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Journal articles on the topic 'Pedagogical systems'
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1
Caro Piñeres, Manuel, Darsana P. Josyula, and Jovani Alberto Jiménez Builes. "Multi-level pedagogical model for the personalization of pedagogical strategies in intelligent tutoring systems." DYNA 82, no. 194 (December 21, 2015): 185–93. http://dx.doi.org/10.15446/dyna.v82n194.49279.
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Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adaptation of pedagogical strategies is made based on a multilevel pedagogical model. An Intelligent Tutoring Systems called FUNPRO was developed to validate the multilevel pedagogical model. The results of empirical tests show that the multilevel pedagogical model enables FUNPRO to improve the process of personalization of pedagogical strategies, due to the reduction of inappropriate recommendations.
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Kislyakov, Pavel Aleksandrovich. "PSYCHO-PEDAGOGICAL FOUNDATIONS OF THE STUDY OF PEDAGOGICAL SYSTEMS." Sovremennye issledovaniya sotsialnykh problem, no. 6 (September 9, 2015): 329. http://dx.doi.org/10.12731/2218-7405-2015-6-28.
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Oʻgʻli, Abloqulov Jaloliddin Neʼmatillo. "PEDAGOGICAL TECHNOLOGIES FOR ENHANCING TEACHING EFFECTIVENESS IN CONTINUOUS EDUCATION SYSTEMS." International Journal of Advance Scientific Research 4, no. 1 (January 1, 2024): 101–6. http://dx.doi.org/10.37547/ijasr-04-01-16.
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Continuous education is becoming increasingly important in the fast-paced world of the 21st century, where knowledge and skills are constantly evolving. To address the challenges of providing effective and efficient education, pedagogical technologies have emergedas powerful tools. This article explores various pedagogical technologies that can be employed to enhance teaching effectiveness within the continuous education system. By leveraging these technologies, educators can create dynamic learning environments that foster engagement, motivation, and skill acquisition among learners.
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Chovriy, Sofiya. "European music-pedagogical systems: the retrospective analysis." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 51–54. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-51-54.
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Moules, Nancy J., Janice M. Bell, Brenda I. Paton, and Angela C. Morck. "Examining Pedagogical Practices in Family Systems Nursing." Journal of Family Nursing 18, no. 2 (January 24, 2012): 261–95. http://dx.doi.org/10.1177/1074840711435508.
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Nadezhdin, E. N., I. L. Fedotenko, and E. E. Smirnova. "Methodology of simulation modeling of pedagogical systems." Chebyshevskii Sbornik 23, no. 5 (2022): 291–304. http://dx.doi.org/10.22405/2226-8383-2022-23-5-291-304.
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Dokuchaieva, Viktoriia V., Liudmyla M. Sbitnieva, Nazip V. Khamitov, Dmytro O. Chystiak, and Nataliia M. Malaniuk. "Design of Innovative Pedagogical Systems on Interdisciplinary Basis." International Journal of Higher Education 9, no. 7 (August 7, 2020): 267. http://dx.doi.org/10.5430/ijhe.v9n7p267.
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The urgency of the problem raised in the article is determined by: evolutionary trends in education related to the need to design prospects for its development on an innovative basis; undeveloped conceptual foundations of designing innovative pedagogical systems on an interdisciplinary basis, reflecting the dialectical unity of theoretical and technological aspects of the design process; increasing the requirements for the quality of design activities in the process of preparation for practical implementation and improvement of innovations; insufficient development of the technological and methodological apparatus for measuring and evaluating the effectiveness of the process of designing innovative pedagogical systems on an interdisciplinary basis; the need to create an infrastructure for pedagogical design and accumulation of a database of pedagogical projects. The research was conducted as a project study (DBR) for three years (2017-2020) using mixed methods: unstructured interviews, the method of expert evaluations (based on the method of pairwise comparison), qualimetric methods of assessing the quality of pedagogical projects, statistical methods of data processing and testing hypotheses. The study showed that the effectiveness of the design of innovative pedagogical systems on an interdisciplinary basis is ensured by the creation of an external information and educational environment for the design of innovative systems and monitoring of design activities. In terms of content, they reflect the main provisions of the study and provide its experimental verification. The study developed an instrument for expert evaluation of projects of innovative pedagogical systems on an interdisciplinary basis, covering the project presentation scheme, summative and prognostic criteria of examination in socio-pedagogical, psychological and pedagogical, scientific and methodical, managerial and technical areas, methods of project quality assessment. The conclusions and recommendations of the study can be the basis for improving the educational process in educational institutions, as well as the development of pedagogical design practices.
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Vashkevych, Victor, and Volodymyr Morozov. "INFORMATION DIMENSION OF THE PEDAGOGICAL DISCUSSION." Educational Discourse: a collection of scientific papers, no. 1 (September 11, 2017): 76–87. http://dx.doi.org/10.33930/ed.2017.5007.1-6.
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Structure of information support as a system of social and educational transformation of modern education in the context of information systems and technologies application in the context of globalized and information transformation of education was defined and grounded. Among the leading items in the information dimension of pedagogic discourse were considered the following: information support of education; computer literacy and information culture; media literacy; the system of pedagogical technologies of new information and communication technologies introduction; the contents, forms, methods and means of information presentation of pedagogical discourse object.
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Kuznetsov, Yurii Nikolaevich. "General theory of functional systems as a theoretical-methodological framework of the pedagogical system of quality assurance." Педагогика и просвещение, no. 1 (January 2021): 72–80. http://dx.doi.org/10.7256/2454-0676.2021.1.32844.
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The subject of this research is the pedagogical system of quality assurance. The goal consists in searching for innovative ways of the development of theoretical-methodological foundations for creating the pedagogical system of quality assurance in the higher education institution. The author examines such aspects as the development pf complex pedagogical systems in accordance with the hierarchical principle of compiling its fundamental pedagogical units (pedagogical subsystems), which allow creating branched architecture of the complex pedagogical system is created, depending on the goal and tasks of solution of pedagogical problem (in this case, the problem of quality assurance). Research methodology is based on the productive theoretical-methodological coupling of the concept of the general theory of functional systems (P. K. Anokhin) and the theory of pedagogical systems (N. V. Kuzmina). Comparative analysis is conducted on the analogies of the pedagogical system of quality assurance (according to the author’s version) and the classical functional system of behavioral act of a living organism. As a result, the author develop generalized architecture of the pedagogical system of quality assurance of the university. The novelty of this work consists in introduction of the concept of “pedagogical system of quality assurance” into the general classification of pedagogical systems of vocational education as an example of functional systems. The obtained results can be applied in creation of situational service for predicting and correcting the useful adaptive outcome of the activity of pedagogical system for improving the quality of higher education.
