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Journal articles on the topic 'Pedagogical development'

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Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Khakimov, Jamshid Oktyamovich, Oybek Olimovich Daminov, and Mukhlisa Dostnazar Qizi Omonova. "Self-Development Of Subjects Of Pedagogical Interaction As An Essential Characteristic Of Pedagogical Innovations." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 410–13. http://dx.doi.org/10.37547/tajssei/volume03issue02-65.

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The work reveals the conditions and mechanisms that determine the pedagogical essence of innovations that contribute to the personal and professional self-development of teachers and students as a fundamental human ability to become and be a subject of transforming oneself. Pedagogical innovations are considered as a type of professional activity associated with the subject-subject interaction of the participants in the educational process. Reliance on personal meanings and reflection serve as tools for innovative development.

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2

Balikaeva, Marina B. "Competence Approach as Factor of Higher School Students’ Professional Mobility Development." SHS Web of Conferences 50 (2018): 01204. http://dx.doi.org/10.1051/shsconf/20185001204.

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The article studies the concept of “professional mobility” based on the philosophical, psycho-pedagogical and sociological literature analysis. It discusses the competence approach specificity as a factor of the students’ professional mobility development process. The research reveals the criterion-evaluation complex components for checking the pedagogical conditions effectiveness and providing the students’ professional mobility development process by means of the competence approach implementation. It considers the pedagogical conditions complex for the students’ professional mobility development by means of the competence approach implementation and shows its practical implementation. The pedagogical experiment results of theoretical provisions are presented. This article will be very useful for theoretical pedagogics.

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3

Bykasova, L. V., V. V. Podberezny, and O. A. Belyaeva. "PEDAGOGICAL ECOLOGY: KEY DEVELOPMENT STRATEGIES." Historical and social-educational ideas 9, no. 3/1 (January 1, 2017): 132–38. http://dx.doi.org/10.17748/2075-9908-2017-9-3/1-132-138.

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4

Sayapin, V. N., and N. N. Sayapina. "Factors Pedagogical Support Students’ Development." Philosophy. Psychology. Pedagogy 15, no. 2 (April 27, 2015): 99–104. http://dx.doi.org/10.18500/1819-7671-2015-15-2-99-104.

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5

Zhang, Jing. "Pedagogical alignment for entrepreneurial development." Entrepreneurship Education 3, no. 3 (September 2020): 239–44. http://dx.doi.org/10.1007/s41959-020-00039-z.

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6

Askarov, A. "Organizational-Pedagogical Stages of Applying Distance Professional Development of Pedagogic Personnel." Advanced Science Journal 2015, no. 4 (August 1, 2015): 72–76. http://dx.doi.org/10.15550/asj.2015.04.072.

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7

Starodubtsev, Mikhail Pavlovich. "Role and importance of military-pedagogical traditions at the present stage of domestic military education system development." Samara Journal of Science 6, no. 4 (December 1, 2017): 258–61. http://dx.doi.org/10.17816/snv201764314.

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The paper deals with the issues concerning the role and importance of military pedagogical traditions at the present stage of national military education system development. The author studies the concepts traditions, pedagogical traditions, military traditions, offers his own interpretation of the notion military pedagogical traditions. A study of the military-pedagogical traditions is organized in conjunction with the achievements of the military pedagogic thought of the previous periods and modern problems of military pedagogy. The author analyzes the reasons for the reform and modernization ongoing in the military education system, which is caused by need of compliance with European quality standards and new requirements of existing Russian legislation. In conditions of a multilevel system of education and a competence approach in training special attention, in the authors opinion, should be paid to special forms, methods and means of training, based on the best achievements of the military pedagogic thought, both traditional and complemented with innovative components. The author considers existing military-pedagogical traditions as well as traditions generated at the present time, taking into account present problems and challenges.

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8

Gushchina, Tatyana I., Lyudmila N. Makarova, and Andrey Y. Kurin. "Trends of pedagogical education – main directions of development of Pedagogical Institute." Tambov University Review. Series: Humanities, no. 187 (2020): 7–14. http://dx.doi.org/10.20310/1810-0201-2020-25-187-7-14.

