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Journal articles on the topic 'Pedagogical projection'
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1
Intzidou, Georgia, Nikos Lambrinos, Christos Tourtouras, and Fani Seroglou. "Metadata: A pedagogical tool for the teaching of map projections in Elementary School." European Journal of Geography 12, no. 3 (November 9, 2021): 56–69. http://dx.doi.org/10.48088/ejg.g.int.12.3.56.69.
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Digital interactive maps include a set of metadata, which show the purpose the user can use the map. Metadata in digital interactive world maps inform users about important information, such as the map projection. This research examines whether the educational and teaching use of the metadata of digital interactive maps construct a tool in the approach to the issue of map projection in Elementary School. The research was carried out in 17 Elementary Schools of Thessaloniki, Greece, where 6th-grade students (Ν = 655) were engaged in a series of activities related to metadata and map projections. ArcGIS Online was used as a didactic tool. Results showed that metadata of digital interactive maps have a great pedagogical value. The identification of the different information in the metadata, i.e., the map projection, and the students’ decision of what they can and cannot study with each map, is an important finding regarding their educational relevance.
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Vrugt, Michael te, and Raphael Wittkowski. "Projection operators in statistical mechanics: a pedagogical approach." European Journal of Physics 41, no. 4 (June 16, 2020): 045101. http://dx.doi.org/10.1088/1361-6404/ab8e28.
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Shikhbala Malikov, Malik. "The concept of vitagen education and the holographic approach to education." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 86–88. http://dx.doi.org/10.36719/2663-4619/59/86-88.
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The article discusses the issue of cooperation "teacher-student" The author says that this is a reality that arises, however, not by itself, not spontaneously, but according to the strict laws of a pedagogically organized process, taking into account the age and capabilities of students. He comes to the conclusion that cooperation between teacher and student is possible and necessary on a moral and psychological level. However, even at the functional level, regardless of the age of the students, it can "grow flesh" in the framework of the usual pedagogical process Key words: Vitagenic education, life experience, assessment, differentiation, design, holography, hologram, holographic approach, vitagenic projection, constructive projection, vitagenic information
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Bravo Castro, Diana Marianela, and Jimmy Manuel Zambrano Acosta. "El desarrollo de la creatividad profesional en la formación pedagógica de la Cultura Física." Revista Cognosis. ISSN 2588-0578 5, no. 3 (September 28, 2020): 87. http://dx.doi.org/10.33936/cognosis.v5i3.2793.
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El artículo que se presenta asume como propósito fundamental la proyección pedagógica de la creatividad en la formación profesional de los docentes de Cultura Física. En tal sentido se parte del establecimiento de las pautas conceptuales básicas para su comprensión y, sobre esta base, se modela el proceso en cuestión, para cuya concreción se diseña una metodología prevista a los efectos de llevar a vías de hecho el desarrollo de la creatividad profesional en la formación pedagógica de la Cultura Física.
PALABRAS CLAVE: proyección pedagógica; creatividad en la formación profesional; docentes de Cultura Física.
THE DEVELOPMENT OF PROFESSIONAL CREATIVITY IN THE PEDAGOGICAL TRAINING OF PHYSICAL CULTURE
ABSTRACT
The article assumes as a fundamental purpose the pedagogical projection of creativity in the professional training of Physical Culture teachers. In this sense, it starts from the establishment of the basic conceptual guidelines for its understanding and, on this basis, the process in question is modeled, for which a planned methodology is designed in order to carry out the development of creativity. professional in the pedagogical training of Physical Culture.
KEYWORDS: pedagogical projection; creativity in vocational training; teachers of Physical Culture.
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Veleva, Victoria. "ESTABLISHING AND STANDARDIZATION OF DESIGN METHODOLOGIES FOR THE DIAGNOSIS OF THE ENVIRONMENTAL COMPETENCE OF PRESCHOOL CHILDREN." Knowledge International Journal 31, no. 2 (June 5, 2019): 527–31. http://dx.doi.org/10.35120/kij3102527v.
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The modern dynamic and fast-paced way of life, the provocative environment, urbanization and the new priorities in our interaction with the surrounding world, require not only the creation but also the effective deepening of the environmental competence of Adolescents from preschool age. This, on the other hand, shows the current issue, for educators as well as psychologists, of examining the ecological competence of preschool children.Considering the antagonism in the relationships "human - society - nature”, we believe that it is entirely appropriate to draw the following conclusion: To date, pedagogical science faces the difficult, but necessary task, to create and approve methodologies for the study of the environmental competence of children at pre-school age.This article examines the projection methodologies as a reliable and valuable component of pedagogical diagnostics. It is the projection methodologies that provoke impulsive associations in the studied children, which allows to make a more accurate judgment in the diagnostics of the studied area. Not coincidentally, prof. G. Bizhkov summarizes that “Pedagogical diagnostics has no reason not to focus on a wider use of these methods, despite the fact that they rarely lead to the display of coefficients and do not offer great opportunities to use more complex statistical methods”[2].The occurring theoretical and methodological analysis allows us to deduce that, to date, pre-school pedagogy is missing the methodologies that examine the environmental competence of children at pre-school age. This is precisely why the article proposed the standardized version of the projective methodology for investigating the ecological competence of pre-school children. The scientific-research goal of our methodology is to investigate the emotional intelligence of the child that affects the feeling of experiencing contact with the environment (as a habitat for all living creatures). The suggested diagnostic procedure is a modification of the Index of Compatibility for Children and Adolescents, Brenda K. Bryant.We believe that the results obtained from the projective methodology proposed by us could effectively serve to determine the ecological competence of pre-school children.
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Тумашева, Ольга, and Ol'ga Tumasheva. "Designing a Content Component of Methodical Training of Future Teachers in the Conditions of Implementation of the New Standards." Standards and Monitoring in Education 6, no. 2 (April 24, 2018): 32–38. http://dx.doi.org/10.12737/article_5acb5f7c10b083.66747067.
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In the conditions of implementation of new educational standards special relevance was acquired by researches of problems of preparation of the pedagogical shots which are capable to realization of new approaches to training of younger generation. Methodical training of future teachers is a backbone component of pedagogical education. Despite essential interest of scientists in a problem of improvement of methodical training of future teachers in pedagogical higher education institution and the considerable results received so far it is possible to note that in substantial aspect the allocated problem still is completely not solved that causes relevance of this article. Author’s approach to projection of content of methodical preparation in the conditions of implementation of new educational standards is presented in article. The main projection stages of a substantial component of methodical preparation are described. Urgent types of methodical activity are allocated. As the basic unit of content of methodical preparation is considered professional training tasks is considered. The requirements to system of professional training tasks are formulated. The examples of professional training tasks are given.
