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The focus of this thesis is to investigate the narrative identity of Hungarian teachers in Slovakia and to identify their identity factors. In the first section of the paper, we present the demographic and pedagogical characteristics of the Hungarian minority in Slovakia. In the following, we discuss the concept of narrative identity and its research possibilities, with a special emphasis on the Grounded Theory method, on which our study is based. Then we present the specificities and focal points of our research, as well as the group of our interviewees, which consisted of teachers from different regions of southern Slovakia. A particularity of our research is that the interviewees were all from pedagogue dynasties. In other words, from families where at least three generations of teachers succeeded each other. The in-depth interviews therefore provide insights not only into the life histories of individuals, but also into the similarities and differences of experiences within and between generations. In the second half of the paper, we will analyse in detail the common lessons from the in-depth interviews, which we will group into categories according to the Grounded Theory methodology and interpret them according to the concepts (key terms). The four categories we have identified are 'dynastic patterns', 'professional grounding', 'critical horizons' and 'national identity and culture'. For reasons of space, this paper is published in two parts. The continuation will be published in the next issue. [ABSTRACT FROM AUTHOR]

This paper explores the concepts of development, enhancement, and modelling of scientific thinking among pedagogues. The theoretical framework explores the complex nature of scientific thinking, considering its cognitive, social, and teaching aspects. After conducting an in-depth review of literature, it became evident that promoting scientific thinking requires a comprehensive perspective, incorporating insights from diverse theories and educational methodologies. The study highlights the importance of scientific thinking skills development in pedagogues to address contemporary education challenges, including integrating technology and promotion of lifelong learning. The focus is on highlighting how modelling plays an important role in facilitating cognitive development and promoting learning through inquiry-based methods. Through the author's point of view by aligning modelling activities with developmental milestones, educators can optimize their effectiveness in nurturing scientific thinking among students. The author emphasizes the importance of taking a structured approach to modelling in education, highlighting its impact on shaping students' cognitive processes, particularly in fostering scientific thinking, that encourages curiosity and exploration. It is also argued that teachers who prioritize scientific thinking development are better equipped to meet the evolving needs of students and contribute to their intellectual growth. [ABSTRACT FROM AUTHOR]

Scientific thinking is essential for equipping students to tackle the complexities of the modern world, and teachers play an important role in nurturing this skill. To gain insights into the competencies utilized and developed by pedagogues in applying scientific knowledge to everyday problem-solving, we conducted an expansive survey to glean their perspectives. Presented herein are the synthesized and meticulously selected directions derived from the respondents' responses. The predominant focus of pedagogues lies in practical activities that intersect with daily life, encompassing both socially useful and cultural activities. This emphasizes the significant impact of culture on scientific education as a whole, and particularly on the development of scientific thinking. Our analysis of responses obtained through a comprehensive questionnaire administered to 511 educators revealed a discernible imperative for educators to elevate their proficiency in scientific thinking. Teachers require specific knowledge and skills to effectively professionalize in pedagogy related to the development and enhancement of scientific thinking. Foremost among these is an imperative foundation in comprehending scientific thinking as both a cognitive process and a human faculty, encompassing facets of critical, systematic, and reasoned analysis. While teachers adeptly employ abstract language, problematization methods, and acknowledge the significance of experiments a notable gap exists in their professional preparatory endeavors. [ABSTRACT FROM AUTHOR]

Danish school reform around inclusive practices became more prevalent in 2014, and efforts to address the needs of children with disabilities increased. One of the primary ways to meet students' needs in an inclusive setting was to move pedagogues out of their traditionally after-school social settings into the general education classroom to co-teach with content teachers. This qualitative study followed groups of pedagogues and classroom teachers in Denmark for two years, using interviews and observations to ascertain the challenges and successes of co-teaching between pedagogues and teachers. The results mirror in many ways the current research on co-teaching in other countries and with other collaborating professionals. The challenges, barriers, and successes experienced by pedagogues and teachers who were expected to co-teach due to Danish school reform on inclusion are shared. Recommendations build on existing literature and address the unique role that Danish pedagogues can play in moving inclusive practices forward and how their experiences can be applied to co-teachers in other countries and settings. [ABSTRACT FROM AUTHOR]