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We consider the main trends in the development of pedagogical education, among which are highlighted: the formation of a system of continuing pedagogical education; development of digital pedagogy: e-learning and e-learning environment; reliance on practical orientation in the educational process and personalization of education; development of STEAM-education and the formation of educational ecosystem, taking into account the principles of openness, flex-ibility, scalability. Based on the proposed trends, we describe the main guidelines and develop-ment directions of the Pedagogical Institute of the Federal State Budgetary Educational Institution of Higher Education “Derzhavin Tambov State University”. The experience of implementing the regional project “New models of pedagogical classes” is described: the models “Pedagogical pre-university” and “Network pedagogical class”; organization and implementation of the online learning process in a pandemic; experience in the implementation of pedagogical and socially significant projects and activities that form the so-called educational ecosystem at the Pedagogical Institute, etc. Among the main development prospects are: specification and expansion of the nomenclature of programs of pedagogical areas of training with two profiles; development and implementation of pedagogical internship programs; creation and approbation of didactic simulators as part of the development of the electronic educational environment of the Pedagogical Institute, etc.

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9

Grabska, Meri, Srbuhi Gevorgyan, and Stepan Grabski. "Pedagogical Practice as an Essential Step for Development of Pedagogical Competencies." International Journal for Cross-Disciplinary Subjects in Education 11, no. 1 (March 31, 2020): 4211–15. http://dx.doi.org/10.20533/ijcdse.2042.6364.2020.0514.

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10

Kaidalova, L. G. "Development of pedagogical skills of masters of educational and pedagogical sciences." Pedagogical sciences reality and perspectives, no. 78 (2020): 84–87. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.18.

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11

Randoha, Antra. "PEDAGOGICAL FRAMEWORK CONDITIONS TO PROMOTE THE ARTISTIC ACTIVITIES IN PRESCHOOL." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 499. http://dx.doi.org/10.17770/sie2013vol1.584.

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The pedagogical process in preschool is based on children ascomprehensive personality’s development, using extensive pedagogic educational and learning methods. Preschool methodology includes very wide range both ofknowledge, ability and skills development ensuring. Preschool child is an individual with only his own typical characteristics, aptitudes and abilities, therefore the pedagogical process must be especially well-considered, with selected necessary materials, forms of training and education, to be able to contribute to the development of the whole individual with an emphasis on self development of preschooler in the process of pedagogical – artistic activity. The artistic activity in preschool significantly affects child development process therefore it is important to follow in process the pedagogical conditions of the artistic activity’s promotion.

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12

Nickels, Ashley E. "Pedagogical Perspectives on Teaching Community Development." Journal of Public Affairs Education 21, no. 2 (June 2015): 139–42. http://dx.doi.org/10.1080/15236803.2015.12001824.

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13

Babic-Kekez, Snezana. "Development of pedagogical culture of parents." Zbornik Matice srpske za drustvene nauke, no. 142 (2013): 119–27. http://dx.doi.org/10.2298/zmsdn1342125b.

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The issue of pedagogical culture of parents from the aspect of the history of pedagogy is being discussed in this paper. Systematic development of pedagogical culture of parents occurred at the end of the 19th century as a consequence of the economic development in certain countries. Considering the fact that this activity is socially determined as well as any other educational activity, we can say that the need for education of parents and, generally, the development of pedagogical culture of parents used in family upbringing have been parallel with the development of the family as a social group. In Serbian pedagogical literature, previously acquired scientific knowledge about the development of pedagogical culture of parents has not been systematically presented until now. This paper contributes to systematization aiming at further improvement and development of pedagogical culture of parents.

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14

Labak, Irena. "Managing the development of pedagogical competences." Školski vjesnik 69, no. 2 (2020): 481–500. http://dx.doi.org/10.38003/sv.69.2.3.

