Practice and Theory in Systems of Education


P.T.S.E. articles can be downloaded in PDF format, and require Acrobat Reader or equivalent to view


Editorial Board


CONTENTS
Volume 12 Number 4 2017
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)


Edita HORNACKOVA-KLAPICOVA:
Acquisition of Vocabulary and Meaning in Bilingual Children,
pages 161-175

The semantic component is an important part of the sound-meaning association system in the structure of a language. No "two language-culture communities view reality the same way, and each community's language reflects its world view, what it regards as the significant categories and relations of experience" (Wells Lindfors, 1980: 44). According to most recent studies, the initial lexicon of bilingual children has no equivalents. It is "only during the second stage that the child acquires two distinct lexical systems and above all realizes that there are equivalents in the two languages" (Taeschner, 1983: 34-35). Understanding the meaning of words in one language and the subtle differences in meaning in their equivalents in another language is achieved through language acquisition set in context. The child must "recognize the prototype of a certain word, take it out of its own pragmatic-semantic field, and identify it with the prototype of another word that belongs to the other language and which possesses its own pragmatic-semantic field" (ibid. 41). One of the aims of the present paper is to offer some of the possible effective techniques in teaching vocabulary and meaning of words in a second language to preschool children. These techniques include the communicative approach, the direct method, total physical response and the use of a natural speaking environment. Another aim of the paper is to provide further insight into the processes of understanding and translating meaning across languages in bilingual children.

Janina KOSTKIEWICZ, Dominika JAGIELSKA:
The Concept and Criticism of Ideology in the Writings of Polish Humanists between 1918-1939,
pages 176-187

The relationship between ideology and education was and is an important issue that is the sphere of interest of pedagogues, because building a "new society" needs a properly shaped human being. The problematics of ideology has been occupied by theorists and researchers of various scientific disciplines since the nineteenth century - with various intensity - to the present. Flowering of its critique came after World War II as a result of the settlement of crimes of totalitarian regimes ensuing on the basis of degenerate ideologies (German National Socialism, Italian Fascism and Soviet Communism). However, this criticique appeared earlier in the writings of Polish humanists in the 1920s and 30s of the twentieth century. Janina Kostkiewicz's historical-pedagogical research has illuminated on both theories of ideology and its criticique at the time. As it turns out, you can find here its rich, detailed and in a reliable way theoretically justified figure. This is an issue that is forgotten and has no place in both Polish and world pedagogy. Thus, the authors set themselves the goal of reconstructing the knowledge of the Polish contribution to various theoretical approaches to ideology, formulating the conditions of its degeneration into totalitarianism, and the broad current of critique of totalitarian ideology (National Socialism, Bolshevism, Fascism) in1918-1939. Taking this issue is also important today because the assumptions of educational policy in the world arised from social projects. Secondly, we have lost the illusion of the possibility of departing from any ideology created in the former Communist Bloc when Marxist understanding (ideology as "false consciousness") was rejected. The knowledge and reflection of Polish pedagogues from the years 1918-1939 can be a helpful tool in identifying contemporary ideologies, providing support in trying to understand the current reality and activities to change it.

Rossitsa PENKOVA, Petar PETROV:
Linking Secondary and Higher Education: A Factor for Improving the Quality of Education,
pages 188-194

The main objective of this report is to present opportunities for linking secondary and higher education as a factor for improving the quality of education. The concept of quality, which depends on a significant amount of interacting factors and involves many components, is theoretically interpreted. It presupposes the continuous development of knowledge and skills to maximize the potential of the young person (pupil and student), as well as opportunities for complete social realization. The issue of the link between secondary and higher education can be considered with regard to: the education system; school students / university students; teachers; forms of interaction and cooperation.

Petar PETROV:
Conceptual Model of a Three-step Approach for Change Management while Implementing Modern Educational Technologies,
pages 195-203

Change is an essential element in the development of each organization. Today, many and varied modern educational technologies emerge and develop - new discoveries in technology, science and pedagogy pose new challenges to the school education system. As leading and most significant in the school education system, technologies based on the principles of digital society are being promoted. The mass introduction of technical and software products into the school education system generates many changes. Their management becomes an integral part of the management activity in the individual educational institution. No targeted surveys on the territory of the Republic of Bulgaria have been carried out on the problem of management of the change in the school organization in the implementation of modern educational technologies, and this set the purpose of the present study, namely the creation and appraisal in practice of a conceptual model for management of change in the school organization while implementing modern educational technologies. This conceptual model is based on the three-step change management model developed by Kurt Lewin, which is also well-suited to the field of school education. Kurt Lewin's Three-step model can be used for each of the key aspects of managing organizational change in the school - changes in the organizational structure, changes in technology (work processes, methods, equipment, etc.) and changes in people (relationships, expectations, perceptions, behaviours, etc.). Its consistency is easy to implement, and precisely for this reason it was also chosen as the basis for managing change while implementing modern educational technologies.

Tugba SELANIK-AY, Nuray KURTDEDE-FIDAN:
An Evaluation of Social Studies Course Delivered through Family Involvement Based on the Student and Parental Views,
pages 204-220

The study deals with the evaluation of the social studies course. Social Studies course delivered through family involvement for six weeks. Learning activities were designed to allow for family involvement in order to provide the family members with an opportunity to work with the children. Both family members and students were asked to write their views about these learning activities in diaries following the completion of the activities. In addition they participated in face-to-face interviews. The diaries were analysed through document analysis technique. The data obtained from the face-to-face interviews were analysed through descriptive statistics. The findings of the study showed that the participants had positive views about the learning activities, namely virtual field visit, history exhibition, historical objects workshop, family members and children choir, play with my family, drama workshop and stories from past. Frequently expressed views about the social studies course delivered through family involvements were found as follows: parents and children could know one another better; they developed better relations and had more topics of conversation; they know the teacher more closely; the interaction between students and teachers could be observed; and they learned better the scope of the social studies course.


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
Volume 6 Number 4 2011
Volume 7 Number 1 2012
Volume 7 Number 2 2012
Volume 7 Number 3 2012
Volume 7 Number 4 2012
Volume 8 Number 1 2013
Volume 8 Number 2 2013
Volume 8 Number 3 2013
Volume 8 Number 4 2013
Volume 9 Number 1 2014
Volume 9 Number 2 2014
Volume 9 Number 3 2014
Volume 9 Number 4 2014
Volume 10 Number 1 2015
Volume 10 Number 2 2015
Volume 10 Number 3 2015
Volume 10 Number 4 2015
Volume 11 Number 1 2016
Volume 11 Number 2 2016
Volume 11 Number 3 2016
Volume 11 Number 4 2016
Volume 12 Number 1 2017
Volume 12 Number 2 2017
Volume 12 Number 3 2017