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Acosta, Griselda, Eric D. Smith, and Vladik Kreinovich. "CONFIRMATION BIAS IN SYSTEMS ENGINEERING: A PEDAGOGICAL EXAMPLE." Mathematical Structures and Modeling, no. 1 (May 30, 2020): 144–48. http://dx.doi.org/10.24147/2222-8772.2020.1.144-148.
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One of the biases potentially affecting systems engineers is the confirmation bias, when instead of selecting the best hypothesis based on the data, people stick to the previously-selected hypothesis until it is disproved. In this paper, on a simple example, we show how important it is to take care of this bias: namely, that because of this bias, we need twice as many experiments to switch to a better hypothesis.
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Melo, Francisco S., Samuel Mascarenhas, and Ana Paiva. "A tutorial on machine learning for interactive pedagogical systems." International Journal of Serious Games 5, no. 3 (September 26, 2018): 79–112. http://dx.doi.org/10.17083/ijsg.v5i3.256.
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This paper provides a short introduction to the field of machine learning for interactive pedagogical systems. Departing from different examples encountered in interactive pedagogical systems—such as intelligent tutoring systems or serious games—we go over several representative families of methods in machine learning, introducing key concepts in this field. We discuss common challenges in machine learning and how current methods address such challenges. Conversely, by anchoring our presentation on actual interactive pedagogical systems, highlight how machine learning can benefit the development of such systems.
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Mediani, Chahrazed. "Interactive Hybrid Recommendation of Pedagogical Resources." Ingénierie des systèmes d information 27, no. 5 (October 31, 2022): 695–704. http://dx.doi.org/10.18280/isi.270502.
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Baratashvili, E., and N. Chubinidze. "Project management in educational systems." Fundamental and applied researches in practice of leading scientific schools 31, no. 1 (February 28, 2019): 12–17. http://dx.doi.org/10.33531/farplss.2019.1.03.
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The article discusses the problems of the modern textbooks and teaching aids on pedagogy, where the solution of management problems is the content of the chapter, which is often called “Management of educational systems”. Then authors define, that in scientific papers devoted to the problems of pedagogical management, the view of his specific object and subject is substantiated. So, it is considered that pedagogical management as a science of management of educational systems and processes is a branch of pedagogy, the subject of which is the organization of management in the field of education and in educational institutions. The structure of pedagogical management includes the following levels: a. management of the teaching staff; b. teacher activity management; c. student activity management. The authors believe that in pedagogical management there are two levels of management: the head of the educational institution and the teacher. The activity of the head is aimed at creating conditions for the effective functioning and development of the entire educational system of the institution; the task of the teacher-manager is the organization of educational work with the aim of developing cognitive activity and the formation of the student's personality.
According to the authors, project management is among the “young” and most demanded areas of scientific knowledge and practice. Development of it over the past 50–60 years has gone from its understanding as a technological scheme for organizing work on the implementation of individual projects to the idea of project management as a methodology for system changes, which carried out in organizations, firms, corporations, territorial entities, across the country and interstate associations.
The article also reviewed the most diverse areas of scientific knowledge. It is the project culture. We think that it is institutionally manifested in project activities, although it does not boil down to it. All of the above gives grounds for identifying historical and cultural sources of project management as a person’s ability, an independent type of professional activity and, finally, a cultural phenomenon.
The authors think that in modern management concepts, there are two types of management - process (management of recurring activities in fundamentally unchanged external conditions) and project management (change management of the managed system). The latter is precisely the subject of research in the field of scientific knowledge and practice, called “project management” and the subject of one of the branches of management science - project management.
In conclusion, the authors define the methodological foundations of project management in pedagogical management are system-activity, process, and resource approaches, which, being internally consistent, set the fundamental methodological orientation of research in the considered field of scientific pedagogical knowledge.
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YERMOLENKO, A. "V. LOBURTS’ PEDAGOGICAL PERSONALITY IN HISTORICAL AND PEDAGOGICAL CONTEXT." Pedagogical Sciences, no. 78 (December 29, 2021): 191–95. http://dx.doi.org/10.33989/2524-2474.2021.78.249870.
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The phenomenon of pedagogical heritage of an outstanding scientist, teacher and organizer of scientific work Vasily Loburets is discovered in the article. It is proved that his scientific and pedagogical conception is the driving force for retro revival of the progressive achievements of the national higher education and is an important factor in the production of new pedagogical knowledge, creation of innovative educational systems and technologies. V. Loburets is a prominent educator who combining scientific and educational activities for over 50 years (1956–2006), taught historical sciences at V.G. Korolenko Poltava National Pedagogical University. It has been found that the scientist has made the significant didactic and organizational efforts to the establishment of historical education system. V. Loburets is the founder of the national scientific and pedagogical school, the author of the original textbooks, scientific methodological manuals, and a brilliant lecturer. For his meaningful pedagogical activity he was awarded many state awards.It is established that the combination of fundamentality and innovativeness as a characteristic feature is observed in all the components of scientist’s creative work, in particular: development of methodology of scientific and educational knowledge; enrichment the content, methods and forms of teaching historical disciplines; improvement lecturing skills; writing textbooks and manuals for higher schools; establishing the author’s scientific school.The study proved that the idea concerning the defining role of education in socio-economic and cultural development of society had been substantiated by V. Loburets. In the current context of growing crisis phenomena in society – environmental, informational, demographic, national and others – humanity consciously refers to prognostic and anticipatory functions of education. Not by accident the XXI century is proclaimed “the century of education” by UNESCO. Today there is an axiomatic view that without fundamental education it is impossible to realize personality, to build a state. Only the citizens’ level of education determines the place of the state in the global society and the development of civilization. Therefore his idea of about the defining role of education, in particular technical one, in socio-economic and cultural development of society, the necessity of its development for the progress of humanity and state sounds very topically today. The scientist had proved the idea of continuous education, the importance of its content renovation through the integration of scientific knowledge. In this regard, he emphasized systemically important nature of didactic content of the academic disciplines, which had been considered by the scientists as pedagogically developed systems that match students’ capabilities and bring their understanding of the foundations of modern science. The study proved that the creative work of V. Loburets is a set of theoretical ideas, methodological achievements and advanced experience of activity according to the criteria of significance and topicality, thoroughness and perspectivity, intensity and time appropriateness that should consider expediently as a combined phenomenon of fundamentality and innovativeness.
