DOI: https://doi.org/10.26883/2010.252.6676

РОЛЯТА НА УЧИТЕЛЯ КАТО АКТЬОР И ФАСИЛИТАТОР: АНИМАТИВЕН ПОДХОД ЗА ВЪЗПИТАНИЕ В ДОБРОДЕТЕЛИ В НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ

Ави Абнер
Бургаски държавен университет „Проф. д-р Асен Златаров“, Бургас

THE ROLE OF THE TEACHER AS ACTOR AND FACILITATOR: AN ANIMATIVE APPROACH TO THE EDUCATION OF VIRTUES IN PRIMARY SCHOOL AGE

Avi Abner
Burgas state university „Prof. Dr. Asen Zlatarov“, Burgas

Abstract: This theoretical article proposes a pedagogical model that employs an animative approach with the teacher acting as both actor and facilitator in the primary school classroom, aiming to nurture virtues. Emphasis is placed on the need for values-oriented education that transcends traditional methods of knowledge transmission to create conditions for personal understanding and internalisation of moral virtues such as love, honesty, compassion, and forgiveness. The model is grounded in the premise that pedagogical animation and dramatic role-play techniques can transform the learning process into a space for dialogue, empathy, and critical reflection. In the role of actor and facilitator, the teacher designs educational scenarios featuring moral dilemmas, leads discussions, and encourages improvisation, thereby engaging students in an active process of moral reasoning and ethical decision-making. The structure of the model comprises carefully defined stages: introduction and motivation, role and scenario development, creative enactment, dialogue and analysis, and a final stage focused on reflecting on and applying values in a personal context. This pedagogical framework seeks to integrate intellectual, emotional, and spiritual development, offering opportunities to cultivate a robust system of values aligned with contemporary social expectations for morally responsible and empathetic individuals.

Keywords: animative approach, teacher-in-role, Virtues, moral education, primary school

References:

1. Arthur, J., A Christian Education in the Virtues: Character Formation and Human Flourishing. Abingdon, UK: Routledge, 2021
2. Georgieva, R., Formirane na tsennostni orientatsii u uchenitsite v nachalnoto uchilishte chrez obuchenieto po religia. Disertatsia, SU “Sv. Kliment Ohridski”, 2016
3. Boshnakova, S., Neobhodimostta ot hristiyanskite tsennosti v savremennoto uchilishte. Balgarsko spisanie za obrazovanie, 2, 2016, str. 103-113
4. Dimitrova, D., Pedagogicheska animatsia v obuchenieto. Plovdiv: UI “Paisiy Hilendarski”. ISBN978-619-202-880-0., 2023
5. Dawson, K., & Lee, B., Drama-Based Pedagogy: Activating Learning Across the Curriculum. Bristol: Intellect press. ISBN: 9781783207398., 2018
6. Heathcote, D., & Bolton, G., Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Portsmouth, NH: Heinemann Drama press.
   ISBN-13: 978 0435086435., 1995
7. Kaloyanova, N., Prepodavaneto kato fasilitirane: Teoria i tehnologii v uchilishtnoto obuchenie. Sofia: Rakurs SD. ISBN 978-619-7009-02-6., 2012
8. Nikolova, M., Animatsionni proekti, osnovani na model po obrazovatelna drama v nachalnoto uchilishte. sp. Pedagogika, 90(1), 2018, str. 62-73
9. Dimitrova, Zl., Proektsii na animativniyat podhod v pedagogikata. Education and Technologies, ART– BURGAS, 8, 33-37, 2017
10. Dimitrova, A., Animativniyat podhod v obrazovatelnia protses po fizichesko vazpitanie i sport v detskata gradina i nachalnoto uchilishte. (ISBN 978-619-7123-67-8)., 2017

(Endnotes:)
1. Iztochnik: Figurata e sazdadena ot Avi Abner. Vsichki prava sa zapazeni

READ FULL PAPER