Journal articles: 'Innovation. university pedagogy. pedagogical systems'

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Ilaltdinova, Elena Yu, Svetlana V. Frolova, and Tatiana N. Sergeeva. "Institutional identity of pedagogical education: problems and development trends." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 70–87. http://dx.doi.org/10.32744/pse.2021.2.5.

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Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant. Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis. Results. The analysis of socio-cultural and educational tendencies, as well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis. Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents. Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.

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Smirnov, I. P. "The contextual method of Academician Verbitsky: is a revolution in didactics possible?" Education and science journal 23, no. 4 (April 18, 2021): 108–25. http://dx.doi.org/10.17853/1994-5639-2021-4-108-125.

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Introduction. The article provides an overview of the most notable pedagogical innovations (project method, programmed teaching, pedagogy of cooperation), mastered at the scientific level, but not widely used in educational practice. Special attention is paid to the paradigm of contextual education developed by the Academician of the Russian Academy of Education, Head of the Department of Social and Pedagogical Psychology in Sholokhov Moscow State University for the Humanities, A. A. Verbitsky and his scientific school. This paradigm accumulates many effective forms, methods and means, substantiated within the framework of various innovative approaches; however, it finds application only on the experimental sites of individual creative teachers of Russia.The aim of the present publication is to investigate the reasons for the rejection by educational practice to apply pedagogical innovations, conditions and prospects.Methodology and research methods. The author analyses the works of A. A. Verbitsky's scientific school, consistently developing the paradigm of contextual education in monographic and dissertation research, mastering it in the long-term teaching practice of the leading Russian university in the field of intelligent systems in humanities and applied humanities.Results and scientific novelty. The author rejects the widespread opinion about the inhibition of innovations by the conservative pedagogical environment and shows their ideological incompatibility between the centralised management of education and the autocracy of Russian society as a whole. It is proved that the imperative of the perception of pedagogical innovations by education is a change in the social environment.Practical significance. The author's assessments and conclusions create methodological prerequisites for developing a discussion about the mission of pedagogical science and the conditions for its development in modern Russian society. Thus, it could explain why the “didactocentrism”, proclaimed by John Amos Comenius, prevails in Russian education.

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Alisov, Evgenii A. "International practice of the activity approach in higher pedagogical education." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2022): 9–17. http://dx.doi.org/10.20310/1810-231x-2022-21-4-9-17.

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We present the results of a comparative pedagogical study, the purpose of which was to identify and characterize the directions of application of the activity approach (as a key methodological basis) implemented in the world educational practice to the organization of the system of lecturer training. The study was conducted using classical methods for comparative pedagogy: comparative, descriptive, inductive-deductive. The considered in the study trends determine the general patterns of designing educational programs for lecturer training in many countries of the world with high quality education. A detailed description of the essential content of the epistemic spaces of the activity approach is given: paradigms, syntagmas and pragmatics, taking into account the specifics of the university training of teachers in Russia, the USA, the Netherlands, Norway, Sweden, Cyprus, Thailand, Malaysia and other countries. As the key guidelines of modern higher pedagogical education from the perspective of the activity approach the following are designated: a target orientation for continuous professional self-improvement, meaning-forming preparation for solving life tasks, personalization of the educational environment of the university, organization of joint network activities. The application of the activity approach correlates with the educational results, which are normatively fixed in the standards. The principles of the system-modular organization of higher pedagogical education are updated. We consider the specific features of the implementation of the conceptual foundations of the activity approach in higher pedagogical education at the present stage of the development of world educational systems. Based on the generalization and systematization of a number of theoretical and empirical scientific and pedagogical studies, it is concluded that it is necessary to preserve the activity basis in the practice of implementing educational programs of higher pedagogical education, with the introduction of innovations that meet the general trends in the functioning of educational systems around the world.

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Naumkin, Nikolay I., Elena P. Grosheva, Galina A. Kondratieva, and Vladimir F. Kupryashkin. "Training Higher School Students in Rapid Prototyping Technology as a Final Stage of Their Preparation for Innovative Activities." Integration of Education, no. 3 (September 28, 2018): 519–34. http://dx.doi.org/10.15507/1991-9468.092.022.201803.519-534.

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Introduction. The methodological systems of preparation for innovative engineering activity involve the involvement of students in all stages of the innovation cycle, including obtaining an intangible innovative product. However, the inability to obtain in students a material innovative product reduces the effectiveness of the preparation of these systems. The purpose of this study is to create a methodical system for preparing students for innovative research activities based on their involvement in all stages of obtaining a material innovative product using additive technologies. Materials and Methods. For writing the article the authors used the main points of the integrated approach to learning (integration of theoretical and practical training of innovative research activities and interdisciplinary integration of various branches of science (pedagogy, mathematical modeling, 3D modeling, additive technologies, innovation). Results. The methodical system of training students of technical higher education institution has been created and implemented, ensuring their involvement in all stages of the innovation cycle due to the use of rapid prototyping technologies. The effectiveness of technologies is confirmed by the results of the pedagogical experiment. Discussion and Conclusions. The performed researches allowed to create a methodical system for training students of technical universities of innovative research activities based on rapid prototyping technologies. This method significantly improves the effectiveness of training. It ensures the participation of students in all stages of obtaining a material innovative product: during the study of the course, and during classroom sessions. This method was developed and tested for the implementation at National Research Ogarev Mordovia State University. It provides the practical significance of the study considered in the article. Further development of the material presented in the article can be related to the expansion of the infrastructure of the Rapid Pro university center for designing and prototyping and attracting students to manufacturing industrial products.

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Novy, Julia Wells, Banny Banerjee, and Pamela Matson. "A Core Curriculum for Sustainability Leadership." Sustainability 13, no. 19 (September 23, 2021): 10557. http://dx.doi.org/10.3390/su131910557.

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In response to the scale, complexity, and urgency of the sustainability challenges societies face, there has been both rapid growth in the broad field of sustainability science and technology, as well as sustainability education globally. Yet, demand for sustainability education still far outstrips supply, and the gap between current reality and achieving the goal of intergenerational well-being is widening. There is a need for greater understanding, innovation, and alignment in sustainability education to ensure programs are effective in cultivating agents of change with capabilities pertinent to and commensurate with the nature of the challenge. Through a highly consultative, multi-year process, we used systems design, combining a systems perspective with the iterative design and inquiry process from design thinking, as well as grounded theory to develop a model of a “New Leader”, and an associated curriculum and pedagogy to cultivate these change agents. The resulting Change Leadership for Sustainability Program at Stanford University offers a set of perspectives, frameworks, and tools and a pedagogical approach that prepares students to study and lead change effectively in any social-environmental system, no matter the sector or topic of interest, with an explicit normative goal of intergenerational well-being. After testing and evaluating the Program’s curriculum and pedagogy over the past five years through both master’s and executive programs, we have found that the development of specific competencies is an essential element of sustainability education, yet it is also crucial to focus on cultivating the identity, perspectives, and agency of these New Leaders in order to prepare them for maximum impact.

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Borisov, Egor, Elena Petrenko, Elena Zatsarinnaya, Alexey Romanov, Vera Cherkina, and Lyudmila Sotnikova. "Organization of taking exams of university students in online format: problems and opportunities." E3S Web of Conferences 217 (2020): 08005. http://dx.doi.org/10.1051/e3sconf/202021708005.

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Digitalization and automation in all sectors of the economy have increased the efficiency and effectiveness of various systems and processes. Online technologies are also widely used in the higher education system. Online learning, e-learning, e-learning tools and digital assessments are not innovations in the full sense of the word, but the widespread use of these technologies took place in mid-2020, due to the COVID-19 pandemic. The using the online format of training by universities and schools in the spring of 2020 was mostly spontaneous and forced, but later, due to the complication of the sanitary and epidemiological situation in the world, as well as in order to improve electronic pedagogical technologies in the field of certification of university students, this technology became the subject of consideration by specialists from different industries and, above all, from the field of pedagogy. The authors made attempts to study the main problems of University students passing exams and tests in an online format in order to avoid them in the future, and also developed ways to improve this technology.

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Babich, Vladimir, Vadim Zyubanov, and Maria Gorbuleva. "Semiotic Diagnostics of Philosophy Teaching Goals in Pedagogical Education." Ideas and Ideals 16, no. 1-2 (March 26, 2024): 398–414. http://dx.doi.org/10.17212/2075-0862-2024-16.1.2-398-414.

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Modernization of domestic education and global diversiﬁcation of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, ﬁrstly, in the development of basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversiﬁcation of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to ﬁnd ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the inﬂuence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in speciﬁ c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists ﬁxes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.