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Skrobach, Nadiia, Oksana Shapoval, Vira Vyshyvanyuk, and Vitalii Petryna. "Technologization of Innovative Educational Processes in Higher Education Establishments." Archive of Clinical Medicine 28, no. 1 (October 17, 2022): 61–63. http://dx.doi.org/10.21802/acm.2022.1.1.
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The needs of Ukraine’s economic development require the creation of new, innovative technologies that take into account changes in the social and spiritual life of young people, the need to form a harmonious personality and optimize the learning process. New pedagogical technologies are aimed primarily at “providing conditions for self-realization of student’s essential capabilities in various kinds of theoretical and practical activities, in dynamic life in the new market conditions”.
An essential feature of modern innovation processes in the field of education and upbringing is their technologization – a strict compliance with the content and sequence of stages of innovation implementation.
The difference between technology and methodology is a fundamental issue for modern pedagogics. Technology and methodology are distinguished by two main points: the guarantee of the final outcome and planning of the future educational process.
The varieties of personality-centered pedagogical technologies include personality developmental teaching, productive teaching, personalized teaching and technology of higher labor, self-development, technology of humanism.
Analyzing the features of higher pedagogical education technologization, the attention should be paid to an increase in the need for the use of new information technologies in the training of new generation specialists for modern educational systems. New information technologies (NIT) are defined as a set of methods and technological means of collecting, organizing, storing, processing, transmitting and presenting information that increases people’s knowledge and develops their capabilities to manage technological and social problems.
Pedagogical technology is interpreted according to three aspects: the scientific aspect (pedagogical technology as a component of pedagogical science that creates pedagogical processes in pedagogical systems); procedural and descriptive aspect (description, process algorithm, a set of goals, content of methods and means to achieve guaranteed results according to the goal); procedural and effectual aspect (implementation of the technological process, functioning of all personal tools).
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Koch, Michael. "Potential of Internet-Based Qualification Systems for Teachers in Federal Education Systems." International Journal of Online Pedagogy and Course Design 10, no. 3 (July 2020): 37–56. http://dx.doi.org/10.4018/ijopcd.2020070103.
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Making an internet-based system of qualification available for teachers at general education schools within a federally organized education system poses a variety of challenges. Based on findings of pedagogical professional research, further and advanced teacher training needs to impart specialist scientific competencies and––simultaneously connected with these competencies––subject-didactic ones as well as providing support for curricular implementation. There also needs to be a broad portfolio of modules leading to specialist and didactic qualifications that can take heterogeneous curricular requirements into account. Based on pedagogical as well as systematic requirements, the article formulates the essential cornerstones of such a qualification-based online training system, using the example of the Economic (General) Education. In addition, the necessary development steps for the future are outlined, especially regarding the use of adaptive teaching and learning methods.
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Sun, Yu, Zhi Ping Li, and Yao Wen Xia. "Emotional Interaction Agents in Intelligent Tutoring Systems." Applied Mechanics and Materials 347-350 (August 2013): 2682–87. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2682.
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A model of emotional interaction agents in intelligent tutoring systems is presented in this paper, and the functionalities of the key components of the agents are described. To improve the emotional interaction between learners and the system, a kind of emotional interaction agents which can deduce users emotional statues, provide helps needed, and mark emotional difficulty of the learned pedagogical units, is introduced and discussed in detail in order to improve pedagogical effects.
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Chervonnyy, Mikhail Aleksandrovich. "SEMIOTIC POTENTIAL OF TEACHER EDUCATION." Education & Pedagogy Journal, no. 1(3) (June 7, 2022): 13–22. http://dx.doi.org/10.23951/2782-2575-2022-1-13-22.
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Abstract. Despite the considerable number of studies dealing with the semiotic aspects of education, none show the full semiotic potential of pedagogical education. This study presents the hierarchies of sign systems and their application in the training and development of future teachers. The use of A.B. Solomonik’s pyramid of sign systems to determine the semiotic potential of pedagogical education is particularly relevant. In this context, two goals of pedagogical training are considered. The first one is to use the sign systems of the given classification to identify the contents of the subject mastered by future teachers and use them for pedagogical interaction. In this case, semiotic research is developed in three directions: the semiotics of visualization of the content of school subjects; semiotics of visualization of the teaching process based on modern possibilities of technical means of education and information and communication technologies; and semiotics of pedagogical communication (internal and external). The second goal defines the prospects for using the presented semiotic pyramid for cultivating a general professional culture for student teachers. However, as a science, education does not have formalized first and second-order systems within the given classification. In this study, stereotypes (perceptions, images, behaviors) that determine the dynamics of a future teacher’s education and development function as units of sign systems. The development of stereotypes of pedagogical culture in future teachers determines their professional and personal progress, and the emergence and dynamics of innovative solutions. The characteristics of the four-level sign systems are given 1) Natural Sign Systems. These are elementary representations of interaction between student and teacher, reflecting life experiences made before the beginning of professional education. 2) Image Systems. These are stereotypes about the school education system held by applicants to the pedagogical universities. Stereotypes have both positive and negative characteristics. 3) Linguistic Systems. Verbal texts contain theoretical information about a particular area of professional culture and presuppose that each student acquires it individually (lecture material, traditional learning assignments, homework). A semiotic model of learning is manifested. The teacher gives a theoretical introduction to pedagogical paradigms – meta stereotypes of pedagogical perceptions and behaviors through language systems. 4) Writing systems. This level of sign systems includes written texts (documents) reflecting pedagogical systems and technologies, educational programs, and standards. A certain role in the formation of stereotypes among teachers is played at this level by the lists of competencies and professional functions defined by educational and professional standards. A different approach to personal and professional development implies a practice-oriented educational system developed through the continuous exercise of job-related tasks. In this sense, teacher training should reflect professional activity with the broader perspectives of synergy.
