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Pedagogy and Teachers’ Education, Volume 747 Skatīt PDF (4,4 MB) Satura rādītājs Content Rudīte Andersone Skolotāju profesionālā kompetence sabiedrības ilgtspējīgai attīstībai Professional Competence of Teachers for Sustainable Education Līga Āboltiņa Mācīšanās principi sociālā darba supervīzijā Learning Principles in Supervision of Social Work Līga Āboltiņa, Ruta Ināra Kaņepēja Bērnu literatūra bērna adaptācijas periodā pirmsskolā Children’s Literature in the Period of Adaptation of a Child in Pre-School Agita Ābele, Oksana Mihailova Sportistu pašiedvesmas un trauksmainības pašregulācijas prasmju sekmēšana pedagoģiskajā procesā Facilitation of Athletes’ Self-Inspiration and Anxiety Self-Regulation Skills during the Pedagogical Process Mihails Čehlovs, Zoja Čehlova Skolotāja pedagoģiskās kompetences teorētiskie pamati The Theoretical Fundamentals of Teacher’s Pedagogical Competency Emīlija Černova Pirmsskolas skolotāja profesijas izvēles motīvi Motives for Choosing

In the latest Times Higher Education World University Rankings, the University of Latvia (UL) has received the highest ranking among Latvian universities, sharing the first place with Riga Technical University (RTU). The latest THE Rankings include 1904 universities from 104 countries worldwide, including four higher education institutions from Latvia. UL has received the highest ranking in the category of research environment – the 537th place. The assessment in this category in addition to the amount of research includes the research reputation of the university. Cooperation with industry and international cooperation are likewise assessed. Results of THE Rankings this year were announced on 27 September in Australia. This year marks 20 years since the publication of the first THE World University Rankings. The world’s best universities are evaluated in five categories – teaching (the learning environment), research environment, research quality, international outlook

In the latest Times Higher Education World University Rankings, the University of Latvia (UL) has received the highest ranking among Latvian universities, sharing the first place with Riga Technical University (RTU). The latest THE Rankings include 1904 universities from 104 countries worldwide, including four higher education institutions from Latvia. UL has received the highest ranking in the category of research environment – the 537th place. The assessment in this category in addition to the amount of research includes the research reputation of the university. Cooperation with industry and international cooperation are likewise assessed. Results of THE Rankings this year were announced on 27 September in Australia. This year marks 20 years since the publication of the first THE World University Rankings. The world’s best universities are evaluated in five categories – teaching (the learning environment), research environment, research quality, international outlook

and environment to education and inequality. About the project The project activities are organised with the support of the European Union Erasmus+ project "Entrepreneurship Learning Partnerships to Promote Innovation and Green Start-ups in Higher Education", project No 2022-1-LV01-KA220-HED-000090176, LU registration No ZD2022/21385. The programme is organised by four partners: the University of Latvia (Business Incubator), the University of Tartu, the Czech University of Life Sciences in Prague (Point One Business Incubator), the Vienna Noistadt University of Applied Sciences (Startup Centre). This project is funded by the European Union. The views and opinions expressed are those of the author(s) and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the EACEA accepts any responsibility for the views expressed.

15th International Symposium of Cognition, Logic and Language Satellite event in collaboration with Jāzeps Vītols Latvian Academy of Music Music and Language: neural and behavioral transfers Research on language and music has become rather diverse in the past two decades, which is why multiple different fields have started to look more closely at shared and distinct mechanisms of music and speech. At this conference, the link between music and language will be shown from a number of different approaches and the main topics of discussion will focus on the relationship between music and language ability. The contributions present findings, which illustrate that singing ability and singing behaviour during childhood both, predict language aptitude during adulthood. In addition, musical measurements, and elementary auditory skills and how they relate to individual differences in diverse language skills such as pronunciation, phonemic awareness and novel speech perception will also

