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The objective of Journal for Educators, Teachers and Trainers is to disseminate good academic practices and research results of teaching professionals. JETT pretends to become an educational research database to help spreading young researchers works-masters and doctorates students above all- and to serve as an advertising vehicle for works ¨under writing or article handouts¨. Besides, another function for JETT will be the diffusion of new publications through reviews.
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Journal Information

Culturological approach as a conceptual basis for renewing modern higher pedagogical education

Viktoriya Tusheva; Anatoly Guba; Kateryna Kalina; Olha Temchenko

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 1-7
DOI: 10.47750/jett.2021.12.01.001

The article substantiates the prospects and productivity of the culturological approach, in the context
of which culture is considered to be a source of content of higher pedagogical education and as a
method of its research and design. Theoretical deduction of the concept of “culture” allows us to
focus on the definitions that expand understanding of the essence of culture. The relationship
between education and culture, a person and culture is revealed. The application of culturological
approach in modern pedagogy is asserted, which provides a view of pedagogical phenomena and
processes as cultural phenomena, requires certain ways of their cultural description, interpretation
and construction, and focuses on a broad approach to culture and education in the context of general
philosophical understanding. Probable changes in the content of pedagogical education in the context
of the culturological approach, which cause adjustment of educational technologies, are outlined. At
the normative level, it is manifested in the requirements to the content-related component as
“containing culture” and “creating culture”, of the procedural side, which differs in the integrity,
integrative unity of all the components; management of educational and pedagogical activities on the
principles of dialogue and mutual respect; educational space as a culturally appropriate, multicultural
environment; learning technologies as human-dimensional, innovative, value-oriented.


Bilingual education as a prospective form of tertiary education in higher education institutions

Poddubnaya Yana Nikolaevna; Kotov Konstantin Sergeevich; Slukina Anastasia Alekseevna; Aleksandrova Larisa Gennadevna; Martynova Anastasia Sergeevna

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 15-21
DOI: 10.47750/jett.2021.12.01.002

The purpose of this study is to analyse the experience of bilingual education in higher educational
institutions in Europe and consider its merits in terms of the goals of educational programs
implemented in language universities.
Scientific novelty is presented in systematizing the experience of foreign teachers training students in
the methodology of bilingual education; and the merits of bilingual education over common language
education.
The result of the study is the creation of didactic recommendations aimed at minimizing the negative
results of bilingual education, which contribute to more effective progress of students in achieving a
form of bilingual thinking.


Modeling of psychological support of persons with disabilities at the University

Karpushkina N.V.; Kisova V.V.; Koneva I.A.; Kochneva E.M.; Kudryavtsev V.A.; Rossova Y.I.; Fedoseeva N.V.

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 8-14
DOI: 10.47750/jett.2021.12.01.003

The article is devoted to the description of modern approaches to modeling of psychological and
pedagogical support of persons with disabilities and disabilities in higher education. The article
presents a model of psychological and pedagogical support of students with disabilities at the main
stages of higher education, describes in detail the structural components of complex support.
The aim of the study was to develop a model of psychological and pedagogical support for persons
with disabilities and disabilities in the University. The targets, main directions and content of students
' support in the conditions of an inclusive University are defined.
The main directions of psychological and pedagogical support of persons with disabilities and
disabilities in the University are: education, diagnosis, counseling, prevention, correctional and
developmental work, research (methodological) activities, etc. The article describes in detail the content
of these areas for students with disabilities and disabilities. These directions are realized both in work
with students, and their parents, teachers of the higher school.
The modeling of psychological and pedagogical support of inclusive higher education is based on the
following principles: the principle of expansion and formation of tolerant "barrier-free" space, the
principle of subjectivity and socialization, the principle of motivation and activity, the principle of
diabolicality, the principle of variability


Investigation of articles on leadership and school management in turkey

Aycem Birand; Dr.Cemre Günsel Haskasap; Dr.Meryem Bastas

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 22-36
DOI: 10.47750/jett.2021.12.01.004

The aim of this qualitative study is to analyse the content of randomly selected articles on leadership
and school management published in scientific journals in Turkey, and to determine the descriptive
characteristics, main and sub-dimensions, and general trends of those articles. For this purpose, the
“leadership” and “school management” directories were scanned in Google Academy. The samples
comprised randomly selected 30 articles that were published between the years of 2015-2021. The
content analysis of these 30 articles was based on main and sub-themes. The results revealed that when
the main themes of articles about leadership were examined, the subject of pedagogical leadership,
effective leadership and rotational leadership were discussed more than other articles. In addition, in
the articles related to school management, it was observed that organizational silence and favouritism
emerged. These main themes created some negative sub-themes, such as fear, anxiety, anxiety, and lack
of confidence and alienation of staff. In that case, it was observed that teachers were also influenced by
their self-sufficiency perceptions.


