SOUTH-WEST UNIVERSITY „NEOFIT RILSKI”
FACULTY OF PEDAGOGY
DEPARTMENT OF PEDAGOGY
PROGRAMME DESCRIPTION
UNDERGRADUATE PROGRAMME
SOCIAL EDUCATION
Field of higher education:
Professional area:
Degree level:
1. Pedagogical sciences
1.2. Pedagogy
Undergraduate
Professional qualification:
Period of education:
Form of education:
Bachelor – Social educator
Eight semesters
Full-time
EDUCATIONAL GOALS
The program is designed to provide high quality qualification and it meets the modern
requirements for social education specialists able to cope with dynamic social processes and
changes in various social structures and groups.
During their study students become familiar with different aspects of social education and
modern concepts and methods for social and educational improvement and development of social
services in the context of diverse social and educational problems of the contemporary society.
The syllabus is based on the modern requirements and trends in the social and educational
policy, orientated towards maximal individualization of educational and social services in order
to provide social security, harmony and prosperity.
The undergraduate program aims at developing students’ skills and competencies in the
field of social organization, education, expert counseling and social help for children and adults with
different social and educational problems.
PROGRAM STRUCTURE
The curriculum and syllabi are developed according to the requirements of the higher
education policies in Bulgaria.
The study lasts 8 (eight) semesters. The curriculum provides 240 ECTS CR. The ECTS
credits are divided equally in the eight semesters according to the State requirements. The
program structure provides compulsory, elective and facultative courses.
The compulsory courses offer a profound knowledge and specific competences in both
theoretical and practical areas of the study.
The elective courses widen the general and basic knowledge and help students to acquire
more specific information and professional skills.
The facultative courses enable students to acquire new skills and knowledge of their
interest that are not a part of the curriculum.
Students graduate after they successfully pass their final exam or defend their diploma
thesis. For that final part of the program they gain 10 ECTS CR
EDUCATIONAL MOBILITY AND INTERNATIONAL COMPATIBILITY OF THE
EXPERTISE GAINED
The curriculum design, the program structure, ECTS, the quality of education and the
qualification gained enable students to be competitive on the labour market as qualified
specialists in the field of Social Education or to continue their education and qualification in
Bulgaria or abroad.
CAREER OPPORTUNITIES
Graduated students become qualified pedagogues and social educators.
Undergraduates in this program have a future possibility:
 to proceed with their education in Master’s degree
 to specialize in different forms of continuing education and lifelong learning;
CURRICULUM
First year
First semester
ECTS
Philosophy of education
General and age psychology
History of education science
Education science – part 1
Foreign language
Sports
credits
4.5
4.5
6.0
4.5
6.0
4.5
Total
30
Second semester
ECTS
credits
History of Bulgarian education
Education science – part 2
Educational psychology
Foreign language
Sports
Educational sociology
Elective courses (students choose one
course)
Ecological education
Hygiene and health education
Introduction to civil education
Natural disaster protection and first aid
Educational anthropology
Introduction to educational communication
Literature for children
Social development of the child
Ethnicity and education
Intercultural education
Developmental psychology
Game technologies as a means of
personality development
4.5
4.5
4.5
4.5
3.0
4.5
4.5
4.5
4.5
4.5
4.5
4.5
4.5
4.5
4.5
4.5
4.5
4.5
Total
30
Second year
Third semester
Early childhood education
Introduction to pre-school education
Primary school education
Social education
Introduction to special education
Foreign language
ECTS
credits
5.0
5.0
5.0
5.0
5.0
5.0
Fourth semester
ECTS
credits
Methodology and methods of pedagogical 5.0
research
Modern Bulgarian language
5.0
Sports
5.0
Elective courses (students choose 3
courses)
Andragogy
5,0
Art education
Waldorf pedagogy
Up-bringing and altruism
Family interaction in the process of upbringing
Legislation and administration in education
Identification and development of gifted
Interactive educational environment
Information technologies in education
Musical instrument
Non-traditional
approaches
in
the
educational process
Ethics and up-bringing in the Bulgarian
school
Educational theatre
Organization
and
management
of
educational institutions
Maria Montessori’s pedagogy
Educational axiology
Educational ethics
Educational conflictology
Educational
prognostication
and
innovations
Educational
interaction
family
–
educational institutions
Pedeutology
PR in education
Legal defense of the child and the family
Psychotherapeutic pedagogy
Religion and up-bringing
Socialization through playing
Social cognition and interpersonal relations
Socio-pedagogical interaction of children
with SEN
Comparative education
Modern practices in up-bringing
Modern educational technologies
Dances
Technology of team organization in
education
Organization of the 8-hour educational
process
English language
Total
30
Total
30
Third year
Fifth semester
Compulsory courses
ECTS
Social psychology
credits
5,0
History of social education
4,0
Intercultural Education
4,0
Methodology of social educator work
5,0
Sixth semester
Compulsory courses
Pedagogy and psychology of deviant
behavior
Theories
for
socialization
and
resocialization
Family Pedagogies
Individual assistance in mother’s tongue in
social and pedagogical institutions
Individual assistance in mathematics
education in social and pedagogical
institutions
Elective courses (students choose 3 courses)
Elective courses (students choose 3
courses)
Social interaction and educational work with
talented children
Social and educational problems of childhood and
youth
Pedagogy of leisure time
Social and pedagogical work with poor students
and dropouts from educational system children
and youth
Socio-pedagogical integration and adaptation of
children with problem behavior
Occupational therapy
Statute and job specifics of the educational
counselor
Practical training: Work in social and educational
institutions
Practical training: Work at day care centers for
children and youth
Practical training: Solving Conflicts
Social and educational work with
individuals victims of violence
SOS Pedagogy
Social and educational work with
lawbreakers
Prevention of children’s criminality
Risk groups of children and families
Social and educational work with ethnic
minority groups
Educational marketing and public relations
Training in the thesaurus of the social and
pedagogical area
Training in Pedagogy of leisure time
Training in Methods of social and
educational work
Practice work: “methods and resources of
individual assistance in mother’s tongue in
social and pedagogical institutions
Practice work: “methods and resources of
individual assistance in mathematics
education in social and pedagogical
institutions”
4
4
4
4
4
4
4
4
4
4
ECTS
credits
5,0
3,5
3,5
4,0
4,0
4
4
4
4
4
4
4
2,5
2,5
2,5
3,5
3,5
Practice work: „work with children and
youths deprived of parental care”
3,5
Total:
30
Total: 30
Fourth year
Seventh semester
Compulsory courses
Management of socio-educational institutions
Social and educational diagnosis
Socio-educational counseling
Social pedagogical work with peoples with
addiction and aggressive behavior
Penitentiary Pedagogy
Social Politics
Eighth semester
ECTS Compulsory courses
credits
4
Pre-graduation pedagogical internship
4
Graduation exams
5
- State practical exam
- Theoretical state exam or defense of
4
diploma paper
4
3,5
ECTS
credits
20
10
Elective courses (students choose 2 courses)
Training in Information technologies for social
work
Organizing and running debates
Normative documents and regulations for work in
social and educational institutions
Socio pedagogic work with foster families
Development and management of projects for
Social Pedagogical Institutions
Training in risk groups diagnostics
Training in work wit non-governmental
organizations
2
2
2
2
3,5
3,5
3,5
Total
30
TOTAL NUMBER OF CREDITS FOR THE 4 YEARS OF STUDY: 240 CREDITS
Total 30
PHILOSOPHY OF EDUCATION
`
ECTS credits: 4.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: І
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Assoc. Prof. Veska Gyuviiska, Department of Pedagogy
е-mail: v_guviiska@abv.bg
Annotation: The course introduces the students to the basic methodological role which
philosophy plays in the development of pedagogical science as a whole. The main accent of the
course is on the plurality of theses regarding the essence of human nature and the possibilities for
pedagogical influence on it developed by the different philosophical schools.
