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Being a rara avis: the educational experiences of Bulgarian children in schools in Great Britain

Being a rara avis: the educational experiences of Bulgarian children in schools in Great Britain. Yordanka Valkanova. Key issues of the t ransition to schools in Britain. School starting age Traditional style of teaching in Eastern Europe

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Being a rara avis: the educational experiences of Bulgarian children in schools in Great Britain

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  1. Being a rara avis: the educational experiences of Bulgarian children in schools in Great Britain Yordanka Valkanova

  2. Key issues of the transition to schools in Britain • School starting age • Traditional style of teaching in Eastern Europe • More extensive mathematics and science curriculum in their home countries • Textbooks • Homework • Language issues

  3. Bulgarian Educational System

  4. Phare programme

  5. Nursery school

  6. Traditional style of schooling

  7. Labour lessons

  8. New technologies

  9. Art

  10. Theoretical framework Cultural-historical activity theory approach • Subject-object relation • Hierarchical structure of activity • Motive – goal • Genetic-historical approach • Adults’ role in children’s cognitive development • Internalisation-Externalisation • Mediation

  11. Research questions • What are the learning experiences of the Bulgarian children during the transition from their home countries to the UK and how they fit their prior learning experiences in their home countries? • What are parents’ understandings of the philosophy of schooling in Britain in relation to the needs of their children and they seek to attain them? • What are teachers’ understanding of the process of transition and the cultures of the newly arrived migrants?

  12. Interviews Children a. prior experience (curriculum, grades; interests, social and cultural issues) b. experiences in British schools (motivation, transition of skills and knowledge, learning, social environment, sense of self as a learner) Parents • knowledge of the educational system in Britain • evaluation of the transition process Teachers • school policy towards the process of transition. • knowledge about the educational background of their students • knowledge about the educational systems of student’ home countries

  13. Self as a learner Motivation Escape and shame I don’t want to be a labour. I had to study hard. Ivan, 14 New Learning Identity ‘I do not develop new knowledge here’

  14. Deciding what needs to be done • Information for parents • Traditional style of teaching in Eastern Europe • Additional mathematics and science activities • Cultural issues • Language issues • A level Bulgarian Language

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