Dear readers, authors, friends of the Pedagogy journal,
The Editorial Board of the Pedagogy journal and I would like to wish you a happy new 2024! May it be a healthy, positive and creative year that brings meaning and fulfilment to everyone!
The past 2023 was filled with challenges both on a global and a local scale - political, economic, technological, concerning values. To a great degree and with varying levels of strength, these challenges also influenced pedagogical theory and practice. While still trying to make sense of the lessons that teaching during a pandemic taught us throughout the last two years, we were blindsided by the topic of artificial intelligence and its potential possibilities regarding its influence on learning, teaching and education as a whole. Keeping up with the tendencies and the speed of development of digital technologies and their entry into teaching and education, it is hard to optimistically conclude that the pace and strength of this pressure for change (in general, as well as in education in particular) will lessen or subside.
The dynamics of change in educational practice pose a serious challenge to pedagogical specialists - both to theoreticians and to practicians. Regarding practicians - teachers, educators and lecturers, the innovative practices and approaches to learning in the context of digital revolution place new requirements on their training and professional role; specifically, for teaching to build on competencies in their role as designers of digital learning and scholars of their own pedagogical practice in order to perfect it. For theoreticians and scholars the challenge lies in studying these dynamic changes and new practices, conceptualising them and transforming them into a systematic theory which mirrors pedagogical practice objectively enough to serve as a generator of theoretical models to further transform and perfect it.
From both perspectives, studying educational practice through reliable scientific approaches and instruments, as well as sharing the scientific results are very important actions for the formation of a national scientific community of pedagogues, which can generate new knowledge, paradigms, models and approaches to report on and better pedagogical practice. Furthermore, through its research this community can join the international scientific spaces and declare itself a factor in studying and conceptualising pedagogical practice.
The Pedagogy journal offers precisely this kind of forum for the creation of a national scientific community in the field of pedagogical research. As an already well-established periodical which is referenced in one of the most prestigious scientometric databases in the world - Web of Science, this journal is also a bridge to the international scientific spaces in the field of pedagogical research. Thanks to its vast audience of readers, the journal enables the results of scientific research to reach pedagogical practice and to have a positive influence on the rise of its quality.
In my saying this, I would like to thank the authors of scientific articles that have chosen the Pedagogy journal as their tribune, the members of the Editorial Board, the reviewers, whose critical yet constructive approach to reading the manuscripts has helped raise the quality of the journal's publications.
I hope and trust that in 2024 our partnership will continue being mutually beneficial, stimulating and fulfilling!
Prof. Dr. Roumiana Peytcheva-Forsyth
Editor-in-Chief of the Pedagogy journal
The “Second” Bulgarian School. The Genesis
Penka Tsoneva, Bistra Mizova
Sofia University
https://doi.org/10.53656/ped2024-1.01
Abstract. The place of the Bulgarian Community Center in European culture is unique. Originated as a form of public education unknown to the world, today it asserts itself with its multifunctional mission of preserving the intangible cultural heritage, providing widely accessible education in an extracurricular environment and permanent self-education in the spirit of the modern educational paradigm...
Political Pedagogy of Stefan Stambolov – 170th Anniversary of the Birth of Stefan Nikolov Stambolov (31.01.1854 – 6.07.1895)
Jordan Kolev
South-West University “Neofit Rilski”
https://doi.org/10.53656/ped2024-1.02
Abstract. The research is a new perspective on the components of political pedagogy in the understandings and activities of Stefan Stambolov...
The Teacher Training Institute in Burgas: А Time-Honoured Productive Tradition
Margarita Terzieva
Prof. d-r Asen Zlatarov University – Burgas (Bulgaria)
https://doi.org/10.53656/ped2024-1.03
Abstract. The opening of the Teacher Training Institute in Burgas in 1943 as the first post secondary educational institution was logical and decisive for the prospects and future trends in education on a regional scale...
Solving Problems – Models, Strategies and Potential Implementation in Mathematics Education of 9 – 10-Year-Old Students
Lyubka Aleksieva, Liliya Stoilova
Sofia University
https://doi.org/10.53656/ped2024-1.04
Abstract. The recent reforms in the educational system in Bulgaria aimed to provide the development of transversal skills and competences established in the state educational standards and curricula in all academic disciplines at primary school...
Emancipatory Education and Development of Alternative Educational Practices
Luka Nikolić, Aleksandar Tadić
University of Belgrade (Serbia)
https://doi.org/10.53656/ped2024-1.05
Abstract. Drawing on the standpoints of Critical Pedagogy and the Emancipatory view of education, this paper addresses the issue of developing alternative educational practices that can lead to a change in relationships in the classroom and possibly in the broader social context…
A Model for Applying the Content and Language Integrated Learning (CLIL) Methodology in Teaching Chemistry in English in the Bulgarian Secondary School
Irina Andonova
32nd Language High School “St. Kliment Ohridski” – Sofia (Bulgaria)
Elena Boiadjieva
Sofia University
https://doi.org/10.53656/ped2024-1.06
Abstract. One of the most up-to-date approaches to modern education for acquiring a foreign language through the study of a non-language subject is Content and Language Integrated Learning (CLIL). This approach gives the opportunity to develop a variety of learning strategies, application of innovative teaching methods and techniques, as well as increasing the motivation to learn...
The Paradigm of Education through Leisure Activities in the Boarding School: Teacher’s Viewpoints
Nedeljko Milanović
University of Kragujevac (Serbia)
https://doi.org/10.53656/ped2024-1.07
Abstract. We often look at leisure time in different spheres of life by default and not so much importance. The aim of the paper is to consider and observe the views of boarding school teachers towards the paradigm of education through leisure activities in the boarding school…
Innovative Practices in Teachers’ and Students’ Trainings
Ivelina Velcheva, Deyana Peykova
Paisii Hilendarski University of Plovdiv (Bulgaria)
https://doi.org/10.53656/ped2024-1.08
Abstract. The present work is dedicated to innovative educational practices, that are based on teaching and learning through the methods of science, technology, engineering and mathematics (STEM), combined with the use of various digital tools…
Opportunities for Applying Mathematical Modeling and Co-Teaching in a STEM Lesson in Biology and Health Education (7th Grade)
Kalina Ivanova
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2024-1.09
Abstract. The article presents a structure and toolset of a STEM lesson in Biology and Health Education (grade 7), which also provides opportunities for implementing co-teaching. The lesson was implemented by a biology and health education teacher with students from “Yane Sandanski” Primary School, Plovdiv...
