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Auswahl der wissenschaftlichen Literatur zum Thema „Pedagogue's opinion“
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Zeitschriftenartikel zum Thema "Pedagogue's opinion"
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Urnėžienė, Emilija, und Kristina Budrytė. „Competences of Special Pedagogue and Their Improvement Opportunities from the Point of View of Pedagogues“. Pedagogika 115, Nr. 3 (10.09.2014): 135–46. http://dx.doi.org/10.15823/p.2014.032.
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Rapid changes in economy, social relations as well as globalisation, development of information and communication technologies impose new challenges on a teacher, who is a mediator between changes in education and processes of society improvement. Working with special learning needs students, a special pedagogue assists such learners in adopting content of education and develops their impaired functions, collaborates with their parents as well as teachers providing them with methodological support and consulting, develops individual, sub-group and group programmes for development of impaired functions of children, advice teachers regarding special education issues and others. More successful implementation of these activities requires certain competences of special pedagogue, which are outlined in the Description of Teacher Professional Competences and embrace: common cultural, professional and generic ones.
The goal of the research: to reveal attitudes of special pedagogue of general education schools towards competences of special pedagogue and their improvement opportunities.
The object of the research: competences of special pedagogue of general education schools.
The methods of research: 1) analysis of scientific literature, 2) questionnaire survey, 3) statistic analysis of research data.
The sample of the research included 244 special pedagogues from general education schools of various counties of Lithuania.
In the first stage of the analysis the respondents were asked to express own attitudes towards competences of a special pedagogue. In the second stage of the analysis the special pedagogues pointed out what predetermines success in the process of education, where a special pedagogue works with learners of special educational needs. The third stage focused on identification of possibilities of professional development of special pedagogues, needs for competence development and, therefore, the respondents were requested to express own opinion about conditions, which are necessary to obtain competences of highest level.
The research data revealed that for a special pedagogue, who works with special needs learners, it is most important to possess positive personal features (patience, tolerance, humanity, comprehensiveness, consistency, etc.) and all the professional competences, particularly focusing on competences of communication and collaboration, learners’ motivation and support to them, learner’s cognition and his/her acknowledgement and professional development. Personal motivation of a pedagogue, which embraces a wish to help, love for job, positiveness, development, is also of utmost importance. According to special pedagogues, a number of changes, such as reduction of workload, increase of financing, renewal of workplace, support from administration, provision with methodological aids, collaboration and changes in education may result in acquisition of competences of highest level. The paradigm of continuous development is also emphasized and its calls for personal, professional and social lifelong development. Continuous improvement ensures high quality activities of special pedagogue, which have influence not only on achievements of special needs learners but also on changes occurring in the society. Therefore, a special pedagogue has to be a constantly learning personality. In the context of constant changes, learning acquires features of a permanent process.
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Lukashenia, Zoya, und Natallia Sianiuta. „CONSULTING AS A PEDAGOGICAL GUIDANCE TECHNOLOGY IN THE CONTINUOUS EDUCATION OF A PEDAGOGUE“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (20.05.2020): 190. http://dx.doi.org/10.17770/sie2020vol5.4988.
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The present day tendency of rapid constant changes of the informational and technological space surrounding a pedagogue, suggests the necessity of continuous education. The necessity of constant renovation of knowledge leads a pedagogue to obtain new competences, to the emergence of new educational practices. As a result of high competition in all spheres of society the client-orientated course of modern system of professional education makes a pedagogue search for new forms of getting competences, which are not set in the frames of certain disciplines and thus provide the continuity of educational processes. Here we suggest consulting, having been worked out as a pedagogical technology that guaranties the achievement of the set goals, reproduction and replication. The purpose of our research is to substantiate the expediency of using the pedagogical technology of consulting to support the process of continuous professional training of a teacher directly at the workplace. The article deals with the theoretical stage results of our research in working out a consulting model as a pedagogical technology of continuous pedagogue’s educational guidance as well as the analysis of pedagogue-participants’ opinions concerning the pilot approbation of this model.