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Shimko, Sergey Yuryevich. "Historical and pedagogical analysis ofthe development of pedagogical systems in parts ofthe internal guard of Russia." New in Psychological and Pedagogical Research, no. 3-4 (2021): 48–64. http://dx.doi.org/10.51944/2072-2516_2021_3-4_48.
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Ivanova, Svitlana M. "ПРОБЛЕМА РОЗВИТКУ ІНФОРМАЦІЙНО-ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ НАУКОВИХ І НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ З ВИКОРИСТАННЯМ ВІДКРИТИХ ЕЛЕКТРОННИХ НАУКОВО-ОСВІТНІХ СИСТЕМ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 291. http://dx.doi.org/10.33407/itlt.v68i6.2693.
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The article is devoted to the development of scientific and pedagogical professionals' information and research competency with the aim to promote the process of improving their work quality results, to create and use open electronic systems for support scientific, educational, theoretical and methodological and practical bases. It can provide modernization of the national education and science in according with world trends. The concept of scientific and pedagogical professionals' information and research competency is defined in, such as the ability to use ICT for search, compile, analyze and present scientific materials according with the methodology of the scientific research, communication, cooperation and training other educators, to use the services of scientific and educational systems for informational and analytical support of scientific and pedagogical researches, monitoring and evaluation scientific results, to product new socially significant knowledge with the aim to promote the implementation its to their research and education practice. The main foreign experience in implementing educational programs of informometry for the scientific and pedagogical professionals' informational and research competency development is described in the article. The open electronic educational and scientific s systems’ impact on the development of scientific and pedagogical professionals' information and research competency is determined in. It has been found out, that selection of open electronic scientific and educational systems becomes important for the development of scientific and pedagogical professionals' information and research competency. The platforms for the electronic libraries creation, open electronic conferences, services for the management of scientific bibliography, monitoring of scientific research activities of scientific and scientific and pedagogical workers, etc., are particular importance for the development of scientific and pedagogical professionals' information and research competency. The development of a methodology for the use open scientific and educational systems in accordance with the open science principles is the prospects for research on the development of scientific and pedagogical professionals' information and research competency.
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Konopleva, Irina V., and Anna R. Sibireva. "NONLINEAR MATHEMATICAL MODEL OF PEDAGOGICAL SYSTEM FUNCTIONING." Volga Region Pedagogical Search 34, no. 4 (2020): 93–98. http://dx.doi.org/10.33065/2307-1052-2020-4-34-93-98.
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The purpose of this article is to study the crisis in pedagogical systems from the point of view of an internal observer. The aim of the work is to build and investigate a mathematical model describing the course of crises in pedagogical systems. When building the model, a synergetic methodology, system and process approaches are used. For the mathematical analysis of various social phenomena, systems of differential equations are used to investigate the dynamics of the process. The paper considers a system of nonlinear differential equations in three-dimensional space that describes the functioning of the pedagogical system during the crisis. Numerical and topological methods of nonlinear dynamics, the method of Lyapunov characteristic exponents and the theory of strange attractors by Lorentz were used to study it. Numerical modeling of system solutions for various sets of control parameters (system coefficients) makes it possible to determine the region of stability (asymptotic stability), limit cycles, bifurcation points, and describe possible trajectories of development of the pedagogical system. Mathematical modeling deepens the knowledge about the essence of crises, the peculiarities of their course, makes it possible to study qualitative and numerical modeling, and also allows predicting possible effective measures to combat crisis phenomena and develop new approaches in the management of pedagogical systems.
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Borg, Simon. "Teachers' Pedagogical Systems and Grammar Teaching: A Qualitative Study." TESOL Quarterly 32, no. 1 (1998): 9. http://dx.doi.org/10.2307/3587900.
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Pueo, Basilio, Miguel Roma, JosÉ Escolano, and JosÉ J. Lopez. "A Pedagogical Software for the Analysis of Loudspeaker Systems." IEEE Transactions on Education 52, no. 2 (May 2009): 236–47. http://dx.doi.org/10.1109/te.2008.925768.
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Conger, Sue, Kirstin E. M. Krauss, and Clement Simuja. "New Pedagogical Approaches with Technologies." International Journal of Technology and Human Interaction 13, no. 4 (October 2017): 62–76. http://dx.doi.org/10.4018/ijthi.2017100105.
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This case study analyzes the availability and uses of teaching techniques and computing technologies in Grades 10, 11, and 12 Computer Applications Technology classes in a remote town in South Africa. The technologies and techniques trialed show promise of usefulness in being more engaging to student interest than the prior method. Human factors issues focus on ease of use and intuitiveness of technologies for both teachers and students. With 50-minute classes, if the technology becomes a hurdle rather than a vehicle for teaching a class concept, it defeats its own purpose. Thus, to be successful, technologies need to be selected carefully, matched to pedagogical goals, calibrated for student skills, installed, tested, and ready for use. Students need support, encouragement, and, occasionally, prodding to use new technology. Thus, ICTs in the classroom require a technologically and pedagogically knowledgeable teacher.
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Martyn, Oksana. "PEDAGOGICAL TEACHER TRAINING IN THE SCANDINAVIAN COUNTRIES AS AN OBJECT OF PEDAGOGICAL RESEARCH." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 254–58. http://dx.doi.org/10.24144/2524-0609.2021.48.254-258.
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The urgency of the problem is that the preparation of teachers for the national education system at the present stage of society is a special aspect, because the teacher is responsible for the formation of a free personality, which must not only have a certain stock of knowledge and professional competence, but also combine intellectual potential with moral consciousness and civic responsibility. The purpose of the article: to carry out a bibliographic analysis of the problem of pedagogical training of teachers in the Scandinavian countries. To identify areas of research on the problem of pedagogical training of teachers in the Scandinavian countries, we used analysis, synthesis and abstraction, comparative pedagogical analysis – to clarify the features of pedagogical training in European countries; prognostic – to identify research prospects. The article analyzes scientific works and documentary sources on the problem of pedagogicalteacher training in the Scandinavian countries. The directions of studying the problem of pedagogicalteacher training in the Scandinavian countries are singled out: pedagogical education in the European dimension, conceptual approaches to the development of pedagogical education, actualization of problems of professional training, in particular pedagogical. It is emphasized that the national systems of pedagogical training in Western Europe are original systems with their own organizational structures, forms and content, which are due to the specific features of their historical development and priorities of pressing problems of our time. In scientific research, attention is paid to the study of requirements for the modern teacher, which require a deep knowledge of the subject, mastery of advanced pedagogical methods and his ability to build a professional activity on a reflective basis.Professional pedagogical training is aimed at a specific area of practice. It is determined that the development of pedagogical education in European countries is based on the values of a rapidly developing society towards a multicultural community.