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Skvortsov, Aleksandr A., and Anatoly A. Molchanov. "Analysis of the publication activity of world researchers on the problem of forming a digital educational ecosystem for university students." Tambov University Review. Series: Humanities, no. 4 (2023): 770–82. http://dx.doi.org/10.20310/1810-0201-2023-28-4-770-782.

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Relevance. We consider the publication activity on the problem of forming a digital educational ecosystem for university students. The period of appearance of publications on the problem and the dynamics of the publication activity of the scientific community are revealed. Based on the use of Dimensions.ai, Lens.org, Scopus, Web of Science, VOSviewer built charts, bibliometric maps of the publication activity of authors by keywords, activity of countries. The purpose of the study is to show that the digital educational ecosystem is a promising tool for pedagogical communication and contains significant potential for enhancing the research and innovation activities of students. Research methods. To achieve the goals of the study, various methods were used, including the analysis of psychological and pedagogical literature, cluster analysis, generalization and systema-tization of data. Research results. An analysis of the distribution map of publications made it possible to identify the main directions of research on the problem. According to the data, the most significant areas are computer science, business, sociology, knowledge management and the environment. In the period from 2010 to 2019, there has been an active growth in publications on related topics. Pre-sumably, the increase in activity is associated with attempts to understand not so much the essence of the digital educational ecosystem as to understand the concept of a digital educational ecosystem, which was discussed in foreign publications during this period. But the results of the analysis based on these publications may indicate a shift in the focus of research in this area. Perhaps this is due to a change in trends that affect the activity of researchers in this topic. This downward trend may indicate a shift in researchers’ interest to problems related to the pandemic. It is concluded that studies related to “digital educational ecosystems” (digital educational ecosystems) are characterized by fragmentation and fragmentation, which represents the need for a systematic approach and a deeper study of this subject area, which will allow us to analyze and understand the complex interactions and relationships between the various components of these ecosystems. It is substantiated that publications on the research problem in the field of pedagogy are fragmented, and publication activity lags behind the information technology industry, which slows down research in the field of realizing the pedagogical potential of the digital educational ecosystem for university students. Conclusions. The digital educational ecosystem is a promising tool for pedagogical communica-tion and contains significant potential for enhancing the research and innovation activities of stu-dents. But this potential has not yet been realized due to the undeveloped methodological frame-work. A systematic understanding of the methodological basis of the digital educational ecosystem is required.

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Konst, Taru, and Liisa Kairisto-Mertanen. "Developing innovation pedagogy." Contemporary Educational Researches Journal 9, no. 3 (August 31, 2019): 74–84. http://dx.doi.org/10.18844/cerj.v9i3.4224.

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The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and study how it has been and will be developed. The paper provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational goals and involving a sustainable future as the priority in all education. The research methodology is based on action research and participatory observation as well as on the experiences of the authors of the development process, which has taken place in a Finnish university of applied sciences during the past 12 years. The study helps to understand how education development takes place gradually and how it can simultaneously respond to the demands of a sustainable future. This paper strengthens the understanding of innovation pedagogy by providing a set of concrete steps to advise how to put innovation pedagogy in practice. Keywords: Education development, higher education, innovation pedagogy, sustainable future

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Joshi, Marjo, Minna Scheinin, Luis Miranda, and Juliana Piispa. "Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic." Journal of Learning for Development 7, no. 3 (November 19, 2020): 473–78. http://dx.doi.org/10.56059/jl4d.v7i3.446.

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ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.

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G Neufeld, Philip, and Henry D Delcore. "Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy." Journal of Information Technology Education: Research 17 (2018): 001–38. http://dx.doi.org/10.28945/3934.

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Aim/Purpose: The effective adoption of an ICT across every segment of the student population may occur where the design, implementation and supports recognize and adjust for variations in adoption practices across the student population and the situatedness of the promoted ICT adoption. The goal of this study was to demonstrate methods to explicate variations in perceptions and meanings associated with the adoption of a technology; facilitate the segmentation of the population based upon these variations and sociodemographic variables; constitute agents’ practice, within a respective segment, based upon their behaviors and beliefs; and compare these agents’ adoption of a specific technological practice relative to their adoption of the critical practice of effectively selecting and using technologies. Background: Students emerge into a world infused with ICT where the critical technological practice of effectively selecting and using ICT affects students’ participation in a network society and information economy. Education policies and practices, regarding technology use for instruction and learning, often assume student populations are homogenous in their perceptions and practices concerning a given technology and do not account for how situatedness influences students’ perceptions and experience with technology. Universities and faculty, while promoting an ICT, may unintentionally reproduce inequity when not attentive to the ways in which students, as socially situated actors, acquire or fail to acquire the practice of effectively adopting technological innovations. Methodology: This study was an instrumental case study of the phenomenon of ICT adoption, in this instance tablet technology for academic purposes, at a public university where over 30% of students in the study self-identified as the first generation university attending student within their household. This study utilized mixed methods to identify students’ perceptions regarding this ICT, using a two-phase survey (phase 1 n=652; phase 2 n=440), and then explored students’ experiences and associated meanings regarding this technology through the use of photo diary interviews (n=11) and focus groups (n=6,6,2). The survey items were based upon constructs found in the Unified Theory of Acceptance and Use of Technology. These constructs include determinants and moderators for behavioral intention and use behavior for user adoption of a specific ICT. Contribution: This study contributed to research as follows: 1) ICT adoption from students’ perspectives; 2) evidence for segments within populations based upon perceptions and meanings associated with ICT adoption; 3) evidence for how situatedness affects adoption; 4) a practice-oriented approach that distinguishes adoption of a specific technology relative to efficacious practice of selecting and using ICT; and 5) how promoting adoption of a specific technology, given effects of situatedness and variations in segments, may help or hinder the adoption of the critical practice of effectively selecting and using technology thereby affecting students’ participation in modern society. This study points to ways to better understand and support segments of students based upon variations in ICT perceptions and practices, differences in ICT assemblages, and dissimilar situatedness. This study advocates for a criticaltechno-pedagogy whereby students culti-vate the practice of critically choosing and effectively using ICT thereby improving their agency within a digital society. Findings: The findings from this study included 1) variations among students in perceptions, meanings, and practices associated with the adoption of a specific technology; 2) segments of students, based upon sociodemographic variables, for whom there were similar perceptions, meanings, and practices; 3) situatedness affecting students’ adoption of a given technology based upon students’ available ICT assemblage, instructional context, settings of student work, and social and cultural contexts; and, finally, 4) technology adoption as a practice, shared from teacher to students and promulgated within an educational institution, may compel some students to adopt a given technology rather than promote the critical practice of effective selection and use of ICT. Recommendations for Practitioners: Universities and faculty should ascertain and accommodate segments of students who have variations in perceptions and practices associated with ICT adoption as well as differences in situatedness relative to students’ available ICT assemblage, instructional contexts, and social contexts. Universities should insist on student participation in the design and implementation for prospective ICT adoptions and ensure student voice from a diverse set of students. Universities should accommodate variations among student segments by tuning ICT designs, implementations, and supports for each segment. The methods described in this study facilitate timely discovery of student perceptions and practices as well as situatedness of students relative to an ICT adoption. Institutions and teachers should model ICT adoption practices that foster mature student-centered ICT adoption in ways that cultivate the competent practice of effectively selecting and using ICT. Recommendation for Researchers: Research on ICT adoption should consider 1) the voice of adopters, 2) segments among adopters differentiated by perceptions, practices, or sociodemographic variables, and 3) in what ways situatedness affects ICT adoption. Re-searchers should evaluate effectiveness of accommodations to ICT adoption initiatives where design, implementation and supports better facilitate each of the defined student segments. Impact on Society: A critical techno-pedagogy understands that students’ technological practices, as learned perspectives and embodied practices, affect students’ participation as co-agents within socio-technical systems of education, employment and life in current and as-yet-imagined futures. A critical techno-pedagogy is mindful of the hegemonic influence of technology firms upon education; is attentive to the non-technological dimensions shaping socio-technical systems; and is aware that technological practices embody and engender values, thereby reproducing inequity or inclusion. Institutions intent to adopt this or that technology must not forget the future-ready imperative of cultivating students’ critical techno agency, namely, setting students on the journey of effectively selecting and using ICT in ways that realize students’ participation in an information economy and net-worked society. Future Research: Future research should explore the interplay of student learning experiences and outcomes relative to pedagogical practices as well as available ICT assemblage including devices, connectivity, and applications. Research should also explore how the interplay of agents and social practices within education effect the development of the practice of effectively selecting and using ICT.

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Konst (e. Penttilä), Taru, and Liisa Kairisto-Mertanen. "Developing innovation pedagogy approach." On the Horizon 28, no. 1 (January 29, 2020): 45–54. http://dx.doi.org/10.1108/oth-08-2019-0060.