After the Second World War, a significant number of refugees arrived in Hungary, most of them expelled from their homelands or places of service by the neighbouring states. Among them, the case of the pedagogues was peculiar: they had to leave almost everything behind and find a new place to live and start all over again, but they were also lucky compared to their colleagues in the civil service, as they were temporarily assigned to the posts of their colleagues who had left, died, or were taken prisoner of war, and then were permanently assigned to the posts during the period of the organisation of the eight-grade school. The situation of refugee pedagogues from Czechoslovakia was even more peculiar. [ABSTRACT FROM AUTHOR]

The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students. [ABSTRACT FROM AUTHOR]

The article analyzes the relations of the Bulgarian Tolstoy pedagogues in the 1920s - 1940s: prof. Dimitar Katsarov, Iliya Enchev, Nikola Venetov /Nikola Antonov Dimov/, Ana Tsanova, Zheni Bozhilova-Pateva - with related communities from different countries of the world: - Communard Tolstoists from Russia; - vegetarians from Germany; - Doukhobors from Canada; - pacifists from Switzerland and India. The leading ideas that create these peculiar connections are: - for free education at school;, - for living in a peaceful society, denying war and violence; - for joint cultivation of the land in cooperatives, - for moral and material support of co-creators. A historical-pedagogical study of state and personal archives in different cities of Bulgaria was carried out. Interviewed descendants of Bulgarian Tolstoy pedagogues. As a result of the retrospective analysis, the following conclusions are drawn: Tolstoy pedagogues in Bulgaria provide international support for refusals from military service and receive similar support from their co-thinkers abroad. They share the visions of a new school of educational reformers from Europe, Asia and America. Tolstoists have a certain role in building a united front against militarism and war both in Bulgaria and abroad. The Bulgarian followers of Tolstoy are advocates for a peaceful working life and through the farm in Mechkur they clearly show their like-minded people from abroad how to work cooperatively and rely on fraternal mutual aid. The strongest connections are between Bulgarian and Russian Tolstoy pedagogues /Evgeniy Ivanovich Popov, Anna Malorod, brothers Gustav and Gunter Turk/, which is evident from the periodical press with a similar ideological orientation. [ABSTRACT FROM AUTHOR]

The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.

This publication analyses the concept of loyalty in legal regulation of the Republic of Latvia. The requirement for loyalty is included in several regulatory acts that determine professional standards and requirements for admission to public service or employment. The aim of the paper is to analyse the concept of loyalty in legal regulation and the practice of its application, to identify possible problems, and to propose solutions. The authors have conducted a study using the methods of interpreting the rules of law adopted in legal science. Grammatical, historical, comparative, teleological method and general research methods were used, such as comparison and summarization, causal relationship detection, analysis, and synthesis. Within the framework of the paper, several conclusions are made and proposals are offered for strengthening the requirement of loyalty to the Latvian state in the regulatory framework.

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This text puts the primary emphasis on the relationship of postmodern time and artistic discourses in the context of the Higher School. It attempts to analyse the advantages and disadvantages of postmodernism in relation to artistic texts that can be used in pedagogues’ training. Postmodernism is a whole movement of ideas that changes perspectives on both learning and teaching, and it is up to us to use them successfully. Particular attention has been paid to reading as a cultural and pedagogical phenomenon, which significantly determines the direction in understanding and interpreting artistic texts for instructional purposes. The message of this study is that the artistic pedagogical discourse and texts of postmodernism have new characteristics and issues that are to be known and applied correctly by teachers in their professional thinking. [ABSTRACT FROM AUTHOR]

The conceptualisation of vulnerability among Danish pedagogues in the context of early childhood education and care (ECEC) is framed by both Danish legislation (Dagtilbudsloven, 2020) and key pedagogical concepts such as well-being, learning, development and formation (Ministry of Children and Education, 2020). Employing a phenomenological approach, this study investigated how pedagogues perceive vulnerability through interviews conducted with 15 informants. Drawing on Abbott's key concepts of jurisdiction, diagnosis, inference and treatment, the collected data are operationalised to discern pedagogues´ different understandings of vulnerability. The findings highlight the inherent ambiguity surrounding pedagogues' comprehension of vulnerability, closely tied to their primary responsibilities within the ECEC setting, namely, promoting well-being, facilitating learning, fostering development and enabling formation. The implications of the study shed light on the challenges faced by pedagogues in identifying vulnerability within ECEC, which encompasses both "traditional" and "new" understandings. Pedagogues tend to focus on detecting individual factors, such as personality traits and developmental disorders, or contextual factors related to a child's family background, without considering the institutional context as a potential source of vulnerability production. This study emphasises the importance of re-evaluating current approaches to vulnerability detection in ECEC, particularly with regard to children in vulnerable positions. [ABSTRACT FROM AUTHOR]