The forming of human personality is analyzed from a sociological, theological, psychological and
pedagogical point of view and with regard to the cultural and anthropological concepts in both
historical and modern aspect. A number of theories and pedagogical innovations and their
modernization are discussed. The course broadens the horizons of the students, allows the
improvement of their philosophical outlook on life and assists in their future professional
realization.
Content of the course:
The course consists of a lecture course and seminars. The topics are conceptually centered and
have mainly theoretical character. The philosophical discussion on educational problems is based
on speculative thinking and development of dialectic knowledge. The seminars are to complete
and further develop the lectures mainly by the assignment of a number of task to be
independently completed by the students.
Teaching Technology:
The course is based mainly on lectures. The content is interactively presented. Certain topics are
to be discussed by students during the course. The presented information is richly illustrated by
real-life example and cases. A certain part of the content covered by the course is to be acquired
by the students in the process of independent work with sources of scientific information and
literature.
GENERAL AND AGE PSYCHOLOGY
ECTS credits: 4.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: І
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Prof. Vassil Madolev, Department “Psychology”
The present curriculum conditionally can be divided into four parts. In the first part are included
introductory questions. Their content is connected with the subject of the general psychology, the
development of the psyche, with the research methods.
In the second part are included topics, which reflect the specificity of the cognitive, emotional,
volitional processes. These processes are presented in their interconnection and conditioning of
other mental processes. The third part of the program is connected with the problems associated
with the personality. There are included topics which allow gaining knowledge about the
structure of the personality as well as about its individual characteristics.
When constructing these three parts of the programme accounts the need for consideration the
problems of the mental processes, properties, states, but from different scientific positions. This
gives the opportunity to form wider comprehension about the mental phenomenon.
The forth part of the programme is connected with the problems of the developmental
psychology. It is considered issues, related to the periodization of child development: factors for
the formation of the psyche, the specificity of cognitive, emotional, volitional processes in
different age periods: to features of the dynamics of personality development.
HISTORY OF PEDAGOGY
ECTS credits: 5.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: І
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Assoc. Prof. Nevena Filipova, Ph.D., Department of Pedagogy
E-mail: nevef@abv.bg
Annotation:
The history of pedagogy plays a significant role in the professional qualification of the future
pedagogues. As a part of their fundamental training, it helps the forming of an objective attitude
towards the educational legacy and assists in the consideration and practical application of the
abiding pedagogical ideas.
Educational content:
School practices and pedagogical theories from ancient to present time. Authentic pedagogical
ideas and theories of the classicist of the pedagogical thought: Jan Amos Komensky, Jean
Jacque Russo, Johan H. Pestaloci, Adolf Diesterweg, Johann F. Herbart, K.D. Ushinsky, L.N.
Tolstoy. etc.
Technology of training:
Lectures and Seminars reflect the main stages of the European pedagogical thought.
Carry out control works, decide to case studies, practical tasks, are conducted group discussions.
Formation of the final evaluation is described in the program.
PEDAGOGY /PART І/
ECTS credits: 4.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: І
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Associate prof. Trayan Popkochev Ph.D., Pedagogy Department
E-mail: vr_edu@swu.bg, popkochev@swu.bg
Course summary: The course introduces to students the two parts of the basic course in
Education - Introduction to Pedagogy and Theory of Education. The first part topics focus on
issues related to the scientific status of pedagogy , its position in the system of sciences, links and
relations with other social sciences, the specific conceptual and terminological system, its main
functions and tasks. The topics in the second part /theory of education/ are redefined by new
methodological views for the modern educational problems. They study the nature and main
characteristics of the educational process, the principles, means and methods of personal
development in education, the main tendencies in the educational content. An important task of
the course is to improve future teachers’ ability to comprehensively analyze specific teaching
situations and to find appropriate solutions for their creative work. This will facilitate the process
of their future adaptation in the field of educational subjects.
Course content: Education as a science - subject, object, functions, tasks, system of terms and
notions. Development of Pedagogy. Personal development as a pedagogical problem. Social
nature of education. Educational goals. Scientific status of the theory and methodology of
education . Specifics, structure and content of the educational process. Principles, methods,
means and forms of education and self-education. Scientific understanding and philosophy.
Mental education. Moral education and development. Patriotic education. Aesthetic education
and development. Physical, health and sexual education. Labour and education. Key factors for
the education of the individual. Teacher’s education and personality. Extracurricular activities in
education.
Course organization, evaluation and assessment: The course comprises of lectures and
seminars involving and encouraging students discussions on different parts of the content. Power
Point presentations are used to present the course topics. Certain time is given at the end of each
lecture for further questions and summary. For some topics students prepare their own thesis or
reports based on different sources. A wide range of practical examples are also part of the study.
During the lectures students are given regular assessment tests. The seminars are orientated
towards the skills development and the transfer of the acquired theory into practice. The specifics
of the course require a wide variety of teaching and assessment methods.
GENERAL ENGLISH – PART 1
ECTS credits: 5.0
Weekly workload: 0 lectures+0seminar+4
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: І
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Head assistant: Yana Rangelova, Department of Pedagogy
E-mail: yana.rangelova@abv.bg
Course summary: The General English course focuses on accuracy and fluency with an
integrated skills and strategy-based curriculum that aims at developing the four language skills—
listening, speaking, reading, and writing. The course also focuses on improving pronunciation
and increasing vocabulary. Participants are placed in one of the following stages based on their
placement test results: beginner, elementary, pre-intermediate, intermediate, and pre-advanced.
To ensure consistency of instruction, one series is used for each stage.
Course content: The training focuses on a variety of everyday essential topics to ultimately
improve participant fluency, accuracy and ability to communicate. It gives the students some
extra practice they need to become fluent. The main idea is to focus on the students' ability to
express themselves in everyday situations. Therefore, students work on pronunciation,
vocabulary and idioms (in the advanced level) to further develop their conversational skills. They
also receive individualized feedback on grammar and pronunciation errors. Class activities
include: group discussions, role plays, pronunciation, and games.
Evaluation and assessment: Final evaluation includes:
- Attendance.
- Written and oral presentation of an own design project.
- All self-study assignments submitted.
- Final written test (min. 66% correct).
- Oral exam.
HISTORY OF BULGARIAN EDUCATION
ECTS credits: 4.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІ
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Assoc. Prof. Nevena Filipova, Ph.D., Department of Pedagogy
E-mail: nevef@abv.bg
Annotation:
History of Bulgarian education and pedagogy occupies a significant place in the training of future
teachers. As a fundamental part of their training, to help shape the objective attitude towards
pedagogical heritage. Helps to be seen and put into practice the pedagogical ideas of the past,
characterized by eternity and timeliness.
Educational content:
Occurrence of the first Bulgarian schools. Reinstate its autonomous Ohrid and
Preslavska literary educational schools
Ideas for Education in Second Bulgarian State.
Bulgarian education during Ottoman rule.
European Department and the Bulgarian National Revival
Bulgarian Education after the Liberation/ 1878
Bulgarian Education after the Union.
Technology of the training:
The course of the history of the Bulgarian education promote the formation of professional
respect to педагогическото heritage.
Methods: lectures, seminars, group discussions, problem solving, case studies, thesis.
