To see the other types of publications on this topic, follow the link: Pedagogue's opinion.
Journal articles on the topic 'Pedagogue's opinion'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Pedagogue's opinion.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Urnėžienė, Emilija, and Kristina Budrytė. "Competences of Special Pedagogue and Their Improvement Opportunities from the Point of View of Pedagogues." Pedagogika 115, no. 3 (September 10, 2014): 135–46. http://dx.doi.org/10.15823/p.2014.032.
Full textAbstract:
Rapid changes in economy, social relations as well as globalisation, development of information and communication technologies impose new challenges on a teacher, who is a mediator between changes in education and processes of society improvement. Working with special learning needs students, a special pedagogue assists such learners in adopting content of education and develops their impaired functions, collaborates with their parents as well as teachers providing them with methodological support and consulting, develops individual, sub-group and group programmes for development of impaired functions of children, advice teachers regarding special education issues and others. More successful implementation of these activities requires certain competences of special pedagogue, which are outlined in the Description of Teacher Professional Competences and embrace: common cultural, professional and generic ones.
The goal of the research: to reveal attitudes of special pedagogue of general education schools towards competences of special pedagogue and their improvement opportunities.
The object of the research: competences of special pedagogue of general education schools.
The methods of research: 1) analysis of scientific literature, 2) questionnaire survey, 3) statistic analysis of research data.
The sample of the research included 244 special pedagogues from general education schools of various counties of Lithuania.
In the first stage of the analysis the respondents were asked to express own attitudes towards competences of a special pedagogue. In the second stage of the analysis the special pedagogues pointed out what predetermines success in the process of education, where a special pedagogue works with learners of special educational needs. The third stage focused on identification of possibilities of professional development of special pedagogues, needs for competence development and, therefore, the respondents were requested to express own opinion about conditions, which are necessary to obtain competences of highest level.
The research data revealed that for a special pedagogue, who works with special needs learners, it is most important to possess positive personal features (patience, tolerance, humanity, comprehensiveness, consistency, etc.) and all the professional competences, particularly focusing on competences of communication and collaboration, learners’ motivation and support to them, learner’s cognition and his/her acknowledgement and professional development. Personal motivation of a pedagogue, which embraces a wish to help, love for job, positiveness, development, is also of utmost importance. According to special pedagogues, a number of changes, such as reduction of workload, increase of financing, renewal of workplace, support from administration, provision with methodological aids, collaboration and changes in education may result in acquisition of competences of highest level. The paradigm of continuous development is also emphasized and its calls for personal, professional and social lifelong development. Continuous improvement ensures high quality activities of special pedagogue, which have influence not only on achievements of special needs learners but also on changes occurring in the society. Therefore, a special pedagogue has to be a constantly learning personality. In the context of constant changes, learning acquires features of a permanent process.
2
Lukashenia, Zoya, and Natallia Sianiuta. "CONSULTING AS A PEDAGOGICAL GUIDANCE TECHNOLOGY IN THE CONTINUOUS EDUCATION OF A PEDAGOGUE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 190. http://dx.doi.org/10.17770/sie2020vol5.4988.
Full textAbstract:
The present day tendency of rapid constant changes of the informational and technological space surrounding a pedagogue, suggests the necessity of continuous education. The necessity of constant renovation of knowledge leads a pedagogue to obtain new competences, to the emergence of new educational practices. As a result of high competition in all spheres of society the client-orientated course of modern system of professional education makes a pedagogue search for new forms of getting competences, which are not set in the frames of certain disciplines and thus provide the continuity of educational processes. Here we suggest consulting, having been worked out as a pedagogical technology that guaranties the achievement of the set goals, reproduction and replication. The purpose of our research is to substantiate the expediency of using the pedagogical technology of consulting to support the process of continuous professional training of a teacher directly at the workplace. The article deals with the theoretical stage results of our research in working out a consulting model as a pedagogical technology of continuous pedagogue’s educational guidance as well as the analysis of pedagogue-participants’ opinions concerning the pilot approbation of this model.
3
Burceva, Rita. "SUPERVISION FOR PEDAGOGUES – CAREER COUNSELLORS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 53. http://dx.doi.org/10.17770/sie2019vol5.3981.
Full textAbstract:
Pedagogues-career counsellors perform diverse tasks at schools, and supervision is a new tool for educating and supporting these specialists. The purpose of the article is to carry out a quantitative study on the use of supervision in the professional development of pedagogues-career counsellors and to analyse the results. Study method — structured written questionnaire. The study's results show that pedagogues-career counsellors are satisfied with supervision. They think it is an appropriate form of professional development. Respondents are positive about the methods used in supervision. The main benefits of supervisions (in pedagogues – career counsellors opinion) are following: supervisions helps to become aware of strengths and weaknesses, promotes motivation at work, educates on various aspects of professional activity, promotes professional development, helps to more clearly define goals, helps to achieve the goals set, helps to prioritize, increases self-confidence, affects behavior, changes attitude, helps to understand the causal relationships, helps to become aware of personal resources, develops thinking etc.
4
Arıca, Eylem. "Third Position as a Home Position Alternative: A Survey of Views and Approaches of Violin/Viola Instructors." SAGE Open 11, no. 2 (April 2021): 215824402110151. http://dx.doi.org/10.1177/21582440211015197.
Full textAbstract:
Although violin/viola pedagogues who use the third position as the home position in beginning-level teaching have reported positive experiences, school curricula and most pedagogues’ repertoires remain limited to method books that use the first position. The reasons for this preference have not been adequately addressed in string pedagogy and music education research. This study therefore aimed to examine the opinions of violin/viola trainers on the use of the third position as home position through a survey. A questionnaire sent to various music associations, schools, and violin/viola educators internationally yielded a sampling of 160. The results showed that 73.1% of the participants hold the opinion that the third position is not widely used in beginning-level training, and 63.5% think that method books that employ the technique are insufficient. However, 53.1% of the participants believe that using the third position as the home position may have benefits; 61.1% think that the left hand takes the ideal shape in the third position; and 68.3% think that a wider availability of method books would increase the number of trainers who use the technique to teach. The study found that further research of the technique is necessary, especially for educators who are interested in using it.
5
Varga, Dániel. "Coaches: Pedagogues of Sport? Methodological Attempt to Study the Pedagogical Beliefs of Hungarian Football Coaches." Physical Culture and Sport. Studies and Research 76, no. 1 (December 1, 2017): 23–34. http://dx.doi.org/10.1515/pcssr-2017-0027.
Full textAbstract:
AbstractNot only are coaches supposed to be excellent in their sports, but they should also be good pedagogues. However, according to public opinion, most coaches’ only aim is to reach the highest performance possible with their athletes. The objective of this paper is to examine whether this common assumption is also true of football coaches. Adapting the concept of a nationwide study of teachers’ pedagogical views, the author attempts to discover Hungarian football coaches’ pedagogical beliefs, their opinions on the most important tools of education, the content of human values transmitted during education, and their educational creeds. At the same time, the paper analyzes how the conceptual framework and the methods used in the research among the teachers can be transformed to the special conditions regarding the coaches’ work. The results of the research show how the football coaches interpret the term “education,” what they think about the most influential tools of education, and which educational values and creeds they identify themselves. The conclusion of the paper is that both the findings of a pilot study among football coaches and the adaptation of the methods used in the research to reveal the teachers’ pedagogical views proved to be beneficial and instructive.
6
Medveckis, Arturs. "THE REFLECTION OF PEDAGOGUE’S IDENTITY IN THE LIFE ACTIVITIES: THEORETICAL RESEARCH MODEL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 80. http://dx.doi.org/10.17770/sie2016vol4.1552.
Full textAbstract:
The innovative research model presented in this article includes the micro, mezzo, and macro context of the identity by expressing its multiple dimensions of the pedagogue’s personality in personal, cultural and historical and social aspect. The dispositional traits of personality i.e. emotions, talent, behaviour and opinion, along with the adaptation characteristics i.e. interests, motivation, values, attitudes and character are analysed in the micro context. The meaning of the respective social environment is drawn in the mezzo context where the pedagogue’s, family, student’s and religious identity develop. The further crystallisation of the identity happens in the macro context that influences the development of professional, national, local, political and cultural identity.