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Levchuk, O., K. Levchuk, and L. Husak. "Scientific and educational consortium as institutional projection of the innovative professional training." Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, no. 2 (April 30, 2022): 148–53. http://dx.doi.org/10.33271/nvngu/2022-2/148.
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Purpose. To determine the essence, main possibilities and demonstrate the main capabilities of the educational, research and production complex as a way of modernizing the market of educational services in accordance with the innovative model of development. To describe organizational and pedagogical conditions for coordination of the scientific, educational, innovative and technological potential of the All-Ukrainian Scientific and Educational Consortium (USEC) founding members. Methodology. A systematic analysis of literature and normative documents has been carried out. Various practices of cooperation between educational establishments and enterprises, scientific institutions and production facilities in the world have been investigated. The data were collected during the internship at the All-Ukrainian Scientific and Educational Consortium with the use of individual and group interviews, surveys and teaching and administrative activities experience. Findings. Transformation of educational systems, aimed at meeting the present-day needs of stakeholders and personal needs of future professionals, is achieved by using, along with theoretical training, the resources of the research farms and enterprises integrating their benefits in the system of professional development of young people. The technology effectiveness is achieved through creation of the innovative structure of educational programs of all levels and the research and teaching staff professional development system in the Consortium. Organizational and pedagogical conditions for coordination of the scientific, educational, innovative and technological potential of the USEC founding members are suggested. Originality. Cooperation between labor market and professional education caused by the need to modernize and optimize higher education institutions in Ukraine is expected to be effective in the environment of educational-research-industrial complexes subject to the defined organizational and pedagogical conditions. Practical value. Prospects for the implementation of educational programs within the research and educational consortia are outlined. The described organizational and pedagogical conditions contribute to the integration of educational programs, professional standards and professional formation of students.
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.
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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Fedotova, Olga, and Vladimir Latun. "“Рostmodern shift” in German textbooks on pedagogy at the beginning of the XXI сentury." E3S Web of Conferences 210 (2020): 18047. http://dx.doi.org/10.1051/e3sconf/202021018047.
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The article is devoted to the analysis of the current state of the theory of pedagogy, which is moving to a new stage of its development - the stage of postmodernity. On the example of the analysis of textbooks on pedagogy published in modern Germany, the author examines the characteristic features of postmodern pedagogy. Based on the content analysis, the representation of postmodern problems in textbooks is established, a classification of the approaches of the authors of textbooks to the reflection of this topic in different parts of the didactic apparatus of textbooks is carried out. Three leading directions, which are the pedagogical projection of the ideas of postmodernism, are characterized in detail. These include: clarification of the conceptual differences between modernity and postmodernity and their pedagogical projections; ideas that contain criticism of metanarrations; the issue of human identity in the era of pluralism of ideas and forms of their objectification. The conclusion is made about the weakening of theorists' attention to postmodernism problems, while postmodernism practices tend to spread.
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Shylo, O. "Hryhoriy Bondarenko and His School." Vìsnik Harkìvsʹkoi deržavnoi akademìi dizajnu ì mistectv 2021, no. 02 (October 2021): 123–34. http://dx.doi.org/10.33625/visnik2021.02.123.
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Through his work and pedagogical activity, an outstanding Kharkiv graphic artist, professor of Kharkiv Art Institute Hryhoriy Bondarenko connected today’s artistic practice with the great traditions of art, to which he belonged. In the 1910s, H. Bondarenko studied at the Odessa Art School, with K. Kostandi; in 1915–1917 – at the Academy of Arts; and in 1923–1927 at Leningrad VKhUTEIN with K. S. Petrov-Vodkin and V. M. Konashevich. A chain of artistic tradition was formed in VKhUTEIN: K. Petrov-Vodkin – V. Serov – I. Repin – P. Chistyakov. With his pedagogical activity Chistyakov poses the problem of the creative method, and Repin – of the art form. Serov approaches its solution in the idea of projection drawing. Petrov-Vodkin supplemented it with an understanding of picture plane as space. Bondarenko synthesized all these aspects. His creative method is considered on the example of a number of his graphic works. It is based on three main points. The first is a double understanding of the picture plane on which the image is made. It is thought of, on the one hand, as a projection plane and, on the other hand, as space. The second is a combination of projections. The third is the understanding of the image as a way of processing the surface of the sheet. Among the students of H. Bondarenko, perceived this creative method, there were such well-known masters as V. Kulikov, V. Lenchin, V. Nenado. Each of them developed those aspects of the method that were organic to them. The universality, harmony and consistency of the analyzed creative method are shown in the article. It is based on a holistic worldview. Two great traditions, the successor, contemporary and continuer of which he was, merged together in H. Bondarenko’s creative activity and pedagogical work: the classical art of the 19th century, and new art of the 20th century, which itself has become a new classic and a new tradition.
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Oswald, Patricia A. "Classroom Use of the Personal Computer to Teach Statistics." Teaching of Psychology 23, no. 2 (April 1996): 124–26. http://dx.doi.org/10.1207/s15328023top2302_15.
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I investigated the benefits of using a single personal computer and a projection system to teach undergraduate statistics. In this article, I outline the method used and the hardware and software required. Educational objectives are identified, and the attitudinal and pedagogical effectiveness of the method is discussed.
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Cristina, Lașcu. "Role of evaluation in curricular projection of instruiry." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 47, no. 1 (April 2021): 37–42. http://dx.doi.org/10.46727/jshs.2021.v47.i1.p37-42.
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The efficiency of the educational process is dependent on rigorous pedagogical design, the choice and use of the most appropriate teaching-learning strategies and the application of a correct evaluation system. In this article we presented the epistem of the evaluation, demonstrating that this represents an essential moment in the teaching process, being an important factor in the proper functioning of the educational process. Evaluation is necessary at the beginning of the teaching activity, during it, but also at the end, as it allows to identify the difficulties encountered by the students in learning and to determine the level of preparation of the pupils in the discipline taught, compared to the expectations of the teacher and the requirements of the curriculum.
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Makarova, L. N. "PROJECTION OF INDIVIDUAL STYLE DEVELOPMENT TECHNOLOGY OF PEDAGOGICAL ACTIVITY OF HIGHER EDUCATIONAL INSTITUTION LECTURER." Tambov University Review. Series: Humanities 22, no. 3(167) (2017): 15–27. http://dx.doi.org/10.20310/1810-0201-2017-22-3(167)-15-27.
