Preschool Teachers’ Competence Fields and their Significance from the Perspectives of Students, Teachers, Principals, and University Lecturers
Lora Spiridonova,
Katya Stoyanova,
Rozalina Engels-Kritidis
Sofia University
https://doi.org/10.53656/ped2025-1s.01
Abstract. The presented research highlights the main professional fields of preschool teacher competence, a central feature of their university preparation at the Faculty of Educational Studies and the Arts. They were developed by a team of academic staff from the “Preschool and Media Pedagogy” department of Sofia University “St. Kliment Ohridski” and were evaluated by students, teachers, principals, and university lecturers. The analysis of the results provides the reason for defining five fields of competence as contemporary projections of the professional realization of the preschool teacher, which should be laid down and developed in training at universities. These fields of competence are: 1. Pedagogical interaction with children; 2. Teamwork and interaction with children’s families; 3. Educational environment; 4. Pedagogical interaction in a multicultural and inclusive environment, and 5. Leadership.
Keywords: preschool teacher; fields of competence; professional qualification; university education; preschool education
Application of Alternative and Augmentative Communication in the Educational Institutions in Bulgaria
Neda Balkanska, Anna Trosheva-Asenova,
Penka Shapkova, Snezhina Mihaylova
Sofia University
https://doi.org/10.53656/ped2025-1s.02
Abstract. The knowledge and implementation of the resources of augmentative and alternative communication (AAC) by the specialists in Bulgarian is a contemporary issue, especially in regard of the replacement of the concept of alternative communication with the term AAC, also in the wider introduction of high-tech means for AAC, with the process of training specialists that can offer a larger range of AAC technologies. This article presents a study that aims to investigate the attitudes towards AAC and the competences for implementing AAC of the Bulgarian specialists working with children with special educational needs; to establish the level of theoretical knowledge and their practical skills, as well as to determine the level of application of the types of means for AAC. 111 professionals participated in the study, who filled in online the partially standardized survey for the purpose of the study. The quantitative and qualitative analysis of the results show an incomplete association of the means of alternative communication applied by the specialists with all types for AAC in a theoretical-terminological plan. The trend from previous studies for the preferred use of manual ways of communication, of low- and medium-tech ones over high-tech ones, is maintained. Despite the fact that 74% of participants apply AAC resources in their work, still 25% indicate that they do not apply them. The need for more purposeful training is emphasized with focus on acquiring practical skills for specialists in the regard of their work with AAC.
Keywords: аlternative and аugmentative сommunication; special educational needs; education; therapy
Use of Artificial Intelligence in Foreign Language Teaching
Ekaterina Sofronieva,
Christina Beleva,
Galina Georgieva
Sofia University “St. Kliment Ohridski” (Bulgaria)
https://doi.org/10.53656/ped2025-1s.03
Abstract. The evolvement and implementation of generative artificial intelligence (AI) models in education calls for clearer outlining of AI benefits and limitations. This original research carried out in summer 2024 at Sofia University “St. Kliment Ohridski”, aimed at testing the extent to which AI-generated texts can be used as a pedagogical tool in language instruction. A novel instrument was devised to measure how well students engage with and distinguish between AI-generated and human texts across two literary genres. Altogether, 134 university students from several majors in the field of education took part in the study. Findings revealed that participants overestimated their knowledge of generative AI models as less than half of them managed to identify AI-generated texts correctly. As hypothesized, certain subject variables were meaningfully related to the students’ discernment of AI texts. The study also investigated the effectiveness of AI output for students’ language skills development.
Keywords: generative artificial intelligence; AI-generated texts; literary fiction; language teaching
Self-Assessment of Competencies in the Process of Training in Social Pedagogy: Preliminary Results
Maya Tcholakova, Martin Tsenov,
Tsvetoslav Nikolov, Krasimir Kostov
Sofia University
https://doi.org/10.53656/ped2025-1s.04
Abstract. Self-assessment questionnaires are part of the tools applied in the assessment process within the context of competency-based learning, including in higher education. This paper presents initial results of the application of self-assessment questionnaires in six academic disciplines, developed in accordance with a competence framework built in the process of training and necessary for realization in the profession of social pedagogue/educator.
