Pedagogy & Psychology

Thematic strand: Pedagogy & Psychology

Anjeza Vila: Psychological aspects of the profession of teachers, needs and expectations. (The case of Korca)

The aim of this research is to find out which are the dominant psychological factors of the teacher, which directly affects on the process of teaching and learning in the district of Korca, which are the dimensions of the perceived effectiveness of teachers by teachers and which are the needs and expectations of teachers and community.
This research comes as the need of bringing the new findings in the field of education in this region, to improve training of teachers from the University Fan Noli in accordance with the requirements of the community and time, and for existing teachers to promote continuous training to professional growth in consistent with the requirements of time and new developments in the community in all aspects. At the same time these findings will serve the regional directorate of education policies Korce to improve education in this region with a tradition of successful education throughout Albania
is a largely qualitative research, based on use of these techniques:  questionnaire, semi-structured interview, observation at the three target groups included in the study and his beneficiary, teachers, community, educational institutions.

Biljana Cvetkova Dimov, Daniela Andonovska Trajkovska: Role of Puppet Theater in early child development

The early child development from 0 -6 years is the responsibility of all of us and the whole society. This age is the basis for further overall development of every living person. Every child is different and therefore there are differences in type and in the way of education, and whether it takes place only within the family or experts taking care in certain institutions, opens key needs for cooperation and support of educators and other professionals and parents and families. The paper focuses on the role of the puppet theatre in early childhood development and the power of the puppet play when parents are involved in it. Parents and families through the use of puppet amateur theater play  in early childhood development will be able to identify ways that would affect cognitive, affective, psychomotor area in the development of the personality of the child.


Evaluation of pupils in the class of physical education can be objective if it is a product of following three basic elements: educational component, pedagogical component and the condition of the motor capabilities of the pupil. 
The goal of our research was the third component of the evaluation, in other words, to measure the motor capabilities of the pupils and to construct a universal table of evaluation for pupils from the first grade in Skopje.
The sample for this research of transversal character was consisted out of 120 pupils (m/f) from the first grade (age of 7 +-6 months) that regularly visited classes of physical education in 6 primary schools in Skopje.
The pupils were tested by 8 motor tests that were realized by the methodology of Kurelic and the collaborators.
After the statistical data processing of the results, as a base for establishing the normative tables for pupils (m/f) helped the obtained frequencies of the distributions as well as the results from the calculated percentiles.
From the obtained results we constructed a table in which the pupils can test their capabilities in 7 tests, while the 8th test was eliminated because of its large irregular distribution.

Catherine Dimitriadou, Niki Theodosiou: Exploring the borderland of Western Macedonia: Reflections on an ERASMUS Intensive Programme

In 2010 an Erasmus Intensive Programme was developed by the University of Western Macedonia, entitled “People and Space in the Borderland of Western Macedonia: Tracing historical, social and intercultural features” (P.S.BoWMa) ( Twenty seven higher Education students and nineteen teachers of different disciplines from three different countries (Greece, Slovenia and the Netherlands) were given the opportunity to approach the challenges of ‘exploring’ pluralism, diversity and the cultural particularities with regard to the local history, the social structure and the cultural identity of the communities living in the area. The project consisted of seminars, workshops and experiential, hands-on inquiry activities guided by both social scientists and artists. Within this framework, the borderland of Western Macedonia was transformed into a vast international classroom where the participants were involved in literacy practices through outdoor activities: meeting “in situ” with people, visiting locations and historic monuments, shooting footage, hiking and camping in the area of Prespes, recording sounds and conducting interviews. Moreover, the participants were engaged in web-based exercises and produced multimedia teaching material for primary education students. The effectiveness of the program was assessed through observation, interviews and questionnaires. The participants were urged to reflect on their motivation and expectations, the interaction and cooperation they experienced, the content and process knowledge they acquired, the strengths and weaknesses of the programme, as well as to make suggestions for the future. The results, as they were pinpointed within the framework of a master’s dissertation submitted in the School of Education in Florina, are presented in this paper.

