TEACHER International Journal
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University “St. Kliment Ohridski“ Faculty of Education - Bitola TEACHER International journal Bitola, 2015 Publisher Faculty of Education - Bitola Dean prof. Jove D. Talevski, PhD. Editorail Board academisian Grozdanka Gojkov, Serbia academisian Marjan Blazic, Slovenia Prof. Milan Matijevik, PhD, Croatia Prof. Svetlana Kurtesh, PhD, England Prof. Anton Ilica, PhD, Romania Prof. Eva Soradova, PhD, Slovakia Prof. Tom Jovanovski, PhD, USA Prof. Zlatko Zoglev, PhD, Macedonia Prof. Jordan Stojanovski, PhD, Macedonia Prof. Dobri Petrovski, PhD, Macedonia Prof. Metodija Stojanovski, PhD, Macedonia Executive and Editor-in-chief Prof. Ljupco Kevereski, PhD, Macedonia Cover Bilana Cvetkova Dimov, PhD, Macedonia Technical & Computer support Josif Petrovski, Macedonia CIP - Cataloging in Publication, National and University Library "St. Kliment Ohridski" - Skopje. TEACHER: Journal of the Faculty of Education - Bitola / [Editorial Board Acad. Grozdanka Gojkov ... ] Year XIII, No. 2 (2015) -. - Bitola: Faculty of Education, 2015 -. - 29 cm., 140 p. Unspecified ISSN 1857- 8888 University “St. Kliment Ohridski“ - Bitola, Macedonia Faculty of Education - Bitola, Macedonia Address: Faculty of Education ul “Vasko karangelevski“ b.b. 7000 Bitola, Macedonia Tel/Fax. ++ 389 47 253 652; 203 385 With the opinion of the Ministry of Culture no. 07-2699/2 from 15.04.1998, for the journal "Teacher" is paid preferential tax rate. In accordance with Article 20, paragraph 8 of the VAT Law (Official Gazette 44/99), for the journal "Teacher" is paid a tax of 5%. The journal has no commercial nature. CONTENT Jasminka Kocoska Democratic education ....................................................................................................... 7 Vladimir Talevski, Ivana Temelkoska The quality of the music education ................................................................................ 13 Jovanka Denkova The fairy tale pillows of slavka maneva ......................................................................... 18 Florida Kulevska Managing time as an important factor in the realization of projects in the field of education......................................................................................................................... 27 Sadete Tërnava-Osmani Social changes in developing new ethical approach in education in kosovo ................. 32 Voglushe Kurteshi, Valentina Gulevska Ethical principles by teachers in school-class ................................................................ 37 Kamenko M. Markovic Mladen jotov- a painter and a pedagogue....................................................................... 42 Jehona Rrustemi, Valentina Gulevska Professional ethics of teacher - literature review ........................................................... 45 Viktorija Petkovska Implications of sexist language meaning to EL teacher training ................................... 52 Valentina Nikolovska The didactic principles in teaching macedonian language and literature ....................... 59 Bisera Kostadinovska Developing pre-writing techniques in academic writing for efl students ....................... 65 Zorica Dinevska, Viktorija Petkovska The role of the english language teacher as a promoter of gender equality in primary education ....................................................................................................... 71 Milena Pejchinovska, Biljana Kamchevska Students’ activities in the teaching of natural and social sciences in elementary education ...................................................................................................... 76 Violeta Januševa, Almina Šaško Use of idiomatic expressions from the conversational style in the journalistic sub-style of the standard macedonian language ............................................................. 87 Mime Taseska-Kitanovska Methodical approach for introduction with fairy tale in the first grade from the primary school ................................................................................................. 91 Hatixhe Hoxha Çabej on the place of albanian language amongst indo-european languages ................ 97 Irina Petrovska Foreign languages and communication improvement in the tourism and hospitality industry ....................................................................................................... 101 Irena Kitanova Learning reading in the lower grades ........................................................................... 108 Aleksandar N. Todorovski, Marina Todorovska Positive values student respect of the school as organization ...................................... 111 Milanko Čabarkapa, Darija Minić Students’ satisfaction with their psychology studies .................................................... 118 Athina Kallara, Konstantia Tamoutseli Web learning communities and collaborative school culture: The role of internet blogs ............................................................................................. 127 DEMOCRATIC EDUCATION1 Jasminka Kocoska University “St. Kliment Ohridski“, Faculty of Education “Vasko Karangelevski“ bb. Bitola 7000, R. Macedonia [email protected] Abstract Democratic education inspires the learning process with democratic values of the society, like meaningful participation, personal initiative, and equality and justice for all. It sees young people as active recipients of knowledge and active co-creators of their own learning. They are not the products of an education system, but rather valued participants in a vibrant learning community. Democratic education begins with the premise that everyone is unique, so each of us learns in a different way. By supporting the individual development of each young person within a caring community, democratic education helps young people learn about themselves, engage with the world around them, and become positive and contributing members of society. Guided by this vision, democratic education can take various forms, each shaped by the by teachers, young people, school programs and communities. Schools implementing democratic education by involving practices like self- directed learning, shared decision-making, individualized project-based work, and student- chosen internships in the community. This includes schools that use the label “democratic schools“and others that practice these values and use other terms. Teachers creatively involve students working within the conventional structure of the school, but still need to provide students’ opportunity to have a choice in their learning. These teachers go beyond conventional building program to build more relevant and engaging experience that is associated with the lives of young people. (Bennis) Key words: democracy, education, classroom, environment, changes Introduction Every society in its development and vision poses challenges to schools who specifically perceive the demands for greater efficiency and greater inclusion of stakeholders concerned. In education there is an always ongoing and prevailing tendency for modernization and acceptance of young generations of all social, social, national and ethnic groups depending on the level of development of society and the needs of the young generations of continuous permanent changes. Education is a friendly bridge between all institutions in society with one goal, to help young people to be productive, responsible citizens, to realize their intellectual potential, while at the same time to develop and its other capabilities, because our future depends on young people. In order to accomplish its mission, the school should reflect changes in society, and thus to create the necessary changes. Changes in the environment affect the 1 Specialized paper 7 shifting interests, needs, the behavior of the students, their readiness for acceptance or rejection of certain ways of learning or models of communication. (Кочоска, 2007) In recent years it has more to do about work organization in the classroom in which it is represented cooperation between all subjects. Students need to provide a friendly, working atmosphere and all of that they can accomplish when they are in a democratic environment in which jointly make the rules in the classroom, act responsibly and mutual respect. (Learning) Democratic education The Institute for Democratic Education in America (IDEA) defines democratic education as “learning that equips every human being to participate fully in a healthy democracy. “ (Graves, 2011) It's important to note that while democracy is taught in public schools, students are not given an opportunity to authentically practice democracy. Therefore the question arises: “If we don't experience democracy in our schools, how could we ever expect to end up with democracy in the ‘real’ world? “(Graves, 2011) Actually democratic education is a learning that is meaningful, relevant, joyous, engaging, and empowering. It is more than just any learning environment, such as a school, and more than one feature, but an approach to life and learning and an approach to interacting with all members of your community in a way that respects, honors, and listens authentically to each voice within it. It is the practice of real democracy, which can manifest in many different ways based on you, your community, and your learning environment (Graves, 2011) A number of studies show that in educational environments engaging young people as active participants in their own learning is associated with greater commitment to students