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Competence implies the ability or expertise of an individual to successfully master a variety of goals. There are general competences that are transferrable and professionindependent, and specific, professiondependent competences. Everyone uses both specific and general competences in their personal and professional life. Teachers need numerous competences to be able to do their job, and these are called pedagogical competences. Pedagogical competences, like other competences, are not static and cannot fully be acquired during professional education. Moreover, they are dynamic and require a lifetime of dedication, development, and growth. This paper discusses and suggests methods for teachers to monitor and plan the development of pedagogical competences in their everyday work so as not to become passive observers in their professional growth. The paper suggests a model of iterative reflections that gather feedback on the effectiveness of development and identifies novel requirements for continuous development.

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15

Chan, Kennedy Kam Ho, and Benny Hin Wai Yung. "On-Site Pedagogical Content Knowledge Development." International Journal of Science Education 37, no. 8 (April 23, 2015): 1246–78. http://dx.doi.org/10.1080/09500693.2015.1033777.

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SAPAROVA, G. S., and G. M. KUSSAINOV. "MAINVECTOR OF DEVELOPMENT OF PEDAGOGICAL TECHNOLOGY." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 2 (2020): 39–45. http://dx.doi.org/10.51883/20704046_2020_2_39.

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17

Kušnere, Ilga, and Aivis Dombrovskis. "TEACHER’S SELF-DEVELOPMENT: TEACHER’S SELF-DISCOVERIES REGARDING THE SIGNIFICANCE OF PEDAGOGICAL PERSONALITY DEVELOPMENT DURING PEDAGOGICAL PRACTICE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 210. http://dx.doi.org/10.17770/sie2019vol5.4002.

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In the 21st century, a special place in education is occupied by sustainable development issues, which emphasize the unique role of education in shaping the public opinion. New pedagogical approaches, which show how education could contribute to the evolution of consciousness, are being sought. A shift of paradigms is happening in education: from knowledge memorization to skills, character, meta-learning (Education 2030: Organisation for Economic Cooperation and Development competency framework). The research confirms, to successfully implement the proposed changes in modern pedagogical practice, it is valuable for the teachers to learn the psychology methods and techniques on how to improve and advance personality growth based on the knowledge shared by K.G. Jung, K. Wilber, and A. Maslow. research confirms it is valuable to acquire these methods during theoretical and practical activities for professional development.The study revealed that teacher’s professional competencies, such as communicative, methodological, organizational, creative skills and self-management, improve through familiarization and practical application of this knowledge.The aim of the study is to show the importance of how the psychological insights regarding the development of personality impact the pedagogical practice. Main tasks include literature studies and evaluation, working with a target audience. Research methods: survey.

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18

Mirzayeva, Nodira. "RELEVANCE AND PEDAGOGICAL BASIS DEVELOPMENT OF ENVIRONMENTAL COMPETENCE IN STUDENTS." JOURNAL OF BIOLOGY AND ECOLOGY 4, no. 2 (February 28, 2020): 31–34. http://dx.doi.org/10.26739/2181-0575-2020-4-5.

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19

Musurmankulova, Madina Nosirovna, Sanjar Sayitmurotovich Amirkulov, and Bahodir Abdilkhomidovich Choriev. "DEVELOPMENT OF PEDAGOGICAL CONDITIONS AND IMPROVEMENT OF COMPARATIVE-DIALECTOLOGICAL COMPETENCE." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 94–100. http://dx.doi.org/10.37547/jcass/volume02issue01-a15.

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This article is devoted to the implementation of pedagogical conditions for the development and improvement of comparative – dialectological competence. Russian Russian and Uzbek dialectology formation, analyzes dialect units that reflect cultural heritages and concludes that Russian and Uzbek dialects reflect a more cultural tradition about the people.

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20

Nosko, Mykola, Olexander Arkhypov, Oleg Khudolii, Zoya Filatova, and Maryna Yevtushok. "Pedagogical Conditions for Swimming Skills Development in Students of Pedagogical Educational Institutions." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 240. http://dx.doi.org/10.18662/rrem/127.

