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

Year 2018, Volume: 5 Issue: 1, 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.

References

  • Council Conclusions of the Council of EU, Brussels, 26th May 2011, 10658/11.
  • Council of EURecommendations (2011/С 191/01 of 28.06.2011), Official Journal of the European Union Available at: http://www.strategy.bg/PublicConsultations/View.aspx?lang=bg-BG&Id=537а EU, Issue С 191/1 of 1.07.2011.
  • Council of Ministers Decree № 64 of 25.03.2016, which regulates the conditions and procedure of affirmation the number of students and Doctoral students to be admitted in the state higher educational institutions, and of affirmation of a List of protected specialties (State Gazette Issue 69 of 2016, enpowerded from 01.01.2017).
  • Decree № 3 of 27.11.2015 for the conditions and procedure of planning, distribution and spending the state budget funding of the inherently specific actions of higher educational institutions – scientific and artistic - published in State Gazette Issue 94 of 04.12.2015 enpowerded from 04.12.2015.
  • Kolev, G. Mitev, P. D., Yılmaz, M. (2009). Mrejaza İnterkulturen Dialog I Obrazovanie: Turtsiya I Bılgariya, İzdatelstvo Foma Vijın Sdrujenie Predteshi, Sofia.
  • Koleva, I. (2007). Parent Ethno Psychology. Sofia: SEGA.
  • Koleva, I. (2008). Ethno-Psychological Model of the İnteraction: Child – Teacher – Parent. Sofia: FB.
  • Koleva, I. (2012). Ethno - Psychological Model of the Educational İnteraction. Sofia: Raabe. [Колева И. (2012). Етнопсихологически модел на образователното взаимодействие. София: Раабе.]
  • Koleva, I. (2014). National Priorities and Policies on Intercultural Education (Diagnostic Reflexive Aspects). Strategies of the Education and Science Policy, 1. [Колева, И. (2014). Национални приоритети и политики на интеркултурното образование (диагностични рефлексивни аспекти). Стратегии на образователната и научната политика, 1.]
  • Koleva, I. (2014). Reflexive Ethno-Psychological Aspects of the Intercultural Education. Sofia: Sofia University Press. [Колева, И. (2014). Рефлексивни етнпосихологически проекции на интеркултурното образование. София: Унив. Изд. „Св. Климент Охридски“.]
  • Koleva, I. (2015). Ethno-Psychological Aspects of Pedagogical Research Methodology (Reflexive Aspects Of Intercultural Education). Bulletin Psychology and Sociology Series, 2 (51), 145- 157. [Колева, И., (2015). Этнопсихологические аспекты методологии педагогических исследований /рефлексивные аспекты интеркультурного образования/.Bulletin Psychology and Sociology Series, 2 (51), 145- 157.]
  • Koleva, I. (2016). The Reflexive Approach: Methodology, Paradigms and Facts. Strategies of the Education and Science Policy, 2, 151 – 159. [Колева, И. (2016). Рефлексиният подход: методология, парадигми и факти. Стратегии на образователната и научната политика,. 2, с.151 – 159.]
  • Koleva, I. Bogdanov, G. (2015). Scientific Advances And Perspectives of Psychology the XXI Century. Ethno-psychological Aspects of the Socio-Educational Functions of Facebook in Bulgaria 2008-2013, 419-426. В: Научныедостижения и перспективыпсихологии 21 века., Караганда. Koleva, I. Scientific achievements and perspectives of psychology, 21, 404 -419, Karaganda. [Колева, И. (2015). Проблемы оценки в образовательной интеркультурной среде. В: Научные достижения и перспективы психологии 21 века, с.404 -419, Караганда.]
  • Koleva, I., (2014). Theory, Revealing the Content and the Choice of Methodology Ethnic Social – Pedagogical Monitoring Studies a Comparative Analysis of the Countries of Europe. Мethodology of Modern Education, Кaznu bulletin, 3 (40).
  • Koleva, I., Andreeva, A. (2015). Ethno-Psychological Model of the Teacher Qualification Reflexive Image. Scientific Achievements and Perspectives of psychology, 21, 391-398, Karaganda. [Колева, И.,. Андреева, А.Ф. (2015). Этнопсихологическая модель рефлексивной картины квалификации учител. В: Научные достижения и перспективы психологии 21 века, с.391-398, Караганда.]
  • Koleva, I., Makariev, Pl. (2014). Monitoring Teachers' Socio-Cultural Competency in a Multicultural Environment. Bulletin – Psychology and Sociology Series, 6 (42). Al Farabi Kazakh National University.
  • Koleva, I., Shashaeva, G. K. (2013). Content and Methodology Choice in Intercultural Education (Comparative Analysis of the European Countries). Conference Proceedings. International Conference “Kazakh and National Innovation” Alma Ata, Kazakh National University.
  • Koleva, I., Zarev, P. (2015). Reflexive Model of Teacher Socio-Cultural Competence. Scientific Achievements and Perspectives of Psychology, 21, 398 -404, Karaganda. [Колева, И.,. Зарев, П.К. (2015). Рефексивная модель учителя для социокультурной копетенции. В: Научные достижения и перспективы психологии 21 века, с.398 -404. Караганда.]
  • National Action Plan /2015 -2020/ for realization of the National Roma Integration Strategy / 2012 -2020/- Council of Ministers. National Roma Integration Strategy / 2012 -2020/- Council of Ministers.
  • Programme for increasing the competitiveness of the national economy of Bulgaria for the period 2014 – 2018 - VON%20-%20KNSB%20-2015/dokumenti%20-2016/konkurentosposobnost_2014-2018.pdf.
  • Radev. P. (2005). Religiozni, Lishnostni I Postmoderni Usheniya I Praktikina Vızpitanieto I Samovızpitanieto. Plovdiv: İzdatelstvo İMN. Sociological survey "EU INCLUSIVE. Data Transfer and Exchange of Good Practices Regarding The Inclusion of Roman Population Between Romania, Bulgaria, Italy and Spain" OSI – Sofia, (2011), POSDRU/98/6.4/S/63841.
  • State educational standard “Civic, Heath, Ecological and Intercultural Education” of the Ministry of Education of Bulgaria, 2016, passed by Decree № 13 of 21.09.2016.
  • State educational standard: passed by Decree № 12 of 01.09.2016, on the status and professional development of the school teachers, headmasters, and other pedagogical specialists, published in State GazetteIssue 75 of 27.09.2016 enpowerded from 27.09.2016.
  • http://eur-ex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2000:180:0022:01:BG:HTML
  • http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2000:303:0016:01:BG:HTML
  • http://www.coe.int/AboutCoe/media/interface/publications/roms_en.pdf
  • http://www.coe.int/lportal/web/coe-portal/roma
  • http://www.coe.int/t/cm/