Christina Ene, Ifigeneia Vamvakidou, Argiris Kyridis, Konstantinos Tsioumis: Integration of Romanian children in the Greek educational system

Romanians constitute the fourth migrant group in Greece. Most of them arrive and settle with their wives and children. Therefore, a significant number of Romanian pupils, mainly first generation migrants, attend primary and secondary Greek schools.
This presentation focuses on studying the choices of Romanian parents who live in the area of Western Macedonia concerning the education of their children as well as the degree of integration of the Romanian pupils in the Greek educational system.
As far as Romanian parents are concerned, we investigated the relationship between: a) their intellectual level and the education provided to their children.
Do they learn other foreign languages?
Do they follow the Greek educational model of supplementary after school private education?
Are university studies considered into their plans?
b) Their national identity and the promotion of both Greek and Romanian education.
Do they opt for a multicultural education?
Are both Greek and Romanian cultures put into practice in their education?
As for the Romanian children: 
Which is the degree of their integration in the Greek schools? Does their education help them integrate in the Greek society? Does it influence their decision to remain in Greece or return to Romania?
The methodology: The qualitative research interview seeks to describe the meanings of central themes in the life world of the subjects. The main task in interviewing is to understand the meaning of what the interviewees say (Kvale, 1996). Interviews are particularly useful for getting the story behind a participant’s experiences (McNamara, 1999).

Ciprian N. Suciu: GREEK LANGUAGE EDUCATION IN ROMANIA. Characteristics of the Greek learning public and of the didactic staff

The present paper utilizes the results of the research program “Greek Language Primary and Secondary Intercultural Education in the Diaspora” that was co-financed by the European Union and the Ministry of Education and Cults within the program NSRF for the period 2011 – 2013. The authority that applies the program was the Department of Intercultural and Migration Studies (hereinafter E.DIA.M.ME.) within the Pedagogic Department of Public Education, University of Crete.
The study mainly aims:
a. to map the Greek language education in Romania and Bulgaria emphasizing the present situation within the Greek language education, the problems it is facing  and the perspectives that arise – especially after 1989-90, in order the language teaching be supported (also electronically),
β. To indentify the means and the forms of cooperation with authorities involved in teaching the Greek language (presidents of Greek communities, Greek school directors, Greek language learners, detached teachers on behalf of the Ministry of Education from Greece, other authorities), in the direction of encouraging the promoting the learning of Greek language, and
γ. To present specific proposals in order to adopt measures and generally political measures, that could help the Greek language learning in Romania and Bulgaria in the present phase.

Donika Dardha, Mariela Burda, Aleksandra Piluri: Impact of behavioral problems to special needs pupils

The object of this study is to investigate the impact of behavioural problems on the special needs of pupils and to come up with some teaching strategies well-suited to these needs.
The judgements that teachers make about the special needs of pupils are influenced by their distinctive behavior and movements, the way their attention is distracted and their inability to work in groups.
The successful integration of children with learning difficulties depends less on the gravity of the learning problems and is more influenced by the behaviour of the child. If the child follows the rules of his school, he/she does not trouble the teachers and fellow-students, is keen to participate and exhibits a high level of self-management and concentration while performing his tasks.
This study will focus on the most common problems found in schools: aggressive behaviour, a low level of concentration, emotional problems, etc. Such behaviour is called primary not only because of its frequency, but also because of its consequences on the learning of the student himself and that of his fellow-student.
The methods and strategies that modify behaviour like: the participation of students, the concentration of attention, the management of difficult situations, the cultivation of a good opinion of oneself influence the achievements of the students and the way they use their time at school.

Eirini Nari, Catherine Dimitriadou, Anna Spyrtou: E-learning teacher education in Western Macedonia: The effect of an in-service training course

The paper refers to the structure and the functional characteristics of a distance learning training course that was held in the University of Western Macedonia. The course focused on differentiated instruction for mixed classes and addressed teachers of all levels of education. It included blended e-learning: two face to face meetings and four synchronous video conferences supported by an electronic platform. The thematic axes focused on visual literacy, concept maps, projects and scientific and technological literacy. Aiming at connecting theory to practice, the participants were invited to create teaching scenarios with regard to their specialization, as well as the characteristics of their classes. They were also asked to evaluate the course twice – upon its completion and after a period of five months – through questionnaires and semi-structured interviews respectively. The findings indicate that teachers were satisfied both with the knowledge they acquired and the flexibility of the e-learning training method they experienced. Furthermore, after the end of the project teachers were proved to continue to apply in their classes some of the strategies they had learned.

Fatbardha Gjini, Johana Myftiu: Applying social psychology for understanding and managing

Students’ failure at school, violence, disinterest and other problems need to be clarified,highlighted and analysed, in order to suggest ways of action, possible solutions and mprovements.  The consequences of these problems will affect not only the individual well-being of the students but will have implications for the society as a whole.
Training students in education faculties about school problem management serves the professional and practical formation of the teachers of tomorrow, by reducing the gap between theory and practice. The application of social-psychological principles at school can help increase  the student involvement, make more positive their attitudes toward the school, reduce their feelings of failure and negative emotions and  increase their level of aspiration and performance. Self-concept, stereotypes, social context of the school, dynamics and social interactions, have many powerful implications on students’ performance. These are some issues that will be object of this article, where we give some recommendations for teachers in training, in order to prevent and help resolve the social problems of their future students.

