzzled in unexpected situations (like mobiles in classroom, drugs, bullying etc.). The following article attempts to answer the questions below: 1. What kind of competence do future teachers need to be prepared for managing behavioural problems and to face different school-situations successfully? 2. What do candidates need during the theoretical preparation of teacher education to be able to transfer their theoretical knowledge of pedagogy into useful (practical) skills? 3. Why is it important for future teachers to learn to create own pedagogical and didactic strategies?.

Zsófia Irén HORVÁTH:
The Comparative Study of Minority and Majority Adolescents' Self-Image Based on their Own Self-Characterizations,
pages 63-76

In our study we have analyzed the written self-characterizations of three different groups (Hungarian students from Transylvania, Romanian students from Transylvania and Hungarian students from Hungary). Our goal was to compare the self-image of students from different groups. In our study, we would like to find information about the self-image and body image of adolescents who belong to minority groups, about the self image and body image of adolescents who belong majority groups, and whether there are differences between the self-image of majority adolescents compared to the self-image of minority adolescents. There were written self-characterizations prepared by fifth and eighth grade students of primary schools. We have studied the written compositions by means of content analysis and looked for the differences between the various categories and the frequency of self-image components in the different groups. By examining the subcategories of the two main category systems - the Physical Self and the Psychological Self - of the current self-image we can get an exact picture of the adolescents' current self-image and its characteristics. The study of the self-image and implicit identity of minority students offers useful information to parents, teachers and school counselors, as well. The 2005-2006 study outlined important teaching and educational objectives. The results of the current research point out other particular objectives in minority education.

Pavel BOYTCHEV:
Pedagogical Inversion,
pages 77-90

Pedagogical inversion allows connecting disciplines, which are otherwise considered insoluble. This paper presents one exemplary implementation of the pedagogical inversion in three undergraduate courses at Sofia University. The practical application reaches topics from other disciplines and repacks traditional problems from new and unexpected points of view like the one that wrong solutions to problems are at least as educational as the correct solutions. Finally, the paper presents some of the educational materials that are used in these courses. These materials range from power-point presentations to libraries of hundreds of programming examples and a collection of multimedia animations and mathematical movies.

Zoltán ÁRPÁSI:
The Connection of the Consumer Needs in the Health Tourism Sector to Educational Programs,
pages 91-99

Nowadays the protection of health, the conscious thinking that places health in the lime light more and more characterizes the different social groups. Several factors led to the development of this trend, and to the changed needs of the consumers there were different reactions from the supplier side. New courses that are being offered at the university faculties should match those trends. Therefore it is advisable to know what the characteristics of a wellness customer are, in order to discuss the certain fields in the study programs. It is a basic interest of the supplying organizations to monitor the changing of consumer's needs and to react to those. In line with the changing attitude there was development in healthcare and medicine, which intensified the process. Today health is not only in everybody's own interest. Nowadays everything that has to do with health consciousness is very important. Looking at this from another point of view shows the same tendencies. Everything that is offered under the banner of health-protection is of importance, even if its effects are not medically proven. In accordance with this trend it is central to develop a well positioned health-touristic supply that can be attractive to the different target audience. Based on geographical capabilities packages can be developed, that arise the interest of the aforementioned consumers and give them an alternative among the rising competition. For this it can be useful to know the factors that led the consumer to his or her decision. So it crucial to look for those criterions and viewpoints that help the supplier to understand why and how a customer chooses between the different health touristic services. To satisfy those customer needs, we also need to have a qualified work force. The other goal of the paper is to draw attention to the areas that the different education programs need to focus on.

Erika BENCE:
Phenomena in Education Related to Textual World Experience,
pages 100-106

The basic assumption of the study is that in the fields of science and education, the process of getting to know the world has been increasingly influenced by textual experiences. That is, instead of objective conformability, scientific discourse has been dominated by persuasion, explanation, a language that departs from the strict nomenclature - and this holds even for the natural sciences. Textual representation in the sciences now presupposes a sound knowledge of figures (textual, as well as literary, poetic and rhetoric ones) and of literary genres. Thus, genre poetics in teaching literature has been gaining importance lately.


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Volume 1 Number 1 2006
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Volume 2 Number 3-4 2007
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Volume 5 Number 1 2010
Volume 5 Number 2 2010
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