7
Hammergren, Lena. "Att tala – att dansa: om metaforens betydelse inom danspedagogik." Nordic Journal of Dance 7, no. 1 (June 1, 2016): 18–27. http://dx.doi.org/10.2478/njd-2016-0003.
Full textAbstract:
Abstract The article focus on how dance pedagogues describe their modes of using verbal communication in the dance studio, and it is based on interviews and observations of dance education. The theoretical base embraces ideas about bodies as well as theories about the importance of metaphors in embodied communication. Moreover, it is argued that pedagogues and dance students are engaged in a corporeal version of critical thinking, in which verbal language is one of several important aspects. Four pedagogues are interviewed and they represent different dance genres, which affects the kind of verbal communication used. However, a major common opinion is that the use of metaphors has undergone an historical change. A frequent use of metaphors with references to nature has today been exchanged for a more concrete, functional language. It could well be affected by both the dance techniques in use, and the current aesthetic trends in choreography.
8
Pesha, Anastasiya Vladimirovna, and Ekaterina Viktorovna Evplova. "Supra-professional competences of pedagogues of the XXI century." Педагогика и просвещение, no. 3 (March 2020): 29–46. http://dx.doi.org/10.7256/2454-0676.2020.3.33247.
Full textAbstract:
Digitalization and advancement of knowledge economy, formation and proliferation of the new technological didactics based on the didactic tetrahedron, lead to requirements changes in the development of pedagogical competencies. These trends influence the selection of the topic of research aimed at studying the relevance of formation of supra-professional competencies of future pedagogues. The goal of this work consists in carrying out an empirical study, based on the content analysis of previous research, of the opinions of students of pedagogical universities on the importance of self-evaluation and evaluation of opportunities for the development of supra-professional competencies essential for the pedagogues of the XXI century. The online survey involved 150 students from three pedagogical universities – Ural State Pedagogical University, South Ural State Humanitarian Pedagogical University, and Russian State Vocational Pedagogical University. The article presents an original definition of the concept of “supra-professional competence”, as well as makes an overview of national and foreign literature on the matter. The authors revealed the results of pilot study conducted among students of the aforementioned pedagogical universities. As a result of the research, based on the collected opinions of the students of 7 fields of study in two perspectives – self-evaluation of the level of development of students’ competencies and assessment of the importance of competences on the job market. The acquired results of assessment of opportunities for the development of supra-professional competences testify to the fact that there is room for improvement of educational process.
9
Et al., Chanasith Sithsungnoen. "The Development of GPAS 5 Steps Teaching Model for Enhancing Learning Skills in Thailand 4.0 Era." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1340–47. http://dx.doi.org/10.17762/pae.v58i1.906.
Full textAbstract:
The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3) to disseminate using theconducted model, to childhood, secondary and elementary education. The subjects consisted of school administrators, instructors, and students of Satit Vajiralongkorn Rajabhat University School in the academic year 2018. The instruments used included 1) GPAS 5Steps Teaching Model, 2) test, 3) instructors and learners’ ability evaluation, 4) observation form, and 5) opinion evaluation. The statistical analysis utilized mean, percentage, standard deviation, and content analysis.
The results were as follows: 1) GPAS 5Steps Teaching Model included principle, objectives, instructions, assessment and evaluation, and success factors. 2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors’ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors’ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students’ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level. 3) In conclusion, the disseminatedresults provided benefit to instructors as pedagogues and the overall student learning experience.
10
Pletenyova, Irina F., Lyubov' N. Martynova, and Larisa V. Barinova. "Volunteer activity as opportunity to form future pedagogues." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 160–65. http://dx.doi.org/10.34216/2073-1426-2019-25-4-160-165.
Full textAbstract:
The article is devoted to a comprehensive study of business and personal qualities of students of pedagogic faculties engaged in volunteer activities. It is shown that the participation of students in volunteer activities contributes to: 1) the acquisition of diverse knowledge; 2) the improvement of existing skills, skills of interaction with others; 3) the formation of an objective assessment of both difficulties and positive aspects of future professional activity. The set of business and personal qualities necessary for the volunteer is revealed, which determine the effectiveness of volunteer activity, which, in turn, contributes to the formation of readiness forprofessional activity of future pedagogues. The authors focus on the factors that influenced the decision of students to engage in volunteer activities, the motives for volunteering, the analysis of students 'views on the prospects of development of this type of activity as a special social sphere, the study of students' opinions about the role that can play in volunteering for future teaching work.
11
Zukovic, Sladjana, and Senka Slijepcevic. "Counselling competences from the perspective of school pedagogues." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 198–237. http://dx.doi.org/10.2298/zipi1901198z.
Full textAbstract:
The paper starts from the point of view on the necessity and importance of continuous improvement of the school counsellor competences for the effective counselling in schools. In this framework, a survey was conducted aimed at examining the opinions of school teachers on their own advisory competencies and resources for their improvement. By using the semi-structured interview, 81 elementary school pedagogues were examined, and the obtained results were analysed using a qualitative thematic analysis. It was found that respondents recognised the necessity and the importance of a continuous development of competences for the effective counselling. Competences that were recognised as sufficiently developed by the respondents were predominantly personal qualities and social-communication competences, and as underdeveloped they emphasised professional competences related to the application of modern methods and techniques of counselling. The respondents perceive the possibility of improving of the counselling competences through the prism of raising the quality of different aspects - from initial education to the conditions of school work and adequate professional development, with special emphasis on the quality of professional development programmes in this field. It was concluded that the development of counselling competences implies systematically based and continuous support, both in the process of improving professional competencies, as well as in the process of personal growth and the development of experts/counsellors.
12
Līduma, Anna. "PEDAGOGICAL PSYCHOLOGICAL CORRELATIONS OF POTENTIALS AND ABILITIES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 570. http://dx.doi.org/10.17770/sie2014vol1.787.
Full textAbstract:
The existing diverse opinions of pedagogues on innate potentials and abilities stimulated carrying out of the research. The research provides characteristics correlations of potentials and abilities in musical activity. The theoretical basis is found in the verities on the essence of innate potentials and abilities by such psychologists as Rubinshtein, Teplov, Bodalev, etc, music psychologists’ (Mjasishchev and Gotsdiner etc.) verities on manifestations of giftedness and musicality levels. For promotion of pedagogically psychological means, the verities by psychologist Students, pedagogues Dekens and Vikmane are researched. The objective and subjective conditions for activating of potentials and abilities have been researched, the promotion practice of abilities has been analyzed at preschool pedagogical process in x primary school in the school year of 2013/2014.
13
Kurilovich, N. V., and E. A. Chernova. "STRUCTURE AND COMPONENTS OF RESEARCH COMPETENCE OF FUTURE SOCIAL PEDAGOGUES." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 57–69. http://dx.doi.org/10.36906/2311-4444/19-4/09.
Full textAbstract:
Competence and research competence have been considered in this article as a factor of social teachers’ readiness in work with disabled children. Research competence in working with such children is a necessary component for the subsequent manifestation of professional readiness of the subsequent manifestation of professional readiness of the future teacher and achievement of the skills and development of their own style of work. Research competence is considered as an integral concept, with a stable personal education of the individual and inherent knowledge, skills and personal qualities, motives, values that determine the competence of future specialists. The problem of research competence is multifaceted, as it combines psychological, sociological and pedagogical aspects. It should be considered as a holistic manifestation of the internal activity of the future social pedagogue, his theoretical and practical readiness for research, and the content of professional activity is aimed at independent knowledge, problem solving. External and internal factors influencing the formation of research competence from the position of macro-, mezzo- and micro- levels are identified. In our opinion, the components of research activity are axiological, cognitive, technological and project. Each component corresponds to the levels: high, medium, low. In relation to the educational process of the University research competence encourages to stimulate the interest of students to work with children, to search for independent solutions, the formation of professional competence and motivational readiness, directing to a deeper study and understanding of future professional activities.
14
Zheleva-Terzieva, D. "Survey the opinion and interest of students-pedagogues to the sport animation practice in an educational environment." Trakia Journal of Science 16, no. 2 (2018): 90–94. http://dx.doi.org/10.15547/tjs.2018.02.003.
Full text
15
Dukhanina, Lyubov’ N. "VALUES AND LIFE PRIORITIES OF RUSSIAN PUPILS." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 20–28. http://dx.doi.org/10.34216/2073-1426-2020-26-2-20-28.