PEDAGOGY – II (DIDACTICS)
ECTS credits: 4.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІ
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: prof. Dobrinka Todorina, Department of Pedagogy
е-mail: todorina@swu.bg
Annotation:
The aim of the course is for students to reflect on and master didactical issues in the mainstream
(didactic propedeutics, teleonomichna didactics, didactics and ontodidaktika object, subjective
didactics, didactics legal, technological didactics dotsimologiya) from the positions of the new
pedagogical thinking and current educational trends.
Content of the course:
The course is one of the fundamental to obtain a teaching qualification. The course covers key
didactical problems: scientific status of didactics, learning process, functions and taxonomies of
learning, growing and nurturing nature of training, training content, training principles, training
methods, methods for testing and evaluation, methods for heuristic thinking, organizational
learning systems, forms of training approaches to improve learning, programmed instruction,
problems in training, automation of training, independent work of students, working with not
well succeeding and gifted students.
Self study in Course Didactics
1. Which of the concepts we can match to the didactic category? Add and other didactic
categories.
a) the learning process;
b) necessary;
c) structure;
d) principles of training;
e) forms of training;
f) pedagogical activity;
g) subject;
h) curriculum.
2. Solve the case:
If the topic of the lesson in Bulgarian language for new knowledge is a "rattle", which of
the proposed strategies the teacher will choose and why? Make analysis and evaluation of each.
Option I: The teacher enters the classroom. Saves a topic on the board and explain what
is a verb. Gives examples. Offers students exercises to reinforce learning.
Option II: The teacher enters the classroom. Questions whose answers contain verbs. He
places and records the theme of the board. He creates conditions for students to determine what
verbs mean, how find them, what their role. Offers students exercises to reinforce learning.
Option III: The teacher enters the classroom and updates the old tutorial. He create a
problematic situation whose solution requires the use of verbs. He places and records the theme
of the board. Creates conditions for self discovery and identification of the nature and role of
verbs. Offers students exercises to reinforce learning.
EDUCATIONAL PSYCHOLOGY
ECTS credits: 5.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІ
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecture: Assoc. Prof. Maria Mutafova, PhD, Department Psychology
Email: mariamutafova@swu.bg
Annotation:
The purpose of the proposed training is students to benefit from advances in world
practice in educational psychology, and building skills to interpret data from empirical studies for
application of appropriate methods of psychological diagnosis, research design and psychological
characteristics of the interaction between teachers and students of varying ages. Competence,
skills and research culture in educational psychology is stimulated.
GENERAL ENGLISH – PART 2
ECTS credits: 5.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІ
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Head assistant: Yana Rangelova, Pedagogy Department
E-mail: yana.rangelova@abv.bg
Course summary: The General English course focuses on accuracy and fluency with an
integrated skills and strategy-based curriculum that aims at developing the four language skills—
listening, speaking, reading, and writing. The course also focuses on improving pronunciation
and increasing vocabulary. Participants are placed in one of the following stages based on their
placement test results: beginner, elementary, pre-intermediate, intermediate, and pre-advanced.
To ensure consistency of instruction, one series is used for each stage.
Course content: The training focuses on a variety of everyday essential topics to ultimately
improve participant fluency, accuracy and ability to communicate. It gives the students some
extra practice they need to become fluent. The main idea is to focus on the students' ability to
express themselves in everyday situations. Therefore, students work on pronunciation,
vocabulary and idioms (in the advanced level) to further develop their conversational skills. They
also receive individualized feedback on grammar and pronunciation errors. Class activities
include: group discussions, role plays, pronunciation, and games.
Evaluation and assessment: Final evaluation includes:
- Attendance.
- Written and oral presentation of an own design project.
- All self-study assignments submitted.
- Final written test (min. 66% correct).
- Oral exam.
PEDAGOGICAL SOCIOLOGY
ECTS credits: 4.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІ
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Associate professor: Trayan Popkochev, Pedagogy Department
E-mail: vr_edu@swu.bg, popkochev@swu.bg
Anotation:
The course introduces to students complex concepts and phenomena from both areas - education
theories and sociology. It aims at developing students’ knowledge about the main problem fields
of pedagogical sociology, their origin and impact on decision making in the educational process
at school and other educational institutions. On the other side during the study students develop
skills to identify and analyze the social and
pedagogical phenomena and processes in order to complete successfully educational goals taking
in consideration all the social factors and conditions that affect education.
Course content: Specifics of pedagogical sociology. Education as component and structure of
society. School as educational institution. Socialization of youth. Factors of socialization. The
class as a social and educational community. Micro-sociology of the class. Teacher’s profession.
Teacher in the profession. Educational interactions. Interactions between teachers and students.
Social integration of youth. Social control, deviant and delinquent behaviour.
Teaching and assessment:
The course comprises of lectures and seminars involving and encouraging students discussions
on different parts of the content. Power Point presentations are used to present the course topics.
Certain time is given at the end of each lecture for further questions and summary. For some
topics students prepare their own thesis or reports based on different sources. A wide range of
practical examples are also part of the study. During the lectures students are given regular
assessment tests. The seminars are orientated towards the skills development and the transfer of
the acquired theory into practice. The specifics of the course require a wide variety of teaching
and assessment methods.
FUNDAMENTALS OF EARLY CHILDHOOD EDUCATION
ECTS credits: 5.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІІ
Department: Department of Pre-school and Primery School Pedagogy, Faculty of Pedagogy
Lecturer: Full Professor Elka Yanakieva Dr. Sci., Department of Pre-school and Primery School
Pedagogy
E-mail: elka_yanakieva@swu.bg
Anotation: The course is addressed to students from the vocational education who start studying
the problems of the common view of their future professional personality. Students learn the
purpose, objectives and content of preschool pedagogy mastered its underlying concepts and
learn actively and appropriately use them. Before them reveals the system of preschool education
in Bulgaria and its specific relevance to child development and preparation for school. Presented
the aim, objectives and content of work with preschool children in the whole process and in
different moments of the life and work of children in different age groups. The course overview
in nature, focusing on acquiring primarily on the content of the basic concepts and enrich the
overall educational culture of students who will work as specialists in various fields of education.
Course content:
General aspects of preschool education. Terminology. Child of school age as the subject of the
educational process. Child and the society. Pre-school education in the Bulgarian education
system. Kindergarten, kindergarten. Pedagogical process in kindergarten - characteristic.
Programs for educational work. Organization of subject-evolving environment in kindergarten principles. Forms of work organization with the kids. Child's Play - basic terms and concepts.
Continuity between the nursery, kindergarten and school. Work with the family
Evaluation and assessment: The course presented in a logical plan based on optimal selected
illustrations, the basic concepts of preschool pedagogy and the subject and object of its research.
They are held to the tasks and suggest discussion in which students actively mastered conceptual
apparatus
and
formed
their
emotional
attitude
towards
teaching
practice.
The requirements for the semester are: 1). regular attendance of lectures and practical exercises,
2). active participation in practical activities in kindergarten and involvement in conferencing and
educational activities, and 3) presentation of individual papers on topics specified by the teacher
and tasks.
ELEMENTARY SCHOOL PEDAGOGY
ECTS credits: 5.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІІ
Department: Department of Pre-school and Primery School Pedagogy, Faculty of Pedagogy
Lecturer: Associated Professor Ph.D. Krasimira Marulevska
е-mail: krasimira_marulevska@swu.bg
Annotation:
The “Elementary school pedagogy” course targets the problems of the whole educational process
in the elementary school. The specifics of the education and training in the primary classes, the
consequential content features and the procedural and technological design of the pedagogical
process are in the spotlight of the current study program. New pedagogical realities raise the need
of respective structural and functional changes of the elementary education system. The
effectiveness of this system depends largely on the preparation of the pedagogical specialists. The
dynamic educational environment requires from the future elementary school teachers to form a
high pedagogical culture in which pedagogical knowledge acquired, formed skills and
competences, established relations and attitudes hold principal place.