This special issue presents a selection of current research on Danish early childhood education and care (ECEC) aimed at an international audience. The Nordic tradition of child-centred, local and holistic pedagogy is dominant within the Danish educational culture, but the Danish pedagogical approach is the focus of an ongoing dialogue involving political preoccupations with ECEC quality and what is best for the children's development and learning. Since 2004, Danish ECEC settings have been obliged to work on children's learning based on a pedagogical curriculum organised around six previously established themes prepared at each local ECEC centre according to specific guidelines. In 2018, a more detailed description of the content of the curriculum and a common pedagogical foundation was introduced in a strengthened curriculum – partly because the previous curriculum led institutions too far away from the existing pedagogical culture. The strengthened curriculum points to key elements such as play, child-centredness, communities of children and a broad concept of learning – to constitute the understanding and approach to work on children's well-being, learning, development and formation in ECEC. New research from Danish professionals is presented, revolving around key areas in the strengthened curriculum in order to invite further dialogue with international colleagues about children's play, fun and well-being, quality cultures, children's communities, transitions, aesthetics and vulnerability. [ABSTRACT FROM AUTHOR]

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This piece is a review of Teachers and Teaching on Stage and on Screen: Dramatic Depictions, edited by Diane Conrad and Monica Prendergast (2019). Mortimer’s personal poetic response opens the review to honour her artistic ways of knowing and responding to the content. The book’s contributing authors, all educators, provide diverse cultural, social, and socio-economic perspectives and insights into how teachers and teaching are represented in film and on stage. Conrad and Prendergast’s book invites a range of audiences (from pre-service teachers to academics) to reflect on dramatic depictions of teachers and to use them to deepen understandings of the complexities of teaching, schooling, and students—and, if readers are teachers themselves, to examine their own practice.

Copyright of Zentralblatt fuer Arbeitsmedizin, Arbeitsschutz und Ergonomie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the primary purposes of higher education is to shape future educators into preservationists of the Philippines' intangible cultural heritage, such as folk dances. As a result, it is critical to evaluate students' individual interests in Philippine traditional dances as well as their school engagement. This guarantees that knowledge is adequately transmitted for these future educators to fulfill their role in strengthening the country's national identity. In this regard, the purpose of this research is to examine the differences between gender, age groups, and school/campus in terms of their individual interest and school engagement. More importantly, its primary goal was to investigate the relationship between individual interest on school engagement. After collecting data from 408 undergraduate students pursuing a Bachelor of Physical Education at the three Higher Education Institutions that offer the program in the Philippines, it was determined that there is no substantial variance in terms of individual interest between gender, age group, and school/campus. Surprisingly, there was a significant difference in students' school engagement among schools/campuses. Most importantly, a strong and positive link between individual interest and school engagement was observed. Finally, individual interest, along with its three factors, has a direct influence on school engagement and its three dimensions. This examination to effectively train future educators as agents on the safeguarding of Philippine dances yielded recommendations for future research direction and proposals in enhancing students' individual interest and engagement, as well as proposals for teacher professional development. [ABSTRACT FROM AUTHOR]

This publication analyses the concept of loyalty in legal regulation of the Republic of Latvia. The requirement for loyalty is included in several regulatory acts that determine professional standards and requirements for admission to public service or employment. The aim of the paper is to analyse the concept of loyalty in legal regulation and the practice of its application, to identify possible problems, and to propose solutions. The authors have conducted a study using the methods of interpreting the rules of law adopted in legal science. Grammatical, historical, comparative, teleological method and general research methods were used, such as comparison and summarization, causal relationship detection, analysis, and synthesis. Within the framework of the paper, several conclusions are made and proposals are offered for strengthening the requirement of loyalty to the Latvian state in the regulatory framework. [ABSTRACT FROM AUTHOR]

