3 September 29, 2016
Column by Editor in Chief
1. Rushan Ziatdinov, Yury S. Tyunnikov
The Next Step to the Bright Future: Editors’ Note
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 261-262.
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European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 261-262.
Number of views: 2297 Download in PDF
Articles and Statements
2. Henry Adusei, Jacob Owusu Sarfo, Portia Manukure, Josephine Cudjoe
“If I Should Stop Teaching Now, Where Will I Go?” Turnover Intentions among High School Teachers in Ghana
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 263-271.
Number of views: 2411 Download in PDF
3. Tatyana P. Afanasyeva, Irina A. Yeliseyeva, Valeriy S. Lazarev, Yuriy S. TyunnikovEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 263-271.
Abstract:
Teachers form one of the essential professional groups in the development domain of every country. Although most senior high school teachers in Ghana complains about poor conditions of service, a lot of them are still at post. The key research goal was to explore the retaining factors of senior high school teachers, within their existing demotivating Ghanaian socioeconomic context. Eighteen individual interviews were conducted among senior high school teachers in the Eastern Region using an interview guide. By means of an Inductive Content Analysis, three major themes emerged; (a) teachers’ retention factors, (b) teachers’ motivation factors and (c) Helping factors. It is remarkable that, motivation to these participants did not necessarily mean job satisfaction and job retention. Intrinsic motivation was rather perceived as influencing job performance while extrinsic motivations were needed to retain them. In general, the absence of these extrinsic motives were replaced with other retention factors like less tress at work, increasing liberty at work, and absence of alternative employment opportunities.
Teachers form one of the essential professional groups in the development domain of every country. Although most senior high school teachers in Ghana complains about poor conditions of service, a lot of them are still at post. The key research goal was to explore the retaining factors of senior high school teachers, within their existing demotivating Ghanaian socioeconomic context. Eighteen individual interviews were conducted among senior high school teachers in the Eastern Region using an interview guide. By means of an Inductive Content Analysis, three major themes emerged; (a) teachers’ retention factors, (b) teachers’ motivation factors and (c) Helping factors. It is remarkable that, motivation to these participants did not necessarily mean job satisfaction and job retention. Intrinsic motivation was rather perceived as influencing job performance while extrinsic motivations were needed to retain them. In general, the absence of these extrinsic motives were replaced with other retention factors like less tress at work, increasing liberty at work, and absence of alternative employment opportunities.
Number of views: 2411 Download in PDF
A Study of Differences in the Degree to Which Instructors are Prepared to Manage the Development of the School They Teach at
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 272-283.
Number of views: 2155 Download in PDF
4. Valentin P. Babintsev, Viktor А. Sapryka, Yana I. Serkina, Galina F. UshamirskayaEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 272-283.
Abstract:
This paper relies on the ideas that underpin the scholarly school of developing pedagogical systems to assess the degree to which instructors are prepared to manage the development of the school they teach at. The authors propose a structural/functional model for instructor preparedness to be the subject of innovation activity, provide a relevant methodology for it, and describe the content and findings of their empirical substantiation of it. The study identifies instructor groups with a high, medium, and low degree of preparedness to manage innovation activity in a school and establishes statistically significant differences between them in terms of the degree to which the motivational, cognitive, technological, and organizational components of preparedness have been formed. The authors come up with a proof that the instructor’s preparedness to be the subject of innovation activity depends on the degree of his/her preparedness to fulfill particular duties in managing this activity. The paper identifies specific factors behind the differences between instructors in this characteristic and determines the degree of their impact. The authors establish a close link between the instructor’s preparedness to be the subject of innovation activity and his/her actual participation in resolving objectives in managing the school’s development. The use of the authors’ methodology for assessing instructors’ preparedness to manage innovation activity in a school could help determine specific factors affecting it and develop individual trajectories of increase in their innovation competence, as well as facilitate their productive involvement in the process of working out the school development program.
