Stima de sine și epuizarea profesională în profesia didactică

In order to have satisfaction in doing didactic profession, the teachers need a high level of self-esteem, a professional environment lacking stress and tensions, an environment which encourages active involvement, empathy and the joy of doing everything for those one devotes oneself each moment of one’s life. The work proposes a comparative analysis of self-esteem and burnout phenomenon for teachers in special education and in mass education. At the same time it approaches a correlative analysis between the level of self-esteem and the level of burnout for the persons who teach. The sample involved in the research is made of 142 teachers from special schools (83) and normal schools (59).

Digitalization in international and mass education: A model proposal for Turkey

There is a debate as to whether internationalization should be a target or a means to achieve goals with broader perspectives. Digitalization, on the other hand, is a de facto trend that permeates all communicative, economic and social areas. For this purpose, the study aimed to examine literature on the field and the findings of the researchers on the issue were included. The research also discussed the internationalization and digitalization efforts carried out in the world and in Turkey. An internationalization model proposal for the Turkish higher education system is presented in outline, taking the best practices around the world into account. Model involves a digitalization-oriented education approach that aims to increase the opportunities for students to get support from their families and to minimize their socio-economic difficulties. The contributions of a massification provided by digitalization to international education have been revealed in this study. Keywords: digitalization; education; internationalization; massification; Turkey.

Histories of Everyday Life

Histories of Everyday Life is a study of the production and consumption of popular social history in mid-twentieth-century Britain. It traces how non-academic historians, many of them women, developed a new breed of social history after the First World War, identified as the ‘history of everyday life’. The ‘history of everyday life’ was a pedagogical construct based on the perceived educational needs of the new, mass democracy. It was popularized to ordinary people in educational settings, through books, in classrooms and museums, and on BBC radio. In the 1970s this popular social history declined, not because academics invented an alternative ‘new’ social history, but because bottom-up social change rendered the ‘history of everyday life’ untenable in the changing context of mass education. Histories of Everyday Life ultimately uses the subject of history to demonstrate how profoundly the advent of mass education shaped popular culture in Britain after 1918, arguing that the twentieth century was Britain’s educational century.

Social History for ‘Ordinary’ School Pupils

Chapters 1 and 2 make up Part I of this book, which explains how the ‘history of everyday life’ developed and why it had such purchase in mid-twentieth-century British society. This chapter is about the theory and practice of teaching social history in schools between the 1920s and the 1960s. It explains the pedagogical framework in which ordinary consumers of history came to be conceptualized in the mid-twentieth century. It is argued that social history in schools was increasingly associated with average ability and younger pupils after 1918. Through mass education, the ‘history of everyday life’, with its premium on local settings, practical skills, emotions, and the visual, became the type of history prescribed for the ordinary, ‘modern’ pupil.

Social History and Mass Education in the 1970s

This chapter, and the final part of this book, explains the unmaking of the ‘history of everyday life’. It is about the teaching of social history in comprehensive schools during the 1970s, where mass secondary education up to the age of sixteen became the norm. We see first how the English comprehensive school utilized the ‘history of everyday life’ to teach its ordinary pupils, including ‘immigrant’ pupils and those taking the new ‘Certificate of Secondary Education’ (CSE) examination. However, these practices came to discredit the ‘history of everyday life’ as the decade drew on, especially when competing with new school subjects such as sociology and as part of the problematic project of ‘multicultural’ education. As Britain’s population became more ethnically diverse and female participation in post-16 education increased, young citizens demanded a social history that could accommodate the analysis of power. This shift ultimately evacuated the ‘history of everyday life’ from the spaces of mass education that it had once occupied.