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Purpose The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education. Design/methodology/approach The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade. Findings The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures. Research limitations/implications Because of the case study setting and a specific cultural context, there are limitations to the generalizability of the findings. Originality/value Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy.

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Kucherevskaya, Marina. "Development of Humanistic Orientation of the Modern Russian Education System: Conditions for Implementation." Ideas and Ideals 15, no. 4-1 (December 25, 2023): 183–202. http://dx.doi.org/10.17212/2075-0862-2023-15.4.1-183-202.

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The education system includes the main social institutions that perform the functions of upbringing and education. A common characteristic of any education system is the orientation towards the transfer of knowledge and the formation of skills in order to develop students. At the same time, each stage of social development corresponds to an education system that meets the requirements for the results and goals of education in a particular society. Historically, the evolution of educational systems is interconnected with the transformation of the socio-political structure. The need for a serious reform of the Russian educational system arose under the infl uence of two interrelated factors: the collapse of the Soviet Union in December 1991 and its education system, and the rejection of the existing ideology of educating the younger generation. The protracted reform of the Russian education system is currently causing a lot of criticism from experts and the public, one of which is the deviation from humanistic traditions in teaching practice. The subject of analysis in the article is the conditions that ensure the implementation of the idea of developing the humanistic orientation of the modern education system in Russia. At the origins of the implementation of any idea is a person, innovations in educational practice are embodied by a teacher. Consequently, the backbone components capable of ensuring the embodiment of the idea of a humanistic orientation of the modern education system in Russia are the goals of education that are consonant with this orientation and the pedagogical staff that ensure their achievement. At the same time, the reforms of domestic education in the post-Soviet period led to the loss of the primacy of the educational component in the educational process. Currently, society and the state are making efforts to make up for this mistake. However, a signifi cant obstacle to solving this problem is often the unpreparedness of teachers to implement the educational functions of education based on the humane principles of pedagogy, the basis of which is to take into account the individual characteristics and personal needs of the pupil. The introduction of new forms and methods of working with students will not provide long-term results if it does not affect the foundations of the education system. The purpose of the article is to systematize and supplement information about the conditions that contribute to the development of the humanistic orientation of the modern education system in Russia. The author evaluates the evolution of two ideas: the humanization of education and the formation of a professional orientation in the system of teacher training. The humanistic orientation is substantiated by the author as part of a professional orientation. The origins, problems and approaches to the scientifi c analysis of the idea of the formation and development of the humanistic orientation of future teachers in the conditions of university education are analyzed. To obtain substantiated scientifi c results, the author analyses the normative documentation of the Russian education system, dissertation research, current periodicals and the educational environment of the university. The paper also indicates the reasons preventing the mass dissemination of humanistic ideas in modern Russian education. Thus, the author draws reasonable conclusions about the set of conditions necessary for the development of the humanistic orientation of the education system of modern Russia. Among the conditions mediated by the system of training of pedagogical personnel are: respectful relations of the subjects of the educational process; selection of the content of education; use of active forms and methods of training and education; participation of students in volunteer activities, including leader activities; creation of a special educational environment of the university. The general conclusion of the article is the emphasis on the dependence of the embodiment of the idea of developing the humanistic orientation of the Russian education system on the organizational and pedagogical conditions of the modern system of training teachers. The teaching staff in this historical period is a system-forming component of the Russian education system, on which the results of its transformation depend.

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Semenova, Tatiana. "Problems and Prospects of Organizing a Counselor's Practice for Students of the Faculty of Preschool Pedagogy and Psychology of MPSU." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 1 (April 10, 2020): 45–49. http://dx.doi.org/10.12737/2587-912x-2020-45-49.

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The author describes the experience of organizing and conducting a summer teaching counselor practice at the faculty of preschool pedagogy and psychology of the Moscow State Pedagogical University (MPSU) as a social and pedagogical innovation, analyzes the problems and highlights the prospects for the implementation of the module «basics of counselor activity». The purpose of the study: the study of opinions of students of Faculty of preschool pedagogy and psychology Moscow State Pedagogical University (MSPU) relative to years of teaching leader practices for consolidation and analysis of their experience; identification of problems and definition of prospects of the organization and conduct of this practice, the dissemination of pedagogical experience. Research problem: 1. study of the opinion of students of the faculty of preschool pedagogy and psychology of MPSU regarding the organization and conduct of summer pedagogical leader practice; 2. identification of the attitude of students of the faculty of preschool pedagogy and psychology to the study of the module "Basics of leadership activity"; 3. justification of the need to study the module "Basics of leadership activities" and include leadership practice in the curriculum of students' training, identifying problems and determining the prospects for its organization and implementation.

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Feldman, Gerald. "How to promote and sustain active-learning pedagogical reforms in University Physics through instructor apprenticeship." Journal of Physics: Conference Series 2490, no. 1 (April 1, 2023): 012010. http://dx.doi.org/10.1088/1742-6596/2490/1/012010.

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Abstract We describe a pedagogical reform at George Washington University and the means by which this innovation has been sustained over 14 years. We present the SCALE-UP collaborative group-learning approach and show data on student learning gains that confirm the effectiveness of this pedagogical methodology. By pairing experienced instructors with new instructors unfamiliar with the pedagogical approach, the new instructors can see the pedagogy in action and learn the techniques so they can conduct their own classes in later semesters. Over this period, we have involved 24 separate physics instructors (and also 8 astronomy instructors) who have taught class sections in this collaborative group-learning mode.

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Milner-Bolotin, Marina, Heather Fisher, and Alexandra MacDonald. "Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course." Lumat: International Journal of Math, Science and Technology Education 1, no. 5 (December 30, 2013): 523–42. http://dx.doi.org/10.31129/lumat.v1i5.1088.

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One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

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Borisova, Tanya. "The Faculty of Education at Trakia University – St. Zagora, and its 20th Anniversary – Inheritor of Traditions, Self-assertion and Future." Pedagogika-Pedagogy 95, no. 3s (April 23, 2023): 7–17. http://dx.doi.org/10.53656/ped2023-3s.01.

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The following article traces and examines the development of pedagogical education in Stara Zagora, the establishment of the Faculty of Pedagogy, its assertion, innovation and future. The academic staff, the specialties, the number of students and the budget of the faculty are analysed. Special attention is paid to the gradual accreditation of professional fields, bachelor's, master's and doctoral programmes.

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Boichuk, Yurii, and A. Boiarska-Khomenko. "INNOVATIONS IN GENERAL PEDAGOGICAL TRAINING OF FUTURE TEACHERS." Pedagogical education: theory and practice. Psychology. Pedagogy 2, no. 38 (2022): 14–19. http://dx.doi.org/10.28925/2311-2409.2022.382.

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Modern higher pedagogical education should be innovative in nature and provide teacher training that also meets the criteria of innovation. The article substantiates the need for updating approaches to the general pedagogical training of future teachers who are able to conduct innovative educational activities, solve complex pedagogical problems taking into account national and world experience, and master the art of teaching and educating others. This implementation is implemented through the transformation of the content of general pedagogical education, which aims to develop professional competencies in future teachers, namely: to develop and implement innovative teaching and learning methods, to organize the educational process using online learning tools, to be able to make effective decisions in conditions of uncertainty, and others . The innovative activity of the university is implemented, first of all, through the transformation of the content of pedagogical education and ensuring the high quality of its results. The teaching of the disciplines of the pedagogical cycle begins with the first year and goes through all stages of education according to a comprehensive end-to-end program. In the first year, the academic discipline «General pedagogy» is taught, which consists of two interrelated modules: «Theoretical foundations of pedagogy» and «Teaching and upbringing in a multicultural environment». In the second year of undergraduate training, the scientific and pedagogical staff of the department teaches students the practice-oriented discipline «Provider educational technologies» — this is a complex complex discipline that consists of four modules: Digital learning tools, Inclusive education, Leisure pedagogy, Practical pedagogy. In the master’s degree, the discipline «Innovative pedagogy» is taught. Innovativeness in the training of future teachers is realized thanks to the implementation of the principle of learning through research, digitalization of educational content, creation of creative spaces, expansion of academic mobility and cooperation. Innovative transformations of general pedagogical training of future teachers have a powerful potential

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Keinänen, Meiju Marika, and Liisa Kairisto-Mertanen. "Researching learning environments and students’ innovation competences." Education + Training 61, no. 1 (January 14, 2019): 17–30. http://dx.doi.org/10.1108/et-03-2018-0064.

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PurposeThe purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking).Design/methodology/approachIn this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.FindingsTwo profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.Research limitations/implicationsBecause of the case study setting and a limited sample, there are limitations to the generalizability of the findings.Originality/valueFocusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.

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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (October 20, 2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.