This paper relies on the ideas that underpin the scholarly school of developing pedagogical systems to assess the degree to which instructors are prepared to manage the development of the school they teach at. The authors propose a structural/functional model for instructor preparedness to be the subject of innovation activity, provide a relevant methodology for it, and describe the content and findings of their empirical substantiation of it. The study identifies instructor groups with a high, medium, and low degree of preparedness to manage innovation activity in a school and establishes statistically significant differences between them in terms of the degree to which the motivational, cognitive, technological, and organizational components of preparedness have been formed. The authors come up with a proof that the instructor’s preparedness to be the subject of innovation activity depends on the degree of his/her preparedness to fulfill particular duties in managing this activity. The paper identifies specific factors behind the differences between instructors in this characteristic and determines the degree of their impact. The authors establish a close link between the instructor’s preparedness to be the subject of innovation activity and his/her actual participation in resolving objectives in managing the school’s development. The use of the authors’ methodology for assessing instructors’ preparedness to manage innovation activity in a school could help determine specific factors affecting it and develop individual trajectories of increase in their innovation competence, as well as facilitate their productive involvement in the process of working out the school development program.
Number of views: 2155 Download in PDF
Reform of Higher Education in Russia: Habitus Conflict
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 284-294.
Number of views: 2152 Download in PDF
5. Servet DemirEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 284-294.
Abstract:
This article discusses changes that actually occur in the Russian Higher Education in the process of reform. The thesis that the functioning of the educational system increasingly detects formal rationality, not focused on the senses, and their imitation. It is noted that the Russian system of higher education refers to a specific type, which can be rightly defined as “culture-centric”. This type have a number of traits: dominance conception of education as a complex of practices, with the aim of translation of cultural codes from older to younger generations; the idea of the sacred nature of the educational process as a student-deterministic; installation of universality, according to which university graduates must be not only professionally prepared and fully developed; priority of content and semantic aspects of education in relation to formal, often even to the detriment of the latter; belief in the special position of the higher education sector, as well as education in general in relation to other spheres of activity. It is emphasized that the logical consequence of the transition to the formal rationality becomes a management simulation in which real values and meanings are replaced and replaced by a formal reproduction of operations and procedures, followed by their demonstration, declaration and decoration. It is proved that the main source of formal rationalization is a corporate bureaucracy. What evidence, unwarranted expansion of the administrative apparatus of the university, which is a logical consequence of the formalization of the educational process, excessive standardization and regulation of educational activities, as well as the deformation of the controlling function.
This article discusses changes that actually occur in the Russian Higher Education in the process of reform. The thesis that the functioning of the educational system increasingly detects formal rationality, not focused on the senses, and their imitation. It is noted that the Russian system of higher education refers to a specific type, which can be rightly defined as “culture-centric”. This type have a number of traits: dominance conception of education as a complex of practices, with the aim of translation of cultural codes from older to younger generations; the idea of the sacred nature of the educational process as a student-deterministic; installation of universality, according to which university graduates must be not only professionally prepared and fully developed; priority of content and semantic aspects of education in relation to formal, often even to the detriment of the latter; belief in the special position of the higher education sector, as well as education in general in relation to other spheres of activity. It is emphasized that the logical consequence of the transition to the formal rationality becomes a management simulation in which real values and meanings are replaced and replaced by a formal reproduction of operations and procedures, followed by their demonstration, declaration and decoration. It is proved that the main source of formal rationalization is a corporate bureaucracy. What evidence, unwarranted expansion of the administrative apparatus of the university, which is a logical consequence of the formalization of the educational process, excessive standardization and regulation of educational activities, as well as the deformation of the controlling function.
Number of views: 2152 Download in PDF
An Analysis of Pre-Service Teachers’ Attitudes and Opinions Regarding the Teaching Profession via Q-Methodology
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 295-310.
Number of views: 2174 Download in PDF
6. Milka Elena Escalera-Chávez, Arturo García-Santillán, Arturo Córdova-Rangel, Santiago González-Gómez, Esmeralda Tejada-PeñaEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 295-310.