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The purpose of this study was to determine pedagogical conditions for effective swimming training of students of pedagogical educational institutions.Materials and methods. The experimental group (EG) consisted of 45 first-year female students of the schools of foreign philology, physics and mathematics education, natural geography and ecology (special medical group) who had a sufficient physical fitness level and could not swim. The control group (CG) was composed of 40 first-year female students of the schools of foreign philology, physics and mathematics education, natural geography and ecology (special medical group) who had a sufficient physical fitness level, could float, swim short distances (3-5 meters).Results.After the experiment, there was a significant improvement in the test results. Specifically, the experimental group students showed increasein all parameters of the cardiorespiratory system functional state – an increase in breath-holding time in the Stange’s test and the Genci’s test (р= 0.001) and, accordingly, in the Harvard step test (р = 0.001). The results of the experimental group students improved in the Harvard step test by 13.56%; in the Stange’s test – by 9.26%; in the Genci’s test – by 13.15% (р= 0.001).The experimental group students showed a statistically significant improvement in the test results of physical fitness. Specifically, in the tests: “Standing long jump”, the result increased by 4.70%; “Sit-ups in 30 seconds” – by 10.59%; “Jumping rope” – by 6.91%; “Push-ups” – by 17.62% (p= 0.001).Conclusions.The study revealed a statistically significant effectiveness of the suggested methods of teaching swimming to special medical group students. On the basis of discriminant analysis, the researchers ascertained a statistically significant influence of the experimental methods on the dynamics of the students’ physical and functional fitness. Positive dynamics of change was found in the indicators of high level of anxiety during swimming training.

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21

Paletskaia, Tatiana Vitalevna. "Development of students’ pedagogical abilities during the classes at the pedagogical university." Interactive science, no. 10 (20) (October 19, 2017): 23–25. http://dx.doi.org/10.21661/r-464220.

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22

Halitsan, O. A., T. Yu Osypova, and N. F. Shchekotylina. "PEDAGOGICAL FACILITATION CAPACITY DEVELOPMENT PROGRAM FOR FUTURE TEACHERS AT THE PEDAGOGICAL UNIVERSITY." Innovate Pedagogy 1, no. 31 (2021): 66–70. http://dx.doi.org/10.32843/2663-6085/2021/31-1.13.

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23

Abdulvokhidov, Elyor. "Chingiz aitmatov’s pedagogical concept in the development of pedagogical and publicistic thought." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 1050–57. http://dx.doi.org/10.5958/2249-7137.2021.00727.8.

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24

Chaltseva, Irina. "Genesis of Juvenile Pedagogy Development." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 349. http://dx.doi.org/10.17770/sie2012vol2.510.

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Modern approaches to studying the phenomenon "youth" in the view of overcoming scientific isolation and lack of unity make it necessity to develop complex juvenile knowledge. Scientific and pedagogical knowledge concerning youth is a component of juvenile knowledge. The article is devoted to the issue of forming and developing an integrative branch of pedagogical knowledge of youth - juvenile pedagogy. The author presents the results of historical-pedagogical analysis of Juvenile pedagogy development as part of pedagogical theory and practice history. Criteria for stage development of juvenile pedagogy are allocated. The author gives detailed account of each period. The article also includes analysis of papers by Russian teachers on problems of educating younger generation, development of pedagogical knowledge of youth. Main directions of juvenile pedagogy development are stated.

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Barut, M. E. O., and A. Wijaya. "Facilitating pedagogical content knowledge development through professional development intervention." Journal of Physics: Conference Series 1581 (July 2020): 012062. http://dx.doi.org/10.1088/1742-6596/1581/1/012062.

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Koh, Joyce Hwee Ling, Ching Sing Chai, and Wei Ying Lim. "Teacher Professional Development for TPACK-21CL." Journal of Educational Computing Research 55, no. 2 (July 26, 2016): 172–96. http://dx.doi.org/10.1177/0735633116656848.