Schools as Learning Organizations: Impact of Age & Experience of Preschool Teachers understanding about Disciplines of Learning Organization in Peter Senge’s Model

Dr.Sumaira Noreen; Sadia Shahbaz

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 37-47
DOI: 10.47750/jett.2021.12.01.005

This survey research was designed to notice the impact of age and teaching experience of preschool teachers on their perceptions of Peter Senge’s learning organization concept of five disciplines. The questionnaire was based on Gravin’s tool kit (2008) that was originally being designed for assessing the working of any learning organization. Out of 350 respondents from 10 branches of a private school in Lahore, 300 pre-school teachers had responded back. When analyzed individually, the effect of age and experience about awareness of five disciplines showed a varied response in results but an understanding about Senge’s five disciplines was there in the responses of sample teachers. Data findings revealed that while a comprehensive understanding about all the five disciplines of Peter Senge’s model was not up to the mark, some evidence about their understanding was still commendable because the concept is still emerging in context of Pakistan.

Professional Communication Strategies in the Design Process of an Open Education Tutor

Zolotykhin Sergey Alexandrovich; Mashkina Natalya Pavlovna; Sinkevich Konstantin Mikhailovich; Laktionov Viktor Viktorovich

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 48-56
DOI: 10.47750/jett.2021.12.01.006

The article describes the professional communication strategies in the design activities of an open education tutor and the process of mastering these strategies. This process is based on the close relationship between the tutor's professional-oriented goals and his/her design levels in open education. Communication strategies allow the tutor to implement successfully professional activities in open education. Nowadays the problem of tutors’ mastering the professional communication strategies is very relevant due to the increasing opportunities of open education.
The article presents the progress and results of the experimental work on the testing of the effectiveness of the proposed model of mastering the professional communication strategies by open education tutors. This model is aimed at developing communication skills in the process of their professional activity. In particular, the model is thought to achieve the necessary level of motivation for mastering the professional communication strategies in open education.
The article presents the results of experimental work processed by methods of mathematical statistics. The results presented in the paper confirm the proposed provisions.

Change of students’ strength indicators as a result of training in the gym

Ivashko Natalia Vasilievna; Ryzhenko Oksana Vladimirovna

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 57-60
DOI: 10.47750/jett.2021.12.01.008

Today, due to the ineffective physical education among university students, there is a need in the process of revising the content of PE lessons in order to adapt them to the students’ needs. It is important to update interests and motives in order to replenish the theoretical competence of students about the most productive means and methods of physical education, in order to increase the effectiveness of the performed physical exercises as a way to reach qualitatively different levels of training physical qualities. The article discusses the possibilities of developing students' strength indicators as a result of training in the gym.

The formation of research skills of the master's degree students of choreographic art field of study within the framework of the study of "philosophy of dance" program

Tatiana Vasilievna Portnova

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 61-66
DOI: 10.47750/jett.2021.12.01.009

The objective of the article is the systematic presentation of philosophical approaches to the understanding of dance through the course "Philosophy of Dance", studied at the master's degree level in the "Choreographic Art" field of study.  The mastering of theoretical and practical skills of sensemaking by means of choreographic art in the system of individual and social self-knowledge have been considered. Studying dance from the philosophical point of view, gives an opportunity to see many facts in its type structure and the history of development in general. Of particular importance is the expansion and deepening of the world outlook and research interest of master's students to modern historical, philosophical and aesthetic assessments of various aspects that take place in the art of dance, the analytical consideration of the range of philosophical interpretations of choreographic works and their inclusion in the independent process of reflection on stage practice.  With the help of competence characteristics, the importance of forming the skills of philosophical analysis of choreographic works, their evaluation using anthropological, ethical and aesthetic criteria have been shown. Mastering the culture of thinking, the ability to perceive, analyze and generalize the aesthetic image in the context of studying the philosophical paradigm of dance contribute to the formation of research interest in it.

Problems of physical accessibility of components of a tourism product for persons with disabilities

Daitov Viktor Viktorovich

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 67-71
DOI: 10.47750/jett.2021.12.01.007

The study was carried out in order to determine the compliance of the infrastructure of the tourist
product of the Republic of Dagestan with the requirements of a barrier-free environment. The
availability of accommodation facilities, social and cultural facilities, beaches has been investigated.
The prospects for the development of research in this area in the future are determined