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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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Jabborova, Onakhon Mannapovna. "Systems For The Development Of Primary Education In The Process Of Higher Pedagogical Education." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 449–53. http://dx.doi.org/10.37547/tajssei/volume03issue04-71.
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Weichhart, Georg, and Chris Stary. "Traceable Pedagogical Design Rationales for Personalized Learning Technologies." International Journal of People-Oriented Programming 3, no. 2 (July 2014): 25–55. http://dx.doi.org/10.4018/ijpop.2014070102.
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Although a large number of e-learning systems for individual learning support exist today, many of them still deal with pedagogical issues in an isolated way. In contrast, intertwining interactive system features with educational concepts allows pedagogical designs that may be considered according to their educational rationale. However, pedagogical approaches also do not provide requirements for technologies; they rather consider tools and features as predefined design parameters. Taking an interoperability point of view allows focus on the interaction between the pedagogical and the technological systems. By interpreting technology and didactic approaches as systems and ensuring their interoperability, educators are able to adapt learning experiences and technological features in a way that the overall learning system becomes personalized. A key element of the described work is an architecture that captures the design elements from both progressive education focusing on individual learning support, and the enabling web-based e-learning technologies.
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PERCHENKO, ELENA L., TATIANA V. SBORTSEVA, EKATERINA M. KRASAVTSEVA, EKATERINA A. LOVKOVA, and IVAN A. TABUNOV. "DEVELOPMENT OF STUDENTS’ SYSTEMS THINKING IN PROJECT ACTIVITIES." Cherepovets State University Bulletin 4, no. 109 (2022): 179–96. http://dx.doi.org/10.23859/1994-0637-2022-4-109-16.
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The article deals with the development and testing of the training course “Systems thinking in project activities”. The authors substantiate the principles of the project method as a pedagogical technology and determine the influence of systems thinking on the quality of students’ educational achievements. The proposed program includes topics, goals and objectives of the classes, as well as the methods and techniques used. The research focuses on the psychological and pedagogical conditions that contribute to the development of systems thinking and the principles of a technology for student teaching.
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Meterelliyöz, Mehmet Ümit, and Ozan Önder. "BIM-enabled learning for building systems and technology." Journal of Information Technology in Construction 27 (January 4, 2022): 1–19. http://dx.doi.org/10.36680/j.itcon.2022.001.
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This paper presents a series of educational case studies for the BIM-enabled pedagogical approaches for learning building systems and technology in the early stages of architectural education and provides evidence-based arguments about the influence of BIM on the students’ learning processes. Using a dual-channel pedagogical framework the study employed an object-oriented ontological approach tightly integrated with the parameterization of building components and their behaviors. Students experienced a fully BIM-enhanced course for learning fundamental concepts of building systems and technology where the creation of parametric BIM models was the main vessel for comprehensive understanding. The results show significant conceptual and practical advantages of BIM-enabled learning as well as the observed challenges in an educational context. The study also suggests positive educational transformations due to carefully devised BIM-based pedagogical frameworks for the understanding of building systems through parametric thinking and modeling. Based on a grounded theory approach, the findings are synthesized in a theoretical learning model including the systemic relationships between building technology content and parametric BIM methodology.
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Shadiyeva, Dilfuza. "Revolutionizing Language Teaching: Integrating Modern Pedagogical Technologies into Education Systems." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (March 31, 2024): 1325–27. http://dx.doi.org/10.22214/ijraset.2024.59119.
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Abstract: The integration of contemporary pedagogical technology into language instruction within the educational system is examined in this research article. The study looks at the advantages and difficulties of using technology in language learning, assesses how pedagogical technology use is evolving, and investigates how these developments affect language learning results. This paper offers insights into the efficacy of contemporary educational methods in boosting language acquisition and establishing a more dynamic and engaging learning environment through an extensive literature study and empirical research
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Toyosaki, Satoshi. "Pedagogical Love as Critical Labor." Qualitative Communication Research 2, no. 4 (2013): 411–33. http://dx.doi.org/10.1525/qcr.2013.2.4.411.
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Whiteness studies has become a popular topic for many critical intercultural communication researchers and pedagogues. Since my encounter with whiteness studies, I have been struggling with a practice of whiteness pedagogy. As a nonwhite pedagogue, I often experience dissonance in translating whiteness research into whiteness pedagogy. In this article, I analyze and make sense of this dissonance. I weave both my and my students’ stories and my ethnographic observations of “communication and race” classrooms in pursuit of a relational pedagogy of whiteness. I call for pedagogical love as a site of critical labor that creates difference and potentially interrupts racist systems and structures local to our everyday lives.
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Laanpere, Mart, Kai Pata, Peeter Normak, and Hans Põldoja. "Pedagogy-driven design of digital learning ecosystems." Computer Science and Information Systems 11, no. 1 (2014): 419–42. http://dx.doi.org/10.2298/csis121204015l.
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In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. This study is based on an opposite approach, arguing for designing next-generation online learning platforms - so called digital learning ecosystems - with built-in affordances, which promote and enforce desirable pedagogical beliefs, strategies and learning activity patterns while suppressing others. We propose a conceptual and process model for pedagogy-driven design of online learning environments and illustrate it with a case study on development and implementation process of a digital learning ecosystem based on Dippler platform. We also describe the pedagogical foundation of Dippler that was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design.
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Kalinin, Sergei Vladimirovich. "Problems of Integration of Domestic and Foreign Systems Education in the Modern Pedagogical Process." Педагогика и просвещение, no. 1 (January 2024): 25–33. http://dx.doi.org/10.7256/2454-0676.2024.1.39662.