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Burceva, Rita. „SUPERVISION FOR PEDAGOGUES – CAREER COUNSELLORS“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (21.05.2019): 53. http://dx.doi.org/10.17770/sie2019vol5.3981.
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Pedagogues-career counsellors perform diverse tasks at schools, and supervision is a new tool for educating and supporting these specialists. The purpose of the article is to carry out a quantitative study on the use of supervision in the professional development of pedagogues-career counsellors and to analyse the results. Study method — structured written questionnaire. The study's results show that pedagogues-career counsellors are satisfied with supervision. They think it is an appropriate form of professional development. Respondents are positive about the methods used in supervision. The main benefits of supervisions (in pedagogues – career counsellors opinion) are following: supervisions helps to become aware of strengths and weaknesses, promotes motivation at work, educates on various aspects of professional activity, promotes professional development, helps to more clearly define goals, helps to achieve the goals set, helps to prioritize, increases self-confidence, affects behavior, changes attitude, helps to understand the causal relationships, helps to become aware of personal resources, develops thinking etc.
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Arıca, Eylem. „Third Position as a Home Position Alternative: A Survey of Views and Approaches of Violin/Viola Instructors“. SAGE Open 11, Nr. 2 (April 2021): 215824402110151. http://dx.doi.org/10.1177/21582440211015197.
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Although violin/viola pedagogues who use the third position as the home position in beginning-level teaching have reported positive experiences, school curricula and most pedagogues’ repertoires remain limited to method books that use the first position. The reasons for this preference have not been adequately addressed in string pedagogy and music education research. This study therefore aimed to examine the opinions of violin/viola trainers on the use of the third position as home position through a survey. A questionnaire sent to various music associations, schools, and violin/viola educators internationally yielded a sampling of 160. The results showed that 73.1% of the participants hold the opinion that the third position is not widely used in beginning-level training, and 63.5% think that method books that employ the technique are insufficient. However, 53.1% of the participants believe that using the third position as the home position may have benefits; 61.1% think that the left hand takes the ideal shape in the third position; and 68.3% think that a wider availability of method books would increase the number of trainers who use the technique to teach. The study found that further research of the technique is necessary, especially for educators who are interested in using it.
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Varga, Dániel. „Coaches: Pedagogues of Sport? Methodological Attempt to Study the Pedagogical Beliefs of Hungarian Football Coaches“. Physical Culture and Sport. Studies and Research 76, Nr. 1 (01.12.2017): 23–34. http://dx.doi.org/10.1515/pcssr-2017-0027.
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AbstractNot only are coaches supposed to be excellent in their sports, but they should also be good pedagogues. However, according to public opinion, most coaches’ only aim is to reach the highest performance possible with their athletes. The objective of this paper is to examine whether this common assumption is also true of football coaches. Adapting the concept of a nationwide study of teachers’ pedagogical views, the author attempts to discover Hungarian football coaches’ pedagogical beliefs, their opinions on the most important tools of education, the content of human values transmitted during education, and their educational creeds. At the same time, the paper analyzes how the conceptual framework and the methods used in the research among the teachers can be transformed to the special conditions regarding the coaches’ work. The results of the research show how the football coaches interpret the term “education,” what they think about the most influential tools of education, and which educational values and creeds they identify themselves. The conclusion of the paper is that both the findings of a pilot study among football coaches and the adaptation of the methods used in the research to reveal the teachers’ pedagogical views proved to be beneficial and instructive.
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Medveckis, Arturs. „THE REFLECTION OF PEDAGOGUE’S IDENTITY IN THE LIFE ACTIVITIES: THEORETICAL RESEARCH MODEL“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (26.05.2016): 80. http://dx.doi.org/10.17770/sie2016vol4.1552.