Full textAbstract:
Based on the data from the All-Russia study in 2018, this article provides a detailed analysis of the values, life priorities of Russian schoolchildren, their preferences, professional and career expectations. It is shown that, in the opinion of Russian youth, it is decisive in choosing a profession, and that, in their opinion, can help in the future become the most successful. The data collected in the article allows us to evaluate the motivation for the participation of pupils in Olympiads in educational subjects and creative contests, as well as the degree of safety of the school space, the quality of education, the presence of aggression and bullying from classmates, pupils and pedagogues. In addition, the article assesses their political and patriotic moods, as well as the emerging political interests and the involvement of schoolchildren in social networks.
16
Bobrova, Galina Vladimirovna. "Vocational pedagogical education in the area of physical culture – reality and prospects." Современное образование, no. 4 (April 2020): 49–57. http://dx.doi.org/10.25136/2409-8736.2020.4.33214.
Full textAbstract:
The problem articulated in this article is associated with the role of physical education within the modern system of education, its value potential and difficulties currently experienced by this branch. The role of physical education consists in the development of physical culture of an individual and the related components of basic personality culture, solution of social and public tasks. The subject of this research is the sphere of physical culture and supply of professional personnel. Physical education instructors should possess personal and professional competences for working with children and teaching sports; such profession imposes numerous requirements that have to be fulfilled by a specialist. The established situation affects the human resource potential in this sphere and prospects overall. The conducted empirical research reveal correlation between the importance of the subject of “physical culture” in school and popularity of the specialty of physical culture among graduates. It was determined the students’ attitude on the subject of “physical culture” in many ways depends on personality of the pedagogue. At the same time, in modern school, the pedagogues face pressure from the school community, which reduces the importance of this subject and its educational potential. All of these facts shape students’ opinion on the profession of physical culture instructor as an unpromising specialty. The school experience of physical culture later manifests in the university. The conclusion is made on the shortage of specialists that meet the demands of profession in the area of physical culture on the current job market. The solution of this problem may be found through heightening interest of the youth to this profession through the development of stable positive attitude towards physical culture.
17
Medveckis, Arturs. "IDENTITY OF KĀRLIS RŪDOLFS KREICBERGS IN HIS LIFE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 512. http://dx.doi.org/10.17770/sie2016vol4.1585.
Full textAbstract:
The aim of the paper is to analyse the identity of Latvian pedagogue and conductor Kārlis Rūdolfs Kreicbergs (1921-2014), by using the author's elaborated theoretical model of identity research (2016), and the integrated author's approbated personality research model (2013). The personality research model, which, in its micro context, includes basic features of his personality - emotions, talent, behaviour and convictions, as well as adaptation characteristics - interests, motivations, values, attitudes, is supplemented with components determining the identity of the pedagogue: in mezzo context in the social environment, where the identity of the pedagogue, as well as family, identity in his everyday life, student's and religious identity is formed, but in micro context, - professional, national, local, political and cultural identity of the personality, thus creating a research model of the multidimensional identity of the teacher and factors influencing development thereof. After the approbated model with the help of qualitative research methods the obtained data are related to theoretical opinions about the identity formation of the pedagogue, thus approving the innovative character of the proposed theoretical model.
18
Gryaznova, Elena Vladimirovna, Aleksey Goncharuk, Irina Evgen'evna Fedorenko, and Aleksei Il'ich Treushnikov. "Spirituality in modern education: necessity or excess?" Психология и Психотехника, no. 1 (January 2020): 43–53. http://dx.doi.org/10.7256/2454-0722.2020.1.32267.
Full textAbstract:
This article examines the points of view of modern scholars, pedagogues and theologians upon the problem of the loss of spirituality in the current system of education in Russia. The authors analyze the two extreme opinions. The first one consists in the need for reviving the spiritual component in education. The loss of spirituality in this sphere led to dropping of value orientations, national unity and cultural identity of the modern generation of Russians. The second opinion reflects the views of scholars that in the information society an individual can combine the qualities of intellectual ruler of life and spirituality. In this case, the loss of spirituality is considered a natural human improvement process. As a result of the analysis of both points of view on the role of spirituality within the modern education system, the authors believe that the solution should be found in harmonization of secular and religious education in the conditions of development of information society. This problem could be solved with introduction of theology as a scientific specialty, which would allow preparing theologians of new generation. The next stage in studying this problematic would consist in the examination of experience of implementation of theological education in different Russian universities, namely Kozma Minin Nizhny Novgorod State Pedagogical University, since it features Bachelor’s and Master’s programs of Orthodox theology.
19
Priede, Ligita, and Dagnija Vigule. "INTERACTION BETWEEN PEDAGOGUE AND CHILD TO PROMOTE PLANNING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 577. http://dx.doi.org/10.17770/sie2019vol2.3820.
Full textAbstract:
The goal of the pre-school competence-based education lies in the promotion of all areas of development – physical, social, emotional and cognitive, as well as helping children to acquire core competencies, including the ability to plan own activities. The research aims at theoretical and empirical study of opportunity to promote planning skills within interaction between child and pedagogue.When dealing with both daily and teacher-created problem situations, children are involved in decision-making, are trusted to be co-responsible for the decision made. By working together with an adult, child acquires planning skills, ability to achieve the goal set. To reveal the pedagogical problem of the research in full, it is also important to look at it from the point of view of a preschool teacher. To find out opinion of pre-school pedagogues, surveying was conducted; it was aimed at studying principles of child development and upbringing taken into account in practice when organizing pedagogical process promoting planning skills of pre-schoolers. The experience of pre-school teachers was analysed by frequency and interpretation using descriptive and analytical statistics method (IBM SPSS Statistika-v19.0).
20
Marushkevych, А. "THE IDEAS OF PRACTICAL TRAINING OF FUTURE EDUCATORS IN ANALYSIS OF UKRAINIAN SCHOLARS-PEDAGOGUES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 38–41. http://dx.doi.org/10.17721/2415-3699.2019.9.09.
Full textAbstract:
The article presents some ideas about the practical training of future educators in the analysis of Ukrainian scholars-pedagogues whose names are known in Ukraine and abroad. The emphasis is placed on the importance of accepting some ideas as relevant to the implementation under modern conditions of the development of domestic education. It has been pointed out that there are actual I. Ogienko's ideas concerning the importance of the self-criticism of the people of science to their work, the attitude of society to the scientists' scientific work, which is not sufficiently appreciated, but is the basis of the spiritual culture. M. Pirogov's ideas about importance of university education, the formation of students' need for independent reading of scientific literature and the preparation of lectures in this way have been considered. G. Vaskovych's position on the level of training of pedagogical staff, providing them with the necessary methodical assistance, publishing periodical scientific and educational publications, which would facilitate implementing the most advanced ideas into educational practice and informing the readers about the ways of their implementation have been revealed. The analysis of a number of educational ideals by Ukrainian teacher G. Vashchenko and the vision of the importance of correct choice in the education of Ukrainian youth has been presented, because the quality of the formation of the moral qualities of young people depends on the adoption of the educational ideal. The importance of the S. Chavdarov's ideas concerning the textbook creation has been proved. In his opinion, the false practice of annual creating text-books negatively affects teaching, leads to neglecting of the theory. The author substantiates M.Gryshchenko's important views on raising the level of pedagogical preparation of students, educational work with freshmen, didactic counseling for young teachers. The attention has been paid to A. Aleksyuk's analysis of independent work of students, because, in his opinion, independence in obtaining knowledge helps to acquire skills and abilities to see the purpose and content of work, to ensure selfeducation. O. Dukhnovich's thoughts about a mentor as a person gifted with special qualities, among which is the true challenge, respect for order, and the possession of a clear way of teaching have been considered. The scientific and pedagogical staff of higher educational institutions has been oriented to enriching their experience with knowledge about the providing of training and education of future specialists with the help of the heritage of outstanding personalities of the past.
21
Raudeliunaite, Rita, and Vida Gudžinskienė. "LEARNING DIFFICULTIES OF PRIMARY SCHOOL PUPILS OCCURING DUE TO UNFAVOURABLE ENVIRONMENTAL FACTORS: THE EXPERIENCE OF TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 420. http://dx.doi.org/10.17770/sie2019vol2.3738.
