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Papers by Надежда Калоянова

ICERI proceedings, Nov 1, 2022

The thesis of this study is based on the assumption that the authority of the teacher manifests a... more The thesis of this study is based on the assumption that the authority of the teacher manifests as a specific status or professional role and should be internalized in his overall professional profile. The teacher's role-playing authority is defined "a formal authority" and is strongly influenced by the requirements of the educational environment and the specific professional competences of the teacher. The attitude of the teachers towards they own authority, which implements the set of professional roles and competences, is a prerequisite for the formation and manifestation of an adequate professional model, which directly influences the quality and culture of the educational environment. To explaining of the nature of the social manifestation and experience of the teacher's own authority in terms of his status-role model are used the concept of liberalism-conservatism. The research is performed with two scales, which are separately developed sets of statements. The first scale-"Attitude to Authority"-is an adapted and integrative version of the established standardized "Attitude to Authority Scale" (Ray, 1971) and GAIAS (Rigby, 1982). The second scale, "Digital Competence", was developed as an integrative scale to explore teachers' attitudes towards digitalization of education and to study specific skills involved in digital competence. Research involve 202 Bulgarian Primary teachers. The results are analysed in three stages: Evaluation of the Scales internal consistency; Factor Analyse and Correlation Analyses. The general conclusion of the study calls into question the effective internalization of this key competence in the professional model of respondents.

Knowledge International Journal, Sep 22, 2017

The aim of the study is to determine the impact of regional educational policies on the statusrol... more The aim of the study is to determine the impact of regional educational policies on the statusrole models of teachers. The main research thesis is that the nature of teacher's status-role models is directly dependent on the level of development of educational policies of local government. It is assumed that the more developed these policies are and the more local educational initiatives in which teachers participate, the more relevant, rich and dynamic is their status-role model. The last significantly affects the quality of education provided in the respective Municipality. In the study are analyzed the educational policies of two bulgarien municipalities-the Municipality of Burgas and the Municipality of Vidin. The two have different areas and socioeconomic capacities. Respondents to the research are 185 teachers from different stages and levels of the education system and 12 principals of the educational institutions in which teachers work. A structured questionnaire was developed for the purposes of the study. The questionnaire establishes the amount and nature of teachers' involvement in local educational initiatives-on one hand, and the characteristics of their status-role profile, on other. A comparative qualitative and quantitative analysis is performed. Relationships are sought between the level of development of local educational initiatives and the characteristics of the status role profile, which can generally be defined as traditional (conservative) or actual (innovative).

Психологични изследвания, 2011

Obrazovanie i tehnologii, Aug 1, 2022

In this study nonstandartness is considered as a valuable professional resource of the modern tea... more In this study nonstandartness is considered as a valuable professional resource of the modern teacher, which should be supported and developed in order to provoke non-routine creative expression in the teachers’ professional activity. For the purposes of the research, the method of psychodrama is used in two aspects – to stimulate the non-standard expression and provoke the creativity of the teacher and as a diagnostic method to establish the tendency to non-standard manifestations of teachers. The research is realized through direct observation. The results are evaluated according to a system of criteria and indicators using a 5-degree Likert scale.

ICERI proceedings, Nov 1, 2021

Obrazovanie i tehnologii, Aug 1, 2021

This study presents the results of expert assessment of cognitive and personal development of 7–8... more This study presents the results of expert assessment of cognitive and personal development of 7–8-years-old students as a result of the implementation of educational project The First graders’ New Start“. The project aims to apply an innovative model of competency-based teaching and learning in rich of technologies environment with application of Dynamic Model of work in primary school. „The First Graders’ New Start“ is a project initiated, implemented, and supported by the government – Municipality of Burgas, Bulgaria. The expert evaluation is realized from Primary school teachers, who are involved in the project activities. The expert assessment is done according to the methodology „The Students’ Profile“ of Gilbruch (according to Dragolova, 2007). It is realized through long-term observation of the student by the teachers during the project work. 320 first-grade students from 17 schools in Municipality of Burgas, Bulgaria are evaluated. Data on the degree of cognitive and personal development of students are derived. The level of development of various skills that are important for this age and that are related to the objectives of the project are analysed. The adequacy of the expert assessment is compared with standardized methods of research. The conclusions correspond to the achievement of the goals defined within the Dynamic model of work during „The First graders’ New Start“ experiment.

