Teacher Attitudes and Collaboration towards the Concept of Student-Centered Lesson

The article is based on a needs assessment carried out at Telavi Public School N7 to understand teachers' attitudes towards student-centered learning strategies. In particular, it examines how intensively and effectively student-centered approaches are integrated into the teaching process and how teachers interact with each other in student-centered learning. The study was carried out in the 2018-2019 academic year, but the inspiration for the study was the Directorate's informal participation in the educational process during the 2017-2018 academic year. A mixed type of study with quantitative and qualitative methods was used to test the hypotheses. To further investigate the problem and identify a common need, teachers from Telavi State School No. 7, as well as elementary and secondary school students, participated in the study. The interventions were carried out after the completion of the first phase of the study. Observing and analyzing teacher activities helped us assess the effectiveness of our problem-solving and needs-based interventions. The study highlights the fact that creating a collaborative atmosphere between teachers has a positive effect on the learning process. The study found the importance of fostering a culture of collaboration among teachers through the use of diverse resources, activities and challenging classroom assignments. Students' views, opinions and feelings about such lessons were also determined. As a result of the analysis, conclusions were drawn that allow recommendations to be made for identifying and solving similar problems and needs.

Internet for English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

Tolerance in Akaki Tsereteli’s Poems

XIX century Georgian literature is quite versatile and diverse. It is the transitional period from Romanticism to Realism that is continuously accompanied by the national motive. Though, many other topics were also emphasized in literature of the mentioned period. Georgian literature beginning with its first works guards the morality. Works of XIX century Georgian creators are distinguished in that regard as well. Different ideal characters created by them are the special examples for society even today. This time the given work deals with Akaki Tsereteli’s poems. It is worth of interest as how the ideology of realist, warrior poet is compatible with the tolerant approaches, when Akaki Tsereteli is tolerant and if their characters can forgive and gain a victory over themselves. Tolerance as the moral phenomenon and its philosophical definition are also emphasized in the given work in an interesting way. All of the abovementioned matters are quite acceptable for Akaki. Great humanism and tolerance are revealed in poet’s words. After analyzing the poems given in the work it becomes clear that the poet is tolerant not only with neighbors, but also he turns out to be the most gracious one with enemies. His characters find ways for showing courage even in the war. His characters are not only heroic warriors, the poet also gives them quite a tender temper and that is the reason for becoming worthy brave man. His characters are separated from the natural things, defeat selfish forces and make such decisions in a specific moment that helps them remain humans with morality, they are right with their own conscience and it is the expression of their free will. The given work allows to conclude that Akaki Tsereteli’s poems reveal the greatest examples of tolerance and offer society the samples of humanism and morality.

Undergraduate Thesis and Plagiarism coping Strategies

Bachelor's degree is a final step before graduating first four years of studying at the university. The students show off their knowledge and research skills acquired by the University that are based on their original vision and scientific information. Writing a bachelor's thesis is a responsible, interesting and at the same time stressful job. It requires formal characteristics of its performance, which determine the content, form and style of the paper.The researcher of the undergraduate thesis raises the problem, analyzes, substantiates and suggests the solutions, evaluates the research results and concludes. During the working process new knowledge is activated which is based on analytical skills and critical reasoning.Maintaining academic standards in the paper makes it more fruitful because it gives the reader a sense that the author of the paper depends on reliable academic sources to support his or her own reasoning and position.The completed paper will be checked for plagiarism. There are numerous programs which reveal the originality of the work. After all, there is a big temptation of plagiarism in the papers.Preventing plagiarism offers to protect someone else’s intellectual property and make the student aware that he or she has to respect the rights of intellectual property and distance himself or herself from plagiarism. Avoiding Plagiarism in the paper is possible if the student has been clearly informed about the mechanisms or responses that plagiarism may cause in his or her work. Awareness is largely responsible for preventing plagiarism, however, only the moral part of the problem is not enough. We need to pay more attention to proper implementation of the academic techniques in the academic environment.

Ramaz Kobidze – “From Prison to Prison”- about the "Stalinist Cohort"

Documentary prose with a direct description of the author's contemporaneous epoch-making problems, historical-political events or the development of public thought is always the subject of the reader's interest. Although for works of the documentary genre, to some extent, the subjectivism of the narrator is not foreign, at least its main dignity is the real beginnings.The book of memoirs "From Prison to Prison" by Ramaz Kobidze, one of the victims of the "Stalinist cohort" is very interesting.The author of the book pays special attention to the necessity of documentary prose before recollection. He considered it obligatory not only for writers, but also for state figures, to keep the last few years for the production of documentary-type works, namely memoirs. In his view, if a statesman did not leave a documentary-type work to his descendants, it would always be a cause of unrest, strife, and sometimes even civil war.From the title, a very interesting documentary based on Ramaz Kobidze's "From Prison to Prison" memoirs prepares the reader to get acquainted with and understand the work of the "Stalinist cohort", the victim of which was the author of the work as a member of the "Secret Anti-Soviet Youth Organization".In addition to the specific facts of political persecution in the Book of Memoirs, which not infrequently took place not only in the life of the writer, but also in the lives of his friends and relatives, they also provide you with inspiring images of cruelty and disorder typical of the Stalinist regime.Ramaz Kobidze's book of memoirs "From Prison to Prison" is an extremely interesting source for studying not a single important event of Soviet existence. It contains a number of cases of ideological pressure typical of the Stalinist regime, which zombified a large part of the intellectual community at the time, made them worthy representatives of the "Stalinist cohort." And they destroyed a large part of the Georgian intelligentsia, but the "Soviet generation intelligentsia" was trained, raised and handed over the future of the country.