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Chuchalina, Yu M. "THE CONCEPT OF ECONOMIC CULTURE AND ITS PROJECTION ONTO INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION." Innovate Pedagogy 2, no. 25 (2020): 174–78. http://dx.doi.org/10.32843/2663-6085/2020/25-2.35.
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Zeer, E. F., and E. E. Symanyuk. "Formation of Personalized Neuroeducational Results of Students’ Educational Activities in a Professional School." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 27, no. 3 (2021): 124–32. http://dx.doi.org/10.15826/izv1.2021.27.3.062.
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The article analyses the psychological and pedagogical features of personalized neuro-education. In pedagogical psychology, personalized education and neuro-education are considered separately, in the article-in the relationship based on the integration of meta-subject results of educational activity. The meaning-forming factor of their association is the development of personality in the projection of the socio-professional future. Much attention was paid to individual learning trajectories and personalized neuro-educational technologies. The formation of personalized educational results of students’ educational activities is an innovative trend in preparing students for changes, uncertainty and diversity (A. G. Asmolov) typical for the modern information society.
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Moreira, Herivelto, Samoara Viacelli Da Luz, Rozane de Fátima Zaionz Da Rocha, and Armando Kolbe Junior. "Pedagogical Practice in Engineering Courses: Students’ Contribution." International Journal of Education 7, no. 2 (June 26, 2015): 293. http://dx.doi.org/10.5296/ije.v7i2.7503.
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<p>The objective of this article was to identify Brazilians engineering students’ perceptions<br />about the relevance of pedagogical knowledge and its implications for the professional<br />preparation. The interest in the study was due to the urgency to promote actions which can<br />contribute to the improvement of higher education, as well as the lack of studies highlighting<br />the students’ perceptions and experiences in relation to what they consider a good class and<br />good teaching/learning strategies used by teachers. The approach used was qualitative. The<br />sample consisted of nine students from the 4th and 5th years of the Mechanical and Civil<br />Engineering courses of a public university in south Brazil. The data was collected through<br />individual semi-structured interviews. The main results allowed to reflect on how teaching<br />and learning strategies influence to define what students consider a good class and what<br />characterizes a good teacher. Evidence also suggests that there is a predominance of lectures<br />through slides projection in which students do not actively participate during the classes, and<br />as characteristics of a good teacher emerges: teachers’ mastery of scientific knowledge,<br />mastery of the pedagogical knowledge (didactics), ability to contextualize the content, to<br />relate theory and practice, and the ability to motivate and develop good relationship with<br />students.</p><p> </p>
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Grubba, Leilane Serratine. "Cinema, Human Rights And Development: The Cinema As A Pedagogical Practice." CINEJ Cinema Journal 8, no. 1 (March 11, 2020): 87–123. http://dx.doi.org/10.5195/cinej.2020.238.
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This article seeks to rethink the importance of the cinema as a teaching and learning methodology of Law. Much is said about the importance of different methodologies to the teaching and learning of Law, such as cinema, music and literature. But there is not much said about why it is important. In this sense, the question to be solved is: why cinema can be used as an important pedagogical practice to teach human rights? To answer the question, the main hypothesis, to be tested by Popperian method, suggests that cinema manages to generate an emotional participation of the spectator, including the student. This hypothesis is explained by the theory of projection-identification, which says cinema can eliminate the distance created in the students by the scientific objectification. Moreover, human rights films seem to present a load of truth, increasing the emotional participation of the students; therefore, it seems to increase the will of the student to learn new subjects and get involved in human rights issues.
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Paska, M., I. Demchenko, B. Maksymchuk, M. Zubal, I. Shaparenko, S. Myronenko, V. Zvonar, and I. Maksymchuk. "Characteristics of the current state of the pedagogical skills development of future physical education teachers in the process of professional training." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 106–13. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).21.
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The important pre-experimental stage of the research is the difference among the concepts of “professional training”, “professional competence”, “professional preparedness”, “professional (personal) maturity” and “professional skill” in the projection on characteristics of the student's personality, and also the identification of psychological, sociometric and personal data of pupils who will later correct the course of the educational experiment in reference groups. The purpose is to provide theoretical and methodological prove of the current state of pedagogical skills development of future physical education teachers in the process of professional training. The sociological survey, conducted among students and teachers of Mykhailo Kotsyubynskyi Vinnytsia State Pedagogical University for the key question “Which teacher have pedagogical skills?”, made it possible to distinguish several dominants that are expressed by such concepts: knowledge, skills, abilities, experience, extraordinary, approach, personality, development and own example. However, the results of the recording stage of the experiment showed a low level of pedagogical skills development of a future physical education teacher. A number of shortcomings were identified that complicates the pedagogical skills development of a future physical education teacher, including a slight connection between theory and practice; theoretical training of students isn’t interactive; traditional methods of study at HEI; a limited number of manuals and methodological recommendations for highlighting the importance of developing the pedagogical skills of a future physical education teacher and its impact on professional activities; a small number of tasks aimed at developing this personal characteristic. This causes the need to determine and substantiate the pedagogical conditions for the pedagogical skills development of a future physical education teacher, the development of a model.
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Maksymchuk, I., O. Sahach, I. Demchenko, S. Furdui, B. Maksymchuk, O. Protas, L. Mezhylovska, and E. Kyzko. "Self-development in the context of forming the future teacher’s pedagogical skills." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).18.
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Self-improvement is especially important component of educational activity of teachers in light recognitions not the subject - object, and the subject - subject interaction of a teacher and a pupil and also the declaration and also the Convention of the UN principles of continuous education (education throughout life) when not only a separate lesson, a semester or even completely study at school / HEI is only a separate fragment, and a person has to “learn to study” during this time. The purpose of the article is in theoretical justification of self-development in the context of forming the future teacher’s pedagogical skills. The main ways of self-improvement of physical culture future teacher is the complex of internal personal requirements (need for physical, intellectual, spiritual, professional self-improvement) which are implemented in concrete types of external and internal (psychological) activity: self-checking, self-organization, self-training, self-education, and so forth. In modern understanding the pedagogical skill is a state and a certain level of personality of a teacher, a dialectical combination of his personal and professional qualities, which allow high-quality achievement of partial and general pedagogical aims. The pedagogical skill - the ability to creatively solve pedagogical problems during physical culture classes, to organize educational process with the involvement of high culture, professional knowledge, physical skills and etc. on the basis of competent, active and personality-oriented approaches, deep pedagogical knowledge, experience, wide outlook, personal culture, creativity and pedagogical tactics in the projection on the personality of physical culture teacher. At the same time the pedagogical skill is the relatively completed process, therefore when diagnosing the level pedagogical skill should be oriented to a teacher’s sufficient level with the corresponding experience.
