Search
Search Results
-
Transforming Teacher Competencies, Roles, Tasks, and Attitudes in Education in Light of Artificial Intelligence
43-54Views:767The technological and industrial revolutions have always made an impact on education and the science of pedagogy by providing new opportunities, tools, and methods, presenting the real challenges for the teachers at the same time. Among the new technologies, the application and usage of artificial intelligence (AI) in education is increasingly regarded as a key driver of educational innovation and creativity in the 21st century. However, it is also highly important to ensure and support the continuous professional development of teachers with reference to AI, since the emergence and implementation of new technologies demand and require new competencies, roles, and a transformation in the teachers' attitudes. This essay explores and describes the appearance and application of AI in the 21st-century educational environment, examining the current trends, the development of new competencies, and the transformation of teaching roles, in order to outline a potential future vision aimed at achieving a successful and positive scenario.
-
POSSIBILITIES OF INTEGRATING CAREER ORIENTATION INTO TEACHER TRAINING
135-140Views:315The evolution of the teaching profession is closely related to social expectations and the professional expectations toward career guidance counseling professionals are complex and thorough. It is important to have an interdisciplinary approach and to have the appropriate social competencies! In this study, we strive to present the career orientation that promotes the development of appropriate competencies further teacher training, and career guidance opportunities in basic teacher training. To have an effective school career guidance procedure it's necessary to integrate this activity into the system of the “every day” pedagogical tasks. Therefore, it is important that teachers be aware of the training opportunities where career guidance is prioritized.
-
THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:650To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
-
THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:1774Nowadays, the priority task of pedagogy is to develop skills and basic competencies, because these are necessary for a successful teaching-learning process. In contrast to the traditional frontal education, which the learners treat as a passive recipient. The current education places more and more emphasis on exploration, action-based learning, and knowledge acquisition based on one's own experiences, which can be based on play and playful activity. Gameplays a key role in the development of skills and personality, so in this research, we examine the role of game in the teaching of typical and learning disabilities children. During the study, we used an online questionnaire, which was sent to special educational needs teachers and the majority of teachers working in schools in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (N = 102 people). The distribution of the answers was even for each grade and school type, so we were able to form groups of 25 and 26 people. Our results reflect a different teaching method because special educational needs teachers use games much more often in their work and spend much more time on them compared to the majority of teachers. Special educational needs teachers attribute much more developmental effects to the game, so they use it more often in upper grades as well. The majority of teachers are dominated by info-communication tools, while special educational need teachers use several self-made tools. In terms of methods, teachers consider differentiation to be paramount, followed by an illustration and cooperative learning, while playing came in fourth place.
-
DEVELOPMENT OF THE SOCIAL COMPETENCE OF CHILDREN FROM AN UNDERPRIVILEGED BACKGROUND
87-94Views:399In September 2010, by the introduction of the educational reform in Serbia, namely the introduction of inclusion, the number of children from disadvantaged backgrounds and multiple disadvantaged backgrounds has significantly increased. From September 2013, the University of Novi Sad, Faculty of Education in Hungarian Language, Subotica and University of Szeged, Gyula Juhász Faculty of Education, Institute of Adult Education worked out a program, in which the students of these two Universities participated as mentors in the compensatory education of disadvantaged children. The purpose of the present study is to introduce the structure of the Student Mentoring Program that serves as an excellent example for other schools. According to in-service teachers, one of the long-term positive outcomes of the mentoring program is the development of the social competencies of disadvantaged children.
-
The Need to Educate People about AI
65-76Views:195The rise of artificial intelligence can be felt in all areas of life. The technology, which has been continuously developing since the 1950s, has gradually entered everyday life unnoticed by most people. With the appearance of Chat GPT, launched by Open AI, which exploded in the fall of 2022, events accelerated, and we are getting more and more information about the operation of AI. All areas of education have responded to these changes, to different degrees and speeds depending on the country. The fundamental task of education is to prepare students for life and to provide them with usable knowledge. Professionals working in education, and educational researchers are constantly looking for ways to prepare students for a world that we do not yet know, but one thing is certain: AI will be a determining factor in it. Knowledge about the opportunities and dangers inherent in AI is slowly being incorporated into the curriculum, and the first condition for this is that teachers are also adequately trained in this area. In this study, I analyze the topic based on the literature on the use of AI in education and the preparedness of professionals to see how ready education is for a world where AI literacy will be, or already is, a fundamental condition for competitiveness.
-
SURVEY OF THE SOCIAL COMPETENCES ABOUT THE DISADVANTAGED PRESCHOOL CHILDREN IN THE COUNTIES BORSOD-ABAÚJ-ZEMPLÉN, HAJDÚ-BIHAR AND SZABOLCS-SZATMÁR-BEREG
51-63Views:289Between 2017 and 2020, we participated in a national project led by the Education Office, called „Support for social inclusion and integration measures in public education” (EFOP-3.1.3-16-2016-00001), which we simply called "Kindergarten for Opportunities". The aim of the project was mainly to help kindergartens educate and develop disadvantaged and multiply disadvantaged Roma and Gypsy children. An important phase of the work was the survey, in which a specific assessment of skills was carried out with the active participation of the institutions, adapted to life in the kindergarten and based on the observations of the kindergarten teachers. In the present study, we focus on an important aspect of the survey, the study of social competencies. Results were obtained in three categories (self-images, social relations, and emotional-willing qualities), in five dimensions per category, from the kindergartens participating in the project in the three selected counties. In the total survey, the kindergartens provided information on a total of 1112 children, of which the number of responses received in the three counties analyzed by us was as follows: 259 in Borsod-Abaúj-Zemplén county, 178 in Hajdú-Bihar county and 271 in Szabolcs-Szatmár-Bereg county. So kindergarten teachers' statements regarding n=708 children were analyzed in this study. No significant difference can be observed in the results: only in a few cases did we experience a negative deviation in social competences in Borsod-Abaúj-Zemplén county.
-
SPATIAL APPROACH DEVELOPMENT IN MATHEMATICS CLASSES AMONG CHILDREN 11-12 YEARS OLD
77-83Views:265The development of the spatial approach of schoolchildren is an important task of the educational process, especially the practical application of the acquired competencies in real life. In the study, we briefly present the developmental tasks used in our project focusing on the development of spatial perspectives for 11-12-year-old students, which were implemented in mathematics lessons. Students solved tasks that focused on problem solving with 2D and 3D objects, analyzing these situations and manipulating with objects.