ICERI proceedings, Nov 1, 2021

ICERI proceedings, Nov 1, 2021

Obrazovanie i tehnologii, Aug 1, 2019

The article provides contemporary interpretation of the concept of status, role and function in r... more The article provides contemporary interpretation of the concept of status, role and function in relation to the teaching profession. In the aspect of the presented theoretical concept the study aims to reveal teachers' understanding of managerial status in teaching profession and the roles that compound it. For the purpose of the survey a questionnaire is used. The results convey information about the roles and functions which teacher ascribe to managerial status. The findings are in two aspects: in the specifics of the conducted study, it is evident that teacher's are reluctant and unable to identify themselves with the managerial status because of their negative reaction to roles and functions which presuppose it. Out of the specifics of the research, became clear that the teachers formed their own models and ways to become successful managers outside the understanding of status-role-function. In this general aspect, the study concludes that teachers need trainings and qualification to reconsider their position in the teaching profession.

Ariadna, 2013

In focus of the proposed development is digital competence of teachers over 50 years of age, here... more In focus of the proposed development is digital competence of teachers over 50 years of age, here defined as elderly teachers. In terms of research, digital competence is understood as a key competence according to the European Reference Framework for Lifelong Learning. It is considered as an integrated and acknowledged part of teacher's professional competencies which are in dynamic relationship with its status-role profile. 400 elderly teachers (over 50 years of age) of different levels of education are studied. The study was conducted between 2010-2012 in three phases. The first phase is part of a major survey of 1000 respondents to the dynamics of the teaching profession and described the willingness of elderly teachers to integrate ict in their professional activity. The second phase aims to derive a model of competency-role profile of elderly teachers by ict integration in education. The model is derived by questionnaire and formed the basis of respondent's perceptions of the bilateral relationship "digital competence and teachers professional roles". In the third phase the study is deepened in establishing the attitudes of elderly teachers to use ict in their daily and professional lives. The used method was focus group. The conclusions are that elderly teachers do not have digital competence as a necessary part of modern teachers' competency-role profile. The conclusion concerns the need to rethink approaches to training and lifelong learning to ict especially for elderly teachers. The general conclusion is that attention should be directed toward training comprehensive competency-role complexes instead of the formation of fragmented knowledge and skills.

EDULEARN proceedings, Jul 1, 2023

The thesis of this study is based on the assumption that the authority of the teacher manifests a... more The thesis of this study is based on the assumption that the authority of the teacher manifests as a specific status or professional role and should be internalized in his overall professional profile. This type authority is defined "a formal authority" and is strongly influenced by the requirements of the educational environment (social aspect) and the specific professional competences of the teacher (individual aspect). The attitude of the teachers towards they own authority, which implements the set of professional roles and competences, is a prerequisite for the formation and manifestation of an adequate professional model, which directly influences the quality and culture of the educational environment. In this study attitudes towards teachers' own authority are examined in relation to one of the teacher's current professional competencies-the digital competence. Тhe study uses the concept of liberalismconservatism to explain the nature of the social manifestation and experiencing of teacher's own authority in terms of his status-role model, defined as a liberal authority or as a conservative authority. The research is performed with two scales, which are separately developed sets of statements. The first scale-"Attitude to Authority"is an adapted and integrative version of the established standardized "Attitude to Authority Scale"(Ray, 1971) and GAIAS (Rigby, 1982). The second scale, "Digital Competence", was developed as an integrative scale to explore teachers' attitudes towards digitalization of education and to study specific skills involved in digital competence. The both Scale are nominal (Likert) type. Research involve 202 Bulgarian preschool teachers. The results are analysed in three stages: Evaluation of the Scales internal consistency; Factor Analyse and Correlation Analyses. The general conclusion of the study is, that the teachers demonstrate a high degree of digital competence, which is combined with moderate, still tending (in some essential aspects) to conservative authority. That calls into question the effective internalization of this key competence in the professional model of respondents.

Knowledge International Journal, Mar 24, 2017

ns.btu.bg

... Надежда Калоянова VALUE POTENTIAL OF EDUCATIONAL CONTENT IN CULTURAL AND EDUCATIONAL DOMAIN “... more ... Надежда Калоянова VALUE POTENTIAL OF EDUCATIONAL CONTENT IN CULTURAL AND EDUCATIONAL DOMAIN “BULGARIAN LANGUAGE AND LITERATURE” FOR ELEMANTARY SCHOOL Nadezhda Kaloyanova E-mail: kaloyanowa_n@yahoo.com ABSTRACT ...