Personal Reflection of the Teacher of Ethno – Psychology

Year 2018, Volume: 5 Issue: 1, 159 - 175, 31.01.2018

İrina Koleva

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

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

References

  • Council Conclusions of the Council of EU, Brussels, 26th May 2011, 10658/11.
  • Council of EURecommendations (2011/С 191/01 of 28.06.2011), Official Journal of the European Union Available at: http://www.strategy.bg/PublicConsultations/View.aspx?lang=bg-BG&Id=537а EU, Issue С 191/1 of 1.07.2011.
  • Council of Ministers Decree № 64 of 25.03.2016, which regulates the conditions and procedure of affirmation the number of students and Doctoral students to be admitted in the state higher educational institutions, and of affirmation of a List of protected specialties (State Gazette Issue 69 of 2016, enpowerded from 01.01.2017).
  • Decree № 3 of 27.11.2015 for the conditions and procedure of planning, distribution and spending the state budget funding of the inherently specific actions of higher educational institutions – scientific and artistic - published in State Gazette Issue 94 of 04.12.2015 enpowerded from 04.12.2015.
  • Kolev, G. Mitev, P. D., Yılmaz, M. (2009). Mrejaza İnterkulturen Dialog I Obrazovanie: Turtsiya I Bılgariya, İzdatelstvo Foma Vijın Sdrujenie Predteshi, Sofia.
  • Koleva, I. (2007). Parent Ethno Psychology. Sofia: SEGA.
  • Koleva, I. (2008). Ethno-Psychological Model of the İnteraction: Child – Teacher – Parent. Sofia: FB.
  • Koleva, I. (2012). Ethno - Psychological Model of the Educational İnteraction. Sofia: Raabe. [Колева И. (2012). Етнопсихологически модел на образователното взаимодействие. София: Раабе.]
  • Koleva, I. (2014). National Priorities and Policies on Intercultural Education (Diagnostic Reflexive Aspects). Strategies of the Education and Science Policy, 1. [Колева, И. (2014). Национални приоритети и политики на интеркултурното образование (диагностични рефлексивни аспекти). Стратегии на образователната и научната политика, 1.]
  • Koleva, I. (2014). Reflexive Ethno-Psychological Aspects of the Intercultural Education. Sofia: Sofia University Press. [Колева, И. (2014). Рефлексивни етнпосихологически проекции на интеркултурното образование. София: Унив. Изд. „Св. Климент Охридски“.]
  • Koleva, I. (2015). Ethno-Psychological Aspects of Pedagogical Research Methodology (Reflexive Aspects Of Intercultural Education). Bulletin Psychology and Sociology Series, 2 (51), 145- 157. [Колева, И., (2015). Этнопсихологические аспекты методологии педагогических исследований /рефлексивные аспекты интеркультурного образования/.Bulletin Psychology and Sociology Series, 2 (51), 145- 157.]
  • Koleva, I. (2016). The Reflexive Approach: Methodology, Paradigms and Facts. Strategies of the Education and Science Policy, 2, 151 – 159. [Колева, И. (2016). Рефлексиният подход: методология, парадигми и факти. Стратегии на образователната и научната политика,. 2, с.151 – 159.]
  • Koleva, I. Bogdanov, G. (2015). Scientific Advances And Perspectives of Psychology the XXI Century. Ethno-psychological Aspects of the Socio-Educational Functions of Facebook in Bulgaria 2008-2013, 419-426. В: Научныедостижения и перспективыпсихологии 21 века., Караганда. Koleva, I. Scientific achievements and perspectives of psychology, 21, 404 -419, Karaganda. [Колева, И. (2015). Проблемы оценки в образовательной интеркультурной среде. В: Научные достижения и перспективы психологии 21 века, с.404 -419, Караганда.]