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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’. Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psychology, where she has gained extensive experience in, amongst others, clinical supervision of students in educational psychology. Together with her students, she consults with children, adolescents, and their families in the treatment of diverse psychological challenges. She has a special interest in the assessment and diagnosis of neurodevelopmental disorders in children. Dr Helen Brown Helen Brown is a PhD fellow in the IPSS in the Faculty of Education at the UWC. She is also a member of the Strategy and Research Division of the Manufacturing, Engineering and Related Services Sector Education and Training Authority. Her PhD in education focused on artisan trade testing in the engineering technical and vocational education and training space (TVET). Her work in quality development of vocational education and training (VET) systems has been in the areas of large-scale competence diagnostics, professional development of TVET college lecturers, information and communications technology (ICT) teaching and learning platforms, and skills for the industrialisation of new product innovations. Dr Marcus Brändle Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally. Ms Stefanie Holler Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa. Prof. Wayne Hugo Wayne Hugo is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal. He is dedicated to pursuing how education and learning function as mechanisms across various sectors of education (academic, technical, vocational, and occupational), different modalities (contact, hybrid, online), different scales (from neuron to international), and different types of learning mechanisms (artificial and natural). Dr Musa Mokoena Musa Mokoena is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal and holds a PhD in education and development from this university. He has over 30 years’ experience in TVET in Eswatini and as a lecturer and later principal at two TVET colleges, the Swaziland College of Technology and the Vocational and Commercial Training Institute, Matsapa. Dr Ian Moll Ian Moll is a research fellow at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand, having retired from the Division of Educational Technology at the university in 2021. With a PhD in cognitive science and education from the University of Geneva, his interests lie in theoretical psychology; knowledge, work and skill; the networked society; learning and pedagogy; and educational technology. Mr Mbofheni Abbie Mulaudzi Mbofheni Mulaudzi is a member of the Department of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State. He is a teacher educator and an emerging researcher who is establishing himself as a leading voice in the field of electrical engineering education. He is known for his innovative approaches to technical teacher training and for his commitment to quality teaching and training. Dr Seamus Needham Seamus Needham is the Acting Director of the IPSS in the Faculty of Education at the UWC. He has been active in vocational education, policy and development for about 25 years. Ms Victoria NepembeVictoria Nepembe is a member of the Department of Secondary Education in the Faculty of Education at Rhodes University. She is a PhD scholar in the faculty and, has used her experience with digital technologies in TVET colleges to research technological pedagogical content knowledge among instructors. Her goal is to understand how the three areas of knowledge enforce effective integration of technology and teaching at vocational schools. Prof. Joy Papier Joy Papier is the National Research Foundation Chair: TVET at the IPSS in the Faculty of Education at the UWC. She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of TVET. She has been actively involved in TVET research, policy development, and capacity-building for over 25 years. Dr Benjamin Seleke Benjamin Seleke is a member of the Department of Sciences and Technology Education in the Faculty of Education at Walter Sisulu University. He is a prominent teacher educator specialising in technology education and TVET. Renowned for his work on problem-based learning and the infusion of indigenous knowledge, he advocates for an inclusive curriculum. He also champions continuous professional development and extends his expertise to those working in adult and community education. Dr Clement Simuja Clement Simuja is a senior lecturer in the Department of Secondary Education in the Faculty of Education at Rhodes University. He has spent a decade researching the integration of digital technology at schools and universities and in adult learning. His research involves the intricate interaction between content, pedagogy and technology in digital education, specifically concerning the obstacles encountered in technology-based education implementation. Dr Nixon Teis Nixon Teis is a teacher educator and researcher and the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. His research interests are in teacher knowledge, with a discipline-specific focus on technical teacher knowledge, teacher professional development, and the impact of technological advancements on technical teacher knowledge and capacity. Prof. Bernd Zinn Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.

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Гагаев, П. А. "Metaphysical problems in pedagogy classes at the university." Bulletin of Pedagogical Sciences, no. 1 (February 5, 2024): 103–8. http://dx.doi.org/10.62257/2687-1661-2024-1-103-108.

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в работе рассматривается проблема метафизического измерения человека в содержании высшего педагогического образования. Целью исследования является очерчивание дидактического инструментария, обеспечивающего актуализацию метафизической проблематики на занятиях по педагогике. Методология работы – идеалистическо-субстратная рефлексия А.А. Гагаева. Дается критика сложившегося в системе высшего образования (невнимание к естеству психики человека). Метафизичность трактуется как срединное человека (как его онтология) и как существенное в вопросах воспитания. Развертывается гносеология подготовки удущего педагога к учету метафизического в духовности обучающихся – идеалистическо-интуитивистская. В качестве инструментария решения проблемы в условиях вузовского обучения называются и описываются реалии особого ценностно-гносеологического контекста осмысления базовых понятий учебной дисциплины на занятиях (поверение их феноменом человека как вселенской духовности; субстратный подход), идеалистическо-интуитивного взаимодействия преподавателя и студента, опоры на образ-ориентир в педагогическом познании и взаимодействии (инновация работы). Утверждается необходимость привнесения метафизической проблематики в подготовку будущих педагогов как выражения естества человеческой психики и поведения человека. the paper considers the problem of the metaphysical dimension of a person in the content of higher pedagogical education. The purpose of the study is to outline the didactic tools that ensure the actualization of metaphysical issues in pedagogy classes. The methodology of the work is the idealistic–substrate reflection of A.A. Gagaev. The criticism of the prevailing system of higher education (inattention to the nature of the human psyche) is given. Metaphysicality is interpreted as the middle man (as his ontology) and as essential in matters of education. The epistemology of preparing a future teacher to take into account the metaphysical in the spirituality of students is being developed – idealistic and intuitionistic. As a tool for solving the problem in the conditions of university education, the realities of a special value-epistemological context of understanding the basic concepts of an academic discipline in the classroom (their belief in the phenomenon of man as universal spirituality; a substrate approach), idealistic-intuitive interaction between a teacher and a student, reliance on an image-reference in pedagogical cognition and interaction (innovation of work) are called and described. It is argued that it is necessary to introduce metaphysical issues into the training of future teachers as an expression of the nature of the human psyche and human behavior.

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Rampersad, Giselle. "Perceptions of Creativity in University–Industry Partnerships: A Pedagogical Approach." International Journal of Innovation and Technology Management 11, no. 06 (November 25, 2014): 1450045. http://dx.doi.org/10.1142/s021987701450045x.

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Building innovation capability is vital for prosperity and economic growth. The purpose of this study is to determine how innovation and creativity capability can be fostered through partnership between university and industry which is a core component of innovation systems. It compares student and industry perceptions of creativity, with a view to identifying discrepancies that may result in unclear expectations for creative work and hinder efforts to building creative capability. Unlike previous studies that provide a single viewpoint, this study contributes to the innovation and technology management literature by offering a dyadic perspective of both employers and students. Results reflect a shift toward "second generation", contextual views of creativity. Implications are discussed for formulating pedagogical approaches and managing the development of creativity.

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Xie, Qing. "Applying vocational education and training pedagogy in business English courses for China's English major undergraduates." Education + Training 63, no. 2 (January 12, 2021): 292–312. http://dx.doi.org/10.1108/et-07-2020-0183.

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PurposeIn light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.Design/methodology/approachThe study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.FindingsThe study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.Originality/valueInformed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.

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Kwieciński, Zbigniew. "Kazimierza Sośnickiego pedagogika polityczna. Zapomniany dyskurs." Studia Edukacyjne, no. 65 (June 30, 2022): 7–20. http://dx.doi.org/10.14746/se.2022.65.1.

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The understanding of political pedagogy by Kazimierz Sośnicki as a kind of comparative pedagogy studies on the relationship between political systems and the educational system, as well as the goals, contents and effects of school actions. Main issues of these studies and their results. A special lecture on fascist and Nazi pedagogy at the secret University in Lviv. Other forms of practicing political pedagogy in interwar Poland. The processes of reproduction of authoritarian systems in the research of M. S. Archer. Linguistic confusion in our public sphere. Hopes for continuations. I intend to contribute to the memento of an important trend in Polish pedagogy, abandoned after the war. In my opinion, it should be included in pedagogy and education. It is necessary both in pedagogy and pedagogical practice to educate for critical political wisdom. In the face of the disarray of political structures and the language of public debates, it is necessary to develop the capacity for an independent position, over partial divisions and fighting. The subject of political pedagogy was practiced with a gusto in the 1930s.

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Nikolova, Yordanka. "INNOVATIONS IN EDUCATION THROUGH THE SIGHT OF STUDENTS AND TEACHERS." Education and Technologies Journal 11, no. 1 (August 1, 2020): 138–43. http://dx.doi.org/10.26883/2010.201.2239.