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The article is devoted to the problems of integration of various education systems in order to improve pedagogical activity. The subject of the study is the integration of various education systems in the modern pedagogical process. The object of the research is the improvement of the modern pedagogical process based on the integration of domestic and foreign education systems. The author considers: modern problems of integration of various educational systems; goals and possible directions of integration; external and internal factors of implementation of integration processes; directions of improvement of the domestic pedagogical process based on the integration of various educational systems. The main conclusions of the study are: strengthening the educational orientation of the entire education system; reorientation of educational programs to a practical orientation; changes in the order of financing of the education system; providing educational organizations with effective communication with real production; expanding integration with the countries of the economic and political community; taking into account the positive experience of innovative methods of foreign education systems. The author's contribution: substantiation of the relevance of the topic; identification of the essence and content of the integration of various education systems; determination of goal-setting in educational activities. Scientific novelty: the essence and content of integration processes are clarified; integration problems are identified and analyzed; factors, conditions and directions of implementation of integration of Russian and foreign education systems are determined.
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PASKO, O., and N. BONDARENKO. "EDUCATIONAL DESIGN: PRINCIPLES, PROBLEMS, MODELS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 7, 2022): 49–59. http://dx.doi.org/10.31494/2412-9208-2022-1-3-49-59.
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The article deals with the use of educational design technologies. Educational design in its design and content is a complex process that includes ideas, problems, goals, pedagogical technologies and analysis procedures, development of ways to solve the specified problems and tasks, implementation of pedagogical technologies in the educational process, as well as evaluation of the effectiveness of such activities. The principles of pedagogical design, which determine the basis of high-quality and systematic development of the educational course and the most complete transfer of the necessary information in a form accessible to students, are highlighted. Pedagogical design, as a technology or a method of working with information in modern conditions, is a response to the challenges that change the education system, the search for tools for the development of basic competencies, student motivation, and the focus on achieving the quality of educational results. The role and place of pedagogical design in the modern educational space, in particular on the basis of multimedia technologies, is defined. The concept of «multimedia pedagogical design» is considered. It is multimedia tools that are at the heart of the creation of today's educational systems and serve for the presentation of educational material, its transformation and distribution. An attempt was made to determine the place of pedagogical designers in the system of modern education, to reveal the content and specificity of this profession. A pedagogical designer faces many tasks, which can be solved by choosing the appropriate model of pedagogical design. Pedagogical design is considered from the position of a systemic approach to the design of the educational process, in which the content, methodology and conditions of organization are subordinate to the general pedagogical goal. Models of educational design and possibilities of their use are analyzed. Each model of educational design is clearly oriented towards a certain audience and is able to build distance learning models taking into account the needs of this audience. Educational design is an indispensable component in the creation of new modern teaching aids. Built on the basis of educational design models, educational systems will be able to most effectively transfer educational material and create conditions for its quality assimilation by students. Key words: educational design, pedagogical design, pedagogical designer, multimedia pedagogical design, educational systems.
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Grubbs, Jeffrey B. "Helping Pre-Service Art Teachers Confront their Pedagogical Belief Systems." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 8–20. http://dx.doi.org/10.31686/ijier.vol2.iss10.243.
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People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions; they affect every part of our lives. In education, beliefs influence what, why, and how something is taught. The many threads of teacher belief literature have deepened our understanding of the teaching phenomenon for many decades. This article suggests that educational quality can be improved if teachers would analyze their own educational belief systems more systematically and comprehensively. The article gives a brief history of teacher belief research and suggests a framework by which teachers could analyze their thinking, beliefs, or assumptions. The article finishes with an example of how one professor integrated teacher belief research into a college course helping pre-service art educators analyze their conflicting belief systems.
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Alonso-Yanez, Gabriela, Armando Paulino Preciado-Babb, Barbara Brown, and Sharon Friesen. "Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 65–82. http://dx.doi.org/10.7202/1078518ar.
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The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.
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Ursani, A. A., A. A. Memon, and B. S. Chowdhry. "Bloom's Taxonomy as a Pedagogical Model for Signals and Systems." International Journal of Electrical Engineering & Education 51, no. 2 (April 2014): 162–73. http://dx.doi.org/10.7227/ijeee.51.2.7.
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Tayles, M. E., and P. Walley. "Pedagogical cases in the strategic development of management accounting systems." Accounting Education 2, no. 4 (December 1993): 269–85. http://dx.doi.org/10.1080/09639289300000039.
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J. Ausburn, Lynna, Jon Martens, Gary Dotterer, and Pat Calhoun. "Avatars, Pedagogical Agents, And Virtual Environments: Social Learning Systems Online." i-manager's Journal of Educational Technology 5, no. 4 (March 15, 2009): 1–13. http://dx.doi.org/10.26634/jet.5.4.819.
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Spirin, Oleg M., Anna V. Іatsyshyn, Svitlana M. Ivanova, Alla V. Kilchenko, and Liliia A. Luparenko. "МОДЕЛЬ ІНФОРМАЦІЙНО-АНАЛІТИЧНОЇ ПІДТРИМКИ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ НА ОСНОВІ ЕЛЕКТРОННИХ СИСТЕМ ВІДКРИТОГО ДОСТУПУ." Information Technologies and Learning Tools 59, no. 3 (June 30, 2017): 134. http://dx.doi.org/10.33407/itlt.v59i3.1694.
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The article presents the experience of using electronic open access systems for information and analytical support of pedagogical research, which positively influences the quality of scientific research. A well-founded system of information and analytical support of pedagogical research based on electronic open access systems corresponds to the scientific and pedagogical needs for implementation: the publication, dissemination and use of information resources. The use of this system will improve the quality of scientific and pedagogical research conducted at the institutions of the National Academy of Educational Sciences of Ukraine, and will effectively implement their results in the scientific and educational sphere of Ukraine. The model of information and analytical support of scientific research is substantiated and developed. Specific features of the functioning of the prototype of an electronic scientific journal on the platform of open journal systems are determined. The stages of implementation of the prototype on the platform of open journal systems that can be used by scientific institutions and higher educational institutions for the publication of scientific professional journals and collections are described.
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Кабиш, Марина. "METHODICAL SYSTEM FOR THE PEDAGOGICAL EXCELLENCE DEVELOPMENT OF GENERAL EDUCATION TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS." Professional Pedagogics 1, no. 28 (February 15, 2024): 12–22. http://dx.doi.org/10.32835/2707-3092.2024.28.12-22.
