The modern technological society needs educated people who, through their high professionalism, are called upon to create its progress. In this aspect, a serious problem stands outthe dropout from school of a large number of children, adolescents and young people. The object of the research is the premature interruption of training for a large number of Bulgarian students. The subject of the study is the causes that provoke the students' dropping out of school. The aim is to differentiate the negative factors leading to dropping out of school, and to identify the motivating factors that encourage the individual to return to the educational environment. In order to realize the so set target, a specially designed test-questionnaire has been used. The survey was conducted among students attending evening courses who have left their education for various reasons and are currently back to the school institution. The contingent of the study includes 120 students from the evening schools. The results indicate that the reasons which prompted the students to leave school early differentiate into four groups: family, social, economic, educational, personal. The motivation to return to school has been dictated in the highest degree by the need for realization of the person on the labor market, followed by the possibility for full social functioning.
The study presents the tendencies in the preparation and qualification of the modern Bulgarian teacher. The idea of a competent approach in the process of professional training of the pedagogical specialists in the higher school is revealed. An emphasis has been put on synchronizing the training of Bulgarian teachers with common European documents concerning the realization of the ideas for permanent training, the formation of key competences, training aimed at realizing smart, sustainable and inclusive growth. The regulations for acquiring the professional qualification “teacher” after the democratic changes in Bulgaria are analyzed. An analysis of the last ordinance regulating the status and professional development of teachers, directors and other pedagogical specialists is made.
Studying in an organized form of education is a focused and rational process aimed at the acquisition of the social experience in a systematic and summarized way. This process has the potential to lead to progressive and relatively permanent changes in the personality. The future functions of the individual in the society require an even more effective organization of studying in an organized form of education, the use of even more sophisticated methods and techniques, as well as tight connection between education and life. The aim of the present study is to establish what the quality of school education is, according to the self-evaluation of the high-school graduates. In order to achieve the aim, a questionnaire is used. The results show that the high-school graduates evaluate their secondary education as not efficient enough. In order to raise its effectiveness, there is a need to reconsider the whole paradigm of secondary education.
Education is one of the eternal human values. Its role for the professional realization and the development of the person is unquestionable. It is in a positive correlation not only with the development and improvement of the individual, but it also has a peculiar influence on the quality of life and the prosperity of society in a global aspect. The object of the present study is the value system of the future teachers. The aim of the study is to outline the components in the value system of the future teachers and the place of education among those components. For the realization of the objective, a test-questionnaire was used. The survey covered 50 students majoring in Social Pedagogy who are educated and trained in the Faculty of Education at Trakia University. The results show that the value system of the future teachers is oriented towards eternal and spiritual values. The dominant components in this system turn out to be: health, family, friendship, education, honesty, art.
Education is a supreme human value that builds on the prosperity of society and the development of world progress. The personality of the teacher has a significant influence on the results of the educational process. The genesis of the teaching profession is rooted in ancient times. Over the centuries it has marked its development and affirmed its socially meaningful nature. Practising the profession of "teacher" is based on a person-to-person interaction. It is seen as a well-structured system with clearly differentiated and hierarchical levels of interaction. In his or her professional activity, the teacher enters into different interactions and realizes a complex of functions and professional roles, on the basis of which different types of teachers can be differentiated. One type of teacher is flexible, adaptable, open-minded, conscientious, creative, active, patient, committed to the profession, spiritualized, supporting the child’s development, ready to accept challenges. The other type is the conservative teacher, biased, irresponsible, reproductive, unbalanced, selfish, unconcerned for the prosperity of the students, boring, applying templates in their work. The first mentioned type of teachers receive a high public score for their professional work. They are categorized by users of educational services as good teachers. The second type of the so indicated teacher has a low public score for their work. They are categorized by users of educational services as bad, unloved teachers. What qualities are needed to be a good teacher? Which personal and professional qualities are highly valued for practising the teaching profession? These questions provoked our research attention to diagnosing the qualities of a good teacher. The subject of the study is the qualities of the good teacher. The aim of the study is to differentiate such personal and professional qualities that are characteristic of good teachers. Methods of research: pedagogical study, test, content analysis, correlation analysis, range scaling. Contingent of the study: The survey was conducted in 2017. It includes 128 respondents. 64 students from pedagogical specialties and 64 practicing teachers were included in the study. Results: The results indicate that there is a correlational dependence between three, from the differentiated to be in the first five positions, qualities of the good teacher. Students from the pedagogical majors and practitioners are solidarized around the belief that love for children, love for the profession and patience are the qualities that are most often met in the good teachers. It is these qualities that occupy a leading position in the rank scale of the teacher's prominent qualities, composed by the two target groups of respondents
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.