Contents:
The study program covers a wide range of problems related to: the status of the pedagogy of the
elementary school and its place in the system of pedagogical sciences, content and procedural
technology side of training and education in primary schools, the adaptation of the small student
to the school environment, the motivation of pupils at primary school age for active and effective
learning, the evaluation and diagnostic activities in primary schools, the specifics of the
professional work of primary teachers.
Teaching and assessment:
The course includes lectures and seminar classes. The used teaching methods are: exposition,
lecture, discussion, interactive methods - teamwork, working on school projects, pedagogical
situations solving, role plays, tests, case studies and more. The exam is written - on the topics
from the lecture course. The final assessment is based on the performance assessment during the
semester, evaluation of the semester research project and the exam grade all together.
GENERAL ENGLISH - PART III
ECTS credits: 5.0
Weekly workload: 0 lectures+0seminar+3
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІІ
Department: Department of Pre-school and Primery School Pedagogy, Faculty of Pedagogy
Lecturer: Head assistant: Yana Rangelova, Pedagogy Department
E-mail: yana.rangelova@abv.bg
Anotation: The General English course focuses on accuracy and fluency with an integrated skills
and strategy-based curriculum that aims at developing the four language skills—listening,
speaking, reading, and writing. The course also focuses on improving pronunciation and
increasing vocabulary. Participants are placed in one of the following stages based on their
placement test results: beginner, elementary, pre-intermediate, intermediate, and pre-advanced.
To ensure consistency of instruction, one series is used for each stage.
Course content: The training focuses on a variety of everyday essential topics to ultimately
improve participant fluency, accuracy and ability to communicate. It gives the students some
extra practice they need to become fluent. The main idea is to focus on the students' ability to
express themselves in everyday situations. Therefore, students work on pronunciation,
vocabulary and idioms (in the advanced level) to further develop their conversational skills. They
also receive individualized feedback on grammar and pronunciation errors. Class activities
include: group discussions, role plays, pronunciation, and games.
Evaluation and assessment: Final evaluation includes:
- Attendance.
- Written and oral presentation of an own design project.
- All self-study assignments submitted.
- Final written test (min. 66% correct).
- Oral exam.
BASICS OF SPECIAL PEDAGOGY
ECTS credits: 5.0
Weekly workload: 2 lectures+1 seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІІ
Department: Department of "Pedagogy", Faculty of Pedagogy
Lecturer: Аssoc. prof. Pelagia MihaylovaTerziyska, PhD. Department "Pedagogy"
Е-mail: pterziyska@abv.bg
Annotation:
Basics of special education is a fundamental discipline that set the beginning of a cycle
pedagogical subjects focused on training, education, development, rehabilitation, integration and
socialization of children with special educational needs (CSEN). The course is intended for
acquiring the pedagogical minimum amount of knowledge for identifying and working with
children with special educational needs. The basic aspects, of the development of the children
with SEN, are outlined. The purpose of the discipline is to set the general issues of Special
pedagogy and to reveal its place in the system of pedagogical sciences.
Course content:
The main substantive highlights are: basic knowledge of the nature and objectives of special
pedagogy; the main types of disabilities; the terminology; the main characteristics of persons with
abnormalities in psychophysical and social development; the main correctional rehabilitation
forms of interaction with them; the existing system working with CSEN and fundamental
pedagogical paradigms in this area; the conditions for the integration of persons with disabilities
in social processes; the approaches to normalize the social environment in which they live in.
Teaching and assessment:
Course of study includes lectures which set and discuss various issues with the use of multimedia
presentations. The knowledge are available in the system using interactive methods - case studies,
discussions, debates, role-plays, planning and conducting mini-experiments to analyze the
behavior of CSEN in different situations and different social and cultural environment. There
were strict criteria for the development of papers, which are transmitted within a given period for
checking. After that all papers will be discussed in class.
Recommended readings:
1. Cortiella, C. (2009). The State of Learning Disabilities. New York, NY: National Center
for Learning Disabilities.
2. Carroll, Doug. "Transformation Ahead for Special Education" The Arizona Republic. 21
September 2006
3. Convention on the Rights of Persons with Disabilities, Article 24 – Education.
4. Espin, C.A.Individualized Education Programs in Resource and Inclusive Settings.The
Journal of Special Education, Vol. 32, No. 3, 164-174 (1998
5. Lieberman, Laurence M. Preserving Special Education. Weston: Nobb Hill Press Inc,
1988.
6. Stainback, W., & Stainback, S. (1995). Controversial Issues Confronting Special
Education. Allyn & Bacon.
7. Terziyska, P. Riddles in the mentally retardated pupil’s school activity of the elementary
school. In: “The Educational Heritage and Dialogue in the European Pedagogical Space”
Blagoevgrad, 2004.
8. Terziyska, P. Children with special educational needs in the general education
environment, 2012
9. Thomas, G., & Loxley, A. (2007) Deconstructing Special Education and Constructing
Inclusion (2nd Edition). Maidenhead: Open University Press.
SOCIAL PEDAGOGY
ECTS credits: 5.0
Weekly workload: 2 lectures+1 seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІІІ
Department: Pedagogy
Lecturer: Associate prof. Trayan Popkochev Ph.D., Pedagogy Department
E-mail: vr_edu@swu.bg, popkochev@swu.bg
Annotation:
The course is designed to provide students with the social foundations and different aspects of
social pedagogy as a science. It creates a basis for other specific subjects in the field of social
education. The topics included deal with important thematic areas of the subject.
The knowledge acquired allows students personal reflection on typical situations when dealing
with children and adults from different contingents of different social status and groups.
the course comprises of lectures and seminars.
The course is directly related to the study of disciplines of social and educational cycle.
Course content:
Scientific status of pedagogy. Scientific status of social pedagogy. Social pedagogy and social
work. Social education and personal development. The individual in the process of socialization.
System of social education. Civil education. Social education for individuals with deviant
behavior. Social education for individuals with disabilities. Family and social upbringing. Social
education in educational organizations. Mass media as a factor in education and socialization of
the individual. Religious organizations and the socialization of the individual. Temporary
accommodation. The profession of social pedagogue.
Organization and assessment:
The course is organized as a series of lectures and seminars. The theory is mainly taught with the
aid of Power Point presentations, with explanations and examples. At the end of each session
students are given time for questions and discussions. The continuous assessment includes
minimum 3 tests within the semester based on the main parts of the course. The final grade is
based on a written exam in a test format which includes an integrative task.
METHODOLOGY AND METHODS OF PEDAGOGICAL RESEARCH
ECTS credits: 5.0
Weekly workload: 2 lectures+1 seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІV
Department: Dapartment of Pedagogy
Lecturer: Associate prof. Trayan Popkochev Ph.D., Pedagogy Department
E-mail: vr_edu@swu.bg, popkochev@swu.bg
Annotation: The course introduces students to the specifics and characteristics of the research
process in the field of education. Its main goals are :
Cognitive: students to acquire knowledge related to: the construction of scientific educational
research, methods of research and assessment of educational phenomena and processes, the
application of mathematical and statistical methods for quantitative processing of empirical
educational information, the structure of the scientific text;
Applicational: Developing students' skills to build concepts (methodology) of educational
research; to design experimental teaching methods, to analyze essential aspects of empirical
pedagogical information.
