ENGINEERING–PEDAGOGICAL EDUCATION. STRATEGIES AND RULES
M. Ilieva
S. Terzieva
EDUCATIONAL
KNOWLEDGE – CONTENT CHARACTERISTIC
S. Terzieva
INVESTIGATION
OF NEW EDUCATIONAL TECHNOLOGIES
S. Terzieva, S. Handjieva
ENGINEERING–PEDAGOGICAL
EDUCATION. STRATEGIES AND RULES
M. Ilieva S. Terzieva
|
University
of Chemical Technology and Metallurgy,
8 Kl. Ohridski,
1756 Sofia, Bulgaria
e-mail: marianao@uctm.edu, senia@uctm.edu
|
|
The
dynamics of the changes in Bulgaria are supported by the changes in the
state policy in the development of the system of education. Since 1995 the
training of teachers for the vocational education has taken the leading
place in this policy - two Decrees of the Council of Ministers of the Republic
of Bulgaria have been published which regulate the activity of the higher
schools in that sphere.
The new strategy broadens
the scope of the educating structures and regulates the most significant
aspects in the training of teachers for the vocational education - the curriculum,
the ways of organizing the education and its staff procurement. The present
commentary interprets the didactic and pedagogical essence of the different
rules and the professional and psychological consequences of their adoption
in real life.
On the basis of the
results of the current state policy we make the conclusion that its impact
on the quality of the education for attainment of the professional qualification
"Teacher" is positive with respect to the human resources development
and the motivation of the university lecturers for the successful fulfillment
of their mission in this direction.
Keywords: vocational educational training, professional
qualification, state policy of education
EDUCATIONAL
KNOWLEDGE – CONTENT CHARACTERISTIC
S. Terzieva
|
University
of Chemical Technology and Metallurgy,
8 Kl. Ohridski,
1756 Sofia, Bulgaria
e-mail:
senia@uctm.edu
|
|
The permanent
question, which the design of the system of teaching faces – the educational
content and its accomplishment, points towards in depth investigation of
the results of education. Here a systematic differentiation of the constituents
of knowledge is presented from the perspective of their psychological basis
without outlining of their specific manifestations expressed in the specific
components of the scientific and theoretical training or professional activity.
This inclusive assumption presents an universal explication of the dynamic
achievements in the process of study or represents it as an incessant alteration
of the level of the construct of prior knowledge in the sequence of study
activities.
The differentiation of the constituents
of knowledge is based on the form of their reflection and preservation in
the memory whence the initial division between declarative and procedural
knowledge is made. But the character of the cognitive activity introduces
additional factors defining the categorization from the perspective of the
student in the process of information processing and more specifically in
the course of the solving of problems. Thus two aspects of the cognitive
interface are brought about which represent the image of interaction between
the student and the environment in which the process of education is accomplished.
Their more specific constituents (situational, strategic, contextual, etc.),
are contained within these categories and their perception facilitates the
organization of the processes and procedures in education in accordance
with its specific objectives.
Keywords: cognitive activity, knowledge
components
INVESTIGATION
OF NEW EDUCATIONAL TECHNOLOGIES
S. Terzieva, S. Handjieva
|
University
of Chemical Technology and Metallurgy,
8 Kl.
Ohridski, 1756 Sofia, Bulgaria
e-mail: senia@uctm.edu
|
|
In this study we present an investigation of
new teaching methods in educational environment, and technological support
of the learning process. Actually the Web-technologies are introducing in
tutorial work. The base idea of the experimental teaching technology is:
design of optimal organization of information and supporting students to
be effective learner.
In the research reported
here the learning effects from the two ways of organization of teaching/
learning process are discussed.The
first way – the active learning techniques have been studied in the following
parameters:- Knowledge
acquisition (structuring, of knowledge in memory and applying new and prior
knowledge in the process of problem solving;
- Students
self – evaluation of the learning effects.
The second
way – the Web based tutorial work is more novel technology in our educational
investigation. For this reason the results of the study can be discussed
only in relation with:
- Influence
of the conditions on the learning activities (motivation, self-regulation,
development of additional abilities and skills)
- Students
achievements – data from evaluation tasks
Keywords: teaching methods, Web - learning technologies.