  • Koleva, I., (2014). Theory, Revealing the Content and the Choice of Methodology Ethnic Social – Pedagogical Monitoring Studies a Comparative Analysis of the Countries of Europe. Мethodology of Modern Education, Кaznu bulletin, 3 (40).
  • Koleva, I., Andreeva, A. (2015). Ethno-Psychological Model of the Teacher Qualification Reflexive Image. Scientific Achievements and Perspectives of psychology, 21, 391-398, Karaganda. [Колева, И.,. Андреева, А.Ф. (2015). Этнопсихологическая модель рефлексивной картины квалификации учител. В: Научные достижения и перспективы психологии 21 века, с.391-398, Караганда.]
  • Koleva, I., Makariev, Pl. (2014). Monitoring Teachers' Socio-Cultural Competency in a Multicultural Environment. Bulletin – Psychology and Sociology Series, 6 (42). Al Farabi Kazakh National University.
  • Koleva, I., Shashaeva, G. K. (2013). Content and Methodology Choice in Intercultural Education (Comparative Analysis of the European Countries). Conference Proceedings. International Conference “Kazakh and National Innovation” Alma Ata, Kazakh National University.
  • Koleva, I., Zarev, P. (2015). Reflexive Model of Teacher Socio-Cultural Competence. Scientific Achievements and Perspectives of Psychology, 21, 398 -404, Karaganda. [Колева, И.,. Зарев, П.К. (2015). Рефексивная модель учителя для социокультурной копетенции. В: Научные достижения и перспективы психологии 21 века, с.398 -404. Караганда.]
  • National Action Plan /2015 -2020/ for realization of the National Roma Integration Strategy / 2012 -2020/- Council of Ministers. National Roma Integration Strategy / 2012 -2020/- Council of Ministers.
  • Programme for increasing the competitiveness of the national economy of Bulgaria for the period 2014 – 2018 - VON%20-%20KNSB%20-2015/dokumenti%20-2016/konkurentosposobnost_2014-2018.pdf.
  • Radev. P. (2005). Religiozni, Lishnostni I Postmoderni Usheniya I Praktikina Vızpitanieto I Samovızpitanieto. Plovdiv: İzdatelstvo İMN. Sociological survey "EU INCLUSIVE. Data Transfer and Exchange of Good Practices Regarding The Inclusion of Roman Population Between Romania, Bulgaria, Italy and Spain" OSI – Sofia, (2011), POSDRU/98/6.4/S/63841.
  • State educational standard “Civic, Heath, Ecological and Intercultural Education” of the Ministry of Education of Bulgaria, 2016, passed by Decree № 13 of 21.09.2016.
  • State educational standard: passed by Decree № 12 of 01.09.2016, on the status and professional development of the school teachers, headmasters, and other pedagogical specialists, published in State GazetteIssue 75 of 27.09.2016 enpowerded from 27.09.2016.
  • http://eur-ex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2000:180:0022:01:BG:HTML
  • http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2000:303:0016:01:BG:HTML
  • http://www.coe.int/AboutCoe/media/interface/publications/roms_en.pdf
  • http://www.coe.int/lportal/web/coe-portal/roma
  • http://www.coe.int/t/cm/
There are 28 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