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This article analyzes and summarizes some of the results of a research conducted with a survey of teachers applying innovation in their pedagogical daily lives and students who have conducted their public practice in an online environment. The researched innovative solutions and activities, methods and techniques, the shared by leading teachers-innovators good practices („master classes“) with the future pedagogues are the basis of the indicated ideas and proposals for improving the pedagogical preparation of the pedagogue students from the Faculty of Pedagogy at Sofia University „St. Kliment Ohridski” by implementing the studied experience in the curriculum of academic disciplines aimed at providing not only theoretical but also practical knowledge and skills.

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Alejano-Steele, Annjanette Ramiro. "Civically Engaged and Inclusive Pedagogy: Facilitating a multidisciplinary course on human trafficking." Anti-Trafficking Review, no. 17 (September 15, 2021): 91–112. http://dx.doi.org/10.14197/atr.201221176.

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For university instructors who teach human trafficking as a comprehensive course, design decisions often begin with determining scope, disciplinary orientation, and learning goals. Further decisions involve pedagogical approaches and how to best support and sustain student learning. With civic engagement principles, universities can situate themselves within local anti-trafficking initiatives by offering courses to expand organisational capacities to end human trafficking. Using Human Trafficking 4160 at Metropolitan State University of Denver as an example, this paper provides key design questions to create a civically-engaged multidisciplinary course, partnered with agencies statewide, and equipped to support students primed for social justice and systems change. It offers suggestions for community partnerships to deliver content and co-create learning activities. It also provides pedagogical techniques to facilitate inclusive, trauma-informed learning spaces.

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Valley, Will, Hannah Wittman, Nicolas Jordan, Selena Ahmed, and Ryan Galt. "An emerging signature pedagogy for sustainable food systems education." Renewable Agriculture and Food Systems 33, no. 5 (April 24, 2017): 467–80. http://dx.doi.org/10.1017/s1742170517000199.

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AbstractConcerns are growing over the ability of the modern food system to simultaneously achieve food security and environmental sustainability in the face of global change. Yet, the dominant tendency within university settings to conceptualize and address diverse food system challenges as separate, disconnected issues is a key barrier to food system transformation. To address this fragmented approach, educators in North American institutes of higher education have begun new degree programs, specializations and certificates related to food systems. These programs, which we term sustainable food system education (SFSE) programs, have a common goal: to support post-secondary students across a range of disciplines in developing the knowledge, skills and dispositions to effectively address complex challenges in the food system. Graduates of these programs will be able to engage in collective action towards transforming the food system. As educators participating in flagship SFSE programs, we identify common pedagogical themes evident in SFSE programs, including our own. We then propose a signature pedagogy (SP) for sustainable food systems education. Signature pedagogies are conceptual models that identify the primary elements by which professional education in a specific field is designed, structured and implemented. On the basis of our analysis of SFSE programs, we identified systems thinking, multi-, inter- and trans-disciplinarity, use of experiential learning approaches and participation in collective action projects as central themes within a SFSE SP. By making these themes and their function explicit within a pedagogical framework, we seek to spur critical and creative thought regarding challenges of professional education in the field of sustainable food systems. Scholars and practitioners are encouraged to review, critique and implement our framework to advance the dialogue on SFSE theory and practice.

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Krasnoshchok, Kateryna, Olha Hryhoreva, Mariia Talvynska, and Anatolii Tarabanov. "PROFESSOR YULII VAKHRANIOV: THE ART OF PEDAGOGY AND PEDAGOGY IN ART." Aspects of Historical Musicology 25, no. 25 (December 31, 2021): 221–49. http://dx.doi.org/10.34064/khnum2-25.10.

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Statement of the problem. The professional activity and contribution of Professor Yulii Fedorovych Vakhraniov to the development of the Kharkiv piano school, musical pedagogy and domestic art studies has not yet been adequately covered. This challenge served as the main impetus of writing this work, which is a logical continuation of a number of studies devoted to the work of such outstanding piano teachers of Kharkiv National University of Arts as Regina Horovyts (Rudenko, 2001), Maria Yeshchenko (Kononova, 2009), Vsevolod Topilin (Pinchuk, 2012; 2018): Viktor Siryatsky (Sukhlenko, 2012) and others. The purpose of the study is to determine the role of the pedagogical and academic activities of Yu. Vakhraniov in the development of the Kharkiv piano school. The paper provides a brief analysis of the main scholarly studies of Yu. F. Vakharanev; an overview of his general pedagogical methods and principles due to which the article has a certain scientific novelty. Revealing the specifics of Yu. Vakhraniov’s pedagogical activity determined the application of general and special research methods, namely: historical, phenomenological and hermeneutic (interpretive) ones, the method of comparative analysis and systems approach when considering his pedagogical views and principles. Results. For many years of work, Yu. Vakhraniov has trained many professional musicians. He obtained multifaceted higher education: philological and musical, worked at Donetsk Music College, and then at Kharkiv Institute of Arts and Kharkiv Specialized Secondary Music Boarding School, graduated from the postgraduate studies at Kyiv Conservatory majoring in the History and Theory of Pianism (1969), defended his Ph.D. thesis (Vakhraniov, 1971) supervised by A. D. Alekseev. Later Yu. Vakhranev was awarded the academic title of a professor and for ten years he was the Head of the Special Piano Department (1977–1987) at Kharkiv Institute (University) of Arts. Among his fundamental research works, one should mention his reference book “Etudes, Op. 10 by Frederic Chopin” written in co-authorship with G. Sladkovskaya, monograph “V. Kosenko’s Piano Etudes” (1970), articles “National specifics of Igor Shamo’s piano work” (1969) and “Clavier and clavier music of Ukraine from the middle of the XVII – first quarter of the XIX century in historical and literary materials” (1992), monograph “The performance of music (Poetics)” (1994), which was not only a deep research work, but also a philosophical treatise. The work at individual piano lessons was substantiated from the view point of the concept and dramatization of the piece, its interpretative tasks; great attention was paid to the culture of sound, pedalization, development of various types of techniques, the art of mastering the key touch. Intonement inextricably linked with the art of sound production can rightfully be called the hallmark of the pedagogical principles of Yu. Vakhraniov. Each student was assigned individual tasks and he understood well the abilities of each of his students. When choosing a programme, the Professor followed a clear methodologically structured system of pieces, which belonged to different styles and corresponded to a particular epoch. Special attention Yu. Vakhranev paid to the development of industriousness and spirituality in his students. The conclusions emphasise the significant role of Yu. Vakhraniov in the development of the Kharkiv pianistic school. The study of his main works on arts made it possible to identify the range of research issues that Yu. Vakhraniov was engaged in. Among them are studies of both samples of Western art and the work of domestic composers. In this connection, his monograph “The performance of music (Poetics)” deserves special attention. Comparison of pedagogical methods and principles, teaching moments and semantic accents, which were given special attention, as well as the general atmosphere of the lessons that remained in the memory of the students taught by Yu. Vakhraniov, made it possible to conclude that the teacher had a unique pedagogical system based on an intelligent approach to training professional musicians. The study considers the concept of “class” as a multidimensional phenomenon associated with the process of training future professional musicians. Expanded and rethought, it approaches the concept of “professional level”. If the “piano school” is a complex of traditions supported by subsequent generations and characteristic of a specific geographical place or educational institution, then the “class” is a pedagogical system headed by a specific representative of musical art: a teacher and a spiritual leader

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Polyakova, Varvara. "Educational Innovations: Formation of the Categorical-Conceptual Apparatus, Stages and Laws of Flow." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 21–31. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-21-31.

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Modern society is distinguished by ongoing innovation processes, since innovation activity is a necessary condition for economic growth and improving the quality of life in any country. In this regard, education has not bypassed innovative activity. This article discusses the retrospective of the formation of the concept of «innovation». The progenitor of the definition of «innovation» was the term «novation». For the first time, the concept of «novation» appeared in legal documents of the 13th century. and denoted the obligations of the parties to replace one agreement they signed with another, which did not imply the invention of something, but simply novelty. As a self-sufficient term, the definition of «innovation» began to assert itself in the 19th century, in connection with the development of science, technology, and the industrial revolution. As a scientific term, the concept of «innovation» received its purpose at the beginning of the 20th century in the works of the Austrian economist Joseph Alois Schumpeter, which was the result of an analysis of «innovative combinations», changes in the development of economic systems. With the development of the economy, the definition of «innovation» has expanded its boundaries of understanding. Since the end of the 1950s, innovation processes in pedagogy have also been studied. In relation to the pedagogical process, innovation means the introduction of innovation in the goals, content, methods, forms of education and upbringing, as well as in the organization of joint activities of the teacher and students. There are four laws of the flow of innovation processes: irreversible destabilization of the pedagogical innovation environment; final implementation of the innovation process; stereotyping of pedagogical innovations; cyclic repeatability, recurrence of pedagogical innovations.