Full textAbstract:
The objective of the study, which is presented in the article, is to identify learning difficulties of primary school pupils occurring due to unfavourable environmental factors on the basis of the experience of pedagogues. Problematic study question: What learning difficulties of pupils resulted in by unfavourable environmental factors do primary school teachers encounter? Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. 12 pedagogues participated in the study.The study findings revealed that primary school teachers encounter three different types of learning difficulties of pupils occurring due to unfavourable environmental factors: academic, social, behavioural and emotional.Academic difficulties should be associated with a reduced interest of children in their environment, the lack of knowledge and experience, the lack of curiosity and desire to learn something new, a lower level of preparedness for school, attention retention problems, passivity when performing tasks, distrust/doubts regarding his/her abilities, fluctuation, regress or stagnation of a child's progress (learning achievements), reduced interest in learning and poor learning efforts when performing tasks, the lack of learning motivation, getting late to classes or missing them.Social difficulties are associated to the lack of communication skills (contact establishment, politeness, attention when communicating with others, discipline, self-regulation, conflict resolution) and activity organisation and cooperation skills (ability to prepare tools for a specific activity, consistency when performing tasks; the performance of tasks to the end; the self-evaluation of activity results; involvement in a group activity; to listen to and hear what others say, consulting with others, permission to express their opinion give to others; ability to receive a different opinion and to express their opinion politely, avoidance to downgrade others, offering assistance to others and assistance solicitation, if need be; uttering compliments). The study revealed that primary school teachers also encounter with various behavioural and emotional difficulties.
22
Sikorski, Jacek. "Implementation of an individualized education path at school – legal assumptions and practical solutions." Problemy Opiekuńczo-Wychowawcze 582, no. 7 (September 30, 2019): 13–26. http://dx.doi.org/10.5604/01.3001.0013.5394.
Full textAbstract:
The individualized educational path is one of many forms of psychological and pedagogical help offered to the pupil on school grounds. It is a form of support for pupils with difficulties in functioning, mainly due to their health condition. It is implemented by pupil based on the opinion issued by a psychological and pedagogical counseling center. Due to the fact that the individualized education path is a new form of psychological and pedagogical help, attempts have been made to research this area. In order to learn about the procedure for its organization and implementation on school grounds, a questionnaire was used, which was addressed to school pedagogues. The obtained research results indicate: its proper organization in accordance with the procedures, cooperation of teachers with specialists employed in the school, cooperation of pedagogues with psychological and pedagogical counseling center, and above all with parents of the pupil covered by the individualized education path. The obtained results allowed to formulate the most important conclusion: the individualized education path is a form beneficial to the pupil, giving a chance to improve its functioning, both in the educational, emotional as well as social spheres.
23
Matyunina, Daria Stanislavovna, and Mariya Viktorovna Nozdracheva. "On the effectiveness and role of university elective modules of artistic orientation: the experience of implementing the elective module “Theory and Practice of Contemporary Art" in Moscow City Pedagogical University." Педагогика и просвещение, no. 2 (February 2021): 77–91. http://dx.doi.org/10.7256/2454-0676.2021.2.35469.
Full textAbstract:
This article describes the practical experience of a group of pedagogues, organizers of the elective module “Theory and Practice of Contemporary Art” in Moscow City Pedagogical University (D. S. Matyunina, M. V. Nozdracheva, M. A. Semenova). The authors share their opinion on the role and effectiveness of the system of elective modules in modern university education, outline the primary tasks, and discuss the peculiarities of teaching general university courses of artistic orientation. The focus attention is the questions of motivation of students, who chose the module, possibility of flexible arrangement of the content of disciplines thereof in accordance with attainment level and requests of the student audience. The researchers assume that elective courses allow the students to adjust the content of their professional education. Based on the three-year experience of conducting a joint elective course, the co-authors conclude that elective courses can expand the professional competencies of students in adjacent fields, as well as give confidence to the students majoring in other disciplines to change their own educational trajectory. The article is addressed to the pedagogues and students of higher education institutions.
24
Kichuk, Nadia. "Transformation of Oleksandr Dukhnovych’s pedagogical paradigm in the dimensions of modern domestic education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 153–58. http://dx.doi.org/10.24195/2617-6688-2020-3-17.
Full textAbstract:
The problem of a creative use of the ideas that contain O. V. Dukhnovych’s pedagogical heritage in order to direct our search for constructive approaches to realisation of the concept “New Ukrainian School” has been raised. Special attention is paid to the parameters of the construct “substantial reform” which constitute the historical and pedagogical source bases. On the material of O. Dukhnovych’s elaborations, we focus on the attitudes related to textbook creation, organisation of schooling and pedagogisation of family education; this is the subject of the performed fundamental research. Since today it is not yet possible to effectively solve the new tasks set within the concept “New Ukrainian School”, this context of scientific understanding of O. Dukhnovych’s pedagogical paradigm has been actualised: creative adoption of the outstanding pedagogue-classicist’s ideas will contribute to the positive dynamics of the educational reform aimed at improving educational realities. The before mentioned issues constituted the purpose of the article and outlined the substantive content of its scientific objectives. A set of scientific and pedagogical methods, mainly of a theoretical level, was used to solve the outlined tasks: analysis, systematisation, generalisation, specification, modelling. It is noted that the scientific understanding of the pedagogical heritage of O. Dukhnovych creates an opportunity to understand the regularities of the gradual development of a corresponding pedagogical phenomenon better, for example of the ones the totality of which are concentrated in the problematic field of domestic education now – enhancement of the personal and professional mission of the pedagogue as “an agent of changes”, which (according to O. Dukhnovych) is “the greatest artist” from the perspective of “Pedagogy as an art”; enrichment of the national content of education through the imperative of teaching students in their native language; recognition of the basic importance of education as the general purpose of school and family as well as the meaning of education; full implementation of the conformity-to-nature principle to acquire “the joy of knowledge” by the child regardless of his / her educational needs. Reference is made to the context of O. Dukhnovych’s pedagogical paradigm with regard to solving the problems of small schools (in particular through the participation of village communities), bullying (in particular through stimulating public opinion). The historical and pedagogical provisions on the “substantiality” of any reform that correlates with “internal spiritual reform” are recognised as significant. Special attention is paid to the interpretation of the empirical data of the psychologists who characterise the involvement of modern pedagogues in innovations and actualise the historical and pedagogical heritage of O. Dukhnovych.
25
Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
Full textAbstract:
Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
26
Rebolj, Vanda. "E-education between Pedagogical and Didactic Theory and Practice." Organizacija 42, no. 1 (January 1, 2009): 10–16. http://dx.doi.org/10.2478/v10051-008-0027-1.
Full textAbstract:
E-education between Pedagogical and Didactic Theory and PracticeEducation systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of e-education production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.
27
Bilbokaitė-Skiauterienė, Ieva, and Renata Bilbokaitė. "THE CHALLENGES OF DISTANCE LEARNING DURING THE COVID-19 PANDEMIC: THE CONTEXT OF LITHUANIAN PRE-SCHOOL TEACHERS' OPINIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 41–52. http://dx.doi.org/10.17770/sie2021vol5.6207.
Full textAbstract:
The COVID-19 pandemic has brought unprecedented challenges to the education system. Since Lithuania has declared the state-level emergency in February 2020, imposed by quarantine, the educational process was organized in a distance mode. Distance learning, namely, was a platform that pre-schools used to meet the learning needs of children. The aim of this article is to review pre-school teachers’ opinions about the challenges of distance learning during the Covid-19 pandemic. The article describes the situation in Lithuanian pre-schools using distance learning during the lockdown. The authors analyse the main problems that pedagogues have faced with - lack of competence in the use of IT, poor support from management, inadequate material base, lack of time and teachers’ self-confidence, the low involvement of families.
28
Burtseva, Elvira Vitaljevna, Olga Chepak, and Olga Kulikova. "Some results of studying the impact of digital technologies upon learning activities." Педагогика и просвещение, no. 1 (January 2020): 1–14. http://dx.doi.org/10.7256/2454-0676.2020.1.31995.