Parents´ attitudes towards children´s adjustment to a pre-school institution

Marija R. Markovic; Anastasija S. Mamutovic; Zorica C. Stanisavljevic Petrovic

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The aim of this research study is to examine parents´ attitudes towards the process of children´s adjustment to a pre-school institution, as well as towards separation difficulties which are encountered when a child starts attending kindergarten. Research results provide answers to whether parents are familiar with the problems manifested in the children´s adjustment process, as well as with the possibilities of successfully overcoming such issues. The research included 763 parents of pre-school children in the territory of Serbia. The differences in parents´ attitudes have been analysed relative to their sex, education and age. In the course of research the authors resorted to a five-point Likert scale composed of 16 items grouped into the following categories: factors which influence the process of adjustment, indicators of a successfully completed adjustment process and methods for overcoming the issues raised in the process of children´s adjustment to a pre-school institution. Parents believe that children´s satisfaction when they attend kindergarten is a more significant indicator of a successfully completed adjustment process relative to the absence of crying and deprecation, as well as that for the purposes of overcoming the difficulties which occur when children start attending a pre-school institution parents most frequently introduce pre-school teachers to their child´s habits and traits, and later talk with the child about events in the kindergarten. Research results indicate the presence of statistically significant differences in parents´ attitudes relative to their sex, i.e. they indicate that the adjustment period is more stressful for mothers than for fathers.

Children of parents with mental health vulnerability: implications and family-centered support

Ana Fraga; Ana Maria Serrano; Susana Caires

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

World data shows that symptoms of mental health vulnerability in the population are increasing. This scenario leads to children growing up in contexts whose parents have mental health vulnerability. These children are known as �Sforgotten or invisible⬝. In Portugal, Early Childhood Intervention (ECI), based on family-centered practices, is the main support for these children and families. Nevertheless, the eligibility criteria for services include three risk factors additionally to parents mental vulnerability. This research aims to understand the family context of these children and find existing responses on supporting their development and parenting. Based on a qualitative methodology, semi-structured interviews were made to three mothers with depression, as well as to ECI professionals that support them. The results show that parental mental illness has implications on mothers, children, and the whole family system. It compromises the exercise of parenting, the misunderstanding of parental mental illness, the expression of negative feelings and parentification by children, making them vulnerable to mental illness. These families reveal a higher number of risk factors than protective factors, compromising family´s resilience. Results also demonstrate the need for ECI specialized professional preparation, since this study found gaps concerning knowledge on family-centered practices. Results also suggest the need of coordination between ECI and Mental Health and Psychiatry services, as well as the inclusion of parental mental illness as an independent eligibility criteria for ECI.

Home visiting in early intervention: Professionals perception in the north of Portugal

Cristina Filipa Nunes Borges; Ana Paula da Silva Pereira

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The Early Intervention carried out in the natural context of the child, particularly at home, has been presenting better and growing indicators of benefits, since it is an environment in which the child and family feel more comfortable and in which the professional considers establishing a more positive relationship with the family. Therefore, the purpose of this study was to understand, from the professionals' point of view, the set of benefits and fragilities for the families and for the professional, of Early Intervention support at home. For that purpose, a qualitative methodology was used, using the semi-structured interview as a data collection tool. Professionals report that families feel safer when they are supported in this context because they consider it a demurer and more private environment, thus allowing a greater proximity to the professional. They also consider that parents should be encouraged and empowered to participate actively in the whole support process, while emphasizing the need to enhance their skills and provide them with information and strategies that encourage them to participate. They highlight as fragility of home support, the difficulty of entering families' homes because they feel that they are invading their privacy.

Socio-cultural values provided to pre-school children using traditional children games

Mustafa Yeniasır; Burak Gökbulut

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

With the development of technology, traditional games which had an essential place in the lives of children began to lose their importance and were replaced by computer games. An examination of developed countries shows that their unique traditional games are being protected and, thanks to conscious families are nurtured by national values; thus, they serve an extremely important function in terms of shaping national conscience. The value of traditional children�"s games can be better understood considering the possibility that especially pre-school children can be affected by the artificial and virtual culture imposed by technological devices. Pre-school period is a period when value education in children begins. Information on values is gained at every stage of life. However, the earliest information is acquired through traditional games in the period when personality begins to develop. In this study, 25 children were presented with Cypriot Turkish children�"s games such as hide-and-seek, house, blind man�"s buff, dodge ball and duck duck goose. Then children were urged to play these games and observations were made which was followed by interviews with children to obtain their opinions on games and game processes. In the study, it was seen that children acquired several values required by social life such as respect, courtesy, helping each other, courage, love, protection, honesty, forgiveness, respect for the environment, patience, and obeying rules.

Response to Intervention in Kindergarten: supporting foundational and comprehension skills with supplemental instruction

Carmen Sherry Brown

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning needs. Although there is not a single definition or agreed-upon way of implementing RtI, the key features of this approach involve gathering information on students�" skills to help teachers plan and organize instruction, providing evidence-based interventions and supports, and monitoring student progress in learning (Gersten et al., 2008). The Institute of Education Service (IES) published practice guides to offer educators specific evidence-based recommendations for supporting reading skills to students in kindergarten through 3rd grade. These guides were used as a framework to plan and implement instructional activities that were intended to support the literacy development of students in a kindergarten class.