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This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learning outcomes, as well as reflect on their pedagogical practices. A year-long implementation study conducted with 37 teachers from a Singapore primary school who were organized into seven lesson design teams found that the process had positive effects on teachers’ confidence for technological pedagogical content knowledge for 21st century learning and lesson design practices. Five of the seven design teams were able to make pedagogical changes toward 21st century learning, and six of the teams realized improvement in student learning outcomes. The implications for teacher ICT professional development are discussed.

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Abdusattorovna, Mirboboeva Gulhayo. "Innovative Technologies In Education: Development Trends, Prospects." American Journal of Social Science and Education Innovations 03, no. 02 (February 24, 2021): 73–79. http://dx.doi.org/10.37547/tajssei/volume03issue02-12.

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This article describes the study of innovative educational technologies and pedagogical principles, the effective use of modern interactive teaching methods in the educational process. The effective methods of innovative technologies in strengthening the knowledge of students studying in higher educational institutions are analysed. The formation of stable theoretical knowledge and professional skills increases the effectiveness of the educational process. For this purpose, proposals and recommendations on new pedagogical technologies in the educational process have been developed.

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Bastian, Pascal, and Barbara Lochner. "Social pedagogical research in Germany." Papers of Social Pedagogy 11, no. 1 (July 28, 2019): 77–89. http://dx.doi.org/10.5604/01.3001.0013.3103.

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The number of empirical studies on German social work makes it difficult to gain a clear picture of them all. The increasing academisation of education and the expansion of study programs also reveal an increase in social work research in Germany. This article traces this development and discusses open questions. In addition, it demonstrates the importance of qualitative research, in particular for the development of professional casework. The paper proposes a systematization of German research in the field of social work and discusses this systematization based on the example of a study. Finally, the paper presents some further aspects and recent developments.

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Del Gobbo, Giovanna, Francesco De Maria, and Marta Pampaloni. "Sustainable development in higher education: an integrated teaching and research experience." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 46–63. http://dx.doi.org/10.36253/form-11418.

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The contribution presents a teaching experience in a master’s degree program of the University of Florence in pedagogical area. Through an integrated research-informed teaching (RIT) approach and the use of active methodologies, the course focuses on the topics of Agenda 2030 and sustainability, dealing with educational dimension underlying development’s actions. The importance of student-centred and learning outcomes-oriented pedagogical and didactic approaches are highlighted. These are functional to the development of competences linked to the theme of sustainable development, but also oriented towards the training of education professionals who are considered central figures in the accompaniment and management of ecological and sustainable transition processes. The contribution offers the systematization of this long-term experience in university teaching. Lo sviluppo sostenibile nell’alta formazione: un’esperienza integrata di didattica e ricerca Il contributo presenta un’esperienza di insegnamento all’interno di un corso di laurea magistrale di area pedagogica dell’Università di Firenze. Attraverso un approccio integrato di research-informed teaching (RIT) e l’utilizzo di metodologie attive, il corso è centrato sui temi dell’Agenda 2030 e della sostenibilità, esplicitando la dimensione educativa sottesa alle azioni di sviluppo. Si evidenzia l’importanza di approcci pedagogici e didattici student centred e learning outcomes oriented funzionali allo sviluppo di competenze legate al tema dello sviluppo sostenibile e volti alla formazione di professionisti dell’educazione e della formazione ritenuti figure centrali nell’accompagnamento e nella gestione di processi di transizione ecologica e sostenibile. Il contributo offre la sistematizzazione di questa esperienza pluriennale di didattica universitaria.

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Afanas'eva, Tetyana, Yuliya Chemodurova, Olga Bayer, and Olga Beregova. "Psychological and pedagogical basic of development of readiness pedagogical staff to professional certification." ScienceRise: Pedagogical Education, no. 10 (18) (October 31, 2017): 48–51. http://dx.doi.org/10.15587/2519-4984.2017.113466.

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Alekseeva, Larisa L., Elena A. Sorokoumova, Liudmila N. Vakhrusheva, Aleksandr V. Litvinov, Natalia V. Popovitskaya, and Olesya G. Filipenkova. "Pedagogical opportunities of student communicative culture development." XLinguae 11, no. 1 (2018): 203–17. http://dx.doi.org/10.18355/xl.2018.11.01.17.