Effective training is possible when the competency, practiceoriented approach, active and interactive teaching methods are used. Currently, a focus in teaching students is on the role of independent work, the organization of practice, physical training of the graduates, the fund of evaluation tools, inclusive education, quality training of the teaching staff, as well as the active and interactive teaching methods. The active and interactive methods allows sharing information, receiving feedback, solving together the arising problems, simulating the educational situations, evaluating one's own behavior and the actions of other participants, diving into the real atmosphere of business cooperation in solving problematic issues. Various methods exist of interaction between the teacher and students: cooperative learning methods, group discussions, debates, business simulation games, case situation analysis, project method, socialpsychological training, moderation, computer simulations, and others. Thanks to interactive methods, the students form the professional competences, develop analytical thinking, mobilize the cognitive powers, an interest in new knowledge is awakened, and the creativity of personality is revealed. [ABSTRACT FROM AUTHOR]

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Today’s society at the Italian and European levels is subject to rapid and continuous change, and those who are part of it must acquire the necessary tools and skills to cope with it and to be active builders of their own personal and professional life projects. The curricular internship is proposed as a device for learning about and experiencing the circularity between theory and practice, which is fundamental to the construction of the professional identity of educators and pedagogues. The literature review presented here aims to highlight the close connection between internship and professional identity in the initial training of the educational professions. Connessioni tra tirocinio e identità professionale nella formazione delle professioni educative: una rassegna narrativa. La società attuale a livello italiano ed europeo è soggetta a veloci e continui cambiamenti e coloro che ne fanno parte devono acquisire gli strumenti e le competenze necessari per farvi fronte e per essere attivi costruttori del proprio progetto di vita personale e professionale. Il tirocinio curriculare viene proposto come dispositivo per conoscere e sperimentare la circolarità tra teoria e pratica, fondamentale per la costruzione dell’identità professionale di educatori e pedagogisti. La rassegna letteraria qui presentata mira a mettere in luce la stretta connessione tra il tirocinio e l’identità professionale nella formazione iniziale delle professioni educative.

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The interconnectedness between the formation of a professional group and its specific tasks and competencies is at the core of sociological theories of professions. In neo-Weberian approaches to social closure, the shaping and maintenance of professional groups have been conceptualised as state-sanctioned efforts to gain control over a specific task area. However, whereas legally sanctioned monopolies have been subject to certain attention, the social dynamics of processes of professional closure in everyday work practices seem relatively unexplored. This article demonstrates how social closure can be analysed as interrelated processes, covering legal as well as practical, symbolic elements. Drawing on the case of the 2014 Danish School Reform and its introduction of a new professional group in Danish schools, "pedagogues", the article sheds light on the interplay between a state-driven reconfiguration of a task area and the subtle dynamics of symbolic struggles between the two professions teachers and pedagogues. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

5th century Attic theatre was a mass phenomenon and the audience was the focal point of this collective dimension. The tragic subject was based on the epic tradition, which was part of spectators' cultural heritage: the tragedian could not overlook these expectations. This study aims to investigate the dramatic key role of minor characters, which represents a privileged tool to introduce novelty in the repertoire. The reconfiguration of them, even drastical, did not necessarily imply a disruption of the epic core, and so the marginal position of servants, pedagogues, nurses, messengers, was crucial. The λόγος is the only mean at their disposal, that’s the reason why they so frequently pronounce warnings and training. But are these humble characters capable of being righteous advisors, for a good παιδεία? The case of Phaedra's nurse, in Euripides' Hippolytus Stephanephoros, offers an intriguing opportunity of study. [ABSTRACT FROM AUTHOR]

Copyright of Annales Historiques de la Révolution Française is the property of Librairie Armand Colin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This feature article explores the extent to which a renewed "spatial" attention within fields like science and education (Latour, 2007; Finnegan, 2008; Fabian, 2016) can yield interesting insights for the interpretation of outdoor spaces in a Danish kindergarten context. The playground emerges as a particularly interesting site for understanding the spatial and material sensibilities in the social practice between children and adults (Gulløv and Højlund, 2005; Garnett-Silven, 1995). Data collection and analysis were both grounded in a theoretical overview of the role and interpretation of the physical environment in everyday life (Wolcott, 1994, Krøijer & Sjørslev, 2018).