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Condeza-Marmentini, Antonia, and Luis Flores-González. "Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change." Sustainability 11, no. 21 (November 4, 2019): 6145. http://dx.doi.org/10.3390/su11216145.
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Chilean teachers face the urgent challenge of incorporating environmental and sustainability dimensions into their teaching practices within an economic and social context of extreme neoliberalism, which has an important impact on both teaching practices and hegemonic perspectives on the environment. Therefore, this article explores the motivations that guide the environment-related practices of teachers at Chilean secondary schools. Using a framework of pragmatism and phenomenology, it addresses teachers’ meaning-making through the interpretative axes of their views on the environment and theories of education, addressing the following categories: (1) connection and consciousness; (2) participation and politics; and (3) re-thinking education. The discussion emphasizes the importance of understanding “environmental issues” in context, together with the transversal axis of social change. Teachers’ meaning-making arises from their social and historical context and can be interpreted from the standpoint of traditions of thought originating in Latin America. The article argues that the transgressive element in the studied practices is social change, understood as community action arising from a combination of critical reflection and with an emphasis on the co-production of knowledge in this collective sphere. This is experienced by the teachers as a challenge to their capacity to address the inherent uncertainty of knowledge and the projection of a utopian society as a social right.
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Munro, Marth, Timo Leino, and Daan Wissing. "Lessac's y–buzz as a pedagogical tool in the teaching of the projection of an actor's voice." South African Journal of Linguistics 14, sup34 (December 1996): 25–36. http://dx.doi.org/10.1080/10118063.1996.9724092.
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Haverhals, Nick, and Matt Roscoe. "The history of mathematics as a pedagogical tool: Teaching the integral of the secant via Mercator’s projection." Mathematics Enthusiast 7, no. 2-3 (July 1, 2010): 339–68. http://dx.doi.org/10.54870/1551-3440.1193.
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Kashtanova, S. N., and V. A. Kudryavtsev. "Building a Teamof Teachersfor Designing and Implementation of Modul Educational Programs." Psychological-Educational Studies 7, no. 4 (2015): 115–27. http://dx.doi.org/10.17759/psyedu.2015070411.
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This article can be classified as thematic review, since it shows the actual experience of a human resources choice for the design and implementation of modular educational programs. It illustrates the main issues and initiative solutions to the team strategies modeling in a modernization of pedagogical education in Russia. We presents the basic ideological orientations of the modern university teacher from the point of view of reflective pedagogy and pedagogical management. We analyzed the experience of studying the teachers’ readiness to innovative activity and gave examples of dealing with the expectations and needs of potential employers and consumers of educational products using the foresight studies. A model of a graduate and the role of the teacher were analyzed based on expert panels method. Functional mechanisms, and technical aspects of teacher performance, designing and implementing modular educational programs were described with the projection of properties and qualities of the educational product on the professional and personal characteristics of the teacher.
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A. Aydarov, Rustam, Irina G. Kalina, and Nuriya Kh. Gzhemskaya. "Projecting Facilities for Power Exercise Teaching System." Journal of Social Sciences Research, SPI 1 (April 6, 2019): 214–19. http://dx.doi.org/10.32861/jssr.spi1.214.219.
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In the context of modern educational conditions, it becomes actual to solve the problem of preparation of such teaching aids that would act as an integral tool of the pedagogical technology of effective training in power exercises. The aim of the article is to present the results of the analysis of modern requirements for the didactic projection of teaching aids, to justify the demand for their design and to present a project for the integrated use of didactic tools in the training of power exercises. The study used a method of theoretical analysis and generalization of scientific and methodological literature on the issues reflecting the state of the problem of the didactic facilities projection, the theoretical foundations of training motor activities, the problems of creating and using didactic means for teaching motor activities. To determine the efficiency of the traditional methods of teaching power exercises a pedagogical experiment was established. 34 girls and 47 boys participated in the experiment. The results which showed the quality of learning the orienting basis for motor actions were obtained by testing. Results of the study. The modern requirements of the theory of projecting teaching aids indicate the need for a comprehensive design and reflection of the components of the implemented didactic system in the teaching facilities, namely: the purpose of training, the content of training, the learning process itself and organizational forms of education. Projecting these elements in accordance with the requirements presented in the theory makes it possible to implement a pre-designed didactic system in practice. The analysis of the theoretical bases of teaching motor actions shows that the process of mastering knowledge of motor actions as an indicative basis for carrying out these actions is of primary importance for developing motor skills and abilities. The obtained results of power exercises training system according to the traditional method showed the following: 70.2% of young men and 84.3% of girls reached the first level of learning the orienting basis of motor actions in power training. Indicators of the second level of learning were extremely low: only 5% of boys and 18.7% of girls reached it. The project has been created for training motor activities using such didactic facilities as an electronic educational resource and instruction cards. Each facility has its own functions in providing the stages of the educational and cognitive cycle, the use of which is designed depending on the way the group of students are organized, the forms of the educational process organization.
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A. Aydarov, Rustam, Irina G. Kalina, and Nuriya Kh. Gzhemskaya. "Projecting Facilities for Power Exercise Teaching System." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 1082–87. http://dx.doi.org/10.32861/jssr.spi5.1082.1087.
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In the context of modern educational conditions, it becomes actual to solve the problem of preparation of such teaching aids that would act as an integral tool of the pedagogical technology of effective training in power exercises. The aim of the article is to present the results of the analysis of modern requirements for the didactic projection of teaching aids, to justify the demand for their design and to present a project for the integrated use of didactic tools in the training of power exercises. The study used a method of theoretical analysis and generalization of scientific and methodological literature on the issues reflecting the state of the problem of the didactic facilities projection, the theoretical foundations of training motor activities, the problems of creating and using didactic means for teaching motor activities. To determine the efficiency of the traditional methods of teaching power exercises a pedagogical experiment was established. 34 girls and 47 boys participated in the experiment. The results which showed the quality of learning the orienting basis for motor actions were obtained by testing. Results of the study. The modern requirements of the theory of projecting teaching aids indicate the need for a comprehensive design and reflection of the components of the implemented didactic system in the teaching facilities, namely: the purpose of training, the content of training, the learning process itself and organizational forms of education. Projecting these elements in accordance with the requirements presented in the theory makes it possible to implement a pre-designed didactic system in practice. The analysis of the theoretical bases of teaching motor actions shows that the process of mastering knowledge of motor actions as an indicative basis for carrying out these actions is of primary importance for developing motor skills and abilities. The obtained results of power exercises training system according to the traditional method showed the following: 70.2% of young men and 84.3% of girls reached the first level of learning the orienting basis of motor actions in power training. Indicators of the second level of learning were extremely low: only 5% of boys and 18.7% of girls reached it. The project has been created for training motor activities using such didactic facilities as an electronic educational resource and instruction cards. Each facility has its own functions in providing the stages of the educational and cognitive cycle, the use of which is designed depending on the way the group of students are organized, the forms of the educational process organization.