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32

Bezotechestvo, L. M. "EVALUATION LEVEL OF DEVELOPMENT OF PEDAGOGICAL TOLERANCE." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 3 2020 (2020): 34. http://dx.doi.org/10.17513/spno.29820.

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Skvortsova, T. P., and E. V. Georgievskaya. "PEDAGOGICAL DIAGNOSTICS OF CHILDREN’S ARTISTIC TALENT DEVELOPMENT." Современные наукоемкие технологии (Modern High Technologies) 2, no. 10 2019 (2019): 366–70. http://dx.doi.org/10.17513/snt.37753.

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Il’kov, B. A. "Perspective directions in development of pedagogical education." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2017): 53–56. http://dx.doi.org/10.20339/am.04-17.053.

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��, A. Abylkasymova, ��, Mikhail Ryzhakov, ��, and Cergey Shishov. "Pedagogical Education: New Challenges and Development Prospects." Standards and Monitoring in Education 4, no. 2 (April 18, 2016): 3–10. http://dx.doi.org/10.12737/19311.

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The article proposes identifi cation of the most likely ways of institutional changes in the system of pedagogical education in the conditions of innovation, taking into account global socio-economic and socio-cultural trends that defi ne the essential aspects of training future teachers. International trends of modernization of education are analyzed, which largely determine the directions of pedagogical education development. The problems of changes in the value component of education in modern world are discussed. The materials are prepared within the framework of the project �Promising models of development of pedagogical education in the Republic of Kazakhstan in the conditions of realization of Strategy �Kazakhstan � 2050�, approved by the decision of National scientifi c council of the Ministry of education and science of the Republic of Kazakhstan �Intellectual potential of the country�.

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Dubro, Yury Stanislavovich. "PHILOSOPHICAL AND PEDAGOGICAL ASPECTS OF LEADERSHIP DEVELOPMENT." V mire nauchnykh otkrytiy, no. 5.7 (July 19, 2015): 2504. http://dx.doi.org/10.12731/wsd-2015-5.7-12.

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MAMIROVA, K. N. "PEDAGOGICAL RESEARCH: EXPERIENCE AND PROSPECTS FOR DEVELOPMENT." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 4 (2020): 25–33. http://dx.doi.org/10.51883/20704046_2020_4_25.

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Demchyk, Kateryna, Mykola Pasichnyk, Olena Pozharytska, Ihor Parfeniuk, and Oleksii Tonkykh. "Pedagogical aspects of students' digital competence development." LAPLAGE EM REVISTA 7, Extra-A (May 17, 2021): 471–80. http://dx.doi.org/10.24115/s2446-622020217extra-a848p.471-480.

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The purpose of the research was to study the pedagogical aspects of students’ digital competence development and the degree of teachers’ encouragement to develop their own professional digital competence. The study is based on quantitative and qualitative methodology and contains an online structured interview of 132 teachers of Ukraine who took an online course on the development of digital competencies. Results. University teachers demonstrated different beliefs and effectiveness in the use of ICT for pedagogical purposes. Although a few teachers seamlessly integrated ICT into the learning process, most were more tool-oriented and supported a teacher-rather than student-centered approach when designing online courses. In a pandemic, teachers are massively interested in the development of digital competence as part of professional development. At the same time, the strategy of the university and the practice of functioning of the university testify to the lack of a course for the implementation of absolute digital pedagogy.

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Postareff, Liisa, and Anne Nevgi. "Development paths of university teachers during a pedagogical development course." Educar 51, no. 1 (January 1, 2015): 37. http://dx.doi.org/10.5565/rev/educar.647.

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40

Yakusheva, Svetlana Dmitrievna. "Pedagogical Controlling in The System of Professional Pedagogical Engineering." SHS Web of Conferences 79 (2020): 04003. http://dx.doi.org/10.1051/shsconf/20207904003.