Full textAbstract:
The subject of this research is the implementation of digital technologies in educational process of a university. The goal consists in studying the impact of digital technologies upon the students’ learning activities. The article presents the results of questionnaire-based survey among students by the three question pools. In the course of research, the author examines such aspects of the problem, as the positive and negative impact of technologies upon learning activities of the students of digital generation. Particular attention is given to consideration of students’ attitude on digitalization of higher education. The opinions of pedagogues on the results of conducted research are presented. The scientific novelty lies in mainstreaming the question on the negative impact of digital technologies upon learning activities of the modern generation of students that deserves special attention. On the background of common passion of the scholars of researchers and pedagogues for the ideas of digitalization of education, when digital technologies are viewed as virtually the key factor for modernization of educational process; second come the problems of growing pathological dependence of youth on digital technologies, undesired to switch to digitalized educational process to the disadvantage of communication in social networks and pleasant pastime online. The problem of the negative effect of digital technologies on learning activities must be recognized in order to find the ways for its solution.
29
Golikova, N. S., E. F. Savosina, V. V. Tarasov, B. A. Vasserman, and E. V. Telina. "THE EVALUATION OF PROFESSIONAL PERSPECTIVES OF DRUGGISTS BY THE FACULTY." Sociology of Medicine 16, no. 1 (June 15, 2017): 45–48. http://dx.doi.org/10.18821/1728-2810-2017-16-1-45-48.
Full textAbstract:
The dynamic development of pharmaceutical field in the Russian Federation requires objective approach to evaluation of manpower component, perspectives of training of modern specialists and changing attitude to profession of druggist. The classical academic principle of The I.M. Sechenov first Moscow state medical university combined with modern approaches to education, continuity of generations of lecturers and historically established role of the University as a leading medical and pharmaceutical university developed highly professional faulty with numbers of scientific schools headed by prominent scientists an pedagogues. The results of pilot survey of opinions of lecturers concerning role of profession of druggist in society and manpower perspectives of the field demonstrate development of vision of pharmacy as a perspective and actively developing direction and related requirements to graduates.
30
Galanciak, Sylwia, Anna Weiss, and Marek Siwicki. "Mobile devices as support for students with special educational needs." Problemy Wczesnej Edukacji 41, no. 2 (June 30, 2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.41.03.
Full textAbstract:
The article presents partial results of research conducted among forty eight teachers from four European countries, using tablets to work with students with special educational needs (SENs). The aim of the research was to recognize the scope of application of mobile technologies by teachers and also their opinions on the usefulness of these technologies as support in the process of education and rehabilitation. Despite a small group of respondents, the method of a survey (questionnaire) was used due to the ease of obtaining a precise translation of the questionnaire and the results of the research. The image of teachers emerging from the research is that of pedagogues who realistically assess the advantages and disadvantages of tablets as assisting and training technologies and who try to strengthen the educational opportunities of their pupils without systemic support.
31
Bilbokaite, Renata. "PROGNOSIS OF VISUALIZATION USAGE IN THE SCIENCE EDUCATION PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 225. http://dx.doi.org/10.17770/sie2016vol4.1566.
Full textAbstract:
Future education depends on many external exogenous factors - society evolution, technologic progress, teachers’ opinion and their ability to organize the education process. Science education is difficult for many students but the progress of the society definitely correlated with achievements of science. This highlights the importance of teaching biology, chemistry, physics, geography and mathematics at school. Visualization helps students to learn science education but at the moment teachers are not likely to use computer based visualization. It is important to find out the predictions of the future – whether pedagogues are planning to use various kinds of visualization. The research results show more than half of teachers believe that physical visualisation in the next five years will be used similarly to now. The same situation was identified asking teachers about paper based visualization. On the contrary, application of the computer-based visualisation in near future is foreseen as the progressive phenomenon: internet sites, interactive boards will mostly increase in the next five years; also, knowledge of students will be more often inspected by aids of computer-based tests. It is planned that 3 D visual objects, experiments, schemes and modelling will be less used.
32
Dyakov, Ivan Ivanovich, Goar Robertovna Asatryan, and Roman Sergeevich Kosienko. "Implementation of the model of formation of entrepreneurial competences in modern pedagogical education: theoretical and practical aspects." Педагогика и просвещение, no. 1 (January 2020): 27–37. http://dx.doi.org/10.7256/2454-0676.2020.1.32268.
Full textAbstract:
The subject of this research is the formation of entrepreneurial competences of students majoring pedagogy. The goal of this work consists in formulation of theoretical provisions and analysis of organizational-pedagogical conditions for implementation of the model of formation of entrepreneurial competences in educational process of the Ussuriysk branch (School of Pedagogy) of Far Eastern Federal University. The development of entrepreneurial culture of the society currently becomes one of the priority objectives of education as a social institution. In the authors’ opinion, its solution first and foremost lied in the formation of entrepreneurial competences of future pedagogues as the major plank of education system. The research methodology is based on systemic approach and includes the methods of theoretical analysis of the state of problem in scientific literature, studying and generalization of approaches towards building a model for the formation of entrepreneurial competences, and analysis of documentation of educational institutions. The scientific novelty consists in emphasizing the need for the formation of entrepreneurial competences of students majoring pedagogy; proposal of the structural-conceptual model of the educational process and determination of its key organizational-pedagogical conditions; as well as assessment of practical implementation of such model.
33
Bida, Olena, and Lyudmyla Prokopenko. "Korczak Janusz, Makarenko Anton, Zaharenko Olexandr – Knights of Humane Pedagogy." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 263–66. http://dx.doi.org/10.15330/jpnu.1.2-3.263-266.
Full textAbstract:
History does not have so many knights of pedagogy, such Teachers whom thousands ofstudents are grateful to, whose names are carved on the tables of human memory. Yanush Korchakand Oleksandr Zaharenko are among them, they were eager to do good to the people, they gavelives for the humanity, for the happiness of everybody. The courseы of life of two prominentTeachers is discussed in the article, the professional credos of prominent teachers-humanists aresingled out. We cited a famous French writer-humanist Saint-Exupery in the epigraph.In our opinion, his quotation is a professional credo of all famous teachers’ humanists. Besides,these Fox’s words (the character from “Little Prince”) appear to be the combined motto of severalteachers humanists, namely: a Polish educator Yanush Korchak who was announced an Educatorof 1979 by UNESCO; a Ukrainian pedagogue Anton Makarenko, announced an Educator of 2008by UNESCO; a prominent educator and a great teacher-humanist Olexandr Zaharenko, anacademician from Sahnivka, a small village in Cherkasy region.
34
Boyko, Іrina. "THEORETICAL AND PRACTICAL ASPECTS OF MEASUREMENT AND EVALUATIONOF INTEGRATED CHARACTERISTICS OF PROFESSIONAL COMPETENCY OF THE PEDAGOGUE." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 13–18. http://dx.doi.org/10.17721/bsp.2019.1(10).3.
Full textAbstract:
The article highlights the actual aspects of the interpretation of the notion of computation, competence, their use and priority directions of diagnostics of the components of professional competence of the teacher. The analysis of modern works on the competencies and competence as a multidirectional and variety of their characteristics is proved, which testifies to the very large complexity of their measurement and evaluation; an attempt was made to find ways to solve this urgent problem, which is connected with the improvement of the quality of education in the general context of its humanization. The aim is to highlight the individual professional qualities of the teacher: the general orientation of the motivational sphere, the degree of manifestation of a personal sense of professional freedom and abilities. these problems are coverage from the position of J. Raven and his emphasis on motivation and values of the individual. The role of the acmeological orientation of the individual is emphasized as an important factor in achieving pedagogical success. The acmeological orientation acts as a personal potential, which is a component of the individual psychological characteristics of the individual. The concept of personal potential has been developed in his works by D.O. Leontev and is interpreted as the ability of the individual to maintain the stability of activity under the influence of external conditions. An attempt has been made to gauge their specificity more deeply with the help of the Rorschach method. The general tendency is highlighted concerning the peculiarities of the study of the general orientation of the motivational sphere, the degree of manifestation of the personal feeling of professional freedom and abilities, which, in our opinion, is that it is relatively autonomous and its meaning lies in the field of determining the state and trends of the functioning of professional freedom, in general. Further searches are seen in solving the problem of developing effective methods for the professional diagnosis of the competence of educators in education and the creation of a continuous experimental system, which learns on the basis of own samples and errors, corrects its actions and initiates the forms of activity.
