Review of Policy Envisions and Requirements for STEM Teachers in Bulgaria

Authors

  • Nikolina Nikolova Education of Mathematics and Informatics Department Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, J. Bourchier Blvd 1164 Sofia, Bulgaria e-mail: nnikolova@fmi.uni-sofia.bg
  • Pencho Mihnev Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: pmihnev@fmi.uni-sofia.bg
  • Temenuzhka Zafirova-Malcheva Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: tzafirova@fmi.uni-sofia.bg
  • Eliza Stefanova Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: eliza@fmi.uni-sofia.bg
  • Krassen Stefanov Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: krassen@fmi.uni-sofia.bg

DOI:

https://doi.org/10.55630/sjc.2017.11.279-296

Keywords:

computers and education, STEM teachers, distance learning

Abstract

The article precents a review of the normative framework in Bulgaria related to the development of STEM teachers’ competences. It studies explicitly defined requirements: pedagogical, academic, administrative and communicative competences, as well as implicitly defined ones, integrated in National Educational Standards and students’ curricula: research, team work, ICT, work on a project, management of inquiry-based learning, etc.

The authors identify dimensions and aspects of STEM teachers’ competences, set out the major issues for consideration in providing teachers’ training, and formulate six Key messages to providers of STEM teachers’ trainings and policy makers, related to forms, content, approaches and responsibilities of institutions.

The goal of the research is for the results to be used in European computer-assisted blended learning teacher trainings. They provide requirements to the training design as well as to the software platforms for implementations of trainings.

ACM Computing Classification System (1998): K.3.1.

Author Biographies

Nikolina Nikolova, Education of Mathematics and Informatics Department Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, J. Bourchier Blvd 1164 Sofia, Bulgaria e-mail: nnikolova@fmi.uni-sofia.bg

Pencho Mihnev, Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: pmihnev@fmi.uni-sofia.bg

Temenuzhka Zafirova-Malcheva, Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: tzafirova@fmi.uni-sofia.bg

Eliza Stefanova, Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: eliza@fmi.uni-sofia.bg

Krassen Stefanov, Department of Information Technologies Faculty of Mathematics and Informatics St. Kliment Ohridski University of Sofia 5, James Bourchier Blvd 1164 Sofia, Bulgaria e-mail: krassen@fmi.uni-sofia.bg

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Published

2018-11-30

Issue

Vol. 11 No. 3-4 (2017)

Section

Articles