Teodora is an eTwinning Ambassador with special interest in developing literacy in very young children

1. Lissabon, 2013

2. Teodora Valova, PhD, Assoc. Prof.
St. Ciril and St.Methodius
University of Veliko Tarnovo
Pedagogic College Pleven
eTwinning Ambassador
Evgeniya Tsvetanova
Principal of a Kindergarten
“Brother Grimm”
eTwinning Ambassador

3.  Literacy as a phenomenon
 Some of the main challenges nowadays in
reading literacy (Technology and change)
 Contemporary trends promoting the
reading motivation
 From strategy of training modules towards
the national strategy

4. Had suffered significant changes through the
last decades. Most often it is being defined
as “ability to read and write”

5.  Ability to acquire cognition skills
 The usage of these skills in a way, allowing
the personality to develop its potential
 To achieve its objectives
 To participate in activities contributing for
social-economic development of the
community to which the person belongs

6. Reading literacy
Fluently
Alphabet Meaning
Early development of literacy skills

7. Transformation of the human
Communication
communication: the symbiosis human
– media is intensified
Globalization Threatening the users’ identity
Larger volume of information, smaller
Curriculum meaningful share for integration in the
community
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8.  It states that: literacy is crucial to the
acquisition, by every child, youth and adult,
of essential life skills that enable them to
address the challenges they can face in life.

9.  We are national eTwinning ambassadors
Svetlana
Varbanova
Evgeniya
Tsvetanova
Teodora
Lissabon, 2013 Valova

10.  We are working in three different areas: Lecturer in
University, Senior teacher in a high-school and a
Principal of a Kindergarten /we are covering all
areas of the secondary and higher education/
 All three of us are experienced in all subprograms
of Lifelong learning
 We had participated in trainings together and we
have similar interests

11. Dobrich
Pleven
Shumen

13. TOWARDS THE TEACHERS:
 To present working practices promoting the
reading motivation
 To create attitude directed towards professional
development and skills for learning process of the
teachers themselves
 To present the eTwinning portal projects as a way
of informal learning and promotion of the reading
process
 To motivate teachers to work in a team and to
present this as a model of imitation

14.  To stimulate the group working approach in
the classroom as a motive for learning,
literacy and higher results.

15. National policy
B
Practical literacy
and language
European activities for
trends and A C parents and their
examinations small children
Aimed to illustrate
and integrate
Students
trainings based Activities and
at institutions to practices in the
prepare future E D classroom and
pedagogues different educational
levels
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16.  Research regarding team work took place in
five pilot regions: Pleven, Shumen, Dobrich,
Sliven and Ruse
 The research is done on two stages:
1) The first one is aimed at defining the type of
approach which could lead to conflict as well
as projecting the team work attitude
2) The second part aims to explore the
parameters of participation in a team and the
collaboration between teachers as members
of the educational online portal eTwinning

17.  Active listening of the team
 Aid for the better work of the team
 Visiting
sites with practical elaborations on
different themes
 Participation in training events
 Sharing ideas related to the subject

18.  The cooperation may be placed as new activity for
the teachers, used to work in isolation “behind the
classroom door”
 Important side effect of the cooperation may be the
promoted professional development of the
teachers-participants
 Teachers shall get rid of their egocentric approach
towards work and shall be open for cooperation IN
and OUT of the school
 The exchange of didactic materials may be fulfilled
on non-official bases, during pedagogic
conversations and then to be introduced as a
different type of literacies

19. Modular training and professional
qualification by joint learning process in
eTwinning – two aspects:
 how to do it together with students
 how to do it together with teachers

21.  Independence of the person being trained
 Qualification as a result of mentoring
 Selection of resources and instruments in line
with the needs
 Eliminating the need of paid education
 Independent assessment of the needed
qualification

22. First module separated in three sub modules, one
hour and a half
 Themes:
1. What is eTwinning
2. Its relatedness to other programs and
European priorities
3. Significant of the program to teachers and
students
4. Finishes with the actual portal registration

23.  Opportunities for project work and
qualification
 Finishes with practical exercises in finding
partners and project preparation

24.  Using the “snowball” effect
 Connection of the platform with other
programs
 eTwinning before and after Comenius
 Finishes with practical activities
 Publishing in TwinSpace training platform

25.  eTwinning – the classroom of the future; new
electronic platform for cooperation between
teachers in whole Europe
 The project of high quality – challenge and
condition in eTwinning: before - and - after
Comenius
 Team work – a must for successful activity
 Practice classes in the new TwinSpace
 We are perfecting the module – including new
interactive techniques, platforms and other
instruments

26. Modular type of training
for work with the
platform eTwinning café
Work in cooperation
during the sessions
Accents
for students and teachers
Self-perfection through
communication in our teachers
Training project for rooms and materials available
in the e-twitters
the platform
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27.  Modular in-service training - short way to
accumulate knowledge in a particular theme of
the platform
 Consultations – online and offline
 Interactive modules
 Help with project development and registration
 Monitoring meetings
 Giving ideas how to integrate the projects
directly in the curriculum

28.  Registering all wishing to participate in our
special registered education project
 Discuss in the portal teachers’ room
 The teachers get together to exchange ideas
and practices from their project and search
for other interesting projects through the
portal, gaining ideas and practices
 We make direct contact with everybody
during eTwinning weeks – “eTwinning for all”

29. The results from the research: mayor positive
aspects
Show higher confidence
in the skills
Teachers’ skills
A way to motivate the teachers
to become users in The educational online
online cooperation environment
Race the opportunity to
transform individual
aims in cooperative ones Transformation
To cope with the
education process
boredom Went out of the boredom

30. Self-training Interaction
Usage
opportunities
Professional
Self-education
development

31.  The activities and the communication in the
eTwinning aid acquiring social, cultural,
language and intercultural competencies on
the grounds of the digital competencies in
the ERF for key competencies
 The easy access to resources and
technologies develop the students learning
process and their interaction: sustainable
 The teachers’ role is changed: they are more
and more moderators in the education
process

32. “eTwinning makes eTwinning teachers
and eTwinning students which are far
away from the boredom.”

33. Thank you for your attention!
valova_teodora@abv.bg
bragrim@abv.bg