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The last decade is characterized by increased variability of Russian education, its diversification and mobility, with a permanent reform of the national system on all levels. The education system sets a trajectory for the development of human potential required by modern society while forming a completely new situation and implementing breakthrough ideas. A key agent of modern education is pedagogical controlling of the system of professional and pedagogical engineering. The relevance of implementing pedagogical controlling in the sphere of general secondary education is a fait accompli. Since the significance of the educational services market has significantly increased in the context of modern economic development, directly influencing education which is an important branch of science and practice as well the intellectual product created within it. Russia’s entry into the global education environment entails the convergence of the national education system with European counterparts. The authors believe that the system of professional and pedagogical engineering not only implements economic instrumentarium but also ensures the incorporation and support of innovative models of the education process. The article deals with the features of pedagogical controlling within the framework of the developed model (structure) of educational organization (complex) management within Moscow education.

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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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Yakovenko, Olena. "Training of pedagogical and research-pedagogical staff: international aspects." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 41–47. http://dx.doi.org/10.24195/2617-6688-2021-1-5.

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The article revises the issue of studying foreign experience in improving the professional development of teaching staff. Remarks are made on the need to modernise the system of advanced training of pedagogical and research-pedagogical staff. Updating the system of advanced training, the creation of new structures is one of the priority directions of state policy in any country; it is aimed at ensuring the professional growth of a specialist. The achievement of a new quality of education is associated with the reorientation of education for preparing people for life, for solving the issues related to guaranteed employment, for the requirements of a fleeting society and technological changes. Education is viewed as a lifelong process that needs not only to be corrected, but also changed and transformed. The main features of advanced training have been analysed; the peculiarities of advanced training intended for research-pedagogical staff in such foreign countries as the USA, Great Britain and Germany have been investigated. The author emphasises that postgraduate pedagogical education in these countries is distinguished by a structural diversity, a variety of content, forms and methods of education, which is grounded by the specific features of the countries’ historical development, national traditions and priorities of educational needs of research-pedagogical staff (RPS). At the same time, external factors significantly influence the systems that have formed in modern Ukraine: the processes of globalisation of society, the internationalisation of education, the activities of international organisations that accumulate progressive pedagogical ideas and put forward urgent requirements for its improvement. As the author notes, in Ukraine, the work to improve the system of advanced training of domestic RPS, as well as in other countries, is carried out in all directions, using modern forms and methods. However, the author singles out two problems: 1) unsatisfactory technical support; 2) some resistance to innovation due to the human factor. The author sees the further development of the subject in expanding the range of studied countries, studying the content of advanced training courses and in analysing advanced training programs intended for research-pedagogical staff.

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Smirnaya, A. A., and A. V. Smirnova. "Development of the teachers’ creative competence by means of the development and implementation of an individual project." SHS Web of Conferences 113 (2021): 00082. http://dx.doi.org/10.1051/shsconf/202111300082.

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This article reveals the problem of the development of the teacher’s creative competence. It also describes the pedagogical support for the development of the teacher’s pedagogical creativity. A brief overview of issues related to the definition of the essence of pedagogical creativity, its specificity, and indicators is given. The study presents the substantiation of the problem proves its relevance for the development of the teacher’s creative competence. The article presents the results of a comparative analysis of the development of the teacher’s creative competence on the basis of Reshetnev Siberian State University of Science & Technology (Krasnoyarsk) and Krasnoyarsk State Pedagogical University named after V.P. Astafyev (Krasnoyarsk).

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Vujisic-Zivkovic, Natasa. "The role of pedagogical historiography in forming pedagogical knowledge." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 257–73. http://dx.doi.org/10.2298/zipi0802257v.

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This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

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Korosteleva, Svetlana G. "Development of pedagogical thinking in the professional training of a future teacher." Science and School, no. 4, 2020 (2020): 73–82. http://dx.doi.org/10.31862/1819-463x-2020-4-73-82.