Course content:
Types of Educational Research. Methodology of pedagogical research. Methodology of
experimental educational research. Criteria and indicators in educational research. Methods of
Educational Research. Qualitative Educational Research. Teacher observation. The inquiry in
educational research. Pedagogical test. Pedagogical experiment. Sociometric methods. Content
analysis. Other methods. Statistical methods. Scientific research development.
Organization and assessment:
The course is organized as a series of lectures and seminars. The theory is mainly taught
with the aid of Power Point presentations, with explanations and examples. At the end of each
session students are given time for questions and discussions. The continuous assessment
includes minimum 3 tests within the semester based on the main parts of the course. The final
grade is based on a written exam in a test format which includes an integrative task.
CONTEMPORARY BULGARIAN LANGUAGE
ECTS credits: 5.0
Weekly workload: 0 lectures+3seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: ІV
Department: Department of Bulgarian language, Faculty of philology
Lecturer: Associate Proff. PhD Antony Stoilov
е-mail: ant100@abv.bg
Annotation:
The discipline Contemporary Bulgarian language is studied in the university subject “Pedagogy”
through the 4th semester of the course. The discipline includes 45 academic hours of seminary
classes, dedicated to phonetic, morphological and syntactical peculiarities of Bulgarian language,
and 105 hours of extracurricular employment. The discipline gives 5 credits.
SOCIAL PSYCHOLOGY
ECTS credits: 5.0
Weekly workload: 3 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: V
Department: Department of Pedagogy, Faculty of Education
Lecturer: Assoc. Prof. Rozina Popova, PhD, full-time lecturer at Department of Psychology
E-mail: rozina@swu.bg
Annotation:
The course in "Social Psychology" includes two content modules: 1) The process of socialization
and social-psychological theories about the personality, 2) Small social groups - social influence
and interpersonal communication
The course aims to provide systematic information about the origin and development of sociopsychological knowledge relating to:
- The formation of personality in the social world
- Social behavior and psychological phenomena of the immediate and
mediated interaction between people
- Improvement of interpersonal communication skills and
provision of social influence
The course is consistent with the psychological problems of the disciplines General Psychology,
Psychology of Personality and Experimental Psychology.
Course content: Part one: The process of socialization, social and psychological theories of
personality. Part Two: Small social groups, social influence and interpersonal communication
The assessment of the students’ results is done accordingly to the ECTS. The rating on each
subject is formed at the end of the course on the basis of the rating of a written essay on a topic
discussed during the lectures and on the basis of the rating of the student’s extra-curriculum
activity.
Final grade calculation is done by using a 6-point rating scale: the rating 6 equals level A
on ECTS; the rating 5 equals level B on ECTS; the rating 4 equals level C on ECTS; the rating 3
equals level D on ECTS; the rating 2 equals level E on ECTS.
REFERENCES IN SOCIAL PSYCHOLOGY
1. Aronson, E. „The Social Animal” ( 2007) New York :Worth Publishers
2. Burton, J. (1988). Conflict resolution as a political system. George Mason University press
3. Myers, D.G. (2010) Social Psychology , New York
4. Moscovici, S (2000) Social Representations - Studies in Social Psychology, JOHN WILEY
AND SONS LTD
5. Moscovici, S; Markova, I (2006). The Making of Modern Social Psychology . Cambridge, UK:
Polity Press.
HISTORY OF SOCIAL PEDAGOGY
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written& oral
Semester: V
Department:
Department
of
Pedagogy,
Faculty
of
Education
Lecturer: Prof. DN Yordan Kolev Georgiev, Department of Pre-school and Primery School
Pedagogy, Faculty of Pedagogy
e-mail: jordan_kolev@gbg.bg
Abstract
History of social pedagogy is scientifically logical expectation that social organization and fully
defines the respective ways of life , their personal and social obligations and rights, moral rules of
their life together with the other / others. Logical assumption is that practical and appropriate
education follows the history and reflects the rivalry between collectivist and individualistic
societies. Proved philosophical theory that education in the historical process must be led social
phenomenon , in collectivist societies, it is forced to make an individual take overall and in
individualistic societies - free , to allow it to cooperate with the general . But society lives only if
the members have sufficient homogeneity that is strengthened through education - it pre- sets in
child's soul main unifiers of collective life - ' education through individual essentially becomes a
social being . " Accordingly, " any society considered at some point in its development , has an
education system that imposes on individuals ."
Course content:
Course content is organized in a three modules:
First module: The Classics in the history of social pedagogy - the personal example of life's
greats scientists in, their professional destiny, synthesis of a socio-pedagogical ideas of human
predetermination of the child, for pedagogical principles and the social mission of education,
socio-legal protection of children etc.
Module Two: Social pedagogical ideas and experiments of classical pedagogy - Jan Comenius,
Johann Graves, Johann Pestalozzi, Robert Owen, Friedrich Froebel, Adolf Disterveg; Ushinski
Constantine, Lev Tolstoy and others.
Third Module: Social Education in the Reformation period (end of the XIX and XX centuries) Adolf Ferrier, Neil Alexander, Angel Uzunov, Anton Makarenko, Antonio Gramsci, Bruno
Bettelheim, Gaspar Hovelyanos, Georg Kershenshtayner, John Dewey, Domingo Sarmiento,
Emile Durkheim; Jean-Obed Dekroli, Carl Rogers, Karl Jaspers, Lev Vygotsky, Martin Buber,
Nikolai Grundtvig, Otto Salomon and Paul Bergeman and Paul Natorp, Torsten Rudenshold;
Francisco Hiner, Jose Marti, Jose Ortega y Gasset, Janusz Korczak and others.
Teaching:
Scientific and educational work with: archival materials, periodicals, memoirs, works of classical
philosophers and social pedagogues models of pedagogical theories, schemes of structures of
social and educational systems, teaching materials
INTERCULTURAL EDUCATION
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: V
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Assoc. Prof. Maya Sotirova, Ph.D., Department of Pedagogy
E-mail: mayasotirova@swu.bg
Annotation:
The training within the course ensures widening of student’s professional competence for
effective socio-pedagogical communication in multicultural context. The course has integrative
character in view of the fact that it includes knowledge from different scientific areas
(anthropology, cultural studies, linguistic, psychology, communication studies etc.). The main
aim of the course is acquiring of intercultural pedagogical competence as a complex of
theoretical knowledge, practical skills and attitudes for implementation of effective intercultural
communication and socio-pedagogical interactions.
Content of the course:
The course content is structured in sixth main themes: Dimensions of culture; Ethnicity – main
concepts and theories; Intercultural pedagogical competence; Education of minorities; Methods
of teaching in intercultural environment.
Recommended reading:
1. Bîrzéa, César (2005). Learning democracy: education policies within the Council of Europe.
Council of Europe
2. Final Report: International Conference on Education, 43rd Session (1992). UNESCO
3. Ivanov, Ivan (2000). Civic Education and Intercultural education. // Intercultural Intercultural
Communication and Civil Socety. Ed. by P.Makariev. Sofia, p. 132-144
4. Kluver, Randy (2004). Globalization, Informatization, and Intercultural Communication. In:
Intercultural communication. A Global Reader. Sage publications, Inc., p. 425-438
5. Koncokova, E (2007). How to improve the classroom environ-ment for Roma so that they
succeed in integrated education. International conference “Education Reforms and Roma
Inclusion in Eastern and Central Europe”, Roma Education Fund, Budapest, Hungary
6. Multicultural guidance and counseling. Theoretical foundations and best practices in Europe.
Centre for International Mobility CIMO and Institute for Educational Research, Jyvaskyla,
2005
7. Policies and practices for teaching sociocultural diversity. A survey report (2008). Council of
Europe Publishing, Strasbourg
8. Sotirova, M. (2010). Teacher’s Intercultural Competences within the European Qualification
Framework for Lifelong Learning. In: Quality Education for All through Improving Teacher
Training. UNESCO, Department of information and in-service training of teachers at “St.
