<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marika Kirvalidze</style></author><author><style face="normal" font="default" size="100%">Sofiko Lobzhanidze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROFESSIONAL DEVELOPMENT AND PERFORMANCE ASSESSMENT SYSTEM FOCUSED ON STRENGTHENING TEACHERS’ COLLABORATION: THE CASE OF GEORGIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">school-based teachers’ professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ collaboration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1677582892.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Studies confirm that professional development at the school base through the teachers’ collaboration is the most result-oriented outcome among the alternative ways of teachers’ professional development. One of the declared goals of the centralized system of teachers’ professional development and performance assessment operating in Georgia is to facilitate teachers’ collaboration. However, the contribution of the mentioned system in strengthening the teachers’ collaboration has not been studied so far. The purpose of the present research was to study the impact of the centralized system of teachers’ professional development and performance assessment on teachers’ collaboration at general educational institutions.
The issue was studied using the qualitative methods - focus group, interview, and content analysis of documents. Eight schools were selected for the study. Two focus groups were conducted with teachers and one interview was recorded with a school leader at each school. Furthermore, Interviews with ten experts in the field were recorded. It was demonstrated that the centralized system of professional development and assessment focused on developmental assessment helps to strengthen the teachers’ professional relations. Activities closely related to the teacher's work, the correct attitude of the school leaders, teachers’ involvement in making decisions, the existence of preset goals, working schedule and space are important for collaborative relations. Existence of unified mechanisms for professional development, mistrust among colleagues, changes being constantly introduced to the education system, shortage of time were revealed as hindering factors for teacher collaboration.
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-89</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Irena Klasnić</style></author><author><style face="normal" font="default" size="100%">Marina Đuranović</style></author><author><style face="normal" font="default" size="100%">Marina Lucin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS THE DIFFERENT: A CASE STUDY OF A SYRIAN ASYLUM SEEKER IN CROATIAN SCHOOL CONTEXT </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">children asylum seekers</style></keyword><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1667682935.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes.
The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl's sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl's functioning in the school context, notes made by teachers during observation of the girl’s performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system.
</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">708-723</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nomsa Mabena</style></author><author><style face="normal" font="default" size="100%">Patricia Namayammu Mokgosi</style></author><author><style face="normal" font="default" size="100%">Selina Serole Ramapela</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">case study design</style></keyword><keyword><style  face="normal" font="default" size="100%">poor performance</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">senior phase</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676933.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">451-466</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Julius Ssegantebuka</style></author><author><style face="normal" font="default" size="100%">Patrick Sserunjogi</style></author><author><style face="normal" font="default" size="100%">Ritah Edopu</style></author><author><style face="normal" font="default" size="100%">Timothy Tebenkana</style></author><author><style face="normal" font="default" size="100%">John Bosco Kanuge</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IN-SERVICE TEACHERS' PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">constructivism</style></keyword><keyword><style  face="normal" font="default" size="100%">in-service visual arts teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">visual arts education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612638947.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed to determine IVATs’ perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers’ lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants’ views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">118-132</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alzira Manuel</style></author><author><style face="normal" font="default" size="100%">Domingos Buque</style></author><author><style face="normal" font="default" size="100%">Rosário Quive</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong learning</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1617434694.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate   program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">229-240</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nermin Karabacak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN EXAMINATION OF SYRIAN STUDENTS’ EDUCATIONAL EXPERIENCES AT SCHOOL FROM THE REFLECTIONS OF TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education experience</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">Syrian students</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher reflection</style></keyword><keyword><style  face="normal" font="default" size="100%">Turkey</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1600951811.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education is the most effective tool for enabling immigrants’ integration into the country they live in. The aim of this research is to determine teachers’ views related to the education of Syrian students attending state schools. By presenting them through the experiences of their teachers, this paper deals with how the educational experiences at school of Syrian children of school age are shaped in state schools. The research is planned with a qualitative approach as a case study design. The participants of the research were 34 teachers working in state schools and having Syrian students in their classes. The research data were collected via focus group interviews and semi-structured interviews in Rize, Turkey between the years 2017-2019. The data in the focus group and semi-structured interviews were supported by means of observations. The research findings reveal that the biggest problem in teachers’ opinions was the language problem and the communication and academic barriers resulting from this, that Syrian students suffered from depression and trauma because of war and migration, that they had a feeling of loneliness, and that nevertheless, they were happy at school. Therefore, this research reveals that teachers working with Syrian students are in need of vocational training and development consolidation in order to provide academic and psychological support for these students. Successfully addressing the educational needs of Syrian students in school will be especially beneficial for enabling Syrian children’s integration into society.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">754-776</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">André Machado Rodrigues</style></author><author><style face="normal" font="default" size="100%">Cristiano Rodrigues de Mattos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CONTRADICTORY NATURE OF TEACHER EDUCATION IN THE PARTNERSHIP BETWEEN UNIVERSITY AND SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">initial teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">practicum</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">university-school partnership</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1519988243.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There is a growing understanding that teacher education should not be handled either exclusively by the University or in School settings. Nevertheless, the issues on how to foster a fruitful partnership between these two different institutions remains an open and challenging point. The practicum is a critical point in the pre-service teacher’s development, usually because it is the first time they have to face the concrete professional issues, which they only had a partial view of as students. This research is a year-long inquiry on practicum in the Physics teaching program developed in the Institute of Physics at the University of São Paulo, Brazil. Drawing on cultural-historical activity theory, contradiction is used as an explanatory principle to examine change and development in the practitioners’ activity. Therefore, the research includes in the analytical framework the contradictions and the processes of overcoming it. Examples are provided in which there is little control therefore demanding extra efforts but makes room for active participation. The data analysis indicates that the source of agency and activities transformation is precisely a contradictory process, which might be overlooked. The pre-service teachers’ agency is shaped by contradictory process within the activity – practicum - rather than aligned forces pushing it toward autonomy, student sensitiveness or professional identity.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">87-99</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dawit Legesse Edamo</style></author><author><style face="normal" font="default" size="100%">Tshilidzi Netshitangani</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEADERSHIP, SCHOOL IMPROVEMENT AND EFFECTIVENESS: THE EXPERIENCES OF THE SCHOOLS COMMUNITY IN ETHIOPIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">school community</style></keyword><keyword><style  face="normal" font="default" size="100%">school support</style></keyword><keyword><style  face="normal" font="default" size="100%">stakeholder collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">Student performance</style></keyword><keyword><style  face="normal" font="default" size="100%">theory of change</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1540319866.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students' examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school’s effectiveness. Principals, teachers, students, supervisors, parent teacher association members and SIP experts were interviewed. The findings indicate that in schools where there is strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered and mechanisms to check school plans and performance reports be created.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">587-600</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gláucia Nolasco de Almeida Mello</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education of engineering in Brazil</style></keyword><keyword><style  face="normal" font="default" size="100%">problems in engineering education</style></keyword><keyword><style  face="normal" font="default" size="100%">professor's perspective</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1227395</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">74</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated  also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI.  </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">61-70</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agneta  Simeonsdotter  Svensson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF THE ANIMALS ON CHILDREN'S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative project</style></keyword><keyword><style  face="normal" font="default" size="100%">developmental pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool learning</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420362030.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to produce knowledge about the impact of pets on preschool children's desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children’s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by Säljö (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world´s wildlife and fauna in general. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">77-85</style></section></record></records></xml>