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Ibragimova, L. A., and S. A. Mezenova. "On professional training of bachelor of economics to entrepreneurship in contemporary conditions." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 43–50. http://dx.doi.org/10.36906/2311-4444/19-1/07.

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One of the most significant problems of modern pedagogy is Bachelor of Economics (B. Ec.) training to entrepreneurship. This article examines to what extent this issue is studied in the Russian and foreign scientific literature; identifies the key-problems existing in the system of modern professional education in the field of the B. Ec. training to entrepreneurship. The definition of “entrepreneurial activity” is analyzed from the pedagogical, sociological and economic perspectives. The basic university-based means, methods and forms of the B. Ec. training to entrepreneurship are studied; the necessity of their use in the pedagogical training is substantiated. The research concerns the issue of activating innovation entrepreneurial activity of B. Ec. students. The research results aimed at identifying the entrepreneurial activity of students are described in detail. Based on the data studied, a model of optimal business interaction of B. Ec. students and university is presented. The article also provides practical recommendations directed at increasing the entrepreneurial activity of students at university

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Badua, Frank A., and Ann L. Watkins. "TOO YOUNG TO HAVE A HISTORY? USING DATA ANALYSIS TECHNIQUES TO REVEAL TRENDS AND SHIFTS IN THE BRIEF HISTORY OF ACCOUNTING INFORMATION SYSTEMS." Accounting Historians Journal 38, no. 2 (December 1, 2011): 75–103. http://dx.doi.org/10.2308/0148-4184.38.2.75.

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ABSTRACT Using several data-analysis techniques, this paper seeks to construct a brief history of Accounting Information Systems (AIS). In an effort to achieve some degree of comprehensiveness, this paper examines both AIS research and pedagogy. It begins by documenting and classifying topical foci of research papers in the Journal of Information Systems. It then compares the pedagogical emphases of AIS courses as identified in past research. By deploying multiple methods of analysis to identify patterns of hegemony or change in the topics of AIS scholarship and teaching, this paper highlights the use of two data-analysis techniques found to be useful in the historical research of accounting. Findings reveal signs of the assimilation of AIS scholarship into the wider world of accounting research and strong influences upon AIS pedagogy by oversight bodies and technological innovation.

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Winks, Lewis, Nicholas Green, and Sarah Dyer. "Nurturing innovation and creativity in educational practice: principles for supporting faculty peer learning through campus design." Higher Education 80, no. 1 (November 13, 2019): 119–35. http://dx.doi.org/10.1007/s10734-019-00468-3.

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Abstract While much work has focused on pedagogical innovation processes within universities, less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning.

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Brazão, José Paulo Gomes, Anselmo Lima de Oliveira, and Alfrancio Ferreira Dias. "University students' voices on sexual and gender diversity, their relationship with coeducation and pedagogical innovation: a comparative study at the University of Madeira (Portugal) and the Federal University of Sergipe (Brazil)." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 30, 2021): e12445. http://dx.doi.org/10.20952/jrks2112445.

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The concepts of gender and sex have been considered in recent literature as elements of power, under the circumstance of contemporary floating constructions. In the field of Education, a “deconstructed”, non-normative look is needed as a political act on issues of sexual diversity and gender. The curriculum as a culture can and must take a Queer view at school. In this research we intend to make a comparative study on sexual and gender diversity in the academic environment, listening to the voices of students from the University of Madeira and the Federal University of Sergipe. In this way, we emphasize coeducation in the construction of inclusive environments and their contribution in the field of pedagogical innovation. The discussion of these themes in the academy is fundamental for the conceptual renewal and the organizational contexts of the practice of pedagogy. It also contributes to important changes in social agendas.

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Bracher, Mark. "Foundations of a Wisdom-Cultivating Pedagogy: Developing Systems Thinking across the University Disciplines." Philosophies 6, no. 3 (September 1, 2021): 73. http://dx.doi.org/10.3390/philosophies6030073.

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Efforts to educate for wisdom are sorely needed in order to solve humanity’s most pressing problems, as explained by philosopher Nicholas Maxwell and psychologist Robert Sternberg, among others. This paper explains that the handful of wisdom pedagogies that have been put forward to date, however, are inadequate for developing the sort of wisdom that can solve our major problems, because they fail to identify and target for development four cognitive functions necessary for wise decision-making. These functions are causal analysis, prospection, social cognition, and metacognition. I show how adequately performing these cognitive functions, which constitute the core of systems thinking, is necessary for solving our most serious global problems, as various systems-thinking experts have also argued. Drawing on recent research on learning and the development of expertise, I explain how the capabilities to perform these functions can be developed by pedagogical methods that help students construct more adequate cognitive models of (i) natural, social, and psychological systems of cause and effect and (ii) the cognitive procedures required to comprehend and effectively intervene in these systems. The basic principles for implementing this wisdom/systems-thinking pedagogy across academic disciplines are explained, and examples from different disciplines are provided.

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Gramacia, Gino. "La pédagogie du partenariat à l’ I.U.T." L’Orientation scolaire et professionnelle 19, no. 2 (1990): 103–9. http://dx.doi.org/10.3406/binop.1990.1320.

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University Institutes of Technology have offered a very complete professional training in which practical learning is no longer sufficient. This change turn about is essentially due to the importance given to the theoretical learning. A balance must be found which could take place through fruitful exchanges with industry, especially through organization of a pedagogy based on a partnership associating small and medium firms and National Agency for Valorizing Research (A.N.V.A.R.) for a given region. The article treat this pedagogical innovation focusing on product development and the management of communication networks between the Institutes of Technology and industries.

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Bagachuk, Anna V., Olesya V. Berseneva, and Andrey S. Ilyin. "Interaction between regional innovation platforms and a pedagogical university: model, features and prospects." Perspectives of Science and Education 66, no. 6 (January 1, 2023): 707–21. http://dx.doi.org/10.32744/pse.2023.6.41.

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Introduction. In the conditions of constant changes and the implementation of ideas of sustainable development, almost every teacher should be able to carry out professional activities in an innovative mode. To do this, it is necessary to immerse pedagogical universities as centers of continuous professional training of teachers in innovative practice. This practice should reflect the characteristics and prospects for the development of regional education systems. The purpose of the article is to identify possible mechanisms of interaction between pedagogical universities and innovation platforms within the educational system of the region. Materials and methods. Analysis of world experience, taking into account the relationship between the general, the particular and the individual, the role of context when comparing different cultural and educational traditions, semi-structured interview, questionnaire, content analysis. The study involved 327 teaching staff from 23 settlements in the Krasnoyarsk Territory. The respondents were teachers of educational organizations with the status of regional innovation platforms, teachers of a pedagogical university, as well as management workers from the pedagogical field. Results. Analysis of the research data showed that the majority of innovation platforms in the Krasnoyarsk Territory are localized in the regional center and small towns (83%), have a non-linear nature of activity and are initiated from below (77%), which determines the content of their innovation activities. The vast majority of regional innovation platforms focus on improving existing educational practices (47%) or cultivating new examples (34%). Based on empirical research, a model of interaction between regional innovation platforms and a pedagogical university has been developed, including components: the space of subjects, positions of professional activity, space of events, independent assessment of professional competencies. Productive strategies for its implementation have been established. Conclusion. The obtained research results are of practical significance. Can be used in managing local educational ecosystems. In the future, it is planned to study the mechanisms of interaction between pedagogical universities and innovation platforms in terms of joint development and implementation of programs for continuous professional training of teaching staff.

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Bekturganova, Rimma, Elmira Nauryzbayeva, and Viktoriya Bezhina. "FORMING RESEARCH CULTURE OF THE FUTURE TEACHER: META-COMPETENCE BASED APPROACH." 3i intellect idea innovation - интеллект идея инновация 4 (2023): 132–42. http://dx.doi.org/10.52269/22266070_2023_4_132.

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The article reveals the components of the system for forming the research culture of the future teacher from the point of view of the metacompetence approach: goal-oriented, axiological, operational and reflective components. The experimental work was organized on the basis of “Zerek” College (Kostanay) and the NJSC Kostanay Regional University named after Akhmet Baitursynuly. EG 1 consists of 3-4 year college students of the specialty “Pedagogy and methods of teaching language and literature of basic secondary education” (41 students) and EG 2 – 3-4 year students of the university (43 students) of the specialty “Foreign language: two foreign languages”. As part of the implementation of the system, a special course “Pedagogical Innovation” (72 hours) was piloted, aimed at developing the research culture of the future teacher with an emphasis on metacompetencies (pedagogical forecasting, interdisciplinarity of research in pedagogy, participative and digital competencies for the joint creation of innovative educational content). Empirical data indicate the increase in the level of formation of the research culture in experimental groups with different effects: the predominance of the increase in the level of axiological and reflexive components in EG 2 and operational ones in EG 1, accordingly. The results and conclusions obtained explain the different degrees of initial theoretical training of future teachers in the aspect of research culture and formation of three identified metacompetencies.