Literary Reception of War in the Contemporary Georgian Women’s Poetry

War has been reflected in national cultures and literature of every country, as it is related to sharp and turbulent emotions. The fear of death, tension, heroic pathos and suffering, following every war, gives it esthetic value and certain romantic touch too. Georgian-Ossetian conflict, war in Abkhazia, civil war and Georgian-Russian war have clearly been reflected in the literature created at the turn of the XX-XXI centuries, both in prose and poetry. In the presented report I will discuss Georgian women’s poetry, in which war is a literary reception and poems are the space for the reflection of emotions caused by war. In 2020, were published 2 volumes of the Almanac – Without Limits – which include texts by Georgian woman poets and writers, dedicated to war. Accordingly, the main literary material when preparing the report was the first, poetry volume of the aforementioned Almanac. The thesis does not consider discussion of war reception in general, in contemporary poetry, but only in the works by contemporary woman poets. There are radically different opinions on whether or not anthologies must differ according to gender and that art and its creator – artist – do not have an art-gender. It is true that art is universal and stands above any ethnic, race, religious, gender or age affiliations; however, we cannot ignore the fact that all these criteria are revealed themselves in literary works. Therefore, women’s poetry is specific and woman is always seen in its invisible nuances. In view of the research, it appeared to be very interesting and essential, how the war topic has been accepted and processed by contemporary women’s poetry. Contexts of Russian occupation, Georgian-Abkhazian and Georgian-Ossetian ethnic conflicts, civil wars, formed as the new, post-soviet stereotypes, have clearly been reflected in Georgian women’s poetry; while postmodernism has appeared to be the favorable space for ignoring the Soviet clichés.

Some Issues of Electronic Teaching and Assessment System in Non-Georgian Speaking Groups

Assessment plays an important role in the planning and implementation process of teaching. Assessment is a continuous process of collecting, recording and analyzing quality data to achieve learning objectives, a consistent study of the success and progress of language learners.In this paper we discuss the issues of teaching and assessment of Georgian as a foreign language. First of all, we will discuss some strategies related to learning process. We will present our innovation in the assessment system. This is a novelty that we have worked on with our colleagues at Batumi Shota Rustaveli State University within the short-term educational program “Georgian Language for Foreigners”.In this work we will discuss about how to use the electronic resources to develop specific language competencies and assess the knowledge based on relevant materials. We note that the article mainly reflects our personal experience, which we have accumulated in the teaching process, the innovations that we have tried to introduce to groups of non-Georgian listeners.

Issues of Teaching Georgian Language in non-Georgian Schools

Georgia has always been a multilingual country. According to the Law of Georgia on General Education, Georgian is a teaching language in educational institutions. According to the same law, “Georgian citizens, for whom the Georgian is not a native language, have the right of receiving a full general education in their native language, in accordance with the National Curriculum and the rules established by law. Learning the state language is compulsory in these general educational institutions”. Teaching process in our schools today is undergoing in accordance with this law. There are 2313 schools in Georgian at the moment, about 10% of them are non-Georgian schools: Azerbaijani, Armenian, Russian. Next to the native (Azerbaijani, Armenian, Russian) languages the Georgian language (as an official language) is also taught from the first grade in suche schools where Georgian represents the second language for these students.The main problem for the non-Georgian students is not knowing their official language and hindering them in social integration.There are some reasons: a) the texts-books of the Georgian language for non-Georgian schools, b) the low competences of Georgian language in teachers are also to be mentioned, c) the most important problem among them is the non-existence of research and theoretical analysis. From this view point only some important events are organized by the NGOs and certain expert groups. Unfortunately specialists of Education, linguists and psychologists are not involved in these researches.

Artists and Writers for Two Centuries in the Cultural-Religious Context

The history of Georgian painting is closely connected with the name of the 19th century artist Giorgi (Grigol) Maisuradze, who went through the way of demonstrating his artistic talent, from the family of peasants to the Brulov Academy and later working as a teacher of art. Giorgi Maisuradze's paintings are preserved in various museums in Kutaisi, and his following biography with his family and descendants still creates an interesting cultural gallery where famous Georgian artists, writers and scientists are presented. The artist's works has been thoroughly studied by an art critic Shalva Kvaskhkadze, and the present issue is from the history of Georgian culture.

Development of Inclusive Education and Theoretical Concept of Values in the Higher Education System (cross-case analysis)

The study of inclusive education has an early history in EU countries. It has gone through many stages in its formation from ancient times to the present day. At first the persons with disabilities were excluded from society, but today almost every country in the world agrees, that people with disabilities should live integrated in our society as it is possible. Therefore, we decided to conduct a cross-case analysis on the example of two European countries – France and Sweden.Involving persons with special educational needs in the educational process of HEI on the example of inclusive education model is not an easy process. It requires the development and application of new regulations at both, theoretical and practical levels.Authorities were interested in the problem of access to the HEI primarily in the late 20th century. However, this was accompanied with many problems. This led the public to think about who could get a higher education and who could not. It was necessary to train staff and administration, to equip universities with special equipment and prepare textbooks. This is still in the process of refinement, as not all countries can boast of a complete solution to this problem. Much has been done, but much more remains to be done.An important element in the education system is still the school, the basic level. Students come from school and get the bulk of their education there. It is noteworthy, what they got from school and what we could give them in the high school.