Practice and Theory in Systems of Education


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Editorial Board


CONTENTS
Volume 6 Number 4 2011
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)


Ildiko CSAJBOK-TWEREFOU:
Humour in Foreign Language Teaching,
pages 327-336

In this work we discuss humour and its uses in second language teaching citing examples from some European and African languages, more specifically Russian and Ghanaian humours. Our analysis suggest that there exist a common thread running through culture and humour in foreign language teaching since understanding humour is knowledge of the culture of the studied language. We conclude that humours should be used in foreign language classes as teaching material, especially at the advanced levels and should be one of the goals of teaching and learning. This is due largely to the motivational role that it plays in the teaching process. The type of humour to use in the teaching process depends on the level, age, culture of the learners as well as the pedagogical goals. For different traditions and countries there is different sense of humour. Although, there are some similarities in Russians and Ghanaians humour, many cross cultural humour differences can be observed in these cultures. A major challenge encountered in the use of humour in the teaching process is the sense of humour of the learner and inadequate knowledge of the culture of the studies language. General and specific recommendations aimed at finding out how and what kinds of humour can be used in foreign language teaching are also made.

Alena KASPÁRKOVÁ:
Teaching Methods Applied with Interactive Boards in ELT Lessons,
pages 337-342

The aim of the contribution is to present a review of teaching methods suitable for teaching EFL, particularly in the lessons where an interactive board is being used. The aim of the study is to lay a theoretical background for a part of dissertation research. The contribution concentrates mainly on the methods which support the learners' activity and autonomy. It gives categorization of the methods and concentrates on those which can be used when English is taught with the help of an interactive board. Emphasis is put on those methods which promote learners' activity and independence.

Rebeca SOLER COSTA & Javier SARSA GARRIDO & Jacobo CANO ESCORIAZA:
The 21st Century Breakthrough: Specific Technical Skills in the Competence in Linguistic Communication in the Teaching-Learning Processes in Elementary Education,
pages 343-352

The digital age creates new forms of knowledge and therefore changes the educational system in an attempt to bring education and students' training closer to the new social demands. The mass media no longer include just the radio, the television or newspapers, but also include digital media in disseminating information. In this sense, Information and Communication Technologies (ICT) are new forms of expansion. In the Spanish context, the current educational legislation introduces basic competences understood as theoretic-practical knowledge that will enable students to solve everyday life situations. One of the eight basic competences of the Organic Act 2 / 2006, of 3rd May, of Education, is the linguistic competence in communication, particularly relevant in the development of communication skills. Given the importance of different objectives in Elementary school stage attributed to the area of Spanish Language and Literature, we consider it important to analyze possible ways to include new digital materials in order to develop this competence through the analysis of the language system elements. This research shows the development of the competence in linguistic communication in the analysis of media texts, in particular, of political discourse. The need to contribute to the formation of values and understanding of the political sphere in a nation requires the use of new media to motivate the student approximating him to current trends. Digital newspapers offer the possibility of working the basic competences, in particular, and especially, the competence in linguistic communication and the information processing and digital competence. Specifically, the analysis of discourse markers in media texts is presented.

Valentin Cosmin BLANDUL:
Elements of Professor's Teamwork in School,
pages 353-360

Cooperation between two or more people means they are able to work together at a task, using communication and helping each other. It is unanimously accepted that, by cooperation, individual and group performances increase with positive effects in cognitive, affective and social areas. However, many people prefer to work in an individual or competitive system, ignoring the advantages of cooperative activities. In school, the situation is the same and, even if numerous professors agree with the advantages of cooperative learning, just a very few of them encourage it in their pupils. In the present study, we tried to identify the level at which professors want to cooperate with each other, giving in that way a good example to their pupils. The sample was composed of 60 professors who teach in an inferior secondary school from 5 villages from Bihor County, Romania. The questionnaire was composed of 32 items, which try to establish how deep interpersonal relationships are between professors from the same school and the way in which they cooperate with each other, helping pupils to learn more effectively. The results prove that, even if all professors accept that team-work could help pupils to increase their academic performances, only several teachers practice it in their current didactic activities.