Iliadou Sofia, Kalerante Evaggelia, Tsigeni Paraskevi: Greek Pedagogy Academy Entrance Exam System for Greek Students attending Foreign Universities (1982-1991): A Study Case – The Florina Pedagogy Academy

Liveri Anastasia, Kouri Fotini, Martinou Aggeliki: Primary Education Head Teachers’ Perceptions concerning the School-Family Relationship

This paper aims to record the status quo, according to the legal framework that defines the cooperation between schools and families to explore the way in which school directors perceive:
  • The content, forms, fields and relations of cooperation within the school and family
  • The role of teachers and parents in this partnership and
  •  The extent to which they can effectively manage their meetings with parents.
The questionnaire was completed anonymously by 115 head teachers of primary education in the Ionian Islands region, school year 2010-11. According to the results, we observe that head teachers emphasize their roles hierarchically in fields related to learning, physical, social and emotional development of children, adapting instruction to the class data and the school-community relationship. The findings of the study indicate the need to enrich the knowledge and training of school directors in effective communication techniques and to design joint plans for cooperation with their students’ families. This is evident from the fact that school directors lack theoretical knowledge of certain lack the theoretical knowledge of the basic factors which can promote an effective communication with parents.


The Montessori pedagogy it’s successful more than 100 years from establishing, because it is based of universal human values: human dignity, peace and freedom.
Montessori education cultivates children in capable persons, to do real things for real reasons. It helps children to grow up in to secure, happy and beloved persons, capable to lead the world with confidence.
Montessori classroom is based on respect, and it is a little community, as a mirror of big human community. Children are helped to understand, that they are responsible for their choices, and that are matter in the group. 
In the small group, children learn how to share and lead, without interference. They build sense of confidence in their one capability.  Montessori children have good environment, they are curios, studiously learn, develop sense for them self, their own place in community, eager to participate in group as a hole.



Wherever they are, the first concern of Greek immigrants was to get organized, to build churches and to establish schools and educational associations.  These institutions of Greeks in Romania did not have only the ambition to serve direct political or “national” needs, but they wished to promote and preserve the Greek spirit through culture and language.
Within this framework, the paper aims to map the Greek language education in Romania before and after 1945, to designate the specificities and the perspectives that arouse especially after 1989-90, the chronology of the communist regime fall and the reestablishment of the Hellenic Union of Romania with its 25 branches.




Education in future implies a reconstruction in the education system. This practically means implementation of reform of the entire educational system and development of conception of the permanent education accorded with social needs and changes. The presented work here is an integral part of a broader set up and realized preliminary project on „Redefinition of Education Structure of Republic of Serbia “forwarded to the Ministry of Education of the Republic of Serbia in 2010. The preliminary project guided by Ph.D. Miroslav Kuкa and Ph.D. Vuкosava Zivкovic was realized in the team work and in coordination of work of the central and regional working groups in Serbia and the surrounding countries having 80 collaborators in total working on the project. Model of our structure of the education system extends the period of compulsory education up to 10 years of age (till the first grade of high school which is the same for all regarding the curriculum) and is based on differentiation of the education levels (from preschool to high school) in cycles, which, on their part, are defined by aims and tasks. Short-term, middle-term and long-term aims have been clearly defined and concise division of competence and the follow-up methods of successfulness of its implementation has been made within the proposal of our model.



This research aimed to examine (a) the perceived by teachers behavioral problems of kindergarten children, (b) the relationship between those problems, kindergarten children’s ability self-perception, in language and mathematics, and (c) the perceived by teachers kindergarten children’s school performance. The participants were 50 teachers and 194 kindergarten children, both genders, from various socioeconomic backgrounds. The teachers’ responses to the Behavior Checklist for Preschool Children revealed that behavioral problems do exist even in this early age and the most frequent ones’ were the psychosomatic problems. The kindergarten children’s responses to a questionnaire, which was adapted to their age, showed that the behavioral problems were positively correlated to the kindergarten children’s ability self-perception, in language and mathematics, as well as to the perceived by teachers kindergarten children’s school performance. The results, also, illustrated that kindergarten children’s ability self-perception was higher in mathematics, than in language, indicating the need to study not only the general school performance, but also the school performance in different cognitive subjects. The results are discussed in terms of their importance for their implications in the education and future research.