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De La Trinidad, Martiza, Francisco Guajardo, Peter L. Kranz, and Miguel Guajardo. "The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography." Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 50. http://dx.doi.org/10.24974/amae.11.3.361.

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This article contributes to the study of Hispanic-Serving Institutions (HSIs) through a narrative grounded on two points of innovation. It offers frameworks to decenter the conversation on HSIs from normative practices in higher education to focus on pedagogical, cultural, and political relational processes that find greater congruence between nominal HSIs and the Latina/o students, families, and the communities that populate those universities. It looks at points of innovation that emerged in two different parts of the country at different places, spaces, and time. One was initiated at the University of North Florida (UNF) in the early-to-mid-1970s, and the second is taking place at the University of Texas Rio Grande Valley in South Texas (UTRGV). The UNF experience placed race relations front and center of its innovation, and offers an appropriate historical lens through which to understand the social and institutional change taking place in South Texas. The UTRGV work provides an example of how an HSI can align its curricular and core identity to reflect the population and region it serves. This study employs a methodology and theoretical framework that aligns the inquiry, pedagogy, and meaning-making process in a generative and relational discourse.

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Oppong, Seth. "Indigenizing Knowledge for Development: Epistemological and Pedagogical Approaches." Africanus: Journal of Development Studies 43, no. 2 (March 10, 2017): 34–50. http://dx.doi.org/10.25159/0304-615x/2300.

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Possessing endogenous knowledge can help Africans formulate practical solutions to our problems that best fit our circumstances to improve our livelihood. Endogenous knowledge can be considered as knowledge about the people, by the people and for the people. This suggests that economic progress is most likely to occur in societies that succeed in linking their knowledge base to innovation systems. But can Africans create such indigenous knowledge? This paper outlines an approach that suggests modification in the current epistemology and pedagogy applied in teaching, learning and research. It is being proposed here that the African scholar should adopt a problem-oriented approach in conducting research as opposed to the current method-oriented approach that prevents the African from examining pertinent African problems. Pedagogy should also change from single-loop learning in which assumptions underlying western theories and concepts are not examined to double-loop learning. In addition, there is the need to revise the training of the next generation of African scholars and modes of knowledge dissemination. The African scholar must be educated on how to apply critical theory to screen imported knowledge. African universities should also rely less on publications in the so-called international journals as the criterion for staff promotion and rather rely more on publications in domestic journals, staff contribution to solving African problems and the number of postgraduates successfully supervised. The journey to creating indigenous knowledge will be long. As such, a ‘front’ should be nurtured to clear the path.

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Kovalevskiy, Valeriy, Liudmila G. Klimatckaia, and Yulija Yu Bocharova. "The role of The University Center for Social Development in the regional innovation ecosystem of social assistance." Medical Science Pulse 13, no. 1 (April 25, 2019): 34–39. http://dx.doi.org/10.5604/01.3001.0013.0385.

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The stable innovation system generation is one of the Russian economic policy priorities. Universities have the role of a central hub in the regional innovation systems formation. This article presents a study of factors influencing the formation and development of the university’s innovation environment and examples of innovation activities of the Krasnoyarsk State Pedagogical University V.P. Astafyev (KSPU) in the regional innovation ecosystem of social assistance. The second section of the article is devoted to the exchange of experience and the results of the university becoming the center of social development in the regional innovation ecosystem of social assistance. An important aspect of this part is a positive result in several key areas: Globalization - mobility and increased competition between universities in China, South Korea, Japan, Poland, Germany, France, Lithuania, Belarus, Ukraine, Kazakhstan and the United States; Multidisciplinary and Interdisciplinary - the integration of science, technology and design, teams from different faculties and universities; and Corporatization - specialized institutes of applied research, and extension of stakeholders. The final section presents the Transformation Program of the Krasnoyarsk State Pedagogical University at the University Center for Social Development of the Krasnoyarsk Territory for current and future operations. The program includes both initiatives and ongoing projects. Today, many successful examples prove that the Center for Social Development in the field of social assistance of the Krasnoyarsk State Pedagogical University plays an important role in the development of the region. Conclusion. Krasnoyarsk State Pedagogical University really stands on the route to the social entrepreneurship development and influx of new technologies, introduction of innovative approaches, and becomes the center of social and project competencies of the Krasnoyarsk Territory, one of the leading drivers of social development and of social assistance of the region.

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Володимирівна Силенко, Юлія. "Тьюторинг – педагогічна інновація у професійно-педагогічній підготовці викладача закладу вищої освіти." Zeszyt Naukowy Prac Ukrainoznawczych 10 (July 19, 2023): 101–13. http://dx.doi.org/10.5604/01.3001.0054.0950.

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The article substantiates the expediency of introducing tutoring technology as a type of pedagogical innovation in the professional and pedagogical training of a teacher of a higher education institution in the conditions of master’s degree studies. It was found that one of the most important conditions of the educational and scientific sphere of a higher education institution is individualization. The essence of interrelated psychological and pedagogical concepts (individual approach, individualization, individualized and individual training) is outlined. The opinion is asserted that professional and pedagogical training should be implemented on the basis of innovative activity, which will provide for an increase in the quality of education. One of such innovations implemented by the Department of Pedagogy of Mykhailo Drahomanov Ukrainian State University (Kyiv) is tutoring. The article refers to the significance of the introduction of tutoring and outlines its conceptual components (tutor, tutor student, individual/group tutorials, tutor support, conditions of implementation within the framework of a pedagogical master’s degree, student-centeredness of tutoring, subject-subject interaction “tutor- student”). With such an approach, tutoring is able to fully implement the professional and pedagogical training of a teacher of a higher education institution on the basis of acmeological, humanistic, personal-activity, context-competence approaches.

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Poissonnier, Hugues. "Emotional Skills: an Essential Axis of Pedagogical Innovation in the Training of Buyers/Managers of External Resources." Journal of Intercultural Management 10, no. 3 (September 1, 2018): 25–46. http://dx.doi.org/10.2478/joim-2018-0015.

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Abstract Objective: The transformation of many jobs within companies should give rise to a necessary evolution of skills used by individuals. Whether it is to improve the relevance of decisions or to preserve people’s health, the development of emotional skills for the last ten years has often been presented as a necessity. Buyers, who are more and more seen as managers of external resources, are particularly concerned by this need. By strongly evolving, the purchasing function has become strategic and essential for achieving organizations’ performances. The development of soft skills like the emotional skills of the buyers implies a significant evolution of the training intended for them. It is true if we consider initial training at the University or Business School, as well as in the field of in-company training. Based on a presentation of new needs, we propose possible changes and additions that could be brought to current training. Methodology: The research was based on the analysis of literature review and real situations observed in companies (especially during training sessions). Findings: Because of the evolutions of their job, buyers who become more and more managers of external resources should develop their emotional skills. These skills can be developed using adapted training sessions. Value Added: The importance of emotional skills is pointed out and several ideas aimed at enabling the development of emotional skills are given. Recommendations: It is recommended to use the TSP chain (Task, Skill, Pedagogy) in order to define adapted pedagogy for the development of emotional skills.

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Sikoyo, Leah, and Christopher Isabirye. "Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy." East African Journal of Education Studies 6, no. 2 (May 16, 2023): 39–56. http://dx.doi.org/10.37284/eajes.6.2.1219.

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Teacher education has received less attention in the literature on learner-centred pedagogy in the global south despite its recognised role in teacher learning. This paper explores the processes of teacher learning and pedagogical change in relation to Active Teaching and Learning (ATL), a learner-centred pedagogy, among pre-service teacher educators in Uganda. The study was framed by cultural-historical activity theory, specifically by the principle of 'contradictions' as a driver for change in activity systems, to analyse how the teacher educators learned, interpreted, and integrated ATL in their practices across a three-year period mediated by a professional development initiative. A qualitative interpretivist research approach, specifically a case study design was adopted for the study. In years 1 and 2 of the study, data comprising video recordings of reflection workshops and interviews were collected in three teachers' colleges. In the third year, 13 more interviews were held in one college, with 10 teacher educators and three administrators. All the data sets were thematically analysed. Findings showed that the first two years of implementation were characterised by contradictions in terms of initial resistance to ATL, misconceptions and divergent interpretations of the approach, and perceived tension between ATL implementation and the institutional and broader contexts of practice. In the third year, significant positive changes in the teacher educators' perceptions, knowledge, and enactment of ATL were evident, which enabled the take-up of the pedagogic innovation in the practices of the researched college. The paper contributes insights into the professional learning and pedagogical change of teacher educators in relation to learner-centeredness and underscores the imperative of paying more attention to pre-service teacher education during pedagogical reforms in school systems

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Murray, Jacqueline, Natalie Giesbrecht, and Samuel Mosonyi. "7. Enquiry, Engagement and eLearning: Three Perspectives on a Student-Centred, Online, Enquiry-Based Course." Collected Essays on Learning and Teaching 6 (June 17, 2013): 34. http://dx.doi.org/10.22329/celt.v6i0.3680.