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de Souza, Daniela Maysa, Vânia Marli Schubert Backes, Marta Lenise do Prado, Jussara Gue Martini, and José Luis Medina Moya. "The Use of Autoscopy From the Epistemological Perspective of Action Research for Self-Analysis and Reflection of Teacher Practice." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691987324. http://dx.doi.org/10.1177/1609406919873247.
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The video recording of lessons allows the analysis results to provide data about the teaching practice. Analyzing the pedagogical practice itself allows the teacher an exercise of self-reflection, as they become aware of their behavior in the classroom, leading to the revitalization of their teaching model. This study aims to present the use of autoscopy as a stimulus to reflection, to a new understanding of the pedagogical practice of teachers, in an action research. This is a case study, with a qualitative and descriptive approach, performed with a new nursing teacher. The data were initially collected through a semistructured biographical interview and subsequent video recording of the classes, characterizing nonparticipant observations. The application of autoscopy followed the proposal of action research, with its phases: exploratory phase, in-depth research, action phase, and evaluation phase. The autoscopy was a useful strategy to stimulate teacher reflection because during the projection of the sketches selected for the video of the autoscopy session, the teacher can see himself or herself in action and self-analyze and discuss the selected pedagogical moments, stimulating reflection and generating a new understanding about his or her teaching practice. In this way, the use of autoscopy under the epistemological perspective of action research stimulates the self-analysis and reflection of the teaching practice.
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Kędzia, Marta, and Agnieszka Konarczak. "Poglądy i opinie młodzieży akademickiej na temat znaczenia emisji głosu w pracy pedagoga." Studia Edukacyjne, no. 62 (October 15, 2021): 267–78. http://dx.doi.org/10.14746/se.2021.62.17.
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The article deals with the issue of the importance of voice production in the work of a teacher. Incompetent voice use is one of the main factors causing disorders of the voice organ. The aim of this study is to draw attention to the issues related to voice production, presented in the context of the opinions and views of academic youth representing pedagogical fields. The text focuses on direct and indirect factors causing voice problems, disease symptoms that may appear in people working with voice, conscious work on voice projection and elements of correct speech techniques that may affect the quality of classes.
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MARINA, DEMIDOVA, and LOU YANMEI. "EDUCATIONAL SELF TUITION OF STUDENTS IN PROJECTION OF THE DEVELOPMENT OF SYSTEM OF HIGHER PEDAGOGICAL EDUCATION IN UKRAINE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 3 (November 27, 2018): 22–28. http://dx.doi.org/10.25128/2415-3605.18.3.3.
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Olena, Maslova. "SCIENTIFIC KNOWLEDGE STRUCTURE OF PREREQUISITES FOR THE CONCEPT OF HEALTH-FORMING TECHNOLOGIES AT THE PROCESS OF ADAPTIVE PHYSICAL EDUCATION FOR SCHOOL-AGE CHILDREN WITH HEARING IMPAIRMENTS." Sport Science and Human Health 4, no. 2 (2020): 74–87. http://dx.doi.org/10.28925/2664-2069.2020.2.7.
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Introduction. Today the question of formation of health of children and teenagers is comprehensively considered by the general system of scientific knowledge representing rather independent, purposeful cognitive multilevel activity. Aim is to define and characterize in a projection of the theory of scientific knowledge preconditions of development of the concept of health-forming technologies in the course of adaptive physical education of children of school age with hearing impairments. Material and methods: analysis and generalization of data of special scientific and methodical literature; monitoring of information resources of the Internet; sociological methods (questionnaires); method of copying (review and selection of materials from medical records); pedagogical methods (pedagogical testing, pedagogical experiment), methods of mathematical statistics. Results. According to the theory of scientific cognition, based on theoretical and empirical levels and forms of its functioning, we present the structure of definition and scientific evidence base of the prerequisites for the concept of health technologies in the process of adaptive physical education of school-age children with hearing impairments. scientifically-based socio-pedagogical, socio-economic, biological-medical, biological-physiological, ecological-environmental, ecological-cultural, personal-motivational and personal-effective provisions. Conclusions. Turning to the basics of the theory of cognition, we have identified four main categories of prerequisites for the author's concept and hypothesis of its effective implementation, which involves their direct consideration, namely the inclusion of social, biological, environmental and personal principles in the theoretical and methodological foundations of health technologies in adaptive physical education school-age children with hearing impairments
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Viry, Matthieu, Timothée Giraud, and Nicolas Lambert. "Magrit: a new thematic cartography tool." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-120-2018.
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The article provides an overview of the features of the Magrit web application: a free online thematic mapping tool, presenting a strong pedagogical dimension and making possible to mobilize all the elements necessary for the realization of a thematic map. In this tool, several simple modes of representation are proposed such as proportional maps or choropleth maps. Other, more complex modes are also available such as smoothed maps and cartograms. Each map can be finalized thanks to layout and customization features (projection, scale, orientation, toponyms, etc.) and exported in vector format. Magrit is therefore a complete, light and versatile tool particularly adapted to cartography teaching at the university.
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Neuhoff, John. "Classroom Demonstrations in Perception and Cognition Using Presentation Software." Teaching of Psychology 27, no. 2 (April 2000): 142–44. http://dx.doi.org/10.1207/s15328023top2702_11.
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Presentation software, notebook computers, and projection equipment are increasingly being used to present lecture material. However, the potential advantages of such presentation over more traditional lecture methods are often underutilized. In this article, I illustrate computer-based classroom demonstrations in perception and cognition that require no computer programming and can be presented with the same standard presentation software used for lecture presentation, thus allowing the demonstrations to fit seamlessly within the lecture. The demonstrations capitalize on the advantages of multimedia lecture presentations because they are interactive and cannot be achieved with more traditional pedagogical methods. Examples include apparent motion, anorthoscopic perception, illusory conjunctions, and the capacity of early visual memory.