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The relevance. The issue of developing teacher's pedagogical excellence is one of the most significant in pedagogical theory and practice, especially at the current stage of overcoming the consequences of the pandemic and martial law. The article proves the importance of process studying of the pedagogical excellence developing of general education teachers of vocational education institutions as a goal-oriented, dynamic system. The aim is to substantiate the methodical system for the development of pedagogical excellence of general education teachers of vocational education institutions. Methods: the study used theoretical methods, which provided an opportunity to examine the state of the research problem in scientific sources, compare different views, analyse the process of development of pedagogical excellence of general education teachers of vocational education institutions as a methodical system. This study used the methods of analysis and synthesis, systematisation, abstraction, generalisation, and modelling, which resulted in building a structure of functional components of the system of teachers' pedagogical excellence development and clarifying the interconnection of the selected components. Results: the article deals with the concept of "system" as a structure that combines naturally arranged elements, components grouped by some common feature; the principles of functioning and development of pedagogical systems are highlighted, the types and structural components of pedagogical systems are analysed; the design of a system for the development of pedagogical excellence of general education teachers as a certain type of pedagogical system is considered. The main structural components of the designed system (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant) are characterised; the functional components of the system for developing pedagogical excellence of general education teachers in a vocational education institution are allocated; the place of the proposed system for developing pedagogical excellence of general education teachers among the systems of vocational education is determined. Conclusions: the designed system for the development of pedagogical excellence of general education teachers in a vocational education institution, as a certain type of pedagogical system, combines certain structural components (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant, and functional components: design, constructive, gnostic, prognostic, organisational, communicative, evaluative and corrective); the general pedagogical system of a vocational education institution includes a system of pedagogical staff professional development, which in turn combines the system of pedagogical staff advanced training and the pedagogical excellence development system of general education teachers of a vocational education institution as a subsystem; prospects for further research will be devoted to substantiating the goals and designing the content of the development of pedagogical excellence of general education teachers.
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Shvardak, Marianna. "DIRECTIONS OF DESIGNING EDUCATIONAL SYSTEMS IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL." Scientific Journal of Khortytsia National Academy, no. 2023-9 (December 20, 2023): 50–59. http://dx.doi.org/10.51706/2707-3076-2023-9-6.
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The design of educational systems in the conditions of the New Ukrainian School requires a complex and multifaceted approach, which includes organizational design, design of the educational process, internal system of ensuring the quality of education, educational environment, pedagogical action, the system of stimulating pedagogical workers and students, designing management decisions of the head of the educational institution, etc. In order to ensure high-quality educational activities and implement effective training of the young generation in accordance with modern challenges, the design of educational systems requires the joint efforts of all interested parties – students, parents, teachers, management, the government and the public. The purpose of the article is to carry out a systematic analysis of the directions of the process of designing educational systems in the conditions of the New Ukrainian School. Research methods: system-structural analysis, synthesis, abstraction, classification, generalization. The methodological basis of the research is the theory of systems and the doctrine of systematization in scientific pedagogical theory and educational practice. The article specifies the essence of educational systems in the broad and narrow senses. The affiliation of the institution of general secondary education to the educational system is substantiated. The directions of designing educational systems in Ukraine have been determined: organizational design, design of the educational process, design of the internal system for ensuring the quality of education, design of the educational environment, design of pedagogical action, design of the system of stimulation of pedagogical workers, students, design of management decisions of the head of the educational institution. The directions of designing educational systems are characterized, and their possibilities in the conditions of the New Ukrainian School are critically evaluated.
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Potapchuk, Olha. "Current trends in the development of pedagogical systems of ukraine in the conditions of digitalization of society." Journal of Education, Health and Sport 13, no. 1 (January 2, 2023): 300–309. http://dx.doi.org/10.12775/jehs.2023.13.01.045.
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The purpose of the work is to analyse the current trends in the development of domestic pedagogical systems in the context of digitalization of society.
The research methodology consists in the use of methods of scientific analysis, pedagogical positions on the issues of digitalization of education, implementation of systemic and integrative approaches.
The scientific novelty consists in highlighting the main trends of the prospective pedagogical system. The main trends include: humanization and humanitarianization; national orientation; openness; science; continuity; digitalization. An analysis of each trend is presented and their role in the development of education is determined. It has been established that the digitalization of education creates prerequisites for the wide implementation of psychological and pedagogical developments in pedagogical practice, which allow to intensify the educational process, implement learning ideas, including within the framework of new models.
Conclusions. Summarizing the analysis of the main trends and features of pedagogical systems at the current stage, it is very important to take into account the orientation of global educational processes. This is primarily an orientation to the individual, development of creative potential; openness of education as a condition of professional flexibility, mobility of a specialist, his ability to self-education and professional self-development; the need for interconnection and coordination of various stages of professional training, retraining and advanced training. Therefore, in order to modernize the pedagogical system of Ukraine, the national traditions and prospects of the country should be determined, taking into account the current trends in the development of digital technologies and the experience of foreign education systems.
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Қосыбаева, У. А. "Efficiency of the use of the pedagogical system of training in intellectual systems in the learning in higher educational institutions." Bulletin of the Karaganda University. Pedagogy series 107, no. 3 (September 29, 2022): 14–21. http://dx.doi.org/10.31489/2022ped3/14-21.
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The article deals with the creation of intelligent systems and the relationship between the human mind and the computer. The authors highlight the importance of artificial intelligence today. The relationship of the information society with the education sector, which is of great importance today, shows that the process of “technologization” is gaining strength owing to development. Thus, it is important to improve teaching methods, use new methods based on special pedagogical research in theory and practice, and create optimal conditions for practical work, special educational materials, software and technological products aimed at realizing the potential of information and communication technologies. The authors describe the importance of using special computer programs in the development of students’ knowledge and skills. In addition to traditional teaching in the education system, teaching with the use of special computer programs allows a deeper study of the specifics of each subject. However, most of these educational programs provide an opportunity to make choices based on their knowledge in this area. The authors also analyze expert systems based on teaching in this area in higher education and the topics of special courses introduced into it. In the conclusion on the chosen topic in the disciplines taught in the specialties of the university, the authors indicate the volume of the topic, which will be continued in the future.