İrina Koleva This is me

Publication Date January 31, 2018
Published in Issue Year 2018 Volume: 5 Issue: 1

Cite

APA Koleva, İ. (2018). Personal Reflection of the Teacher of Ethno – Psychology. TESAM Akademi Dergisi, 5(1), 159-175. https://doi.org/10.30626/tesamakademi.392993
AMA Koleva İ. Personal Reflection of the Teacher of Ethno – Psychology. TESAM Akademi Dergisi. January 2018;5(1):159-175. doi:10.30626/tesamakademi.392993
Chicago Koleva, İrina. “Personal Reflection of the Teacher of Ethno – Psychology”. TESAM Akademi Dergisi 5, no. 1 (January 2018): 159-75. https://doi.org/10.30626/tesamakademi.392993.
EndNote Koleva İ (January 1, 2018) Personal Reflection of the Teacher of Ethno – Psychology. TESAM Akademi Dergisi 5 1 159–175.
IEEE İ. Koleva, “Personal Reflection of the Teacher of Ethno – Psychology”, TESAM Akademi Dergisi, vol. 5, no. 1, pp. 159–175, 2018, doi: 10.30626/tesamakademi.392993.
ISNAD Koleva, İrina. “Personal Reflection of the Teacher of Ethno – Psychology”. TESAM Akademi Dergisi 5/1 (January 2018), 159-175. https://doi.org/10.30626/tesamakademi.392993.
JAMA Koleva İ. Personal Reflection of the Teacher of Ethno – Psychology. TESAM Akademi Dergisi. 2018;5:159–175.
MLA Koleva, İrina. “Personal Reflection of the Teacher of Ethno – Psychology”. TESAM Akademi Dergisi, vol. 5, no. 1, 2018, pp. 159-75, doi:10.30626/tesamakademi.392993.
Vancouver Koleva İ. Personal Reflection of the Teacher of Ethno – Psychology. TESAM Akademi Dergisi. 2018;5(1):159-75.
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