The Significance of Teacher`s Beliefs in the Learning Process

Nowadays the innovative learning methods and approaches have been implemented in the learning process. Thus opportunities for the discovery of students` talents and abilities are created. Unfortunately, the lack of teachers` beliefs creates barriers in the process of discovering students` talents and abilities.  Teachers` beliefs are essential in the process of introduction of the learning method-debating in the lesson. Therefore, the change of teacher`s belief is important: from only talented students can debate to each student can debate. The lack of teacher`s beliefs in the learner's ability to become a successful learner questions the expected results. The interview carried out in Liepaja Secondary School No.15 showed that the teachers' opinion is that the pedagogical belief can be changed. The experience, feedback, teacher training, as well as success stories were mentioned as teachers` beliefs influencing factors. Teacher training programs were emphasized as an essential component for strengthening teachers` beliefs, acquiring new knowledge and developing the ability to accept personal responsibility for student growth. Most of the interviewed teachers admitted that their pedagogical beliefs have been changed by the achievements of their students as well.

THE CONTEMPORARY RELEVANCE, BARRIERS AND BENEFITS OF THE DEVELOPMENT OF READING INTEREST IN LOWER SECONDARY EDUCATION

Nowadays the importance of reading is increasing, emphasised and valued not only in the field of education, but also in the context of the development of the knowledge society. If an individual is not able to understand the meaning of a text, he is not able to analyse, critically evaluate and verify the information and facts it contains as well as to formulate own opinion. This also undermines the growth of society, because in the 21st century forming one's own opinion is a prerequisite and a cornerstone for the existence of a democratic society. It must be admitted that students` interest in reading in Latvia is decreasing rapidly: only 13% of respondents aged 15-18 read a book every day or every other day. Therefore it is important not only to put emphasis on developing reading skills, but also to promote students' interest in reading and individual reading behaviour. The aim of this publication is to describe the possibilities of promoting reading in lower secondary school as well as the theoretical and empirical aspects of students' individual interest in reading.

THE IMPORTANCE OF TEACHERS` LEADERSHIP SKILLS DEVELOPMENT FOR SUCCESSFUL ORGANIZATIONAL CULTURE IN EDUCATIONAL INSTITUTION

Discussions of the quality and effectiveness in  education have become topical today. There are different challenges faced by teachers and school leaders at the primary, lower secondary, secondary and upper secondary levels. Therefore, it must be recognised that leadership skills are becoming important for the successful organisation of learning at all stages of education. The relevance of leadership skills is accentuated by the rapidly changing environment of change that also characterises the field of education. In the 21st century, leadership can be associated as a pedagogical and a managerial skill. Leadership skills and openness to change contribute to the growth of an educational institution, and this growth is at the heart of a successful organisational culture. It fosters a genuine concern for the growth of every employee, as well as an institution-driven vision, coherence, ownership, mentoring, accountability and support. These are employees with developed leadership skills who change and transform the system, because no organisation can exist without change. The aim of this publication is to describe and evaluate the impact of leadership skills and openness to change on the development of a successful organizational culture in the educational institution, and to highlight the need for the development of teachers` leadership skills

DEVELOPING A CULTURE OF MINDFUL LEARNING: CHALLENGES, BENEFITS, AND OPPORTUNITIES

Learning is an individual process for each student. People can be aware of own learning or do not think about it at all in the diverse situations of life. However, in the pedagogical reality, the awareness of students' learning is essential as it contributes to self-regulation of behaviour and self-reflection of actions, striving towards continuous self-development. It is important to be aware of oneself mentally and physically, understanding and accepting own thoughts or feelings. The integration of all areas of personal development becomes relevant, as changes in one area are linked to changes in another. Awareness of own learning directs the learner towards the social, emotional and academic dimension, including not only awareness of the knowledge and acquired skills, but awareness of own goals, motivations, emotions, interests, the personal relevance of the learning content and also the variability of the current situation, strategies for future learning, and other elements of the learning process. Mindfulness can also be seen as a powerful 'antidote' to common mental health problems, e.g. fatigue, exhaustion, apathy, anxiety and difficulty in concentrating.  Mindfulness practices can be implemented at schools as an element of the lesson, but it is also important to purposefully create a culture of mindfulness at the institutional level, which can be greatly facilitated by the professional development of teachers. Mindfulness is a mental state of being reflective in the present moment. It provides the ability to live intensely in the present moment, acceptance of own thoughts and feelings, a sense of perspective and the ability to cope with stressful situations through conscious concentration. The aim of this publication is to analyze the theoretical aspects of mindfulness, the possibilities of facilitating the learning process through mindfulness practices, as well as to carry out empirical research evaluating 16-19-year-old students` self-awareness skills, the phenomenon of the presence of mindfulness in their learning process and its impact on their learning outcomes

