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Training Social Educators to Organize Cultural and Leisure Activities: British and Ukrainian Experience

Abstract

The article analyzes the process of training social educators how to organize cultural and leisure activities. It was specified that analysis and thorough study of British experience was a fundamental source required to define relevant strategies and areas to solve the problem of training social educators to organize cultural and leisure activities. The article reveals the peculiarities of social educators’ scientific training, examines the ways of supporting and developing these specialists in the UK and Ukraine. It was noted that conceptual foundations of these specialists’ training to organize cultural and leisure activities should be justified taking into account the following components: the level of their spiritual development, life experience, active social and cultural activities, continuing education, the principles of comparative pedagogy, etc. It was concluded that professional training of social educators in foreign experience was similar in the fact that complex functions of recreational, leisure, cultural potential were realized only by specialists who obtained university education and also received additional knowledge in the field of social work, social pedagogy and other related disciplines. It was specified that the complexity of training social educators in British experience consists in the fact that these specialists should have the knowledge of various issues: from the principles of social and cultural state policy, general organization of social security system, specificity of cultural and leisure infrastructure functioning, demographic peculiarities to relevant methods of working with different gropus of population. It was clarified that prospects for further research should be aimed at analyzing educational scientific and methodological recommendations of international experience in training social educators.

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Teachers in the Context of Vocational Education

Abstract

In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.

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Some Sociological, Medical and Legislative Views on Video Game Addiction (A Slovenian Case Study)

25 June, 2007. GRIFFITHS, M. Online video gaming: what should educational psychologists know? Educational Psychology in Practice, 2010, 26 (1), 35-40. GROSS, W. Sucht ohne Drogen. Frankfurt am Main: Fischer Taschenbuch Verlag, 1999. GORIUP, J. Civic culture. Ljubljana: Državna založba Slovenije, 1999. HAGEDORN, W. and Young, T. Identifying and Intervening with Students Exhibiting Signs of Gaming Addiction and other Addictive Behaviors: Implications for Professional School Counselors. Professional

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Effects of a Circuit Training Program on Muscular and Cardiovascular Endurance and their Maintenance in Schoolchildren

References Alcaraz Ramón PE, Sánchez-Lorente J, Blazevich AJ. Physical performance and cardiovascular responses to an acute bout of heavy resistance circuit training versus traditional strength training. J Strength Cond Res , 2008; 22: 667-671 Annesi J, Westcott W, Faigenbaum A, Unruh J. Effects of a 12 week physical activity protocol delivered by YMCA after-school counsellors (Youth Fit for Life) on fitness and self-efficacy changes in 5-12 year old boys and girls. Research Q Exercise Sport , 2005; 76: 468

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