Abstract:
One of the factors influential on teacher achievement is their attitudes towards the profession. Teacher attitude influences a teacher’s satisfaction with their profession, devotion to the profession, belief in the necessity and importance of the teaching profession, and belief in professional development. General evaluation of pre-service teachers’ attitudes has yielded positive and high results in a lot of studies. It is believed that pre-service teachers having high attitudes will also have job satisfaction, which will be promising for the future of the teaching profession. However, there are also studies indicating low levels of attitudes among pre-service teachers. In this study, Q-methodology, a reliable method that takes individuals’ unique perspectives, was employed to determine students’ opinions and perceptions. The present study was carried out with the fourth year students (i.e. pre-service teachers) studying at a university located in the southern part of Turkey. Q-sort results indicate that majority of the pre-service teachers have positive attitudes towards the teaching profession. Qualitative analyses indicate that they have both positive and negative perceptions. Furthermore, three different groups of teachers were formed in the study: idealists, forced teachers, and confused teachers.
One of the factors influential on teacher achievement is their attitudes towards the profession. Teacher attitude influences a teacher’s satisfaction with their profession, devotion to the profession, belief in the necessity and importance of the teaching profession, and belief in professional development. General evaluation of pre-service teachers’ attitudes has yielded positive and high results in a lot of studies. It is believed that pre-service teachers having high attitudes will also have job satisfaction, which will be promising for the future of the teaching profession. However, there are also studies indicating low levels of attitudes among pre-service teachers. In this study, Q-methodology, a reliable method that takes individuals’ unique perspectives, was employed to determine students’ opinions and perceptions. The present study was carried out with the fourth year students (i.e. pre-service teachers) studying at a university located in the southern part of Turkey. Q-sort results indicate that majority of the pre-service teachers have positive attitudes towards the teaching profession. Qualitative analyses indicate that they have both positive and negative perceptions. Furthermore, three different groups of teachers were formed in the study: idealists, forced teachers, and confused teachers.
Number of views: 2174 Download in PDF
Anxiety Towards Mathematics and Educational Level a Study on Means Diferences
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 311-323.
Number of views: 2395 Download in PDF
7. Alexander Fedorov, Anastasia Levitskaya, Emma CamareroEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 311-323.
Abstract:
The aim of this research work is to analyze whether there is a difference in the degree of anxiety towards mathematics among students of different educational levels. The study is not-experimental and cross sectional, and it is based on difference of means between groups. The sample is not-probabilistic, and consisted of 226 students from Tuxtepec, Mexico of different educational levels: basic, middle, upper-middle and upper. For this purpose, the questionnaire designed by Muñoz and Mato-Vázquez (2007) was utilized. It comprises five factors: anxiety toward evaluation, anxiety toward temporality, anxiety toward understanding of mathematical problems, anxiety about numbers and mathematical operations, anxiety toward mathematical situations of the real life. The results shows that anxiety toward mathematics is different by level of study, that significant differences exist between groups, and that anxiety toward assessment is higher among upper, upper-middle and middle levels, while for elementary students there is no perceptible anxiety toward mathematics.
The aim of this research work is to analyze whether there is a difference in the degree of anxiety towards mathematics among students of different educational levels. The study is not-experimental and cross sectional, and it is based on difference of means between groups. The sample is not-probabilistic, and consisted of 226 students from Tuxtepec, Mexico of different educational levels: basic, middle, upper-middle and upper. For this purpose, the questionnaire designed by Muñoz and Mato-Vázquez (2007) was utilized. It comprises five factors: anxiety toward evaluation, anxiety toward temporality, anxiety toward understanding of mathematical problems, anxiety about numbers and mathematical operations, anxiety toward mathematical situations of the real life. The results shows that anxiety toward mathematics is different by level of study, that significant differences exist between groups, and that anxiety toward assessment is higher among upper, upper-middle and middle levels, while for elementary students there is no perceptible anxiety toward mathematics.
Number of views: 2395 Download in PDF
Curricula for Media Literacy Education According to International Experts
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 324-334.
Number of views: 2166 Download in PDF
8. Evgeny A. Naumenko, Olga N. NaumenkoEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 324-334.
Abstract:
The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students’ media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals.
The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students’ media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals.
Number of views: 2166 Download in PDF
Pedagogical Experience on Formation of Tolerant and Multicultural Consciousness of Students
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 335-343.
Number of views: 2266 Download in PDF
9. Galina Romanova, Marina Maznichenko, Nataliya NeskoromnyhEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 335-343.