35
Bortkeviciene, Virginija, Hermina Gunnthorsdottir, Karin Hjaelmeskog, Ilze Ivanova, Katriina Maaranen, and Brit Steinsvik. "Learning from Differences." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 4 (December 15, 2018): 21–36. http://dx.doi.org/10.7577/njcie.2731.
Full textAbstract:
This paper presents a case study of an intensive international course aimed at pre-service teachers and having a focus on inclusion. The course was funded by Nordplus. Twenty-three students from six Baltic and Nordic countries were interviewed during and after the course on their views on professionalism and their future work as teachers. The results show that the students’ understanding of professionalism was multifaceted, and they had gained several experiences of professionalism during the course. One of the main results of this study is, in our opinion, the co-operation and the opportunities the intensive course afforded the students in developing skills to work together with different people, to appreciate difference and to learn from others. In other words, to become more open-minded. This allows us to conclude that students can be trained to consider the importance and understanding of knowledge and its use for now and in the future. Thus, providing such short-term international opportunities is an important part of studying and becoming a teacher or social pedagogue for the globalized future.
36
Kovienė, Skaistė. "The Competences of Pedagogues Ensuring Successful Partnership with Parents of the Contemporary Generation: the Attitude of Students – the Future Pre-school Teachers." Labor et Educatio 8 (2020): 183–204. http://dx.doi.org/10.4467/25439561le.20.012.13003.
Full textAbstract:
The change of society, in particular concerning the generation of contemporary parents, imposes new requirements on pre-school education teachers and their competences. In case of teachers, it is not only pedagogical literacy, consisting of general, psychological knowledge, as well as knowledge about the child that are necessary. The skills of activity planning and organisation, organisation of education process, active involvement in the change of pre-school education system are also required. Moreover, the competences of communication and collaboration with parents, the ability to adapt and find necessary access to parents of the contemporary generation, the ability to involve them into the activities of an educational institution, empower parents to become competent partners of teachers are of appropriate significance. All these skills, although within different scopes, are taught and developed by future pre-school education teachers during their university education and internships. The aim of the study is to reveal, according to the opinion of students – future teachers - which pre-school education teacher competences are the most meaningful in order to ensure a successful partnership with parents of the contemporary generation. The applied research methods are as follows: the analysis of content of scientific information resources (to reveal the theoretical context), questions in writing (to collect empirical data) and content analysis (analysis of empirical data). The scope of qualitative research is 18 informants who agreed to participate in the research. They are students – future pre-school education teachers. The study results showed that the informants mostly emphasise the competence of pedagogical literacy that includes knowledge about the child, personal features of teachers helping to promote partnership relations with parents and students of the contemporary generation, professional expertise and values. The following features were accentuated: patience, self-confidence, benevolence in communication with parents of the contemporary generation with different attitudes and expectations. Future teachers did not focus on the competences of education process organisation, i.e. the ability to organise education process based on human resources – the parents. Thus, parents are not sufficiently involved in the education process. They pay little attention to the competence of activity prediction and planning.
37
Slukin, Pavel Vladimirovich, and Nadezhda Anatol'evna Slukina. "Formation of the goals of general education as part of the social system." Педагогика и просвещение, no. 2 (February 2021): 154–64. http://dx.doi.org/10.7256/2454-0676.2021.2.32995.
Full textAbstract:
The subject of this research is formation of the goals of general education. The majority of modern authors correlate formation of the goals of education with the traditions and trends existing in pedagogical practice; some authors formulate the goals of education based on the expert opinion; others rely on the futuristic forecasts of social development; and only few of them obtain educational goals from the science-based theories dedicated to personality development of a child. Such divergence of opinions allow speculating the goals of education, since the concepts of “social procurement”, “world traditions”, “harmonious personality development”, and “expert opinion”, although being virtually indeterminate and susceptible to personal fluctuations and political trends, are ultimately enshrined normative documents. This defines the relevance of the topic of formation of the goals of education regardless of personal, political, or other attitudes. The research problem is formulated in the following way: whether there is an invariant basis in the concept of the “goals of education”. This article explores the question of formation of the goals of general education from the perspective of systemology. Leaning on the theory of complex systems and the theory of signal transmission, the author outlines the goals of general education, which are interconnected by society and the state. The author describes how these goals are reflected in pedagogical practice and the Russian law “On Education”. The acquired results testify to the fact that the goals of general education are focused on the three aspects: inclusion of a child into the “social norms” subsystem; child’s development for effective resistance to the “external environment”; child’s development for effective interaction within the “educational structure” subsystem. All the identified goals are crucial, as they resemble the structure of relations between society, the state, and external environment. All other goals of education either correlated with the three aforementioned goals, or are not related to education. A hypothesis is advances on the hierarchy of goals: 1) preservation of society; 2) relationship with the external environment; efficiency of such relationship in the society. All these goals are reflected in the modern pedagogical practice, which may suggest the triviality of the formulated conclusions. In the scheme described by the author, they are not obtained empirically, but rather indicate systemic relationship with society and the state. The novelty of this research lies in justification of reasons for forming the goals of education. The provided formulizations allow to accurately and logically outline the strategy and structure of educational policy, both on the federal level and on the level each individual pedagogue.
38
Maslinsky, Kirill. "The Ghost of Pedocracy in the Puppet Theater: On School Self-government and the Subjectivity of Children in the First Decades of Soviet Power." Antropologicheskij forum 16, no. 45 (2020): 50–74. http://dx.doi.org/10.31250/1815-8870-2020-16-45-50-74.
Full textAbstract:
In Soviet Russia, the 1920s are known as a period of an unprecedented growth of the autonomy of children in various aspects of social life. One example is the decision of the Narkompros to introduce student self-government in the UnifiedLaborSchool in 1918. When raised to a national scale, the initial radical idea rapidly degraded over the following decade into a much more moderate pedagogical position that was implemented in a set of unimpressive everyday practices, predominantly meetings and duty rosters. By analyzing published and archival sources that contain evidence and opinions presented by pedagogues, teachers and students, this article traces the evolution of the idea and practices of student self-government in early Soviet Russia. The analysis of arguments in favour of expanding or limiting the agency of children in the context of self-government shows that teachers perceived the introduction of the self-government as an attack on their authority; a broad consensus existed among teachers on the necessity to control children’s agency, primarily in terms of their decision-making. A contradiction between the declared independence of children and the requisite teacher’s control was resolved by an appeal to pedagogical mastery that made it possible to render invisible the teacher’s manipulative behaviors.
39
Averina, Oksana Valer'evna. "Distance learning as a method of teaching piano class." Человек и культура, no. 2 (February 2021): 112–20. http://dx.doi.org/10.25136/2409-8744.2021.2.35200.
Full textAbstract:
This article explores the specificity of teaching piano class in the university in the conditions of distance learning. The author suggests to consider distance learning as an active method of carrying out cognitive activity, i.e. a method of educating future piano performers, as well as from the perspective of modern organizational innovation. The article gradually covers certain historical prerequisites for the existence of distance learning method in music education in the middle of the XX century, as well as the conditions for its successful implementation. The author describes the formats of distance learning, Internet platforms that allow online and offline interaction of the participants of educational process. Based on the opinions of reputable educators-performers, as well leaning on the own experience of teaching classes remotely, the author determines the practical significance and feasibility of using the distance form of learning as a method of teaching future musicians. The conclusion is made that the all-round modernization, implementation and development of distance learning technology in the sphere of traditional education does not take into account the specificity of music and art universities. Despite all the flaws and imperfections of distance innovation, the author finds positive aspects, which would allow the pedagogues to implement distance learning to a certain extent for achieving certain educational objectives.
40
Grube, Norbert. "A “New Republic”? The debate between John Dewey and Walter Lippmann and its reception in pre- and postwar Germany." Encounters in Theory and History of Education 10 (October 27, 2009): 187–207. http://dx.doi.org/10.24908/eoe-ese-rse.v10i0.2137.