TEACHER’S PEDAGOGICAL SELF-EFFICACY FOR ENSURING THE QUALITY OF EDUCATION

Nowadays we are living with conscious awareness of change around us. Therefore, openness to change and problem-solving skills become essential transversal competences for everyone. However, teachers often perceive changes in their work environment as problems rather than challenge and opportunity to improve the quality of education. Thus, persistence and creativity in solving problems becomes an important indicator of a teacher’s self-efficacy. To promote the quality of education, teachers’ pedagogical self-efficacy becomes important, which significantly affects the learning achievements of students. Pedagogical self-efficacy consists of the teacher’s confidence in abilities regarding lesson planning, student assessment, choice of teaching strategies, etc. One of the basic principles of educational progress is inclusive education and acceptance of diversity. Creating a positive school psycho-emotional environment and creative pedagogical strategies also become important. The literature review is used as a research method to summarize the theoretical foundation of the topic. Theories provide a comprehensive explanation of a particular aspect of nature of the phenomenon of self-efficacy supported by evidence. The aim of the publication is to analyse the aspects of teacher’s pedagogical self-efficacy focusing on the way it affects the quality of education, which also includes the promotion of students’ internal motivation and preventing behavioural problems

DAILY LIFE CONTEXT BASED DIDACTIC GAMES IN MATHEMATICS LESSONS TO DEVELOP MATHEMATICAL COMPETENCE

The results of the national centralised examination of Latvia show a lack of students` mathematical knowledge, skills and competences, which can have a negative impact not only on the direction of education in future, but on students` career choice as well, which makes an impact on the number of specialists in STEM (Science; Technology; Engineering; Mathematics) field professions. Employers highlight that a lack of mathematics skills is one of the major barriers to long-term investments in science, technology, engineering, and mathematics.  Consequently, the use of appropriate and varied teaching methods, e.g. integrating real-life problem situations through daily life context based didactic games into the mathematics learning process becomes important.  Daily life context based didactic games provide more realistic understanding of everyday situations and examples that lead to more effective and meaningful learning of mathematics. The aim of the research is to investigate and clarify the importance of integrating real-life problem situations through daily life context based didactic games in mathematics learning to improve mathematical competence. Theoretical research methods and empirical research methods (student surveys and teacher interviews), data processing and analysis methods (quantitative, graphical data representation, data analysis) are used in the research. The analysis of the student questionnaire highlights that students do not understand the importance of mathematics in everyday life as well as have difficulties explaining the meaning of mathematical competence. While teacher interviews reveal teachers\u27 opinions about the problems of mathematics in everyday life and the possibility of using mathematics to solve everyday problems

VALUES HIGHLIGHTING PRODUCTIVE LEARNING IN THE PROCESS OF DEBATING

The lack of students` motivation is quite often the reason why students have low academic abilities and achievements. However, this can be a consequence of a lack of productive learning-oriented values. The empirical findings of the survey reveal that engagement in the process of debating contributes to the ability of students to evaluate and recognize the values gained during the debates, as well as students' self-direction, which contributes to their progression and productivity in different life situations. Students` responses to the values gained in the process of debating reveal that students' ability to self-direction increases proportionally to the students` length of experience of debating, while focusing on achievements reduces. Thus the achievement of long-term goals has been highlighted in comparison with short-term goals. The aim of the publication is to find out students' opinion about the values acquired during the process of debating, revealing and characterizing the pedagogical potential of the implementation of the debate.

THE POTENTIAL OF THE SCHOOL LIBRARY TO PROMOTE’STUDENTS’ SELF-DIRECTED LEARNING

Motivating students to read more is becoming increasingly important nowadays. The ability to understand the meaning of a text, to analyse, critically evaluate and verify the information and facts, as well as formulate one\u27s own opinion - this is a skill that is vital for modern people living in the 21st century - the century of fake news. The latest PISA 2022 study shows that average reading performance in Latvia has fallen in comparison to 2018 results. The average reading achievement of pupils of Latvia has been falling every year since 2012. The challenge for schools is to use their internal resources to stimulate pupils\u27 interest in reading in order to break this trend. One of the school\u27s internal resources is a library. The school library has an important role to play in motivating pupils to read and to learn. It is an environment that encourages and supports reading and self-directed learning. The aim of this publication is to describe possibilities of raising reading interest and self-directed learning opportunities in school library

THE DEVELOPMENT OF NECESSARY SKILLS FOR SOCIALLY RESPONSIBLE LEARNING PROCESS THROUGH DEBATING

Through the learning process the community's experience is taken over. Nowadays, the close link between a school and the society reinforces the need to improve knowledge and develop life-long learning skills. Successful learning process contributes to the successful development of the society. Thus, socially responsible learning gains significance. Respecting the diversity of views, self-education and research as a productive cognitive process, innovative ideas and implementing projects contribute to socially responsible learning. The effectiveness of the method debating in the learning process is ensured by the fact that debating highlights the topical issues of the society, contributing to a situation in which a young person understands the necessity of the learning content. Socially responsible learning provides the development and targeted acquisition of social and civic skills, learning to learn skills, and communication skills. Giving students the possibility of joining the debating society within the school, not only the students' learning achievements, but also their civic participation have been promoted

THE FOCUS OF SIGNIFICANT LEARNING: THE PEDAGOGICAL POTENCIAL OF DEBATING

Nowadays, in the process of the implementation of student-centered learning paradigm, not only the knowledge, skills and attitude formation has been updated, but a new quality of teaching and learning as well. Thus significant learning approach has been promoted, leading to the each student's personal development and providing new resources and opportunities. The publication describes the productive dimension of significant learning in the English language learning process revealing the educational opportunities and a potential of the innovative learning method – debating. The prerequisites of significant learning for students have been analyzed as well as the possibilities to develop learning skills through students engaging in the process of debating. Empirical research data confirms the value of the learning method – debating: it promotes self-discipline, the increase of interest in learning, student responsibility as well as raising students‟ motivatio