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The innovative research model presented in this article includes the micro, mezzo, and macro context of the identity by expressing its multiple dimensions of the pedagogue’s personality in personal, cultural and historical and social aspect. The dispositional traits of personality i.e. emotions, talent, behaviour and opinion, along with the adaptation characteristics i.e. interests, motivation, values, attitudes and character are analysed in the micro context. The meaning of the respective social environment is drawn in the mezzo context where the pedagogue’s, family, student’s and religious identity develop. The further crystallisation of the identity happens in the macro context that influences the development of professional, national, local, political and cultural identity.
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Hammergren, Lena. „Att tala – att dansa: om metaforens betydelse inom danspedagogik“. Nordic Journal of Dance 7, Nr. 1 (01.06.2016): 18–27. http://dx.doi.org/10.2478/njd-2016-0003.
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Abstract The article focus on how dance pedagogues describe their modes of using verbal communication in the dance studio, and it is based on interviews and observations of dance education. The theoretical base embraces ideas about bodies as well as theories about the importance of metaphors in embodied communication. Moreover, it is argued that pedagogues and dance students are engaged in a corporeal version of critical thinking, in which verbal language is one of several important aspects. Four pedagogues are interviewed and they represent different dance genres, which affects the kind of verbal communication used. However, a major common opinion is that the use of metaphors has undergone an historical change. A frequent use of metaphors with references to nature has today been exchanged for a more concrete, functional language. It could well be affected by both the dance techniques in use, and the current aesthetic trends in choreography.
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Pesha, Anastasiya Vladimirovna, und Ekaterina Viktorovna Evplova. „Supra-professional competences of pedagogues of the XXI century“. Педагогика и просвещение, Nr. 3 (März 2020): 29–46. http://dx.doi.org/10.7256/2454-0676.2020.3.33247.
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Digitalization and advancement of knowledge economy, formation and proliferation of the new technological didactics based on the didactic tetrahedron, lead to requirements changes in the development of pedagogical competencies. These trends influence the selection of the topic of research aimed at studying the relevance of formation of supra-professional competencies of future pedagogues. The goal of this work consists in carrying out an empirical study, based on the content analysis of previous research, of the opinions of students of pedagogical universities on the importance of self-evaluation and evaluation of opportunities for the development of supra-professional competencies essential for the pedagogues of the XXI century. The online survey involved 150 students from three pedagogical universities – Ural State Pedagogical University, South Ural State Humanitarian Pedagogical University, and Russian State Vocational Pedagogical University. The article presents an original definition of the concept of “supra-professional competence”, as well as makes an overview of national and foreign literature on the matter. The authors revealed the results of pilot study conducted among students of the aforementioned pedagogical universities. As a result of the research, based on the collected opinions of the students of 7 fields of study in two perspectives – self-evaluation of the level of development of students’ competencies and assessment of the importance of competences on the job market. The acquired results of assessment of opportunities for the development of supra-professional competences testify to the fact that there is room for improvement of educational process.
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Et al., Chanasith Sithsungnoen. „The Development of GPAS 5 Steps Teaching Model for Enhancing Learning Skills in Thailand 4.0 Era“. Psychology and Education Journal 58, Nr. 1 (29.01.2021): 1340–47. http://dx.doi.org/10.17762/pae.v58i1.906.
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The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3) to disseminate using theconducted model, to childhood, secondary and elementary education. The subjects consisted of school administrators, instructors, and students of Satit Vajiralongkorn Rajabhat University School in the academic year 2018. The instruments used included 1) GPAS 5Steps Teaching Model, 2) test, 3) instructors and learners’ ability evaluation, 4) observation form, and 5) opinion evaluation. The statistical analysis utilized mean, percentage, standard deviation, and content analysis.
The results were as follows: 1) GPAS 5Steps Teaching Model included principle, objectives, instructions, assessment and evaluation, and success factors. 2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors’ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors’ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students’ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level. 3) In conclusion, the disseminatedresults provided benefit to instructors as pedagogues and the overall student learning experience.
