Etno - Psikoloji Öğretmeninin Kişisel Yansıması (Sosyal - Yansımacı Antropolojik Unsurlar)

Year 2018, , 159 - 175, 31.01.2018

İrina Koleva

https://doi.org/10.30626/tesamakademi.392993

Abstract

Makalede Bulgaristan’da kültürlerarası eğitim için Bulgaristan’daki ulusal eğitim politikaları ve öncelikleri, Etnoloji, Tarih ve Felsefe ve Tarih Yüksek Okulu uzmanlık alanlarında Yüksek Lisans eğitimi verilen etno-psikoloji, yüksek lisans tezleri yer almaktadır: Orta öğretimde Tarih eğitimi, Milli Güvenlik tarihi-etnik modeller. Bulgar eğitim sisteminde yükseköğretim bağlamında öğretmenlerin sosyo-kültürel yeterliliğini teşvik etmek için ilke ve yaklaşımlar belirlenmiştir. Okul Öncesi Eğitim ve Okul Eğitim Kanunu (2016) uyarınca Bulgaristan Eğitim Bakanlığının (2016) standart “Toplumsal, sağlıklı, ekolojik ve kültürlerarası eğitim” ile ilgili paralellikler açıklığa kavuşturulmuştur. Bulgaristan’da azınlığın eğitimle bütünleşmesinin sorunları vurgulanmıştır. Etno-psikoloji açısından pilot bir ampirik-teorik model sunulmuştur.

Keywords

Eğitim Teknolojileri Entegrasyonu, Çok kültürlü Eğitim, Sosyo-Kültürel Yetkinlik, Standartlar, Stratejiler, Okulu Bırakan Öğrenciler, Okulu Erken Yaşta Bırakan Öğrenciler, Etnik Topluluklar ve Güçsüz Gruplar.

Personal Reflection of the Teacher of Ethno – Psychology

Abstract

 The article is dedicated to the national educational policies and priorities for intercultural education in Bulgaria regarding the discipline Ethno-psychology, taught at the Faculty of History, Bachelor’s Degree specialties: Ethnology, History and Philosophy, and Master’s Degree ones: Education in History for the Secondary Education, Historic-Ethnic Models of National Security. Principles and approaches are identified to encourage socio-cultural competence in teachers in the context of higher education in the Bulgarian educational system. Paradigms regarding the standard “Civic, health, ecological and intercultural education” of the Ministry of Education of Bulgaria (2016), in accordance with the Preschool and School Education Act (2016), are clarified. The problems of educational integration of minorities in Bulgaria are highlighted. A piloted empirical-theoretical model from the point of view of ethno-psychology is presented. 

Keywords

Educational Technology Integration, Multicultural Education, Socio-Cultural Competence, Standards, Strategies, Drop-Education Students, Early School Leavers Students, Ethnic Communities and Vulnerable Groups

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