The characteristics of cooperation between head teachers and school counsellors are presented theoretically and empirically. Distributed leadership means that head teachers do not lead schools through school-based educators but rather together with them, with school counsellors playing an important role. Numerous research studies demonstrate that a strong head teacher–school counsellor relationship is a crucial component of meeting the vision, goals and well-being of the school. The findings of our research study, conducted among head teachers and school counsellors, show positive attitudes of both groups towards mutual cooperation. Both considered the cooperation to be good or very good, the head teachers rated it even better. It is interesting to observe that the head teachers found more support in school counsellors than vice versa. Also, more of the head teachers said they saw school counsellors as partners than did the school counsellors. It thus remains to be seen how school counsellors’ perception of the school leadership’s support in their work could be strengthened and how head teachers could be encouraged to support the work of the school counselling service even more, so that this relationship becomes reciprocal and that each party’s ability to perform their work will be enhanced by the strong relationship.

The subject of our research is the forms of pedagogical work with children at risk in the Republic of Northern Macedonia. The pedagogical profession is very important in working with children who show behav - ioral problems precisely because they are expert workers who have competencies, methods, techniques and forms of work with these children. The disrupted behavior of children and young people is a problem for all social communi - ties. It involves violating norms of acceptable behavior by young people, whose biological, and thus emotional and social maturity is still in the development phase. The impaired behavior arises when the development of children is disturbed and is accomplished in the wrong direc - tions. Therefore, there is a need to remove factors that have a negative impact. In this context, the adverse behavior of children and young people is regulated by legal provisions: Law on Justice for Children, Law on Social Protection, Family Law, Law on Primary Education, the Law on Pedagogical Service, the Zaacon for Prevention, Prevention and Protec - tion from Domestic violence, the Law on Child Protection, Code of Criminal Procedure (LCP), Criminal Code (CC), indicating the time of their entry into force and application, but not the forms of pedagogical work. Hence the need for concretization, defining the forms of pedagogical work with children at risk in the Republic of Northern Macedonia in accordance with the legislation covering the work of pedagogues with children at risk in the Republic of Northern Macedonia. [ABSTRACT FROM AUTHOR]

This study is part of the field of training of teachers who teach Mathematics in Elementary School and aims to analyze the constitution of the courses of formation of these teachers - Degree in Pedagogy and Mathematics. Published researches on this subject indicate some gaps in the practice of these teachers, largely due to factors related to initial training. In this sense it is necessary to understand the structure of these courses based on the National Curricular Guidelines for Teacher Training since LDB 9394/96. The text presents an analysis of these documents - a prerequisite to understand the initial training process - involving the structure and organization of the training curriculum, the workload of Mathematics and/or Mathematics Education, curricular internships and course completion work. The analysis indicates that the initial training of teachers who teach Mathematics presents different approaches for pedagogues and graduates in Mathematics, which makes it difficult to continue working with Mathematics in Elementary School. [ABSTRACT FROM AUTHOR]

The social pedagogic tradition has been integral to the culture of early childhood education including School Age Childcare (SAC) in Denmark for decades. Drawing upon interviews with multiple stakeholders: lecturers, representatives of an Education Research Institute, union activists an SAC provider and a policy maker, in Copenhagen, Denmark, this paper builds upon previous work to explore a paradigm shift in how SAC is organised, governed and supported in Copenhagen. Findings point to a repositioning of SAC within the educational landscape, where the traditional emphasis upon leisure and recreation is being overshadowed by academic achievement and accountability. There is evidence of tensions between teachers and pedagogues as they negotiate how to work together within SAC. Findings are salient to Ireland, where recent reports and initiatives see a renewed focus on SAC, as the State examines how best to support this emerging sector. [ABSTRACT FROM AUTHOR]

Due to the wide application of remote teaching during the COVID-19 pandemic, the foundations of the education system have been shaken; education has entered a new era of teaching and learning on digitalized platforms. How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article. This research is original because the differences in experiences of telework were studied not only in terms of age and nature of work (professional/leader) but also the type of education institution. This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities.