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Pletenyova, Irina F., Lyubov' N. Martynova und Larisa V. Barinova. „Volunteer activity as opportunity to form future pedagogues“. Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, Nr. 4 (2019): 160–65. http://dx.doi.org/10.34216/2073-1426-2019-25-4-160-165.
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The article is devoted to a comprehensive study of business and personal qualities of students of pedagogic faculties engaged in volunteer activities. It is shown that the participation of students in volunteer activities contributes to: 1) the acquisition of diverse knowledge; 2) the improvement of existing skills, skills of interaction with others; 3) the formation of an objective assessment of both difficulties and positive aspects of future professional activity. The set of business and personal qualities necessary for the volunteer is revealed, which determine the effectiveness of volunteer activity, which, in turn, contributes to the formation of readiness forprofessional activity of future pedagogues. The authors focus on the factors that influenced the decision of students to engage in volunteer activities, the motives for volunteering, the analysis of students 'views on the prospects of development of this type of activity as a special social sphere, the study of students' opinions about the role that can play in volunteering for future teaching work.
Dissertationen zum Thema "Pedagogue's opinion"
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Kny, Lenka. „Problematika vzdělávání žáků s poruchami pozornosti očima jejich pedagogů“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446297.
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Problems of education of pupils with Attention Deficit Disorder from the view of their teachers Lenka Kny Primary school education is influenced by many factors, such as the composition of the team at school, the inclusion of pupils with special educational needs, the presence of a teaching assistent The diploma thesis focuses on the education of students with Attention Deficit Disorder. Diagnoses of ADHD (Hyperactivity) and ADD are presented mainly in terms of manifestations that affect the course of lessons. The issue of education pupils with Attention Deficit Disorder is approached from the point of view of teachers who have expressed how they perceive work with ADHD and ADD. The factors that influence the teaching of these pupils were also summarized and the teachers named support that could, according to them, make the whole teaching proces more efficient. Four case studies presented specific examples of the education of two pupils with ADHD and two with ADD and associated problems who are often educated with the support of a teaching assistant.Teachers, using the example of these pupils, summarized their findings, which can be applied in a wider range of education of pupils with Attention Deficit Disorder. The presence of selected pupils in teaching has slowed down the pace of education, it...
Konferenzberichte zum Thema "Pedagogue's opinion"
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Bilbokaitė-Skiauterienė, Ieva, und Renata Bilbokaitė. „THE IMAGE OF PEDAGOGUES AS A REFLECTION OF PROFESSION’S PRESTIGE IN CURRENT MEDIA: THE CONTEXT OF PEDAGOGUES’ OPINIONS“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2301.
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Kumar, Raj, G. Sudeepthi, K. Deepthi, B. Vamsi und U. Nanaji. „Feedback Analysis on the Performance Evaluation of Pedagogue using Opinion Mining“. In Smart Technologies in Data Science and Communication 2017. Science & Engineering Research Support soCiety, 2017. http://dx.doi.org/10.14257/astl.2017.147.15.
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Cernaveja, Sarmite, und Inta Volodko. „Participation of the students of Riga Technical University in the Olympiad in mathematics“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.
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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is organized by the Department of Mathematics of Latvia University of Agriculture. Students from Baltic universities participate in these Olympiads, and within their scope, students not only compete individually, but also discuss among themselves the content of mathematics and teaching methodology in their universities, evaluate it and express their suggestions for the improvements. Since 2012, students from Riga Technical University also participate in these Olympiads and get award-winning places. Such Olympiads promote interest about mathematics among young people, develops cooperation skills between like-minded people, as well as, give an opportunity for pedagogues to listen to the opinion of the best students about teaching methodology of mathematics and to improve it.
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Stračárová, Nikola. „A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County“. In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-55.
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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).
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Petrovic, Jelena, und Dragana Dimitrijević. „EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.
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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotional education in Serbian pedagogy, and the relation of Serbian educators to this educational concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.