Snezana KIROVA & Snezana STAVREVA VESELINOVSKA:
Students Engagement in Ecological Activities in Schools,
pages 361-370

Ecological education is gaining importance at the time when environmental crisis is getting wider and wider. Education is one of the most powerful resources of society in dealing with problems and challenges of the future. The paper presents results of research related to students' attitudes about the activities they would prefer to engage in, which independent variables their willingness to engage depends on, and how the knowledge that students possess and their willingness to engage in ecological activities are related. The survey was conducted on a sample of 324 seventh grade primary schools students in urban and rural areas, polluted and unpolluted environment, urban area - 180 students; rural area - 144 students). The sample of students was adjusted according to two criteria. The first criterion was the place where students live so we took into account the urban and rural areas; the second criterion was the level of pollution, i.e. non-contamination of the environment in which students live. The structure of the sample of students was presented with respect to gender, place and environment in which students live. Results indicate that students are more interested in activities that occur in nature where they are direct participants and they have a subjective feeling of really doing something to protect the environment. In addition, the results show that girls from both samples and students from the country are more willing to engage in environmental activities. Life in polluted and unpolluted environment is not a statistically significant variable that would affect the willingness of students to engage in these activities. We believe that the most interesting result of this research is the finding that a higher level of environmental knowledge of students and life in a polluted environment do not guarantee a greater willingness of students to engage in environmental protection activities.

Ljupco KOSKAROV:
Characteristics for Successful Teaching of Trumpet,
pages 371-376

The work will deal with the most important characteristics of the successful teaching of instrument trumpet. In this context, we process the following aspects: 1. interactive communication teacher - students relationship, 2. motivation of students to achieve better results, 3. application of appropriate methods, techniques and strategies, 4. reflexive teacher. The modern pedagogical thought puts more emphasis on interpersonal relationships that makes the bound among participants in the learning process, namely the teacher and the student. If you ever succeed in the classroom once depended only on well - prepared teacher who can impart knowledge to students today, even more dependent on highly - sensitive interactive communication links between teachers and students. Motivation is another key element to successful teaching job. The teacher who knows how to motivate students to work for themselves, is a successful teacher. An important aspect of my method is a successful and appropriate individualization of instruction. It allows each student to work under his own pace and own level of intellectual and overall development, to encourage and develop their own interests and aspirations, to independently choose and apply methods for learning and practicing, or apply individual learning styles and exercises.

Andrea LEHENOVÁ:
Intrapersonal and Interpersonal Aspects of Social Ostracism in School Environment,
pages 377-382

Social ostracism referred as the silent treatment and being ignored, is a widespread form of social rejection and usually the first stage of bullying. The purpose of this article is to present specific theoretical questions about this phenomenon, existing in the scientific literature. In our research we explore some intrapersonal and interpersonal aspects of ostracism and we present our findings and interpretation of the results from the psychological perspective. The formulation of the recommendations for school psychologists, the teachers and the social educators and their application in everyday situation in school's environment could be the way of the prevention of ostracism as the first stage of bullying.

Roxana UREA:
The Impact of Social Communication on the Alter Perception at Preadolescents with Mental Deficiencies,
pages 383-390

It is well known that teenagers pass through a lot of changes that raise a high level of pressure and involve for a proper social insertion social communication abilities. One of the major goals of special education is to facilitate a proper social insertion of deficiencies, but based on the type of deficiency is necessary that special education programs should be develop. In particular, at pupils with mental deficiencies we have to take in consideration the mental deficiency's features of personality in order to facilitate social interaction, between deficiencies and normal people. Therefore, we made an investigation that have had the aim to reveal at preadolescents with mental deficiencies the influences of social communication features on the Alter perceived act. Our investigation was done on 60 Romanian preadolescents with mental deficiencies and we have used the following psychological instruments, adapted for Romanian population: The Pierre Casse's Social Communication Aptitude Questionnaire, The Social Conversation Questionnaire, The Alter's perception test, The Social Perception for Affiliations Group Questionnaire. Our results showed some basic features of social communication at preadolescents with mental deficiencies, and how the Alter is perceived by these preadolescents. The conclusions that came through revealed a specific typology of the influences of social communication features and type of Alter social perceived act and social communication.

Ona MONKEVICIENE & Vitolda Sofija GLEBUVIENE & Kristina STANKEVICIENE:
Challenges of Child-Oriented Education to Teacher's Competence,
pages 391-402

In a big number of countries pre-school education systems have already faced or are undergoing a transition from pedagogy of children's academic education to construction of children's education from child's perspective. Child-oriented education requires new competences from teachers: different value attitudes, establishment of education goals considering child's perspective, pedagogical technologies based on child-oriented education paradigm. The goal of the article is to identify what teachers (in terms of their educational background and working experience) understand and accept challenges of child-oriented educational paradigm best. A number of challenges of child-oriented education have been chosen for analysis: setting up of education goals from child's perspective; organisation of life in children's group considering their needs, opinion and individual rhythm of life; practicing forms of individual, project and experiential self-education of children; consultation with children and their parents regarding content and process of education.