ICERI proceedings, Nov 1, 2022

The thesis of this study is based on the assumption that the authority of the teacher manifests a... more The thesis of this study is based on the assumption that the authority of the teacher manifests as a specific status or professional role and should be internalized in his overall professional profile. The teacher's role-playing authority is defined "a formal authority" and is strongly influenced by the requirements of the educational environment and the specific professional competences of the teacher. The attitude of the teachers towards they own authority, which implements the set of professional roles and competences, is a prerequisite for the formation and manifestation of an adequate professional model, which directly influences the quality and culture of the educational environment. To explaining of the nature of the social manifestation and experience of the teacher's own authority in terms of his status-role model are used the concept of liberalism-conservatism. The research is performed with two scales, which are separately developed sets of statements. The first scale-"Attitude to Authority"-is an adapted and integrative version of the established standardized "Attitude to Authority Scale" (Ray, 1971) and GAIAS (Rigby, 1982). The second scale, "Digital Competence", was developed as an integrative scale to explore teachers' attitudes towards digitalization of education and to study specific skills involved in digital competence. Research involve 202 Bulgarian Primary teachers. The results are analysed in three stages: Evaluation of the Scales internal consistency; Factor Analyse and Correlation Analyses. The general conclusion of the study calls into question the effective internalization of this key competence in the professional model of respondents.

Knowledge International Journal, Sep 22, 2017

The aim of the study is to determine the impact of regional educational policies on the statusrol... more The aim of the study is to determine the impact of regional educational policies on the statusrole models of teachers. The main research thesis is that the nature of teacher's status-role models is directly dependent on the level of development of educational policies of local government. It is assumed that the more developed these policies are and the more local educational initiatives in which teachers participate, the more relevant, rich and dynamic is their status-role model. The last significantly affects the quality of education provided in the respective Municipality. In the study are analyzed the educational policies of two bulgarien municipalities-the Municipality of Burgas and the Municipality of Vidin. The two have different areas and socioeconomic capacities. Respondents to the research are 185 teachers from different stages and levels of the education system and 12 principals of the educational institutions in which teachers work. A structured questionnaire was developed for the purposes of the study. The questionnaire establishes the amount and nature of teachers' involvement in local educational initiatives-on one hand, and the characteristics of their status-role profile, on other. A comparative qualitative and quantitative analysis is performed. Relationships are sought between the level of development of local educational initiatives and the characteristics of the status role profile, which can generally be defined as traditional (conservative) or actual (innovative).

Психологични изследвания, 2011

Obrazovanie i tehnologii, Aug 1, 2022

In this study nonstandartness is considered as a valuable professional resource of the modern tea... more In this study nonstandartness is considered as a valuable professional resource of the modern teacher, which should be supported and developed in order to provoke non-routine creative expression in the teachers’ professional activity. For the purposes of the research, the method of psychodrama is used in two aspects – to stimulate the non-standard expression and provoke the creativity of the teacher and as a diagnostic method to establish the tendency to non-standard manifestations of teachers. The research is realized through direct observation. The results are evaluated according to a system of criteria and indicators using a 5-degree Likert scale.

ICERI proceedings, Nov 1, 2021

Obrazovanie i tehnologii, Aug 1, 2021

This study presents the results of expert assessment of cognitive and personal development of 7–8... more This study presents the results of expert assessment of cognitive and personal development of 7–8-years-old students as a result of the implementation of educational project The First graders’ New Start“. The project aims to apply an innovative model of competency-based teaching and learning in rich of technologies environment with application of Dynamic Model of work in primary school. „The First Graders’ New Start“ is a project initiated, implemented, and supported by the government – Municipality of Burgas, Bulgaria. The expert evaluation is realized from Primary school teachers, who are involved in the project activities. The expert assessment is done according to the methodology „The Students’ Profile“ of Gilbruch (according to Dragolova, 2007). It is realized through long-term observation of the student by the teachers during the project work. 320 first-grade students from 17 schools in Municipality of Burgas, Bulgaria are evaluated. Data on the degree of cognitive and personal development of students are derived. The level of development of various skills that are important for this age and that are related to the objectives of the project are analysed. The adequacy of the expert assessment is compared with standardized methods of research. The conclusions correspond to the achievement of the goals defined within the Dynamic model of work during „The First graders’ New Start“ experiment.