Kliment Ohridski”, Paradigma, Sofia, p. 204-208
9. Steering Committee for Education (2007). Competencies related to Social Cultural Diversity
– focusing on Teacher trainers and Teachers, Council of Europe, Strasbourg
10. UNESCO Guidelines on Intercultural Education (2006). UNESCO Education sector, Paris
11. White Paper on Intercultural Dialogue. “Living together as equals in dignity” (2008). Council
of Europe, Strasbourg
METHODOLOGY OF SOCIAL EDUCATOR WORK
ECTS credits: 5.0
Weekly workload: 3 lectures+0seminar+1
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: V
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Head assistant: Yuliana Kovachka Ph.D., Department of Pedagogy
E-mail: yuliana_k@swu.bg
Annotation: The course aims at revealing to students the complicated nature of the social
educator work, connected with the following aspects: social, educative, diagnostic, corrective,
developmental, reabilitive, preventive, legal, cultural, organizational, controlling and managing,
methodological. On this basis are presented and different specifics of the social and educative
work in different types of institutions, different methodologies of education organizations and
their work with different categories of children and youth. The students become familiar with the
managing culture of the social educator and the planning as one of the main functions of the
social and educational management.
Course content: Social and educational work in the system of the professional educational work,
working methodology in different types of educational organizations, social educator work
organization.
Evaluation and assessment: The course includes lectures and field practice classes and the
assessment is based on a combination of participation, individual research, submitted written and
project work.
PEDAGOGY AND PSYCHOLOGY OF DEVIANT BEHAVIOR
ECTS credits: 5.0
Weekly workload: 3 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Assoc. prof. D.Sc. Lidiya Tsvetanova - Churukova
е-mail: lidycveta@mail.bg
Annotation: The aims of the educational course are to introduce the students in the deviant
behavior problems of young and miners, and also to assimilate some re-educative and
correctional strategies by using psychostimulanting and psychotherapeutic methods. The young
and miner deviation and delinquance are social and psychological phenomena related to the
violation of established norms, ethical values and legal regulations in society. It is important for
the students to be orientated in the determinants which generate one or another type of deviant
behavior in their nature and specificity. The conditions and factors in this respect are diverse. The
course analyzes a variety of methods and forms (individual, group) for optimal development of
adolescent personality to overcome deviations in behavior.
Content of the course: Deviation - current social and scientific problem. Socialization and
adaptation of individual personal development. Nature, specificity and determination of deviant
behavior. Etiology and development of deviant behavior. Conditions, reasons and factors for
deviant behavior. Abnormal behavior of students – biopsychological reasons. Social and
pedagogical aspects of deviant behavior. Typology of deviant behavior. Agression as a form of
deviant behavior.
Forms of addictive behavior. Delinquent behavior. Pedagogical approaches
to counseling. System for preventive, correctional and educational activity in Bulgaria. Socioeducational institutions for people with deviant behavior.
Educational technology: In the training are used both traditionally established methods and
interactive methods (multimedia presentations, films, case studies, etc.). The examination grade
is based on successful completion on the written examination or defense of an educational
portfolio through the use of information technologies.
Recommended reading:
1. Tsvetanova-Churukova L.Z. Overcoming failure and dropping out of primary school
students in the educational process [Теxt]/ L.Z.Tsvetanova. Моnograph. – Sofia: Prepress,
2012;
2. Micek,L. Dusevni hjgiena, Praha, SPN, 1984;
3. Paszkiewics,E., Szustrowa,T. (red.) Metody badan psychologicznych, Warazawa, PWN,
1985;
4. Racamier,P. Die Schizophrenen. Eine psychoanalytische Interpretation, BerlinHeidelberg-New York, Springer, 1982;
5. Stancak,A. Klinicka psychodiagnoatika. Psychodiagnoaticke a didakticke testy,
Bratislava, 1982;
6. Svoboda,M. Metody psychologicke diagnostiky dospelych, Praha, “CAPA”, 1992.
7. ABC: teaching human rights: Practical activites for primary and secondary schools. –
New York: UN, 2004. – 163 p.
8. Education and social cohesion: Education comm. Forum, Strasbourg, 23 mar. 2000. –
Strasbourg: Council of Europe, 2000. – 71 p.
9. AUGUSTINE and liberal education/ Ed. By Kim Paffenroth, Kevin L. Hughes. –
Aldershot etc.: Ashgate, 2000. – XVII, 215 p.
10. ENHANCING learning: From access to success: Rep. of the First Experts Meet.:
Defining Areas of Action, Paris, 26 to 28 mar. 2007. – Paris: UNESCO, 2007. – 55 P.
11. Koutselini Mary, Trigo-Santos Florbera, Verkest Hugo Equal opportunities at school:
Mission impossible? – London: Inst. for Policy Studies in Education, 2004. – 22 p.
Menard Sylvie Des enfants sous surveillance. La reeducation des jeunes delinquants au quebec
(1840/1950). – Montreal, Quebec:VLB Editeur, 2003. – 250 p.
THEORIES FOR SOCIALIZATION AND RESOCIALIZATION
ECTS credits: 3.5
Weekly workload: 2 lectures+0seminar+1
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Associate prof. Trayan Popkochev Ph.D., Department of Pedagogy
E-mail: vr_edu@swu.bg, popkochev@swu.bg
Annotation: The course aims at introducing to students the specifics of the process of
socialization which is and important part of their world as future social pedagogists and gives the
context of all the processes and phenomena in their work. The topics included in the syllabus
cover classical and modern theories with different subject and methodological orientation –
sociological, psychological and pedagogical. Acquired systematical knowledge allows students’
reflection on typical problems of the socialization of the individual, regardless any age
characteristics. It helps the understanding of nature and origin of these problems, and creates a
clear professional opinion in the practical solution of social and pedagogical problems in the
work of the social pedagogists.
Course content:
Man in the Mirror of theories of socialization. Dialectical - materialist theories of socialization
(Vygotsky, Hadjiiski, Fromm). Psychoanalytic theories of socialization (Freud, Adler, Erikson).
Socialization through the eyes of pragmatism and behaviorism (Dewey, Mead, Skinner) .
Positivism for socialization (Comte, Durkheim, Weber) . Teaching -oriented interpretations of
socialization of personality ( Kay, Montessori, Dimitar Katzarov, Makarenko, Korczak, Freire)
Socialization through the eyes of existentialism (Sartre and Camus). Structuralism and
socialization (T. Parsons, N. Luman) . Socialization in the sacred texts (from the Bible and from
the Holy Quran)
Course organization, evaluation and assessment: The course comprises of lectures
involving and encouraging students discussions on different parts of the content. Power Point
presentations are used to present the course topics. Certain time is given at the end of each lecture
for further questions and summary. For some topics students prepare their own thesis or reports
based on different sources.