Full textAbstract:
This article tackles the historical context, the genesis and the German reception of two different concepts of elitist governmental people’s instruction and public education drafted by two main intellectuals in the era of American progressivism – Walter Lippmann (1889–1974), journalist and former spin doctor of US-President Wilson (1856–1924), and the pragmatist philosopher John Dewey (1859–1952). The examination of Lippmann’s books Public Opinion (1922) and The Phantom Public (1925) and Dewey’s studies The Public and its Problems (1927) and Freedom and Culture (1939) reveals that both concepts are based on different notions of democracy, but on similar perceptions of modernity. Accelerated sequences of economic boom and depression, technological innovation, rapid social change and the seduction of mass media were seen as threats of public participation and of nationwide mobilization. These pessimistic notions of modernity as well as their implicit interactive perceptions of European socialism, nationalism and fascism facilitated the reception of Dewey and Lippmann in Germany. In doing so, German communication scientists, intellectuals, and pedagogues transformed terms like political leadership, community, action and creativity into the German context of nationalism and holistic community. But is this adoption a misreading or is this interpretation injected in the concept of both, Dewey and Lippmann? The comparison and reconstruction of these two concepts will show that their reception in Germany after 1945 was an amalgamation by intermingling different aspects of both models instead of a clear takeover of one model.
41
Bołdyrew, Aneta. "Społeczno-obyczajowe uwarunkowania porzucania dzieci i dzieciobójstwa w Królestwie Polskim na przełomie XIX i XX wieku." Biuletyn Historii Wychowania, no. 28 (January 1, 2019): 35–52. http://dx.doi.org/10.14746/bhw.2012.28.3.
Full textAbstract:
In the last decades of the 19th century, in the Kingdom of Poland, the scale of social pathologies increased, including infanticide and abandonment of children. Such phenomena were conditioned by a number of social, demographic, economic and moral factors; the processes of urbanization and industrialization played a major part as they resulted in the inflow of great masses of people to cities, who experienced difficulties in the adaptation to new conditions. Poverty, illiteracy, often the lack of steady employment, disintegration of the traditional social groups and the system of values lead to the destabilization of the situation of the immigratory population. This made starting a family difficult, leading to a large number of informal relationships, lone mothers and illegitimate children deprecated by public opinion. The hardships of lonely maternity, lack of support on the part of the state administration and shelters determined the increased number of crimes against children. Also, unfavourable was a common practice of employing wet nurses, who left their own children in the care of hired babysitters, who were knowingly called the “producers of angels” because of the fact of a huge mortality rate among such infants, dying as a result of disastrous care, or, sometimes, simply murdered. Social work of pedagogues, doctors and lawyers slightly improved the fate of the poorest mothers, who most often committed infanticide and abandonment of their children, and, consequently, the scale of such phenomena at the beginning of the 20th century slightly decreased.
42
Volkova, Natalііa. "Professional Training of Modern Engineer-Pedagogue in the Field of Food Technologies in the System of Competenсy Approach’s Pedagogical Categories." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 27–44. http://dx.doi.org/10.31470/2415-3729-2018-8-27-44.
Full textAbstract:
The presented publication substantiates the peculiarities of the proffesional training of modern engineer-pedagogues in the field of food technologies in the system of competenсy approach’s pedagogical categories. The benefits of this study are the regularities of the given process, analyzed by the author of the article. Moreover, the author has identified these regularities as the following: the correspondence of the learning process, the interconnection and interdependence of teaching and learning, the construction of the training’s content in accordance with the objectives, the provision of interdisciplinary connections between different educational subjects, the unity of education and upbringing. The problem of designing the content part of education is revealed and the main positions in methodological concepts are singled out in the article. It is also noted by the author of the article that the educational process in the higher education institution should be directed to fixed laws and principles. With regard to higher pedagogical education, some knowledge-based learning principles are defined in the article; the author noted that they form a certain system of initial requirements, the observance of which ensure the necessary effectiveness of the educational process. Accordingly, the main principles for the proffesional training of future engineer-pedagogies in the field of food technologies on the basis of a competency approach are defined by the author as: the principle of training’s professional orientation, the principle of scientificity, the principle of systemicity and consistency, the principle of directing the learning process on the personality of the learning’s subject, the principle of consciencity and creative activity of the person in the learning process. The requirements for the engineer-pedagogies of the XXI century are also quite widely presented in the article by the author. In the author’s opinion, these requirements’ condition is the transformation of the vector of pedagogical staff’s vocational training, based on a competence-oriented approach, involving the reorientation of the educational paradigm from a predominantly broadcast of knowledge to the formation of professionally relevant skills and competences for future engineer-pedagogies in the field of food technologies.
43
Jemielnik, Joanna. "Dialogue or compromise – in search of new pedagogical relations in music education." Konteksty Kształcenia Muzycznego 6, no. 1 (10) (June 30, 2020): 85–102. http://dx.doi.org/10.5604/01.3001.0014.2351.
Full textAbstract:
The article was written based on the evaluation research conducted in one of music schools in eastern Poland, examining the quality of education in violin and piano classes. After the introduction presenting problems related to learning in an art school, the author showed the research purpose and description of the researched group, characteristics of the region and research method. The study group was asked questions concerning the quality and manner of students’ practice, methods of a teacher’s work with primary music school pupils, factors that contributed to and hampered effective instrument performance training, school relations and communication. The collected data, free statements and suggestions of students, teachers and parents, were described, categorized and confronted in the main part of the article. The comparison of opinions and voices from the three perspectives enabled to formulate conclusions on the changes undergoing in a contemporary music school, first of all – in relation to the perception of instrument performance training, methods of teachers’ and pupils’ work as well as the pupil – pedagogue – parent relation.
44
Flusser, Victor. "An ethical approach to music education." British Journal of Music Education 17, no. 1 (March 2000): 43–50. http://dx.doi.org/10.1017/s0265051700000139.
Full textAbstract:
Reflecting upon the relationship between people and music, the author is led to adopt a new position on musical education. His ideas are based on the work of the philosopher Hannah Arendt, the pedagogue and paediatrician, Janusz Korczak, and the composer R. Murray Schafer – all of whom focus upon the ‘dialogue’ of education. From Korczak is borrowed the idea of the child as ‘a present-state being’ rather than a ‘future-state being’; from Arendt the concepts of labour, work and action; and from Schafer his ‘Wolf Project’ for a musical community. On the basis of these three influences, the author advocates a ‘new manner of enacting music’ instead of ‘simply enacting new music’, basing pedagogic practice on a psycho-analytical approach to education. The pupil–teacher relationship turns on identification and projection. Teachers must nurture pupils' aesthetic choices and opinions as well as their commitment, so that ethical and aesthetic considerations can be brought together in the same musical act. Only in this way can musical education be worthwhile.
45
Asta, Balčiūnaitienė, and Teresevičienė Margarita. "Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education." Vocational Training: Research And Realities 29, no. 1 (December 1, 2018): 44–56. http://dx.doi.org/10.2478/vtrr-2018-0004.
Full textAbstract:
Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.
46
Krasnodębski, Mikołaj. "Polish realistic philosophy of the twentieth century and its educational implications." Filosofiya osvity. Philosophy of Education 27, no. 1 (August 11, 2021): 98–123. http://dx.doi.org/10.31874/2309-1606-2021-27-1-6.
Full textAbstract:
Polish Thomism has developed an original philosophy of education and pedagogy (Stefan Kunowski, Jacek Woroniecki, Feliks Wojciech Bednarski, Mieczysław Gogacz and others), which correspond to particular varieties of this philosophy. In traditional thomism emphasis is placed on education of virtue. In exsistential Thomism philosophers focus on “becoming a man”, to achieve full humanity, and in consistent Thomism philosophers focus on the effect of education and the issues of personal relationships and standards of education. Thomistic Pedagogy is the study of the choices in the principles of education. That’s why M. Gogacz believes that „there is only the philosophical education”. On the basis of recent studies in this field I carried away the impression that classic division designated by Plato's philosophy (idealism) and Aristotle (realism), can also be adopted for the purposes in the classification of education and upbringing theory. Through the analysis on idealistic and realistic anthropology and ethics I have attempted to show that a realistic paideia is still current and should be re-read. Novelty of this work is to "enter" the existing among pedagogues and philosophers standards of education into a specified philosophy of esse and resulting from it philosophy of man and ethics focused on protecting people and the theory of speech of the heart (sermo cordis). In my opinion, this is an innovative approach to the education and philosophy of education, and pedagogical implications arising from the so-understood recognition of man, his cognition and behavior may prove to befruitful on the pedagogical and educational level. All that is required by realism at the level of education are proper arrangements among educational strategies and the determination of who is a man.