: Qualitative Psychology in the Changing Academic Context. Qualitative Psychology Nexus: Vol. 6. Maslo, I., Kiegelmann, M., & Huber, G.L. (Eds.) Germany, Tübingen: Center for Qualitative Psychology, pp.7-19. ISBN 978-3-9812701-1-2 Maslo, Irina; Huber, Günter L. (2008). From Quasi-Experimental to Qualitative Approach: Use of Mixed Methods in the International Collaboration of Researchers. In: Qualitative Psychology in the Changing Academic Context. Qualitative Psychology Nexus: Vol. 6. Maslo, I., Kiegelmann, M., & Huber, G.L. (Eds.) Germany, Tübingen: Center for Qualitative Psychology, pp.20-37. ISBN 978-3-9812701-1-2 Pigozne, Tamara; Maslo, Irina (2008). A Qualitative Approach to Research of Integration as Value Orientation of Youth in Rezekne, Latvia, in a Multicultural Media Environment as a Learning Place. In: Qualitative Psychology in the Changing Academic Context. Qualitative Psychology Nexus: Vol. 6. Maslo, I., Kiegelmann, M., & Huber, G.L. (Eds.) Germany, Tübingen

through Positive and Negative Self-Stereotypes in Contemporary Fiction Mihails Čebotarjovs Double Coding in John Banville’s Mefisto (1999) Kristīna Korneliusa and Zigrīda Vinčela The Application of Diachronic Corpus Compilation Principles in a Pilot Study of Subjectivity Evelīna Ķiršakmene False Friends in Interpreting: the case of English, French and Latvian Donjet ë Latifaj and Brikena Xhaferi Implementing Project-Based Learning in English Language Classes – a Case of Kosovar Lower Secondary Schools Antra Leine Representation of the Elderly in Thomas More’s Utopia and Lois Lowry’s The Giver Anastasija Ropa and Ludmila Malahova The Benefits and Limitations of Teaching English for Specific Purposes Online and Face-To-Face: Sport and Health Sciences Students’ Perspectives Ömer Şekerci Culpeper’s Impoliteness Strategies in Neil Simon’s Biloxi Blues Edit Willcox-Ficzere How Might the Analysis of the Social Context Influence B2-C2 Level Learners’ Linguistic Choices in Oral

To boost general digital literacy in the Baltics, the Latvian Information and Communications Technology Association (LIKTA) in collaboration with the University of Latvia (UL) innovation centre LUMIC and Microsoft launched Baltic Digital Skills Development Programme in 2020. In the span of two years, 12 000 people from Latvia, Lithuania and Estonia have completed the training. To celebrate the results of the programme, all its participants and other interested parties are kindly welcome to the first Virtual Graduation Ceremony on 15 December 2022 at 15:00. The event will be held in English and hosted by Valdis Melderis. The ceremony will be streamed live from the LMT studio to be followed online on LIKTA website , LIKTA Facebook , LUMIC website and LUMIC Facebook . The programme of the ceremony will feature an opening address by Professor Signe Bāliņa , President of LIKTA and Digital Society Advisor to the Rector of UL. She will provide an overview of the Programme’s results

by the Latvian Council of Science, Project title: Scientific school culture for sustainable society (ZIKS), project No. lzp-2021/1-0135, Implemented by Vidzeme University of Applied Sciences in a cooperation with Faculty of Education, Psychology and Art of University of Latvia. PREZENTĀCIJA 3. Altenberga, J., Rubene, Z., What is the best way to learn science literacy? Insight into the most topical and researched learning approaches that are found to be effective in enhancing scientific literacy skills. UL 80th INTERNATIONAL SCIENTIFIC CONFERENCE: Perspectives of Cultural Heritage in Educational Sciences, UL FEPA, Riga, Online Conference, 17.02.2022.

, tad mēs arī labāk mācāmies. Mēs protam izmantot izglītības tehnoloģijas, un ja mēs emocionāli neesam apmierināti, tad mums neizdodas labi mācīties,” uzsver pētniece. Savukārt mācību procesu traucējošs faktors bija tūlītējas atgriezeniskās saites nesaņemšana vai novēlota tās saņemšana. Lai gan iegūtie rezultāti ir attiecināmi uz tiešsaistes kursiem, tomēr šīs atziņas ir izmantojamas augstskolas studiju procesa pilnveidei, norāda pētniece. Tomēr R. Birziņa ir pārliecināta, ka tiešsaistes kursi nespēj aizstāt docētāja klātbūtni. Ar pētījuma publikāciju var iepazīties: Birziņa, R., & Na-Songkhla, J. (2019). Impacts of Educational Technologies on Learning Engagement – A Case of Latvian and Thai's Learners: Learning in the Massive Open Online courses (MOOCs). International Journal of Smart Education and Urban Society (IJSEUS) , IGI Global, 10, (4), 45-54. (ERIH+) var iepazīties www.igi-global.com/article/impacts-of-educational-technologies-on-learning-engagement--a-case-of-latvian