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1
Gruzdev, Mikhail V., Irina Y. Tarkhanova, and Inga G. Kharisova. "Analysis of value-sense orientations of students in psychological and pedagogical classes." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 8–17. http://dx.doi.org/10.20323/1813-145x-2021-5-122-8-17.
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The relevance of the problem chosen for study by the authors of the article is due to the importance of implementing the principles of steadiness and continuity in the training of pedagogical personnel. The article resolves the contradiction between the social order to create a single educational space for the training of teachers and the lack of targeted guidelines for each stage, taking into account the professionally significant qualities, meanings and values of students. The purpose of the article is a comparative analysis of the value-meaning guidelines of future teachers’ professional pedagogical activity at the stage of pre-professional training. The methodological basis of the study was the provisions of the value-sense approach and the concept of systemogenesis, which determine personal meanings as fundamental guidelines for pedagogical activity, which have a key influence on its goals, content and means of implementation. Basing on methods of analysis of professional and educational standards that regulate the basic guidelines for professional pedagogical activity and determine the requirements for the teacher's general professional competencies, the authors formed a list of values that determine the value-meaning component of pedagogical activity and key guidelines for the pedagogical profession. With the help of a questionnaire developed by the authors and a modified MAST test, empirical data were collected and processed using methods of primary descriptive statistics, correlation, system-structural, factor analysis. The analysis of empirical data revealed a number of trends in the formation of a system of value orientations of future teachers. It was determined that at the professional stage, the value system is focused mainly on values and knowledge that characterize the professional activities of the teacher. The article broadcasts scientific results that provide the basis for a new research and development of mechanisms to ensure the continuity of pedagogical education at all its levels. The conclusions outlined in the article set a single methodological basis for synchronizing the results of pedagogical education at the level of pre-professional, non-university and higher pedagogical education.
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Orlov, Aleksandr Andreevich. "Value and sense up to date pedagogical education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2020): 3–20. http://dx.doi.org/10.51314/2073-2635-2020-1-3-20.
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The article examines the reasons for the low effectiveness of the results of modernization of the national pedagogical education. It offers a dialogue approach to the design of the processes of updating the pedagogical education based on the study of the needs of real educational practice, as well as the analysis of risks and actions in the professional activity and personal development of the modern teacher. An attempt has been made to defne the core values, social and personal meanings of updating the goals, content and technologies of vocational education of modern educators. The impact of the digitalization of society and the education system on changes in the content and technologies of teaching and educating the future teacher is shown. The results of the local study of the readiness of young teachers to work with schoolchildren of the IG generation are described.
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Урженко, Наталья, Natalia Urzhenko, Ольга Угольникова, Olga Ugolnikova, Елена Шварцкопф, and Elena Shvartskopf. "Modeling of the Fundamentals of the Educational Process: Traditional and Innovative Aspects." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 1 (March 29, 2019): 15–20. http://dx.doi.org/10.21603/2542-1840-2019-3-1-15-20.
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The paper presents the specifics and products of the development of pedagogical modeling as a method of optimizing the quality of activity of a PE teacher and coach. The educational and training process in the structure of determination and visualization of traditional and innovative constructs and technologies of pedagogical activity of the trainer is determined in three traditionally allocated directions (wide, narrow, and local sense) and three innovatively allocated directions (adaptive-acmepedagogic, functional-labor, and personified-multicultural sense / approach). The presented possibilities of using pedagogical modeling in detailing the quality of the training process are determined by the situational and systematic methods of determining and solving problems of personal development by means of physical culture and sports. Refined definitions and products of pedagogical modeling in pedagogy of physical culture and sport determine the prospects of training future teachers of physical culture and coaches in the chosen sport. The bases of realization of ideas of traditional and innovative productive search define all successfully realized pedagogical conditions of modeling of bases of educational and training process. The quality of determination and realization of pedagogical conditions of modeling the basics of the training process is the object and product of the solved in the work of the task. Modern technologies of pedagogical modeling guarantee improvement of quality of productive formation of the personality of a future PE teacher and coach in specification and the solution of problems of development of the personality and system of education, physical culture and sports.
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Halian, Ihor, Ihor Popovych, Yurii Nesin, Yurii Zavatskyi, Iryna Vashchenko, Oksana Muliar, and Andrey Marchenko. "Experimental Research of the Sense-Value Regulation of Future Teachers in Academic and Professional Activity." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (December 14, 2021): 509–23. http://dx.doi.org/10.18662/rrem/13.4/495.
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The research is psychological-pedagogical experiment with factor analysis of value-sense meaningful parameters, preferences, expectations of future teachers (N = 140). The aim is to study the psychological rich in content features of formation of the value-sense sphere of future teachers. Values, while forming in the life experience of the individual, determinate the purpose-oriented and motivational program of behavior and provide sensory regulation of life activity. Personal sense, as a subject determinant, defines the effectiveness of professional activity. The development of system of values and senses is determined by rich in content process, the involvement of students in various types of social activities and purposeful impact by training facilities. Research methods: psychological and pedagogical experiment, standardized tests, factor analysis. The structure of value and sense regulation is determined. The forming stage provided changes in the experimental group (N = 17) from values oriented on social perception to values of personal and professional development. In the control group (N = 19), the dominance of personal comfort values was recorded. Compared to the ascertaining stage, the values of personal- professional development has emerged. The results obtained can be useful to stakeholders, leaders of educational institutions, researchers of self-regulation, axiogenesis, life creation and personality expectations.