Abstract:
This article is based on the data cultivated from a teaching experiment carried out in one of the institutions in the city of Tyumen. The purpose of the experiment was to determine the necessity for education of religious and national tolerance through the study of special disciplines of the confessional and ethno-cultural content, for removing psychological barriers to religious and formation of a multicultural consciousness in the future. The authors emphasizes that the increase in tolerance level involves the use of teaching methods rooted into the structure of the educational process, the result of which would be the change of personal characteristics within an individual. Such personality changes included the system of relations, values and general outlook. This article deals with the impact of forms and methodical possibilities on the correction of inter-ethnic and inter-religious interaction of students, their normal behavior in different social situations. To appreciate the realization of this purpose, the authors developed a course on «Religions of the region under study». He emphasized the requirements of the educational standard which determines the necessity to study history, culture and religion of the region under study for the specialty «Regional studies» in the sphere of religious and interfaith relations. Historical and cultural aspects of the course content are harmoniously integrated into the context of religious relations. The experiment had been running for over four years and had shown positive benefits in the dynamics of formation confessional tolerance for students and elements of a multicultural consciousness.
This article is based on the data cultivated from a teaching experiment carried out in one of the institutions in the city of Tyumen. The purpose of the experiment was to determine the necessity for education of religious and national tolerance through the study of special disciplines of the confessional and ethno-cultural content, for removing psychological barriers to religious and formation of a multicultural consciousness in the future. The authors emphasizes that the increase in tolerance level involves the use of teaching methods rooted into the structure of the educational process, the result of which would be the change of personal characteristics within an individual. Such personality changes included the system of relations, values and general outlook. This article deals with the impact of forms and methodical possibilities on the correction of inter-ethnic and inter-religious interaction of students, their normal behavior in different social situations. To appreciate the realization of this purpose, the authors developed a course on «Religions of the region under study». He emphasized the requirements of the educational standard which determines the necessity to study history, culture and religion of the region under study for the specialty «Regional studies» in the sphere of religious and interfaith relations. Historical and cultural aspects of the course content are harmoniously integrated into the context of religious relations. The experiment had been running for over four years and had shown positive benefits in the dynamics of formation confessional tolerance for students and elements of a multicultural consciousness.
Number of views: 2266 Download in PDF
Systematic Approach to the Goalsetting of Higher Education in the Field of Tourism and Hospitality
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 344-356.
Number of views: 2235 Download in PDF
10. Victoria A. Shershneva, Lyudmila V. Shkerina, Valery N. Sidorov, Tatiana V. Sidorova, Konstantin V. SafonovEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 344-356.
Abstract:
The article deals with key problems and contradictions of training of university graduates for the tourism and hospitality industry in Russia, primarily associated with the setting of educational goals. The article formulates the discussion points related to the updating of the existing educational standards for the enlarged "Service and Tourism" group. A systematic approach to the formulation of goals of higher education in the sphere of service and tourism is introduced. It features the designing of a multi-level system of both invariant and variable targets. The proposed approach generalizes the best domestic and foreign practice of training for the industry; in setting the objectives of the industry development trends it allows to take into account issues in the global and regional scale, the labor market requirements of specific businesses of tourism and hospitality industry, the specifics and possibilities of an educational institution and individual characteristics of future specialist, to induce him to self-design his professional career; improve the quality of higher education. Article submissions may be used for the improvement of higher education for the tourism and hospitality industry, the establishment of productive cooperation of the educational organizations and enterprises in the sphere of tourism and hospitality.
The article deals with key problems and contradictions of training of university graduates for the tourism and hospitality industry in Russia, primarily associated with the setting of educational goals. The article formulates the discussion points related to the updating of the existing educational standards for the enlarged "Service and Tourism" group. A systematic approach to the formulation of goals of higher education in the sphere of service and tourism is introduced. It features the designing of a multi-level system of both invariant and variable targets. The proposed approach generalizes the best domestic and foreign practice of training for the industry; in setting the objectives of the industry development trends it allows to take into account issues in the global and regional scale, the labor market requirements of specific businesses of tourism and hospitality industry, the specifics and possibilities of an educational institution and individual characteristics of future specialist, to induce him to self-design his professional career; improve the quality of higher education. Article submissions may be used for the improvement of higher education for the tourism and hospitality industry, the establishment of productive cooperation of the educational organizations and enterprises in the sphere of tourism and hospitality.