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Koliada, M. G., and T. I. Bugayova. "Artificial intelligence as a moving force of improvement and innovative development in education and pedagogic." Informatics and education, no. 10 (December 22, 2019): 21–30. http://dx.doi.org/10.32517/0234-0453-2018-33-10-21-30.
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The article discusses the history of the development of the problem of using artificial intelligence systems in education and pedagogic. Two directions of its development are shown: “Computational Pedagogic” and “Educational Data Mining”, in which poorly studied aspects of the internal mechanisms of functioning of artificial intelligence systems in this field of activity are revealed. The main task is a problem of interface of a kernel of the system with blocks of pedagogical and thematic databases, as well as with the blocks of pedagogical diagnostics of a student and a teacher. The role of the pedagogical diagnosis as evident reflection of the complex influence of factors and reasons is shown. It provides the intelligent system with operative and reliable information on how various reasons intertwine in the interaction, which of them are dangerous at present, where recession of characteristics of efficiency is planned. All components of the teaching and educational system are subject to diagnosis; without it, it is impossible to own any pedagogical situation optimum. The means in obtaining information about students, as well as the “mechanisms” of work of intelligent systems based on innovative ideas of advanced pedagogical experience in diagnostics of the professionalism of a teacher, are considered. Ways of realization of skill of the teacher on the basis of the ideas developed by the American scientists are shown. Among them, the approaches of researchers D. Rajonz and U. Bronfenbrenner who put at the forefront the teacher’s attitude towards students, their views, intellectual and emotional characteristics are allocated. An assessment of the teacher’s work according to N. Flanders’s system, in the form of the so-called “The Interaction Analysis”, through the mechanism of fixing such elements as: the verbal behavior of the teacher, events at the lesson and their sequence is also proposed. A system for assessing the professionalism of a teacher according to B. O. Smith and M. O. Meux is examined — through the study of the logic of teaching, using logical operations at the lesson. Samples of forms of external communication of the intellectual system with the learning environment are given. It is indicated that the conclusion of the found productive solutions can have the most acceptable and comfortable form both for students and for the teacher in the form of three approaches. The first shows that artificial intelligence in this area can be represented in the form of robotized being in the shape of a person; the second indicates that it is enough to confine oneself only to specially organized input-output systems for targeted transmission of effective methodological recommendations and instructions to both students and teachers; the third demonstrates that life will force one to come up with completely new hybrid forms of interaction between both sides in the form of interactive educational environments, to some extent resembling the educational spaces of virtual reality.
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Mukan, Nataliya, Iryna Myskiv, and Svitlana Kravets. "The Characteristics of the Systems of Continuing Pedagogical Education in Great Britain, Canada and the USA." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 20–25. http://dx.doi.org/10.1515/rpp-2016-0013.
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Abstract In the article the systems of continuing pedagogical education in Great Britain, Canada and the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common and distinctive features of the systems of continuing pedagogical education in Great Britain, Canada, the USA. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA has been highlighted; the levels of the systems of continuing pedagogical education have been presented; the main functions of these systems have been determined; the key models, forms and methods of teachers’ CPD have been defined. Foreign and domestic scientists have studied the teachers’ CPD: teacher leadership (T. Bush, M. Clement, D. Jackson, D. Pavlou, R. Venderberghe), models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Карташова, Александра, Aleksandra Kartashova, Булат Камалиев, and Bulat Kamaliev. "Competency Profile of Enterprise Mentor as a Basis for Corporate "Buddy Systems"." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2018, no. 4 (January 14, 2019): 80–85. http://dx.doi.org/10.21603/2500-3372-2018-4-80-85.
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The research features professional and pedagogical competencies of a mentor in the field of talent management with the aim of securing young specialists at enterprises. The authors analyze the most relevant typologies of mentors' competences according to modern challenges and requirements. They introduce an authentic typology of competency profile of the mentor at an enterprise. It includes four blocks: 1) the organization and planning of training in the workplace in order to improve the level of qualifications of the instructors; 2) the guidance and assessment of the work of the trainee; 3) rationing and assessment of the instructed; 4) raising one's own psychological and pedagogical competence as a mentor. The paper contains a methodology for self-diagnosis of the development of the psycho-pedagogical competences of the mentor at the enterprise. The results of the study are recommended for review and implementation in industrial plants. The present research was carried out within the framework of a comprehensive scientific and methodological development for the Temporary Research Team "Golden Standard for Child Development 2.0" of the Kazan Open University of Talents 2.0 on the topic "Formation of professional and pedagogical competences of mentors of enterprises in the field of talent management with the aim of securing young professionals at the enterprises of the Republic of Tatarstan".
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Miller, Serena, Anthony Cepak, and Zhao Peng. "The Pedagogical Approaches to Teaching Journalistic Interviewing Competencies." Electronic News 14, no. 2 (March 13, 2020): 78–96. http://dx.doi.org/10.1177/1931243120910448.
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Teachers shape how aspiring journalists collect and evaluate information. The primary method journalists employ to gather this information is through the interviewing method. However, research has yet to be conducted on how this important competency is taught in university settings. This study sought to identify the instructional approaches used by print and broadcast journalism educators through qualitative interviews. The results revealed that a variety of exercises and pedagogical approaches (i.e., observation, simulation, direct experience, and reinforcement) are employed by educators to teach students the complexities of the interviewing process. We also highlighted classroom exercises, identified challenges, and shared teaching strategies concerning the teaching of both broadcast and print journalistic interviewing.
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Durmić, Azemina. "Socijalnopedagoško značenje porodice." Zbornik radova 20, no. 20 (December 15, 2022): 41–55. http://dx.doi.org/10.51728/issn.1840-4448.2022.20.41.
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The aim of this paper is to point out the meaning that Social Pedagogy assigns to family. The discussion about family led within social sciences is permeated by the discoveries of the systems theory, which places family at the level of a complex system functioning which is nuanced by the action of internal subsystems and external mechanisms of other systems. In this sense, the socio-pedagogical perspective of family is here presented through socio-pedagogical prevention, treatment and post-treatment efforts. The paper presents the place of family in the prevention and conceptual construct of risk and protective factors, resilience, developmental advantages and positive development. Moreover, it emphasizes the essential role of family as a source and factor in socio-pedagogical comprehensive assessment, planning and implementation of socio-pedagogical treatment and post-treatment.