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In the 2011 Winter semester, the University of Guelph engaged in a pedagogical experiment: an online first-year seminar. This article is a conversation about the learning journey that surrounds this seminar, as experienced by three participants: Jacqueline Murray (JM), Professor of History and Director of the First-Year Seminar Program (FYS); Natalie Giesbrecht (NG), Manager, Distance Education and a Distance Learning Specialist; and Samuel Mosonyi (SM), an undergraduate student who was enrolled in the course. We reflect upon the online seminar and discuss the technology and pedagogy, student learning experience, and process of online interaction. We conclude that this seminar, an innovation in both enquiry-based learning and first-year seminars, is arguably comparable with classroom-based offerings.

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Avvisati, Francesco, Gwenaël Jacotin, and Stéphan Vincent-Lancrin. "Educating Higher Education Students for Innovative Economies: What International Data Tell Us." Tuning Journal for Higher Education 1, no. 1 (April 7, 2014): 223. http://dx.doi.org/10.18543/tjhe-1(1)-2013pp223-240.

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As innovation increasingly fuels economic growth, higher education institutions and systems face the challenge of equipping students with the skills required by innovative economies. Using two international surveys of tertiary education graduates five years after their graduation, we show that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation. When they assess the strong and weak points of their university education, graduates give a mixed picture of the quality of the education they have received. We then link the propensity to participate in innovation to the relative emphasis on theory and practice in university programmes and conclude by highlighting the importance of a competence-based approach to curriculum and pedagogy

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Finne, Max. "Improving university teaching: a professional service operation perspective." International Journal of Operations & Production Management 38, no. 9 (September 3, 2018): 1765–95. http://dx.doi.org/10.1108/ijopm-12-2016-0729.

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Purpose The purpose of this paper is to take a professional service operation (PSO) perspective to reconceptualise a persistent pedagogical dilemma of teaching large classes into a process design challenge. This enables developing a solution that reduces labour intensity and improves the customisation of teaching. Design/methodology/approach This work is based on a single-case analysis of an undergraduate operations management course taught at a UK-based global top-50 business school. The research process follows the design science approach where a prior course design is analysed and a redesign is presented, refined and tested using data on student satisfaction. Findings The course redesign is based on the flipped learning pedagogy, and uses a combination of process analysis and educational science perspectives. The redesign seems to provide the benefits to students without increasing labour intensity. The developed six-step systematic approach should reduce the labour intensity of university-level teaching operations, while providing additional possibilities for customisable in-class active learning. Research limitations/implications The empirical findings from the single-case design cannot be directly generalised to other contexts. However, the developed six-step systematic approach for redesigning the university-level teaching process should be applicable to other teaching operations to drive value creation and improve processes. Originality/value This study shows how the resource-constrained value creation of teaching operations can be improved systematically using process analysis perspectives. The work also scrutinises the flipped learning pedagogy from a PSO perspective and shows its benefits for improving teaching operations compared to traditional lecturing.

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Lazarenko, Nataliia I., Alla M. Kolomiiets, Valentyna S. Bilous, Serhii P. Zahorodnii, Ievgen Gromov, Olesia V. Zhovnych, and Natalia P. Ivanichkina. "Institutional Repositories as a Global Dissemination Tool of Educational And Scientific Information." Encounters in Theory and History of Education 23 (December 19, 2022): 241–58. http://dx.doi.org/10.24908/encounters.v23i0.15230.

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The authors present an overview of publications on the introduction and use of digital institutional repositories (DIR) in different countries and in Ukraine. A variety of reference and scientific literature, and publications in international scientometric databases have been analyzed. The role of digital institutional repositories in providing access to full-text electronic achievements, disseminating research results, and maximizing their accessibility and scientific influence is highlighted. The problem of creating and using digital institutional repositories in the training of specialists in higher education, as well as the formation of their information and research competence, is considered. It is substantiated that institutional repositories are a powerful tool in pedagogical universities to conduct and disseminate scientific research results in education, pedagogy, and psychology. Particular attention is paid to the role of library materials in the formation and operation of digital institutional repositories. The experience of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Library (Ukraine) is reflected separately. Keywords: digital institutional repository, information and research competence, open electronic scientific and educational systems, open science; pedagogical university library

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Bekirova, A. "Pedagogical Modeling Of The Process Of Formation Of Professional Subjectivity Of Future Elementary School Teachers." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 28–38. http://dx.doi.org/10.35433/pedagogy.2(88).2017.28-38.

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Professional subjectivity of primary school teachers in the article considered as a system of psychological and pedagogical phenomenon, which is defined as the integral of their professional qualities. It is formed during the preparation of vocational training in pedagogical university, which not only determines the ratio of teachers to pedagogical activity, and forms his subjective position and stimulates the activity of this activity, which ultimately directly affects the success of pedagogical activity of teachers in primary school. Stressed that pedagogical modeling - a method of creating and learning pedagogical models, ie, a reflection of the basic characteristics of certain pedagogical systems (process, phenomenon) in a specially designed facility - in the pedagogical model in the form of mental representations or material implementation of the educational process (phenomenon), which adequately reflects the studied object of pedagogical reality, in this article - the process of formation of professional subjectivity of future teachers primary school. Bring that teacher modeling of the process of formation of professional subjectivity of future elementary school teachers allows to prove logical, informative and methodical sequence of its formation due to the linkages between the main components of their training and to give the subject-activity character. It was emphasized that targeted its formation helps the subject-activity model, which justified taking into account the basic methodological principles of pedagogical modeling and is purposefully and methodological, substantive, methodically-prakseologichnogo, assessment and effective and subject-subject components.

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Cardoso-Llach, Daniel, Eric Kaltman, Emek Erdolu, and Zachary Furste. "An Archive of Interfaces: Exploring the Potential of Emulation for Software Research, Pedagogy, and Design." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–22. http://dx.doi.org/10.1145/3476035.

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This paper explores the potential of distributed emulation networks to support research and pedagogy into historical and sociotechnical aspects of software. Emulation is a type of virtualization that re-creates the conditions for a piece of legacy software to operate on a modern system. The paper first offers a review of Computer-Supported Cooperative Work (CSCW), Human-Computer Interaction (HCI), and Science and Technology Studies (STS) literature engaging with software as historical and sociotechnical artifacts, and with emulation as a vehicle of scholarly inquiry. It then documents the novel use of software emulations as a pedagogical resource and research tool for legacy software systems analysis. This is accomplished through the integration of the Emulation as a Service Infrastructure (EaaSI) distributed emulation network into a university-level course focusing on computer-aided design (CAD). The paper offers a detailed case study of a pedagogical experience oriented to incorporate emulations into software research and learning. It shows how emulations allow for close, user-centered analyses of software systems that highlight both their historical evolution and core interaction concepts, and how they shape the work practices of their users.

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Onwusu-Ansah, Samuel, and Pearl Joan Korkuvi. "Re-positioning university libraries for relevance in a dynamic learning environment." Information Impact: Journal of Information and Knowledge Management 14, no. 2 (January 9, 2024): 63–86. http://dx.doi.org/10.4314/iijikm.v14i2.5.

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During the COVID-19 pandemic, university libraries are characterised as highly responsive and receptive to technological innovation, and emergent teaching and learning paradigms in the educational landscape. The exploratory design was adopted to gain insight from library leaders/directors in Ghana. A purposive sampling method was used to sample library directors from four universities in Ghana. Our paper found that libraries in Ghana provide virtual services including libguides, e-resources, online chat systems, etc. to support the changing user needs in the information environment. However, major innovations instituted during the pandemic are discovery services, web 3.0-based, multimedia technology services and research data management. Our paper revealed that, major shifts in pedagogy and technology have occurred in education, demanding effective communication, collaboration, and teamwork by library staff in meeting universities' teaching, learning, and research mandate. Consequently, providing innovative library services and facilities aligned with university pedagogy must be strongly emphasised by the library leaders.

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Journal articles on the topic 'Innovation. university pedagogy. pedagogical systems'

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