Vol. 3 No. 08 (2023): Volume - III Issue - VIII

The article deals with the problems of teaching foreign languages in universities related to educational and methodological support, organization of the educational process; The author proposes a new concept of teaching foreign languages at a university based on evidence-based reform of curricula, programs, technologies and conditions for teaching foreign languages in the preparation of bachelors.

This case study explores a teacher's beliefs and perspectives regarding the integration of video technology in teaching speaking skills. With advancements in technology, video-based instruction has gained prominence in language teaching contexts. However, teachers' attitudes and beliefs play a crucial role in the successful implementation of such innovative practices. The study focuses on a single teacher's experiences and reflections as they incorporate video technology into their speaking lessons. Qualitative data were collected through interviews, classroom observations, and the teacher's reflective journal. The findings provide valuable insights into the teacher's beliefs, challenges, and successes in integrating video technology, shedding light on the factors that influence the effective use of this technology in language classrooms

This research explores the initiatives taken by primary school teachers to extend their teaching beyond the confines of the Slovak civic education curriculum. The civic education curriculum lays the foundation for instilling democratic values, active citizenship, and social responsibility among young learners. However, teachers, driven by their commitment to comprehensive education, often seek innovative approaches to augment civic education's scope and impact. Through qualitative case studies and interviews with primary school teachers, this study investigates the methods, resources, and pedagogical strategies employed by educators to expand students' understanding of civic engagement, global issues, and cross-cultural perspectives. The findings shed light on the transformative potential of teachers' initiatives in shaping socially conscious and globally aware citizens, offering insights for educational policymakers and practitioners aiming to enhance civic education practices.

This research paper presents a comparative analysis of teacher performance indicators in two distinct educational contexts: Turkey and the United States. Teacher performance evaluation is crucial for maintaining high-quality education systems and ensuring effective teaching practices. The study examines the teacher evaluation frameworks and performance indicators utilized in both countries, exploring the similarities, differences, and underlying factors that influence their implementation. A mixed-methods approach is employed, incorporating document analysis and expert interviews to gather comprehensive data. The findings shed light on the strengths and weaknesses of teacher performance evaluation systems in each country, providing valuable insights for policymakers and educators seeking to enhance teaching quality and professional development.