FIELDS OF IMPLEMENTATION OF THE TEACHER'S EDUCATIONAL FUNCTIONS
Venelin Terziev1, Margarita Bogdanova2, Мarin Georgiev3, Denis Solovev4,Plamen Bogdanov5
1Full Member of the Russian Academy of Natural History, Professor, Eng., D.Sc. (National Security), D.Sc. (Economics), D.Sc. (Social Activities), Ph.D. Russian Academy of Natural History, Moscow, Russia, Vasil Levski National Military University, Veliko Tarnovo, Bulgaria, University of Rousse, Rousse, Bulgaria, terziev@skmat.com
2Professor, Ph.D., Tsenov Academy of Economics, Svishtov, Bulgaria, m.bogdanova@uni-svishtov.bg
3Ph.D, Kaneff University Hospital, Rousse, Bulgaria, clementon@abv.bg
4Professor, Ph.D., Far Eastern Federal University (FEFU), Vladivostok, Russian Federation, solovev.db@dvfu.ru
5Ph.D, University of Library Studies and Information Technologies (ULSIT), Sofia, Bulgaria, bogdanovpn@abv.b
Abstract
The present work seeks to answer which are the appropriate tools for an effective organization for carrying out a creative learning process In the aggregate of complex social and pedagogical functions performed by the teacher, the education of adolescents occupies the largest share. This is where the teacher spends most efforts, in which his qualities of a teacher and educator stand out most clearly. Through his activity in the learning process, the teacher is the one who mostly contributes to the development of the students, integrates them into the rich cognitive experience of mankind, prepares them for inclusion in the various fields of social and economic life.
Keywords: approaches, governance, education, processes, changes.
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