Number of views: 2235 Download in PDF
Contemporary Didactics in Higher Education in Russia
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 357-367.
Number of views: 2183 Download in PDF
11. Milena I. TsvetkovaEuropean Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 357-367.
Abstract:
The article presents the theoretical framework for a competency-based approach in higher education. It shows that the general didactic principles of professional direction, interdisciplinary connections, fundamentalization and informatization form the didactic basis for the competency-based training in university. The article also actualizes the integrated use of effective approaches to training, namely, competency-based, contextual, interdisciplinary, fundamental and subject-information approaches to training, among which the competency-based approach is leading. The basic organizational and pedagogical conditions promoting the formation of competence are defined in the form of the organization of polycontextual modules in training. Besides, the article outlines the ways to enhance the effectiveness of e-learning in the future.
The article presents the theoretical framework for a competency-based approach in higher education. It shows that the general didactic principles of professional direction, interdisciplinary connections, fundamentalization and informatization form the didactic basis for the competency-based training in university. The article also actualizes the integrated use of effective approaches to training, namely, competency-based, contextual, interdisciplinary, fundamental and subject-information approaches to training, among which the competency-based approach is leading. The basic organizational and pedagogical conditions promoting the formation of competence are defined in the form of the organization of polycontextual modules in training. Besides, the article outlines the ways to enhance the effectiveness of e-learning in the future.
Number of views: 2183 Download in PDF
The Shadows of Reading: Reasons for the Bad Results of Bulgarians in PISA studies
European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 368-377.
Number of views: 2349 Download in PDF
12. European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 368-377.
Abstract:
The subject of this article are the factors and reasons for the bad results in reading of the Bulgarian 15-year-old students in PISA’s international studies. The reference points of the analysis are the critical results from the last four studies – 2000, 2006, 2009 and 2012. The aim of this analysis is to bring up for discussion unformulated topics and reading angles which have not been covered, which may explain the reason for the critical results in reading, including in the European Union as a whole. The goals of the report are to look for arguments and evidence in communication theory, in the conclusions of sociological studies and to summarize the factors which may lessen the ongoing preoccupation with “mass non-reading” or the “drop in reader’s literacy”. Eight reasons for the critical state of reading literacy have been drawn: 1) basic illiteracies which stem from the incorrect attitude towards reading as a cultural technology; 2) the stereotype “book = literature”; 3) the stereotype “book = paper”; 4) helplessness of sociological tools; 5) the manipulative side of reading; 6) the harmful side of reading; 7) reading mutations; 8) the erroneous statement “Young people do not read”. The scientists are presented with proposals to concentrate on two academic points: “Theory and practice of reading” classes on each educational level and focusing research efforts to improve readership culture of adults, including development of the so called “Acmeology of reading”.
The subject of this article are the factors and reasons for the bad results in reading of the Bulgarian 15-year-old students in PISA’s international studies. The reference points of the analysis are the critical results from the last four studies – 2000, 2006, 2009 and 2012. The aim of this analysis is to bring up for discussion unformulated topics and reading angles which have not been covered, which may explain the reason for the critical results in reading, including in the European Union as a whole. The goals of the report are to look for arguments and evidence in communication theory, in the conclusions of sociological studies and to summarize the factors which may lessen the ongoing preoccupation with “mass non-reading” or the “drop in reader’s literacy”. Eight reasons for the critical state of reading literacy have been drawn: 1) basic illiteracies which stem from the incorrect attitude towards reading as a cultural technology; 2) the stereotype “book = literature”; 3) the stereotype “book = paper”; 4) helplessness of sociological tools; 5) the manipulative side of reading; 6) the harmful side of reading; 7) reading mutations; 8) the erroneous statement “Young people do not read”. The scientists are presented with proposals to concentrate on two academic points: “Theory and practice of reading” classes on each educational level and focusing research efforts to improve readership culture of adults, including development of the so called “Acmeology of reading”.
Number of views: 2349 Download in PDF