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The article deals with an urgent problem – the development of pedagogical thinking as one of the main components of teachers’ professional activity. The characteristics included in the concept of „pedagogical thinking” are presented their essence and features are revealed. Those types of thinking which are reflected in the structure and content of pedagogical thinking are considered. The main attention is paid to the organization of work on the development of pedagogical thinking, which ensures the increase of efficiency of the future teacher’s professional activity. The ways of development of pedagogical thinking are specified. The classification of pedagogical problem situations suggested by the author and the ways of their presentation in the educational process are given. The necessity of solving future teachers’ pedagogical problems, tasks and analysis of pedagogical situations as the main means of developing pedagogical thinking is underlined.

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Palyjchuk, R. I. "The value of the “Pedagogical Journal” in the development of the Ukrainian Pedagogical Education." Pedagogical sciences: reality and perspectives 68 (2019): 155–58. http://dx.doi.org/10.31392/2311-5491/2019-68.34.

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Senchyna, N. H. "Psychological and pedagogical aspects of the development of professional pedagogical thinking of future teachers." Pedagogical sciences reality and perspectives, no. 78 (2020): 192–97. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.41.

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Selivanova, Natalia, Tatjana Sklyarova, and Marina Shakurova. "INVARIANT FEATURES OF PERSONAL IDENTITY AND THE PROCESS OF ITS FORMATION: THE PEDAGOGICAL CONTEXT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 352. http://dx.doi.org/10.17770/sie2017vol1.2423.

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Research objective: pedagogical judgment of intrinsic and remedial bases of development and formation of identity of the person, allocation педагогически significant invariant characteristics. Novelty consists in statement of a question, ordering of results of researches of identity with accent of pedagogical senses, use of the interdisciplinary approach. The developed analysis significant from the point of view of pedagogics of characteristics of identity is given: concept definitions through specification of separate displays of essence, allocation of levels (socially-cultural identity, personal identity, self-identity) and kinds (by criterion of substantial filling). Possibility of the pedagogical organized influence on formation of socially-cultural and personal identity and impossibility of work by pedagogical means with self-identity is accented. The characteristic of kinds of identity of the person, as by this time only studied by the Russian pedagogics (cultural, ethnic, professional, gender, religious), and already included in a purpose of modern Russian education (civil identity, the Russian civil identity) is given. The interrelation of various kinds of identity (on an example of the Russian civil and religious identity) is shown. The leading condition of formation of high-grade identity (unity of self-determination, definition by Others and Another's) is illustrated. Distinction in understanding of designs «development of identity of the person» and «formation of identity of the person» is accented, the attention to pedagogical expediency of studying, the organization and technological working out of process of formation of identity of the person is paid. Invariant pedagogical mechanisms of process of formation of identity of the person are allocated and is short characterized: pedagogical interaction; formation of the importance and work with the significant; pedagogical support.

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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, Faizal Chan, Ahmad Hariandi, Reza Aditya Pratama, Putut Nugroho, and Retno Septiasari. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.

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<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>

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Gorbunova, N. V., N. A. Gluzman, and I. V. Osadchaya. "Pedagogical reflection as a professional competence in conditions of lifelong pedagogical education." SHS Web of Conferences 113 (2021): 00094. http://dx.doi.org/10.1051/shsconf/202111300094.

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In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented. The reflection phenomenon is revealed in an integrative context, the specifics of its revealing in the professional experience of the teacher is described. The role of reflexive thinking in professional pedagogical activity is justified. The conditions for the development of professional reflection of the teacher were highlighted. The most important among them are: updating the teacher’s reflexivity; specially organized reflexive activity of the teacher; the presence of a reflexive environment; enhancing the interpersonal relationships of participants in reflexive activities; development of professional reflection using educational programs. The model of personal reflexive support of the specialist is analyzed and necessity of its application is justified. The main goal of reflexive support for the development of the teacher’s personality should be the creation of favorable conditions for the formation of a mature professional identity. Continuing pedagogical education represents the constant creative development and improvement of each person throughout life by means of the interaction of all the knowledge obtained at different life stages and stages of learning.

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