FAMILY PEDAGOGICS
ECTS credits: 3.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Assoc. Prof. Snezhana Popova, Ph., Department of Pedagogy
e-mail: sap1962@abv.bg
Annotation: The main objective of the course is to support and promote professional
development, social competence, and life of students building knowledge of the nature,
specificity and contemporary trends in family interactions educational community skills for
proper guidance in educational issues and making specific decisions related to solving typical
problems of modern educational family situation.To achieve the goal through lectures and
seminars to address the following major tasks: to clarify the basic functions of family education
as a discipline, to reveal the complex and multifaceted nature of the family and analyze specific
changes in its structure and operational focus in contemporary society to analyze the educational
possibilities of the different types of families in contemporary Bulgarian society to clarify the
nature of the educational process in the family, its structure, characteristics, stages and
contradictions, to analyze and understand the main contents of education in the family /
intellectual , worldviews, moral, aesthetic, sexual, etc. /, to reveal the mechanisms to guide the
educational process in the family.
Content of the course: Educational opportunities of the modern family, running a family in
terms of destabilizing the institution of marriage, General theoretical considerations on climate
"crisis" in marriage and the "crisis" in the family; Pluralism in family forms and the
democratization of the family structure, the emergence and spread of consensual / celibate /
unions, nature and specificities of the family as an educational factor, the importance of family
for the overall personality development of children, the family influence on child development in
early childhood. Family as the basis of a sense of safety communication in the family as a factor
in resolving the conflict between initiative and guilt in children of primary school age, formation
and identity development of adolescents in the family, educational interactions within the family;
Nature, structure and characteristics of Educational interaction; Specificity of educational
interactions within the family; Interaction between principles, methods, means and forms of
education in the family, Determinants of educational interactions in the family, sociodemographic determinants of educational interactions in the family, socio-cultural determinants
of educational interactions in the family , Socio-psychological determinants of educational
interactions in the family, educational Species interactions within the family; Content of
education in the family, educational interaction models "parent - child"
Teaching Technology and Assessment:
For teaching the students are used the following methods: debate, discussion,
representation, group discussion, heuristic intercommunication, brainstorming, checklist,
debating method associative method, experimentation, testing, modeling, demonstration,
intercommunication, analysis and discussion of problematic situations, staging problematic
situations and others.
The evaluation of the results achieved in the process of learning is pursuant with the
requirements of Ordinance № 21 of the Ministry of the September 30, 2004 to implement the
system of accumulation and transfer of credits.
INDIVIDUAL HELP IN SOCIO-PEDAGOGICAL INSTITUTIONS
IN LANGUAGE TEACHING
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Assoc. Prof. Maya Sotirova, Ph.D., Department of Pedagogy
Е-mail: mayasotirova@swu.bg
Annotation:
The main aim of the course is development and improvement of student’s professional
competence through acquiring of theoretical knowledge and practical skills for individual help in
language teaching in socio-pedagogical institutions.
The following purposes are decided during the study:
- to be ground the narrow link between language and literature education in the frame of
common school subject;
- to be acquired theoretical knowledge for contemporary language and literature education
by concretization of aims and purposes of different methodological branches;
- to be concrete technologies for individual help in the process of literacy acquiring, in
language and literature teaching and in the process of acquiring of communicative skills
from students as well;
- to be acquired practical skills for implementation of effective individual help in the work
with children with socio-pedagogical problems.
Content of the course:
Theoretical foundation of language and literature teaching. Individual help in language education
as methodical system. Technologies for individual help in language and literature education.
Individual help in the process of literacy acquiring. Individual help in literature education.
Individual help in language education. Individual help in the the process of acquiring of
communicative skills from students.
Recommended reading:
Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford University
Press, USA: 2000. Print.
Richards, Jack C.; Theodore S. Rodgers (2001). Approaches and Methods in Language Teaching.
Cambridge UK: Cambridge University Press
Saussure, Ferdinand de (1986). Course in General Linguistics, translated by Roy Harris. Chicago:
Open Court.
Genishi, C. (1998). Young Children’s Oral Language Development. ERIC Digest. ERIC
Clearinghouse on Elementary and Early Childhood Education.
INDIVIDUAL ASSISTANCE IN MATHEMATICS EDUCATION IN SOCIAL AND
PEDAGOGICAL INSTITUTIONS
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturers:Assoc. Prof. Yanka Dimitrova Stoimenova, Ph.D.
Department: „Pre-School and Primary School Pedagogy”
Е-mail: yanka_st@swu.bg
Annotation:
The training course is consistent the specific characteristics of work with children in social and
pedagogical institution, who study in mainstream and special schools. The main objective of the
program is to highlight the characteristics of the active approach and on this basis to develop and
approbate a system of exercises for individual assistance in Mathematics to children in social and
pedagogical institutions.
Course content:
Theoretical basis of individual assistance in Mathematics - the active approach in training
individualization as a basis for individual assistance in Mathematics, psychological and
pedagogical characteristic of children with social and pedagogical problems. Individual
assistance in Mathematics as a methodological system. Purpose and objectives in individual
assistance in Mathematics. Mathematics’ training content. Instruments for individual assistance
in Mathematics. Individual assistance’s methods of Mathematics. Individual assistance’s forms in
Mathematics. Technologies for individual assistance mastering arithmetic, geometric and
algebraic knowledge, measures, named numbers and arithmetic operations with them, text tasks.
Training’s technology:
Training includes lectures, practice exercises and a paper elaboration. Independent work is
relevant to development of individual exercises to help with Mathematics. The final grade is
based on assessments of the attendance in lectures and practice exercises, the students’
preparation and participation in practice classes, the quality of elaborated exercises to help
individual performing independent work and the paper’s elaboration.
MANAGEMENT OF SOCIO-EDUCATIONAL INSTITUTIONS
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: assoc. prof. V. Georgieva, D.Sc. Department of Pedagogy
е-mail: v.georgieva@swu.bg,
Annotation:
Students learn to recognize and analyze the basic ideas for the mission and vision of the
contemporary social and educational institutions and their effective management and to transfer
out the theory to the practice of developing adequate to modern requirements of strategic plans
and projects
Content of the course:
 Socio-educational organizations in the system of social care for children - Nature, levels
of management, organization types
 Management decisions - kinds of problems, types of decisions, documentation, models of
decision making
 Organizational behavior - concept of group dynamics, diversity, stress, power and
influence, career development



Organizational culture of the institution - characteristics, functions, designs, development,
learning organization
Microclimate in the institution - teamwork, communication, conflict
Criteria, forms of assessment and self-assessment of the socio-educational institution in
time
Recommended reading:
http://www.boardingschools.com
http://www.restoretroubledteens.com
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1099-1379
http://www.open.edu/openlearn/education
http://www.fosterparentstest.com
SOCIAL AND PEDAGOGICAL DIAGNOSTICS
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Associate prof. Trayan Popkochev Ph.D., Department of Pedagogy
E-mail: vr_edu@swu.bg, popkochev@swu.bg
Annotation: The course aims at introducing to students the specifics of the research work in the
field of the social and pedagogical reality and the variety of options and diagnostic procedures.
Its main goals on one hand are to give knowledge about the structure of social and pedagogical
research together with different research methods and assessment technics for social and
pedagogical phenomena and processes. Some applied mathematical and statistical methods for
data processing are also included. On the other hand the course aims at developing practical skills
and competencies of students to create different diagnostic methodologies and procedures and to
apply them in a real context.
Course content: Specifics of the social and pedagogical diagnostics, research of the social
situation of development, diagnostics of the personality, its goals and self-assessment, social and
pedagogical characteristics of disadapted children, agnostics of proclivity towards problem
behaviour, diagnostics of interpersonal relations, diagnostics of the specifics of small groups,
diagnostics of families and family education, diagnostics of the educational process, diagnostics
of the activities of social pedagogists.
Course organization, evaluation and assessment: The course comprises of lectures and
seminars involving and encouraging students discussions on different parts of the content. Power
Point presentations are used to present the course topics. Certain time is given at the end of each
lecture for further questions and summary. For some topics students prepare their own thesis or
reports based on different sources. A wide range of practical examples are also part of the study.