Keywords: competency-based approach; competency-based assessment; self-assessment questionnaires; social pedagogy
Educational and Psychological Аspects in Online and Face-to-Face Learning Environment
Milen Zamfirov
Sofia University “St. Kliment Ohridski” (Bulgaria)
https://doi.org/10.53656/ped2025-1s.05
Abstract. Although COVID-19 pandemic is behind us, some important implications thereof are still recognised, particularly in educational context and through the prism of subjective perceptions. This article outlines a cross-sectional study among students in education at Sofia University “St. Kliment Ohridski”, which collected data over three pivotal periods of time: in 2020 when the coronavirus pandemic broke out and instructional design abruptly changed from face-to-face to online modality; in 2022 at the end of the pandemic period when imposed restrictions were lifted and students returned into the university halls; and then again in 2024, two years after the end of the crisis. Research focused on how students’ motivation and other affective states, as well as preferences for mode of instruction, differed over time. It also tested the role of instructors’ empathy and disposition. Altogether 224 participants took part in the study. Findings revealed a constellation of coherent time-bound and instructor-bound differences.
Keywords: face-to-face and online instruction; coronavirus pandemic; motivation and affective states; teacher empathy; university education; cross-sectional studies
Content Validity of a Model for Assessing Expressive Language in Bulgarian Children Aged 4 to 6 years
Katerina Shtereva,
Diana Ignatova,
Arpi Masihi
Sofia University
https://doi.org/10.53656/ped2025-1s.06
Abstract. Expressive language function has a definitive role in personality development. Tracing the chronology of the child‘s language development is one of the main starting points in the process of establishing signs of atypical development, as well as in establishing the first signs of peculiarities in the acquisition of learning skills. This necessitates the need for careful observation, research and assessment of preschool children‘s abilities for language expression. The aim of the study is, on the one hand, to create a model for evaluating the expressive language of Bulgarian children aged 4 to 6 years, and on the other - to study its content validity. The proposed model is constructed in accordance with the state educational requirements for training of preschool children in „Bulgarian language and literature“, as well as in accordance with the expert opinion of specialists (university lecturers and practitioners). The model covers key aspects of language development, including semantics, morphology and syntax, and the results confirm its potential to be applied in practice.
Keywords: expressive language; preschool children; semantic; morphology; syntax; content validity
Formation of Digital Competences in the Training of Geography Teachers – Basic Provisions, Opportunities, Limitations
Maya Vasileva
Sofia University
https://doi.org/10.53656/ped2025-1s.07
AbstractWhat digital competences are required by secondary school geography education and what is the higher education response in the context of the preparation of future geography teachers? A number of arguments can be put forward, justifying the relevance of such questions at the current stage. With this in mind, the article presents a scientific justification of the role and place of digital competences in the preparation of future geography teachers in secondary schools in Bulgaria. The study is based on the main provisions of the modern education policy in the country, respectively - on the place that it determines for the formation of digital competences in the education of geography, laid down in the curricula of the subject for general education and profiled preparation. The “answer” of the higher school, on the example of SU „St. Kliment Ohridski“, Faculty of Geology and Geography, is substantiated as a result of a series of conducted studies: analysis of study documentation, surveys with teachers and students, in-depth interviews with teachers, observations of lectures and seminars.
Keywords: digital competences; geography education; geography teacher training
Digital Competence in the Training of Future Teachers of History and Civilizations – Reality and Prospects
Katya Misheva
Sofia University
https://doi.org/10.53656/ped2025-1s.08
Abstract. The publication presents an analysis of the application of digital competencies in academic disciplines that are taught to students from the pedagogical profile of the Faculty of History of Sofia University „St. Kliment Ohridski“. By reviewing the regulatory framework and curricula in the above disciplines, the role of digital competence in the training of students, who are being prepared for teachers is deduced. Based on the European Digital Competence Framework DigCompEdu, an empirical study has been conducted, which reveals the skills for applying digital technologies by both teachers and students, on the one hand, and on the other hand, the possible prospects for the development of the digital transformation of modern education.
Keywords: digital competence; contemporary historical education; curricula; interactivity; critical thinking; electronic resources
