1. EDUCATION
1.1. Preceding theoretical perspectives
1.1.1. Functionalism in education.
1.1.1.1. Positive evaluation.
1.1.1.1.1. Promotes solidarity.
1.1.1.1.2. Fairer education.
1.1.1.1.3. Low exclusion.
1.1.1.2. Negative evaluation.
1.1.1.2.1. Lacks creativity.
1.1.1.2.2. Not meritocratic.
1.1.2. Positive Functions
1.1.2.1. Social Solidarity
1.1.2.1.1. Durkheim's proposal
1.1.2.1.2. Feeling part of something big
1.1.2.1.3. Transmitting shared values
1.1.2.2. Specialist skills for work
1.1.2.2.1. Durkheim's proposal
1.1.2.3. Core values
1.1.2.3.1. Education for Parsons.
1.1.2.4. Role Allocation and meritocracy
1.1.2.4.1. Success
1.1.2.4.2. Equal conditions
1.1.2.4.3. Same possibilities
1.2. Contemporary theoretical perspectives.
1.2.1. EDUCATION
1.2.1.1. Conflict theorists
1.2.1.1.1. Broad social inequality.
1.2.1.1.2. Inequality gap
1.2.1.2. Feminist theorists
1.2.1.2.1. Educational sexism
1.2.1.3. Symbolic interactionists
1.2.1.3.1. Classroom dynamics
1.2.1.3.2. Interaction of students with teachers
1.2.1.4. Functionalism
1.2.1.4.1. School
1.2.1.4.2. types
2. TEACHING - LEARNING PROCESS
2.1. Didactics
2.1.1. Kansanen & Meri (1999)
2.1.1.1. General and Subject didactics
2.1.1.1.1. Importance of didactics
2.1.1.1.2. Importance of research
2.1.1.2. Didactic triangle
2.1.1.2.1. relation between
2.1.1.2.2. Understanding of subject
2.1.1.3. Didactic relation
2.1.1.3.1. core of didactics
2.1.1.3.2. relation-triangle
2.1.1.4. Teacher´s didactics
2.1.1.4.1. way of teaching
2.1.1.4.2. content planning
2.2. Strategies
2.2.1. considering
2.2.1.1. teaching aids
2.2.1.2. effective learning
2.2.1.3. types of strategies
2.2.2. Enikő (2013)
2.2.2.1. types of strategies
2.2.2.1.1. Empirical
2.2.2.1.2. Problem solving
2.2.2.1.3. Modelling
3. Emile Durkheim
4. PIAGET
5. PEDAGOGY
5.1. Perspectives
5.1.1. Bharati (2013)
5.1.1.1. Art of teaching
5.1.1.2. Has a variety of strategies
5.1.1.2.1. through
5.1.2. Transmission of content
5.1.2.1. through
5.1.2.1.1. techniques
5.1.2.1.2. procedures
5.1.2.1.3. activities
5.1.3. different to
5.1.3.1. children
5.1.3.2. youth
5.1.3.3. adults
5.2. Reflections.
5.2.1. United Nations (1989)
5.2.1.1. Children with
5.2.1.1.1. rights
5.2.1.1.2. needs
5.2.1.1.3. quality education
5.2.2. The role of the teacher
5.2.2.1. Good curricular decision
5.2.2.2. Teaching
5.2.2.2.1. quality
5.2.2.2.2. according to needs
5.2.2.3. Formation of good citizens
5.2.2.4. Pedagogy based on
5.2.2.4.1. efficiency
5.2.2.4.2. quality
5.2.2.4.3. needs
5.2.2.4.4. respect
5.2.2.4.5. reflection
6. PARTICIPANTS
6.1. Teachers
6.1.1. According to Luccia-Reinstein (nd)
6.1.1.1. roles
6.1.1.1.1. Academic
6.1.1.1.2. Domestic - family
6.2. Students
6.2.1. Roles in learning English.
6.2.2. By Serrano (1995)
6.2.2.1. teaching method
6.2.2.1.1. Oral approach
6.2.2.1.2. Communicative Approach
6.2.2.1.3. Scientific Approach
6.2.2.1.4. Grammar- Translation Method
6.2.2.1.5. Direct Method
6.2.2.1.6. Audio-Lingual
6.2.2.1.7. Silent Way Method
6.2.2.1.8. Suggestopedia Method
6.2.2.1.9. Community-Language Learning Method
6.2.2.1.10. Total Physical Response method