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Hrydzhuk, Oksana, Lyubov Struhanets, and Yuriy Struhanets. "Information technologies in language education during the COVID-19 pandemic." XLinguae 14, no. 1 (January 2021): 197–211. http://dx.doi.org/10.18355/xl.2021.14.01.16.
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The article presents the experience of online teaching of the discipline "Ukrainian language for professional purposes" in Ukrainian National Forestry University and Ternopil Volodymyr Hnatiuk National Pedagogical University during the COVID-19 pandemic. The research is based on general scientific, specifically scientific and procedural methodological approaches. Basic methods of language learning with projection on information technologies are presented. The results of the study are devoted to the use of information resources (Zoom, Google Meet, Skype, Google Classroom and Moodle) in teaching students. Work with virtual libraries is described. Online assessment of learning outcomes is characterized. The advantages and disadvantages of distance and blended learning are indicated.
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Stepanenko, Mykola. "HUMANISTIC CONCEPT OF IVAN ZIAZIUN IN CURRENT AND FUTURE PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 20–31. http://dx.doi.org/10.33989/2226-4051.2018.17.176276.
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The article describes the humanistic paradigm of Ivan Ziaziun on the harmonious synthesis of art and pedagogy in teacher training. In particular, the philosophical and pedagogical and organizational and managerial ideas of a scientist- philosopher and teacher, a long-time rector of Poltava V. G. Korolenko State Pedagogical Institute have been discovered. Pedagogy of humanity of Academician I. Ziaziun through the system of professional training in Poltava V. G. Korolenko State Pedagogical Institute – the formation of a person, the formation of a strategy for person’s development and self-development, the basis of which is the value-semantic constituency of a man have been estimated from the diachronic-synchronous positions. A significant feature in the research is given to the ideas of the personal subject-subject and environment approaches to the training of the future teacher, the idea of forming the image of a higher educational institution as a leader of the region, self-management and autonomy of higher education institutions. Moreover, the system of professional training (careful selection and individual work with young people who show a tendency to pedagogical activity) through the establishment (on the initiative and with the direct participation of Ivan Ziaziun) a comprehensive target program «Teacher» (School – teacher – school), and its implementation into schools with the help of introduction of an optional course «Young teacher», with the help of selecting institutions that interviewed university entrants, and recommended those who are capable to study in higher educational institutions. The constituents of Ivan Ziaziun's humanistic conception are presented in the projection on the basis of the continuity of education postulates: formal, nonformal, and informal. In this aspect, the following priorities were determined such as training at Poltava Pedagogical Institute, first of all through the introduction of the special course «Fundamentals of Pedagogical Teaching Excellence», the opening of blended majors, additional qualifications at the Faculty of Public Professions, through the development of informal artistic and educational activities in higher education, which has its contemporary creative sustainable development. Exclusive attention was paid to Poltava Pedagogical Institute as a leader of higher educational institutions during the rectorship of Ivan Ziaziun and the rector himself.
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Fahs, Breanne, and Michael Karger. "Women’s Studies as Virus: Institutional Feminism, Affect, and the Projection of Danger." Multidisciplinary Journal of Gender Studies 5, no. 1 (February 25, 2016): 929. http://dx.doi.org/10.17583/generos.2016.1683.
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<p>Because women’s studies radically challenges social hierarchies and lacks a unified identity and canon of thought, it often negotiates a precarious position within the modern corporatized university. At the same time, women’s studies offers—by virtue of its interdisciplinary, critical, and “infectious” structure—cutting-edge perspectives and goals that set it apart from more traditional fields. This paper theorizes that one future pedagogical priority of women’s studies is to train students not only to master a body of knowledge but also to serve as symbolic “viruses” that infect, unsettle, and disrupt traditional and entrenched fields. In this essay, we first posit how the metaphor of the virus in part exemplifies an ideal feminist pedagogy, and we then investigate how both women’s studies <em>and </em>the spread of actual viruses (e.g., Ebola, HIV) produce similar kinds of emotional responses in others. By looking at triviality, mockery, panic, and anger that women’s studies as a field elicits, we conclude by outlining the stakes of framing women’s studies as an infectious, insurrectional, and potentially dangerous, field of study. In doing so, we frame two new priorities for women’s studies—training male students as viruses and embracing “negative” stereotypes of feminist professors—as important future directions for the potentially liberatory aspects of the field.</p>
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Nikodinovska Bancotovska, Suzana. "THE ATTITUDES AND OPINIONS OF TEACHERS TO THEIR COMPETENCES." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 99–103. http://dx.doi.org/10.23947/2334-8496-2015-3-1-99-103.
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The teaching profession is built upon the initial education on relevant pedagogical faculties, and further upgraded and improved through continuing education through various forms of professional development.The competencies of the teacher for realization of educational activity represents the content and function of its professional obligations. Global taxonomy of teacher’s competences are consisted of pedagogical competencies and professional competencies.The pedagogical competence of the teacher has one main characteristic - it enables the organization and realization of educational process. The professional competences of the teacher, in fact, represent the competence and commitment to implement the teaching.The subject of research in this paper is the professional competences of the teachers. The research is focused on the identification of the professional competencies of the teacher, with the possibility of extension and deepening of the established taxonomy with new competences.The professional qualifications of teachers are closely related to the profile and characteristics of the educational system. Partial and global changes in educational systems have led to changes in competence of the teacher. In order to establish more successful future projection of the impact of teacher’s competences on all school activities and arising results, the proposed changes will focus on: improving the quality of working conditions in primary schools - the basic requirements to equip with modern educational technology; changes in curriculum placement; greater efficiency of educational work; systematic assessment of the teacher, which will result in raising its position in society.
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Rodríguez Montoya, Silvia Raquel, and David Orlando Camargo Cárdenas. "Alimentando el lenguaje en niños con implante coclear en tiempos del coronavirus." Encuentro de Ciencias Básicas 5 (2021): 77–85. http://dx.doi.org/10.14718/encuentrocienc.basicas.2021.5.7.
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The main goal of this trial is to train parents as facilitators of communicative interactions in their natural environment with their children, users all of them of cochlear implants that promotes the development of verbal language, through a non-traditional pedagogical orientation such as hybrid tele-assistance, that is finely interacts with the education for health and family well-being. The methodological approach was exploratory, descriptive, through hybrid sessions with synchronous sessions of an hour and a half with the parents and video-recorded samples of their communicative interactions during spontaneous speech with children in their natural environment “at home”. As a result, with the parents are achieved, the reestablishment of the communicative circuit and a positive change in the “linguistic nutrition” in their practices of participatory intervention during the dialogues with their children. In the future, the intangible costs that must be assumed because of the unexpected arrival of a child with hearing loss are reduced. In parallel, a place is generated for the reflection of a solid pedagogical and investigative proposal that makes transdisciplinarity visible as the first responders in health with projection in family, social and school education.