47
Gudeliauske, Gintare. "INTELLECTUAL HUMILITY AS STRENGHT IN THE PROCESSES OF THE FORMATION AND DEVELOPMENT OF KNOWLEDGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 187. http://dx.doi.org/10.17770/sie2020vol3.4928.
Full textAbstract:
The aim of the research: To describe the intellectual humility of a teacher as strength in the processes of forming and developing knowledge. Intellectual virtues presuppose the objective of deep, factual perception with a possibility to make mistakes. A lot of pedagogues lack the activities important for virtues without dependence on mood or similar supporting means (the total level of virtue). A teacher who distinguishes with intellectual humility, who belongs to the virtues of the first range (the initiation of learning process and its guiding towards the right direction) and has connection with other intellectual virtues, aims for coordinated learning relationship where the sense of equality is present, as well as broaden perspective, distinguishes with flexibility while re-considering convictions, fear which is felt by an intellectually humble person when he/she misses information or something is not understood. An intellectually humble teacher, developing his/her knowledge, distinguishes with the constant pursuit for development, ability to self-evaluate strengths and weaknesses, seeing relationship with others as perspective for development The definition of intellectual humility is usually related with the recognition that your convictions and opinions can be wrong. This virtue is concerned with the strengths of a teacher. Being an intellectually humble person opens possibilities to the independence of a learner while forming or developing knowledge and understanding. In this process the potential of colleagues is recognized, strong and weak points are firmly pointed out, intellectual arrogance is avoided. This presupposes more possibilities for the change of learning both to a learner and the one dependant on him/her.
48
Gautam, Pitamber. "Writing Skill: An Instructional Overview." Journal of NELTA Gandaki 2 (December 8, 2019): 74–90. http://dx.doi.org/10.3126/jong.v2i0.26605.
Full textAbstract:
Writing skill is a product of ingenuity carved through knowledge, learning, creativity and intellectual uprightness. An individual with sound writing skills is regarded high in dignity and receives elevated opportunities everywhere in competitive examinations, job opportunities, promotions and social services. Regarding the discipline of teaching and learning a language, proficiency in writing skill deserves an irrelative significance. In spite of being an unsurmountably significant skill, numerous learners and pedagogues still seem to be bewildering for specifying the actual crux of theoretical knowledge and pedagogical procedures of writing in a compact document. In order to bridge up this goal, this study attempts to open some pertinent horizons in terms of its objectives, approaches, types, components and cannons for evaluation through document analysis method, a major component of qualitative research design. Fairly a large number of document based views, ideas, opinions, definitions, approaches and guidelines have been analyzed critically. Obviously, the resources covered in the review, results and discussion section would prove to be reliable sources for the prospective learners and researchers. The study concludes that the teachers and syllabus designers have to keep themselves up-to-date with process based current approaches, methods and techniques alongside their theoretical and practical foundations. The most noteworthy insight drawn is that there are not any specific methods and techniques comprehensive enough to capture all the facets of teaching writing skill. Therefore, the teacher has to select and implement the best ones from a wide range of methods and techniques eclectically by musing on the classroom stakeholders deeply.
49
Sylaj, Vlora. "Welcoming families by school – important factors for cooperation between school and family to prevent violence among students." South East European University Review 9, no. 1 (September 1, 2013): 79–89. http://dx.doi.org/10.2478/seeur-2013-0007.
Full textAbstract:
Abstract This article aims to contribute to the growing interest and consideration for the importance of the welcoming family of schools to prevent violence among students. This study reflects upon the importance of qualitative collaboration, namely to enrich the public opinion with the valuable information about the cooperation between school and family. The purpose of this article is to ascertain whether it affects the level of contacts between school and family for preventing violence among students by family welcoming at school.This study used quantitative method and aims to find answers to the following questions: What are the forms of violence among students in school? What are its dimensions? What are the reasons? What impact has the use of violence? What attitudes are being held towards violence? Are there school programs that deal directly with the study, prevention, rehabilitation? At what level is welcomed by the family of schools for prevention of violence among students. Research hypothesis: The level of contacts between the school and families affected by the welcoming family at school. We have included 400 teachers and 400 parents from rural areas in this study, as well as 300 teachers and 300 parents of fourth classes’ from the urban areas. Were made 98 interviews with parents and 97 with the teachers. 97 pupils are involved in focus groop. They come from the various city schools in Kosovo. Systematic sample was randomly selected, and we have compiled the questionnaire. A team of pedagogues, who have been previously trained to use this questionnaire, took attitudes of both subjects. Data were analyzed by SPSS 20 program. The study has reached some findings and conclusions. Participants' responses indicate that the level of contact between the school and families for preventing violence among students is affected by the factor family welcoming at school.
50
Haromszeki, Łukasz, and Piotr Jarco. "Educational Leaders and Their Qualities from the Followers’ Perspective." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 77–96. http://dx.doi.org/10.1515/joim-2017-0022.
Full textAbstract:
AbstractObjective: The article deals with the question of educational leadership and the understanding of that notion. That problem is relevant in the discussions on contemporary education, which is demonstrated by numerous publications concerning such areas as pedagogy, sociology of education or management. The attributes ascribed to an educational leader (personality traits, attitudes, values, etc.) are varied and arise from different experience of the authors and the applied research perspectives. The article presents the results of studies describing the characteristics of an ideal educational leader.Methodology: The aim of the presented studies was to attempt to identify the set of traits ascribed to a contemporary educational leader and determine to what extent the respondents identify those traits as the ones they themselves possess. The studies have been based on the opinions and experience of the participants in the education system in Poland – graduates of senior secondary schools (2017). As the analysis of relevant literature on the subject does not allow one to present a uniform set of qualities of an ideal educational leader, the authors of the presented studies have selected 34 traits that are most frequently mentioned in scientific papers. Subsequently, during the first stage of the studies, a group of 22 experts was asked to select 17 descriptive categories (half of the presented set) that, in their view, most accurately describe an ideal educational leader. Afterwards, a sample of 108 respondents (graduates) was provided with a survey questionnaire where, using a five-point Likert scale, the participants evaluated the occurrence of a given trait/quality in the following contexts: A pedagogue – an ideal leader; A pedagogue – a leader from the past; Self-assessment with respect to a degree of possession of the listed qualities. The studies were conducted in Google Forms technology with the randomisation of all the studied qualities of a leader for each of the questions and each of the respondents. The constructed non-random purposive sample consisted of the graduates of general education, technical and vocational senior secondary schools from cities with population exceeding 500,000 inhabitants. Men constituted 27.8% of the sample.Findings: According to the respondents, the key traits in this case (a pedagogue – an ideal leader) included the ability to motivate others, psychological and pedagogical sensitivity and being a moral authority. The results relating to the educational leader from the past show a slightly different order of the key qualities resulting from the respondents’ own experience. The first place was taken by high intellectual capabilities. It was followed by the ability to motivate others and being a moral authority. When conducting self-assessment with respect to the listed leadership qualities, the participants indicated that the qualities they possessed to the greatest degree included psychological and pedagogical sensitivity, the ability to interpret other people’s expectations and the ability to plan the necessary changes. The achieved results also show that the averaged ( ) self-assessment regarding the degree of possession of all the leadership qualities in comparison to the qualities ascribed to an ideal leader is lower by 21.97%. At the stage of designing the studies, it may have been expected that more significant differences would be revealed between the imagined ideal type of a leader and the self-assessment of the graduates with respect to leadership predisposition/qualities.Value Added: In summary, the applied quantitative method of measurement allows one to confirm the accuracy of the set of leadership qualities determined on the basis of the relevant literature on the subject. According to the opinions of the graduates taking part in the study (former participants of leadership relationships), it correctly describes an educational leader. That knowledge may have practical application, especially in the conscious building of leadership in the educational environment. This is because it may be assumed that the stronger the correspondence of the set of qualities of an educational leader with the expectations of the followers, the better the chance for the creation of an effective leadership relationship.Recommendations: The perspective of the “followers” who have their own individual experience with respect to relationships with “educational leaders” seems to be worth exploring further. The analysis of available publications on the subject in question gives grounds for posing a question to what extent the postulated image of the educational leader has any empirical foundations and to what degree it is rather a speculation or intuition of numerous authors.