ICERI proceedings, Nov 1, 2021

ICERI proceedings, Nov 1, 2021

Obrazovanie i tehnologii, Aug 1, 2019

The article provides contemporary interpretation of the concept of status, role and function in r... more The article provides contemporary interpretation of the concept of status, role and function in relation to the teaching profession. In the aspect of the presented theoretical concept the study aims to reveal teachers' understanding of managerial status in teaching profession and the roles that compound it. For the purpose of the survey a questionnaire is used. The results convey information about the roles and functions which teacher ascribe to managerial status. The findings are in two aspects: in the specifics of the conducted study, it is evident that teacher's are reluctant and unable to identify themselves with the managerial status because of their negative reaction to roles and functions which presuppose it. Out of the specifics of the research, became clear that the teachers formed their own models and ways to become successful managers outside the understanding of status-role-function. In this general aspect, the study concludes that teachers need trainings and qualification to reconsider their position in the teaching profession.

Ariadna, 2013

In focus of the proposed development is digital competence of teachers over 50 years of age, here... more In focus of the proposed development is digital competence of teachers over 50 years of age, here defined as elderly teachers. In terms of research, digital competence is understood as a key competence according to the European Reference Framework for Lifelong Learning. It is considered as an integrated and acknowledged part of teacher's professional competencies which are in dynamic relationship with its status-role profile. 400 elderly teachers (over 50 years of age) of different levels of education are studied. The study was conducted between 2010-2012 in three phases. The first phase is part of a major survey of 1000 respondents to the dynamics of the teaching profession and described the willingness of elderly teachers to integrate ict in their professional activity. The second phase aims to derive a model of competency-role profile of elderly teachers by ict integration in education. The model is derived by questionnaire and formed the basis of respondent's perceptions of the bilateral relationship "digital competence and teachers professional roles". In the third phase the study is deepened in establishing the attitudes of elderly teachers to use ict in their daily and professional lives. The used method was focus group. The conclusions are that elderly teachers do not have digital competence as a necessary part of modern teachers' competency-role profile. The conclusion concerns the need to rethink approaches to training and lifelong learning to ict especially for elderly teachers. The general conclusion is that attention should be directed toward training comprehensive competency-role complexes instead of the formation of fragmented knowledge and skills.

EDULEARN proceedings, Jul 1, 2023

The thesis of this study is based on the assumption that the authority of the teacher manifests a... more The thesis of this study is based on the assumption that the authority of the teacher manifests as a specific status or professional role and should be internalized in his overall professional profile. This type authority is defined "a formal authority" and is strongly influenced by the requirements of the educational environment (social aspect) and the specific professional competences of the teacher (individual aspect). The attitude of the teachers towards they own authority, which implements the set of professional roles and competences, is a prerequisite for the formation and manifestation of an adequate professional model, which directly influences the quality and culture of the educational environment. In this study attitudes towards teachers' own authority are examined in relation to one of the teacher's current professional competencies-the digital competence. Тhe study uses the concept of liberalismconservatism to explain the nature of the social manifestation and experiencing of teacher's own authority in terms of his status-role model, defined as a liberal authority or as a conservative authority. The research is performed with two scales, which are separately developed sets of statements. The first scale-"Attitude to Authority"is an adapted and integrative version of the established standardized "Attitude to Authority Scale"(Ray, 1971) and GAIAS (Rigby, 1982). The second scale, "Digital Competence", was developed as an integrative scale to explore teachers' attitudes towards digitalization of education and to study specific skills involved in digital competence. The both Scale are nominal (Likert) type. Research involve 202 Bulgarian preschool teachers. The results are analysed in three stages: Evaluation of the Scales internal consistency; Factor Analyse and Correlation Analyses. The general conclusion of the study is, that the teachers demonstrate a high degree of digital competence, which is combined with moderate, still tending (in some essential aspects) to conservative authority. That calls into question the effective internalization of this key competence in the professional model of respondents.

Knowledge International Journal, Mar 24, 2017

ns.btu.bg

... Надежда Калоянова VALUE POTENTIAL OF EDUCATIONAL CONTENT IN CULTURAL AND EDUCATIONAL DOMAIN “... more ... Надежда Калоянова VALUE POTENTIAL OF EDUCATIONAL CONTENT IN CULTURAL AND EDUCATIONAL DOMAIN “BULGARIAN LANGUAGE AND LITERATURE” FOR ELEMANTARY SCHOOL Nadezhda Kaloyanova E-mail: kaloyanowa_n@yahoo.com ABSTRACT ...