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Greco, Steven E. "Seven possible states of geospatial data with respect to map projection and definition: a novel pedagogical device for GIS education." Geo-spatial Information Science 21, no. 4 (October 2, 2018): 288–93. http://dx.doi.org/10.1080/10095020.2018.1536406.
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Acevedo-Rincón, Jenny Patricia, and Campo Elías Flórez-Pabón. "Virtual education in the Colombian context: teaching practices in public and private education." Pesquisa e Ensino 1 (September 20, 2020): e202027. http://dx.doi.org/10.37853/pqe.e202027.
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As a result of the global pandemic, Colombian education is facing great challenges in the virtual world. Currently, social, economic and cultural gaps are widening, especially between public and private universities in Colombia. It is therefore necessary to investigate teaching practices in the virtual world under different social conditions. This article aims to describe and analyze experiences, which constitute a baseline for the projection of didactic and pedagogical strategies for the teaching of disciplinary knowledge in the human and exact sciences. This research is of a qualitative nature and is developed under a descriptive perspective of experiences with interdisciplinary contributions from the human and exact sciences. Among the experiences, the gamification and reasonable adjustments needed to universalize learning in the classroom stand out.
Keywords: Virtuality. Methodological innovation. Colombian university. Public university. Private university.
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Dorozhkina, Ekaterina Sergeevna. "Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university." Samara Journal of Science 10, no. 3 (September 1, 2021): 230–34. http://dx.doi.org/10.17816/snv2021103305.
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The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 rather insignificant, 3 rather significant, 4 significant, 5 very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.
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López-Belmonte, Jesús, Adrián Segura-Robles, Antonio-José Moreno-Guerrero, and María-Elena Parra-González. "Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (January 10, 2021): 20–32. http://dx.doi.org/10.3390/ejihpe11010003.
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E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.
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López-Belmonte, Jesús, Adrián Segura-Robles, Antonio-José Moreno-Guerrero, and María-Elena Parra-González. "Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (January 10, 2021): 20–32. http://dx.doi.org/10.3390/ejihpe11010003.
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E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.
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Strasberg, Philipp, Kavan Modi, and Michalis Skotiniotis. "How long does it take to implement a projective measurement?" European Journal of Physics 43, no. 3 (March 28, 2022): 035404. http://dx.doi.org/10.1088/1361-6404/ac5a7a.
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Abstract According to the Schrödinger equation, a closed quantum system evolves continuously in time. If it is subject to a measurement however, its state changes randomly and discontinuously, which is mathematically described by the projection postulate. But how long does it take for this discontinuous change to occur? Based on simple estimates, whose validity rests solely on the fact that all fundamental forces in nature are finite-ranged, we show that the implementation of a quantum measurement requires a minimum time. This time scales proportionally with the diameter of the quantum mechanical object, on which the measured observable acts non-trivially, with the proportionality constant being around 10−5 s m−1. We confirm our bound by comparison with experimentally reported measurement times for different platforms. We give a pedagogical exposition of our argumentation introducing along the way modern concepts such as ancilla-based measurements, the quantum speed limit, and Lieb–Robinson velocity bounds.
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REVA, T. "METHODICAL APPROACHES FOR THE DEVELOPMENT OF THE ELECTIVE COURSE PROGRAM "ACTUAL PROBLEMS OF MODERN PHARMACEUTICAL EDUCATION" AS AN OBJECT OF TEACHING PROJECTION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 181–86. http://dx.doi.org/10.33989/2075-146x.2018.22.185282.
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The article applies theoretical and practical methods to generalize the experience of the pedagogical construct of the content of the elective course “Actual Problems of Modern Pharmaceutical Education” in the context of the introduction of the Bologna process in Bogomolets National Medical University, reasonable substantive, operational, final and evaluative component of the studied program of the elective course. During the development of the elective course "Actual Problems of Modern Pharmaceutical Education" for students of the first year of the pharmaceutical faculty Bogomolets National Medical University made it possible to carry out an information selection of its actual contents content, the organization of practical classes, the didactic complex of information support for studying the discipline, tasks for assessing students' academic achievements (thematic, modular, final), and to develop clear criteria and indicators for evaluating the results of their independent work.
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Levchyk, Iryna, Hanna Chaikovska, Oleksandra Yankovych, Iryna Kuzma, and Tetiana Rozhko-Pavlyshyn. "Formation of sustainable development competencies in primary school children." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 341–60. http://dx.doi.org/10.15503/jecs2021.2.341.360.
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Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.
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�����, Aleksey Mayer, ���������, and Liliya Timofeeva. "Challenges in Designing Pre-School Education Standard." Standards and Monitoring in Education 2, no. 2 (April 17, 2014): 20–27. http://dx.doi.org/10.12737/3792.
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The positions of system approach in the development of preschool educational standard are represented due to the contest of social, economic, demographic,
psychological, pedagogical and law changes. It is considered that family dysfunctions, the long-time strategy absence and neglect of the
preschool progressive practice are determining the actual situation of the childhood development.
The key directions and risks of preschool educational standard introduction are analyzed. The preschool education had been analyzed due to basic
features � object, content, technology and result. It determined the data in the projection of the standard in preschool education. It was shown that
underestimation of the basic process in preschool education represented a real threat to the quality of standard.
The actual problems in standardization are detected. It can help to determine the optimal directions in the realization of federal educational standard of
preschool education according to the practice of educational organizations.
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Kandaurova, T. P. "FORMATION OF INFORMATION CULTURE OF MILITARY UNIVERSITY CADETS WHEN TEACHING PHYSICS." Современная высшая школа инновационный аспект, no. 2 (2021): 65–73. http://dx.doi.org/10.7442/2071-9620-2021-13-2-65-73.
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The article considers the conditions for the formation of information culture of cadets of a military educational institution in the process of teaching physics, which contribute to improving the efficiency of the educational process. The author outlined various approaches to the concept of "information culture": philosophical, informational and cultural. From the point of view of these approaches the definition of the information culture of the individual is given. The author identifies and describes the main components of the information culture of the individual. Based on this, the pedagogical conditions for the formation of information culture of cadets are formulated: the motivation of cadets to master information culture in the process of active cognitive activity in the study of physics, associated with the projection of educational tasks for the future profession; the use of problem-based learning that promotes the development of consciousness through the resolution of cognitive problems containing contradictions; the creation of a comfortable information and educational environment.