During the lectures students are given regular assessment tests. The seminars are orientated
towards the skills development and the transfer of the acquired theory into practice. The specifics
of the course require a wide variety of teaching and assessment methods.
SOCIO-EDUCATIONAL COUNSELING
ECTS credits: 4.0
Weekly workload: 3 lectures+1seminar+ 0
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Assoc. prof. D.Sc. Lidiya Tsvetanova - Churukova
е-mail: lidycveta@mail.bg
Recommended reading:
Tsvetanova - Churukovа L.Z. Academic and career guidance [Text] / L.Z.Tsvetanova .
Monograph . - Sofia : Prepress, 2011 ; Gumaer J. Counseling and therapy for children. NY: The
free Press, 1984 ; Hutchins D. and Cole C. Helping relationships and strategies. California: Cole
Publishing Company, 1991 ; Baruth L. and Robinson E. An introduction to the counseling
profession, NJ: Prentice Hall, 1987
Annotation:
Students should be familiar with the occupational socio-educational counseling to its history,
theory and practice, with forms, methods and means to work with it. It is necessary to master the
technology of professional information and consultation.
Content of the course:
Counseling as a social-pedagogical phenomenon. History of Education advisory. Scope,
objectives and content of socio-pedagogical counseling. The professionalism of the consultant.
Basic teaching skills in consultative activities. Problems, needs and objectives of sociopedagogical counseling. Principles of consultative work. Consultation process. Basic techniques
and approaches to counseling. Forms of counseling. Main trends in modern practice of
counseling. Family counseling. School counseling. Counseling in a crisis. Age approach to socioeducational and consultative activities. Cognitive approach to counseling. Behavioral approach to
counseling. Combined therapeutic and consultative approaches. Basic patterns in contemporary
social practice of counseling.
Educational technology:
Seminars thematically follow lectures. Lectures are presented on slides. Continuous assessment
during the semester grade is based on the independent work completed by students of their choice
and on the completed verification testing or test. The share of current assessment is 60% in the
final grade of the student.
SOCIAL PEDAGOGICAL WORK WITH PEOPLES WITH ADDICTION AND
AGGRESSIVE BEHAVIOR
ECTS credits: 4.0
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Asst. prof. Nikolay Tsankov, Ph.D.
Е-mail ntzankov@swu.bg
Annotation:
The discipline is part of the required educational plan for the students from Social pedagogy
major and it is motivated from the great necessary of our time to be study the genesis of
phenomenon such as “addiction” and “aggression”, “addiction” and “aggressive behavior” as
a social problems and possibilities for realization and diagnostic, prevention and adequate social
prevention work. In time of their education, students acquire skills that can help them in their
realization. In them are being formed basic social skills to consult groups, families, individuals,
which have the need of qualified social pedagogy help, skills for analysis and taking of relevant
decisions in social pedagogy situations, linked with elaboration of projects for specific social
pedagogy work with people with aggressive and dependant behavior.
Contend of the education discipline:
Dependence. Dependence behavior. Types of dependence. Identification of depending behavior.
Marks. Aggression and aggressive behavior. Basic theoretical directions for exploring of
aggression. Aggression definition. Types of aggression. Factors that determine dependence and
aggressive behavior. Age characteristic in growth. Alcohol dependence. Gambling dependence.
Drug dependence. Internet dependence. Modern dependence. Factors which determine them.
Possibilities for social pedagogy work with people with specific dependence. Aggression in
school. Diagnostic and reducing of aggressive behavior. Strategy for aggressive reducing.
Aggression and education. Culture of behavior. Social pedagogy practices for aggressive
correction. Contemporary methods fir social pedagogy work with people with aggressive
behavior. Fair practices for social pedagogy work with peoples with aggressive and dependence
behavior.
Technology of education:
Applying of the contemporary dialogical and interactive methods of education gives possibilities
of improvement of intellectual and practical skills in students. Resolve of specific issue and
practical problems which are direct linked with the practical possibilities for full development of
the key and professional competency in students. Making of creative atmosphere via using of
possibilities of dialog and situation methods in education, analysis of the different cases and
practices creates possibilities for the students (exams, practical work and tests) and the results are
organized in portfolio, which is the main for the rating. The education is organized in such
manner so that it can realized transition in the standard platforms of managing of the educational
content via systems based on sharing and making of portfolio, as it is used all possibilities in the
current electron area for shared work.
PENITENTIARY PEDAGOGY
ECTS credits: 4.0
Weekly workload: 2 lectures+0seminar+1
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: Head assistant: Yuliana Kovachka Ph.D., Pedagogy Department
E-mail: yuliana_k@swu.bg
Annotation: The course presents the main aspects and challenges of education in prisons and the
principles of educational intervention in the personal and social world of people in such institutions
deprived of their freedom. It focuses on the analysis of the modern methods, educational
technologies and specialized programs for personal development. The students become familiar with
some main concepts and notions, the personal specifics of the convicts and their groups, the
methodological basis of the educational work in such cases, the corrective forms, the existing system
for rehabilitation and resocialization together with the fundamental pedagogical paradigms in this
field.
Course content: Specific terms, specifics and application of special corrective means, special
programs for personal development, social rehabilitation and adaptation, programs for specialized
group work, psycho-therapeutic techniques.
Evaluation and assessment: The course includes lectures and field practice classes and the
assessment is based on a combination of participation, individual research, submitted written and
project work.
SOCIAL POLICY
ECTS credits: 3.5
Weekly workload: 2 lectures+1seminar
Type of the course: compulsory
Assessment form: exam
Type of exam: written
Semester: VІІ
Department: Department of Pedagogy, Faculty of Pedagogy
Lecturer: ssoc.Prof. Galina Taseva, Ph.DDepartment of Philosophical and Political Sciences
E-mail: galinataseva@swu.bg
Annotation: Social policies of the EU is a Lecture course for BA students in Social pedagogy.
The course is a systematic exposition of the development of social policy in Europe since its
establishment to the present day in terms of historical and socio-economic approach. The course
comprises : 1/ all systems and areas of social security, 2/ state organized, privately and mixed
operated social welfare activity, 3/ compulsory and voluntary social insurance, 4/ Western and
other strategies for social security are presented, as well as basic models and international
experience and social security practice, including ones in Bulgaria . Basic security models are
considered closely related to the specific political and cultural tradition of a country. he aim is to
form some comprehensive theoretical and practical knowledge of the basic problems of European
social policy , ideological , economic and political foundations of the development of social
legislation and current practice in the EU countries, the existing models and principles of social
security aspects of criticism. In seminars students should also learn the corresponding range of
concepts, models and approaches, which are based on modern social policy. He proposed course
requires students to have knowledge in advance in political and social sciences: understanding the
basic models of market economy, political systems and regimes socio-economics and sociology.
Contents of the course: The course includes lectures and seminars in contemporary European
Social policies, organized in two modules: Development of the state social policy and
Covtemporary strategies for social security.
Method of assessing the knowledge: Assessing the results achieved by the students during the
educational process complies with the requirements of ordinance №21/30.09.2004 concerning
using the system of collecting and transferring credits. The assessing procedures used during
teaching the students will be: continuous checking and controlling, continuous assessment and a
written exam. Continuous checking and controlling includes controlling attending lectures and
seminars, home assignments and test papers. The requirements for certifying the semester include
attending classes regularly, fulfilling the tasks assigned and a mark of satisfactory 3 got by the
test paper/ assessment task.