Parents´ attitudes towards children´s adjustment to a pre-school institution

Marija R. Markovic; Anastasija S. Mamutovic; Zorica C. Stanisavljevic Petrovic

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The aim of this research study is to examine parents´ attitudes towards the process of children´s adjustment to a pre-school institution, as well as towards separation difficulties which are encountered when a child starts attending kindergarten. Research results provide answers to whether parents are familiar with the problems manifested in the children´s adjustment process, as well as with the possibilities of successfully overcoming such issues. The research included 763 parents of pre-school children in the territory of Serbia. The differences in parents´ attitudes have been analysed relative to their sex, education and age. In the course of research the authors resorted to a five-point Likert scale composed of 16 items grouped into the following categories: factors which influence the process of adjustment, indicators of a successfully completed adjustment process and methods for overcoming the issues raised in the process of children´s adjustment to a pre-school institution. Parents believe that children´s satisfaction when they attend kindergarten is a more significant indicator of a successfully completed adjustment process relative to the absence of crying and deprecation, as well as that for the purposes of overcoming the difficulties which occur when children start attending a pre-school institution parents most frequently introduce pre-school teachers to their child´s habits and traits, and later talk with the child about events in the kindergarten. Research results indicate the presence of statistically significant differences in parents´ attitudes relative to their sex, i.e. they indicate that the adjustment period is more stressful for mothers than for fathers.

Children of parents with mental health vulnerability: implications and family-centered support

Ana Fraga; Ana Maria Serrano; Susana Caires

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

World data shows that symptoms of mental health vulnerability in the population are increasing. This scenario leads to children growing up in contexts whose parents have mental health vulnerability. These children are known as �Sforgotten or invisible⬝. In Portugal, Early Childhood Intervention (ECI), based on family-centered practices, is the main support for these children and families. Nevertheless, the eligibility criteria for services include three risk factors additionally to parents mental vulnerability. This research aims to understand the family context of these children and find existing responses on supporting their development and parenting. Based on a qualitative methodology, semi-structured interviews were made to three mothers with depression, as well as to ECI professionals that support them. The results show that parental mental illness has implications on mothers, children, and the whole family system. It compromises the exercise of parenting, the misunderstanding of parental mental illness, the expression of negative feelings and parentification by children, making them vulnerable to mental illness. These families reveal a higher number of risk factors than protective factors, compromising family´s resilience. Results also demonstrate the need for ECI specialized professional preparation, since this study found gaps concerning knowledge on family-centered practices. Results also suggest the need of coordination between ECI and Mental Health and Psychiatry services, as well as the inclusion of parental mental illness as an independent eligibility criteria for ECI.

Socio-cultural values provided to pre-school children using traditional children games

Mustafa Yeniasır; Burak Gökbulut

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

With the development of technology, traditional games which had an essential place in the lives of children began to lose their importance and were replaced by computer games. An examination of developed countries shows that their unique traditional games are being protected and, thanks to conscious families are nurtured by national values; thus, they serve an extremely important function in terms of shaping national conscience. The value of traditional children�"s games can be better understood considering the possibility that especially pre-school children can be affected by the artificial and virtual culture imposed by technological devices. Pre-school period is a period when value education in children begins. Information on values is gained at every stage of life. However, the earliest information is acquired through traditional games in the period when personality begins to develop. In this study, 25 children were presented with Cypriot Turkish children�"s games such as hide-and-seek, house, blind man�"s buff, dodge ball and duck duck goose. Then children were urged to play these games and observations were made which was followed by interviews with children to obtain their opinions on games and game processes. In the study, it was seen that children acquired several values required by social life such as respect, courtesy, helping each other, courage, love, protection, honesty, forgiveness, respect for the environment, patience, and obeying rules.

Home visiting in early intervention: Professionals perception in the north of Portugal

Cristina Filipa Nunes Borges; Ana Paula da Silva Pereira

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The Early Intervention carried out in the natural context of the child, particularly at home, has been presenting better and growing indicators of benefits, since it is an environment in which the child and family feel more comfortable and in which the professional considers establishing a more positive relationship with the family. Therefore, the purpose of this study was to understand, from the professionals' point of view, the set of benefits and fragilities for the families and for the professional, of Early Intervention support at home. For that purpose, a qualitative methodology was used, using the semi-structured interview as a data collection tool. Professionals report that families feel safer when they are supported in this context because they consider it a demurer and more private environment, thus allowing a greater proximity to the professional. They also consider that parents should be encouraged and empowered to participate actively in the whole support process, while emphasizing the need to enhance their skills and provide them with information and strategies that encourage them to participate. They highlight as fragility of home support, the difficulty of entering families' homes because they feel that they are invading their privacy.

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