The initial education of preschool educators, their general and professional competencies, needed for their continuing professional developments are very important and actual matters.  These matters have always attracted the professional and scientific community, especially today, with efforts to create a unique and modern system of education of teachers in accordance with the Bologna process (ECTS).
In this the paper we present the results of a descriptive analysis of curricula for preschool teacher education, which present the results of the analysis of multiple parameters, that are fundamental in building a base concept for preschool teacher education; we also analysed competencies that educators acquire during initial education in different faculties of the same country?, but different geographical areas in which specific kind of differences were observed.
We present the results of a survey conducted with 42 student teachers regarding the perceived advantages and disadvantages during their initial education and their capacity for a successful start in their career as preschool teachers. We also present results based on interviews with fifteen preschool teachers about their professional development like an employer – working conditions, needs and opportunities.
This paper is an attempt to elucidate some aspects of the problem with preschool teacher education and to create opportunities for creating a consistent overall structure of their initial education and continuing professional development.

Tatjana Krstevska Kovacevska: Presentation and compatibility of vocal and manual techniques and other capabilities, skills, habits and knowledge in teaching music programs FYROMacedonia with other countries from Europe

Changes as the world trend in basic education in our country are understood and accepted as a necessity driven by the needs for openness and correspondence of our education with that in developed countries. It means overcoming a system that is insufficiently standardized, stereotypical, traditionalist, yet generally authoritarian, and full academism. The system that fosters a style of work in which students mostly remember and do not understand, know, but do not know how. This applies to the program areas represented, their quantitative ratio, internal organization and other specifics.
In this paper, the presented and analyzed in educational systems, i.e. lesson plans for elementary teaching, teaching programs in music education / music / musical culture for elementary instruction, curricula for teacher profile for grades that can perform teaching music education in order to give a full display of the significance of linkage of competences that teachers receive lower grades, and that teachers are trained practically realized examples of vocal music works.
The analysis selected just such aspects, primarily because of the need to gain deeper knowledge of argumentative weaknesses, but the benefits of music education in the lower grades in primary schools in FYRM. Moreover, as noted, are taken into account data on music education in those countries with a longer tradition in education or in Europe that have successful reforms. For many questions and assessments that are raised in this analysis, another more specific answers, indicators or arguments may be found in comparative reviews, length of grades, internal organization, the structure of curricula, teaching programs in music education in elementary school.



The primary objective of this paper is to promote and encourage creativity among gifted students.
It is important to know that high levels of intelligence and other signs of talent are not at the same time indicators of creative behavior (Stein, 1968; Wallach, 1971). However, many gifted children have the necessary „ingredients“ to become highly creative individuals and to contribute to any of artistic or scientific fields.
If these gifted students are ready to realize their creative potential, special attention should be paid to the fostering and sustaining of intrinsic motivation.
Creativity is not a vacuum state. Empirical research in this area show a direct relationship between motivational orientation for a given task and likely to show creativity for the same task, and environment is that it has a part in shaping the motivational orientation. Talents can be nurtured and encouraged only if the conditions for it are good and appropriate.

Violeta Janusheva, Milena Pejchinovska: Diagnostic and informative function of assessment in the teaching practice

Assessment of students’ achievements is а necessary part of a teaching process, i.e. teaching of a teacher and learning by students. As a component of teaching assessment is based on certain principles, and at the same time through its implementation various functions are carried out. The correct realization of these functions governs the changes in teaching and learning.
In the paper both the diagnostic and informative function of assessment and their realization in the teaching practice are stressed out, taking into consideration teacher-parent relation. Through surveys and informal conversations with teachers and parents, the paper examines the way these functions are realized in practice, as well as how much this realization affects the promotion of teaching and learning.

Vladimir Talevski: Importance of the teaching methods and procedures in the music education in primary school teaching

Didactic- methodic determination of teaching music education refers of the way to realize this kind of teaching in terms of curriculum, planning instruction, teaching staff, teaching resources and aids, forms of educational work, and certainly one of the important segments represent the application of appropriate methods and procedures as well. The methodic as a didactic discipline examines the legalities of teaching any subject, and also the subject musical education. There are several types of instructional methods and procedures and their grouping is studied by a number of didactics, over their classification. Respecting all of the classification analogies can be seen that the choice of classification depends on the multiplicity of integrals nor the current players and segments of teaching and learning communication.
Taking into account the specifics of teaching music education, such as the contents of any particular areas of activities (singing, listening to music, playing CMI, music games, music and movement, children’s musical expression and creation), the differences in the methods of their realization, proactive stakeholder learning through practical activities of students (the only possible), the most adequate for this king of education is a classification of teaching methods, which sets number of didactics based on patterns of student activity.