Mustafa DOGRU & Fatih SEKER & Tuna GENCOSMAN:
The Effect of Use of Webquest in Science Education on Success, Self-Efficacy and Web-Based Education Attitudes of Primary School Students,
pages 403-414

The aim targeted of the education is to raise specialists individuals open to information technologies, searching, following technological progresses, adapting changes fast. In accordance with this aim, diversification is seen in education environments. Web-based science education is a product of this diversification. Materials used to teach concepts are important in science education. Especially, considering mental, physical and psycho-social characteristics of children at the age of primary school, the significance of supporting science and technology class with teaching material will be understood. Web-based teaching being of a highly dynamic structure compared to traditional methods took its place in both subject and method concept in curriculums. Many approaches were developed for the computer to be used in education-teaching activities. One of these approaches is the "WebQuest" approach created by Bernie Dodge from San Dieago University in 1995. WebQuest model consistent with constructivist approach, prepared by teachers easily offers important benefits for using information technologies for education purpose. In this study, while WebQuest one of the techniques of web-based teaching method, success, attitude and perception of self-efficacy of students were discussed and it was aimed to introduce a different dimension to these discussions. For this reason, affect of use of WebQuest for the unit of light on academic success, attitudes of web-based teaching method and levels of self-efficacy of science and technology class of seventh-grade students was examined. Pre-test and post-test group semi-experimental pattern was used in the study. Number of participants is total 34 persons student groups as 17 persons of whom are control group attending to a private school, 15-persons are experimental group. In this study, lesson was taught to experimental group by WebQuest technique and was taught to control group based on constructivist approach. "Test of academic success in science and technology lesson" and "attitude scale about web-based education" and "scale of self-efficacy of science and technology lesson" applied before and after the study were used for collection of data. Data obtained were analyzed with the test of Mann Whitney-U. As a result of study, it was found out that Webquest technique in web-based teaching method had important effect on academic success, self-efficacy of students and their attitudes for web-based teaching method.

Ilknur SENTÜRK:
A Qualitative Research on Classroom Management at a Teacher Training College,
pages 415-428

One of the major problems within the frameworks of the educational organizations is related to classroom management processes in Turkish education system. Classroom management can qualify and facilitate theoretically and practically, and it provides an important area as nature and potentials for research. Nonetheless, existing classroom processes and approaches are extending public management insights or governmental ideology into the classroom. It is important to examine the leadership qualifications of teacher candidates about designing democratic teaching and learning experiences. In this respect, in the educational faculties there is a priority to state on what kind of role model lecturers who are conducting courses on professional knowledge constitute and their sufficiency in processes of classroom management. In this research, a model is developed based on student opinions about classroom management rapprochements in a teacher training college in Turkey. In this study, qualitative research techniques were utilized. Semi-structured interview forms are used to collect research data. Descriptive analysis was made of the data. The class structure, the democratic classroom, the individual / subject as a student, faculty member, teaching-learning process, and the themes were examined. Participated in the study set out the views of prospective teachers, teacher training institution in the research, classroom management processes, traditional and autocratic approach adopted was concluded.

Miklós LEHMANN:
Social Web and Digital Literacy,
pages 429-432

The interactive and online applications on the Internet transformed child's everyday environment wholesale: now it is common that school-age children stay hours in front of the computer using not only games but also social applications. Many of them are engaged in continuous presence on one or other social site. Schools keep hardly abreast of this change because informal learning by means of Internet fits not easily to institutional education; consequently, it's necessary to modify education's methodology. The transformation of reading, the shared nature of knowledge and critical, the digital environment actively forming approach has outstanding role in this learning process. The first task for the schools on this field is to teach: how to do things with these applications? In case of social web the Internet is such an instrument, which is produced, formed and shared by the users. By the idea of participatory learning, digital literacy is built on the ground of accelerated activity of pupils. My first attempt to familiarize students with active and participated forming of online sources was with Wikipedia-entries - this online encyclopaedia is the first and insecure, by teachers frequently condemned knowledge source for pupils and students -, on the topic of philosophical approaches to literacy. The results show three main areas: (1) collecting and selecting, (2) critical thinking, (3) knowledge ordering for sharing; all the three will be shortly discussed in the lecture.


Previous Issues

Volume 1 Number 1 2006
Volume 1 Number 2 2006
Volume 2 Number 1-2 2007
Volume 2 Number 3-4 2007
Volume 3 Number 1 2008
Volume 3 Number 2 2008
Volume 3 Number 3-4 2008
Volume 4 Number 1 2009
Volume 4 Number 2 2009
Volume 4 Number 3-4 2009
Volume 5 Number 1 2010
Volume 5 Number 2 2010
Volume 5 Number 3 2010
Volume 5 Number 4 2010
Volume 6 Number 1 2011
Volume 6 Number 2 2011
Volume 6 Number 3 2011