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Hurin, Ruslan, and Oleksandr Kizyma. "THE ROLE OF SELF-GUIDED WORK IN TRAINING FUTURE PHYSICAL EDUCATION TEACHERS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 72–79. http://dx.doi.org/10.24195/2218-8584-2018-9-72-79.
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The article analyzes the scientific studies concerning general concepts of self-guided work. Special attention is paid to the periodization of projecting in the life of a society with a deep historical background. The authors argue that the phenomenon of projecting is related to such concepts as method, technology, activity. A multidimensional study of pedagogical projecting has led to the conclusion that due to its use in future physical education teachers’ self-guided work the following traits are formed: the style of projective thinking, the ability to create pedagogical projects, the formation of creative abilities and thinking, reflection, etc. Based on the conducted research, the authors present their position on the phenomenon of pedagogical projecting. They also prove the effectiveness of the attitude of future physical education teachers to the use of pedagogical projecting in self-guided work. Keywords: self-guided work, pedagogical projecting, project method, project activity.
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Dzhaman, Tamila. "ARTICULATION OF THE PROBLEM OF CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION IN THE MODERN PEDAGOGICAL DISKURS." Scientific Journal of Polonia University 46, no. 3 (November 12, 2021): 20–27. http://dx.doi.org/10.23856/4603.
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In this article it was investigated the diskurson the one hand for understanding the modern state of problem`s articulation of continuous primary school teacher training made on the basis of a review of normative documents and literature and inclusive education on the other hand. It was analyzed the evolution of views on (1) education of children with special educational needs and (2) approaches to understanding the teacher training to work in inclusive classes with projection on continuous professional development and conception of continuous education. The analysis of normative international and domestic documents, literature of continuous training of teachers and professional activity in terms of inclusive education, practical implementation in Ukraine, new demands to professional competence of modern teacher allowed us to show a sequence of contradictions. In conclusion, the sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion. Only teacher who is integrated to the system of continuous training and is interested in self-development can integrate principles of inclusive education.
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Tsankov, Nikolay, and Veska Guyviiska. "SOCIOLINGUISTIC CONOTATION OF THE TERM “CHIMERICAL GROUPS” IN SCHOOL / MOKYKLINIŲ „CHIMERŲ GRUPIŲ“ SOCIOLINGVISTINĖ KONOTACIJA." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 36 (December 29, 2017): 153. http://dx.doi.org/10.21277/se.v1i36.279.
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<p>Chimerical groups at school are a new pedagogical reality observed in the behavior of communities prone to deviant activities. The different interpretations link these communities to difficult children, youth subcultures, and street gangs while chimerical groups are a possible conceptual projection on them. We are attempting at a sociolinguistic reading of the term “chimeric group at school” as a community off children and adolescents with deviant behavior but not juvenile offenders, which makes us face legal terms and delinquent behavior. A chimerical group of dealers, pimps, prostitutes and other subjects with deviant behavior at school imitates the behavior of criminal groups in society, borrowing mechanisms and means and also creating their own ones through social networks. The studying of the sociolinguistic connotations of the term “chimeric group” allows the estimation of the preparedness of the pedagogical community to adequately perceive this phenomenon and deal with it accordingly. </p><p>veiksmus, elgsenai. Skirtingos interpretacijos sieja šias bendruomenes su problemiškais vaikais, jaunimo subkultūromis, gatvės grupuotėmis – „chimerų grupės“ galimai yra konceptuali jų projekcija. Bandoma perskaityti mokyklinės „chimerų grupės“ kaip deviantiniu elgesiu pasižyminčių, tačiau ne nusikaltėlių, vaikų ir paauglių bendruomenės pavadinimą sociolingvistiniu požiūriu; tokiu atveju susiduriama su teisiniais terminais ir nusikalstamu elgesiu. „Chimerų grupių“ nariai, pasižymintys deviantiniu elgesiu, mokyklose imituoja kriminalinių grupių elgseną, skolindamiesi pastarųjų elgsenos mechanizmus ir priemones bei sukurdami savitą elgseną, pasitelkę socialinius tinklus. Termino „chimerų grupė“ sociolingvistinių konotacijų tyrimas sudaro galimybę įvertinti pedagoginės bendruomenės pasirengimą adekvačiai suvokti šį reiškinį ir atitinkamai jį valdyti. </p><p> </p>
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Dolgova, Valentina I., and Ivan A. Skobrenko. "Intercultural training as a means of solving the psychological and pedagogical problem of a person’s readiness for intercultural communication." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 523–39. http://dx.doi.org/10.32744/pse.2022.1.33.
Full textAbstract:
Introduction. The relevance of the problem is determined by the importance of resolving the contradiction between the need to form readiness for intercultural communication and the lack of practical studies. The purpose of the article is to provide a theoretical justification and implement the practical application of intercultural communication trainings for students of the Department of Foreign Languages. Materials and methods. The experiment involved 108 full-time students of the Department of Foreign Languages of the South Ural State Humanitarian Pedagogical University (Russian Federation). Methods: a technique for studying the formation of psychological readiness for intercultural communication (V.I. Dolgova, E.A. Vasilenko, A.S. Baronenko); mental states self-assessment test (H.J. Eysenck). Statistical methods of data processing: methods of descriptive statistics; Student’s t-test, Wilcoxon’s t-test, SPSS Statistics 22.0 software package. Results. The ascertaining experiment revealed an insufficient level of formation of the emotional and behavioral components. After the formative stage (implementation of the cycle of intercultural trainings “Communicative Attractiveness”: “Psycho-Projection of Communication”, “Attractive Communication” and “Self-Reflection of Communication”) the indicators for these components tripled. The cumulative results of the mental states self-assessment test (H.J. Eysenck) showed a decrease in the influence of negative mental states. Using the Wilcoxon test, statistically significant shifts in the sociocultural component (z = -2.059; p = 0.039), conceptual component (z = -2.593; p = 0.010), emotional component (z = -3.431; p = 0.001) and behavioral component (z = -4.119; p = 0.000) were revealed. Conclusion. Based on the results of the study, a technological map was developed for introducing a cycle of intercultural trainings into the practice of universities and recommendations were worked out for students, teachers and parents on the formation of psychological readiness for intercultural interaction.