The biography was for a long time accused of a “scientifically absurd” distinction between society and individual and focusing on the magisterial role of individuals within history. The interest for biography has changed since the late 1980s, according to a new conception of the interconnection between individuals and history. Biography is now considered as the critical representation of the individuals operating within society, and hence as an interpretative approach of historical events. The case of a character such as Aristotle Kourtidis (1858-1928), pedagogue of the late nineteenth century and the first children’s writer in Greece, neither singular nor totally unknown, questions the profound sense of the genre itself. Aristotle Kourtidis was a social agent, today rather forgotten but deeply appreciated by his contemporaries, who moderately reflected the ideology of the rising bourgeoisie and the transition of society to the modern era. His biography does not describe the detachment of the individual above society, but on the contrary it describes the formation of an individual “within society”, or in relation to society. If therefore Kourtidis’s biography could not be justified on the basis of exemplarity or heroism, the person, observed acting in his social and cultural environment, contributes to the understanding of Greek history and society of the late nineteenth and early twentieth centuries

The problem at issue is related to the reduction of the motor activity of people as a widespread phenomenon leading to a number of adverse health effects. The diseases, typical for the past and mainly for the elderly, these days are often to be found even in youth and childhood. This is why the issue of children‘s physical capacity and activity are becoming more and more topical for children’s health. The implementation of adequate preventive measures for the promotion of child health shall be successful only with the partnership of all public sectors. Reserves to enhance the motor activity of the children in the educational sphere can be found at the time of extracurricular forms of Physical Education and during vacations, the role of which in recent years has been significantly diminished. The article presents a study on the level of competence of primary teachers to conduct sports activities with children and students from pre-school and primary school age. The attitude of the educators on the realization of the discipline “Sports animation in an educational environment” at the Faculty of Pedagogy of Thracian University is also discussed. [ABSTRACT FROM AUTHOR]

ùThis paper offers a critical analysis of the experiences shared within a community of practitioners called Pedagogical Café. This is an informal network of pedagogues and educators who deal with educational themes through a methodology of comparison, exchange, and mutual enrichment. The purpose of meetings is to support and improve the skills of reflexive thinking and professional awareness of educational practitioners.

The article is focused on special needs education in schools owned by independent school authorities in sparsely populated areas. The ten schools investigated are situated in seven municipalities in the four northernmost counties in Sweden. The aim is to investigate the solutions for the special needs education in these schools. The empirical data is constituted by a) the schools background gathered through a web inquiry, and b) the answers generated through a series of open questions that the same informants answered via e-mail. One informant per school has been selected for the study. The focus on special needs education is grounded in a relational view that is visualised when the informants, on one hand, described the pupils’ different needs and, on the other, on the importance of the entire learning environment for the pupil’s learning and development. The informants report the use of various pedagogical teaching methods, the flexible organisation of teaching, and the use of different tools for the purpose of reaching all pupils and supporting them in reaching set learning goals. Moreover, the headmasters in nine out of ten schools are both headmasters and active teachers themselves, which is seen as a sign for the quality of education in these schools.

There is a little number research for anxiety and depression, which the cause that makes a lot of Greek teachers suffer. There are not all research data about Preschool Education. This study aimed to find out the difficulties of anxiety and depression in Nursery school teachers. The methodology of this research it was quantitative, with two basic research tools, the Spielberger State-Trait Anxiety Scale (STAI) and Beck Depression Inventory (BDI). The selection of the sample was done by with sampling method because it must have specific characteristics. In this research participated, 109 (N = 109) preschool teachers, who they are working in nurseries five years at least. The research data was analyzed with the SPSS 17.0 statistical program, and then followed the interpretation of the data according to the evaluation criteria of each scale. In conclusion, we would say Nursery school teachers face high levels anxiety and depression. [ABSTRACT FROM AUTHOR]

Copyright of Interscientific Health Care is the property of University of Thessaly, Medical School / Technological Education Institute, Nursing Department and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper offers a critical analysis of the experiences shared within a community of practitioners called Pedagogical Café. This is an informal network of pedagogues and educators who deal with educational themes through a methodology of comparison, exchange, and mutual enrichment. The purpose of meetings is to support and improve the skills of reflexive thinking and professional awareness of educational practitioners. [ABSTRACT FROM AUTHOR]