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Курнишев, Юрій, Тарас Палагнюк, Олена Гауряк, and Микола Осадець. "FORMATION OF THE READINESS OF FUTURE TEACHERS OF PHYSICAL CULTURE FOR PROFESSIONAL ACTIVITY." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 125–30. http://dx.doi.org/10.32835/2223-5752.2019.18.125-130.
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The theoretical study reveals professional training as a dynamic process in which the goals of education and the formation of competencies, application of the received social experience are realized. In this aspect, education involves the creation of a holistic system of lifelong learning, development and upbringing of a person that provides training in various spheres of educational activity in accordance with the educational needs of the subjects of the pedagogical process.
The training of the specialist, in particular a teacher, has its own peculiarities depending on the chosen specialty. Therefore, it is appropriate to consider the peculiarities of the preparation of the future teacher of physical culture at the pedagogical institution of higher education.
The contents of the preparation of the teacher of physical culture for professional activity in a comprehensive educational institution, that is, the implementation of the holistic pedagogical process of upbringing the physical culture of the person, is based on the expanded interpretation of the content of pedagogical education.
In the structure of readiness for the professional activity of the future teacher of physical education, we distinguish the motivational, theoretical and practical-creative components, each of which has specific target functions and in this sense relatively independent. This structure of the components of professional preparedness provides its containing basis, which determines the possibility of implementing various types of vocational and pedagogical activities in full.
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Likhacheva, Elena Andreevna. "FEATURES OF VALUE AND SENSE ATTITUDES TO EDUCATIONAL ACTIVITIES IN FUTURE TEACHERS." Психология. Психофизиология 13, no. 4 (January 11, 2021): 58–67. http://dx.doi.org/10.14529/jpps200407.
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Background: At the moment, in educational psychology, questions of training future teachers remain relevant. The same is for the formation of not only professional competencies but also the system of value and sense attitudes of a teacher to his/her educational activities. Aim: The paper aims to study the structure of value and sense attitudes of future teachers (on the example of university students). Materials and methods: the study involved first-year students of the South Ural State Humanitarian Pedagogical University and the Bashkir State Pedagogical University named after M. Akmullahs aged from 17 to 18 years (n = 140, 118 females and 22 males). The following psychodiagnostic methods were used: meaning-life orientations test by D.A. Leontiev; value orientations method by M. Rokich; system of vital meanings by V.Yu. Kotlyakova modified by D.S. Ermakov. Mathematical and statistical processing: descriptive statistics and factor analysis were carried out using the IBM SPSS Statistics v. 23 statistical software package. Results: the indicators of meaning-life orientations, the ranking position of terminal and instrumental values, as well as the prevailing categories of life meanings were revealed. In the structure of value and sense attitudes of future teachers, 4 factors are identified that describe the students' ability to formulate their personal meanings, correlate them with the interests of society and their future profession. Conclusion: the data obtained allow to analyze the structure of value and sense attitudes of future teachers. The peculiarity of their educational activity is closely connected with a teacher’s perception of his/her importance and value in society.
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Ševčuk, Kristina. "Nature therapy as health improving technology in the educational process of primary school." Studia Gdańskie. Wizje i rzeczywistość XIV (June 3, 2018): 93–105. http://dx.doi.org/10.5604/01.3001.0014.2528.
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The article reveals the peculiarities of nature therapy as a health-improving tech-nology in the primary school process. It is about new priorities in modern environ-mental education. In the definitive sense, nature therapy is the positive effect of natural information on the pupil in order to form an active operational and activity position and maintain his or her personal health. The article focuses on the technological aspect of the nature therapy. That is, this phenomenon is considered as a specific pedagogical technology of preservation and correction of health and activation of cognitive activity of pupils of primary classes on the principles of influence of objects of the natural envi-ronment, as a pedagogical “treatment” by means of nature in the educational process of primary school. The attention is focused on the physiological, medical, psychological and pedagogical components of the technology described. The attention is drawn to the fact that the technology of preparing the future teach-er of primary classes for the use of nature therapy in work with younger pupils on the basis of interdisciplinarity and integration, involves the formation of the system of value attitude to nature, knowledge, skills and abilities that enable students to use the means of nature therapy in the training, and subsequently in professional activity.
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Zhuk, Larisa V. "Pedagogical conditions for implementing value and sense direction of training mathematics at higher school." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 4, 2020 (2020): 80–92. http://dx.doi.org/10.31862/2218-8711-2020-4-80-92.
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The article actualizes the issue of updating the content, methods and means of teaching mathematics at the university within the sociocultural paradigm. A significant contradiction characterizing the crisis situation in the field of higher mathematical education is the mismatch between the traditional organization of the educational process and the powerful developing potential of mathematical disciplines. Being overloaded with a lot of information, altogether with its insufficiently developed anthropological, cultural-like and communicative components, mathematical education hinders the mental development of the learner’s personality in relation to such important qualities as search activity, creativity, and creative thinking. The solution to this problem can be the transformation of the cognitive-information model of learning, the introduction of pedagogical technologies that actualize the sociocultural aspect of mathematical education. The aim of the study is to develop methodological foundations for the implementation of the value-semantic orientation of teaching mathematics at the university, expressed in providing a set of pedagogical conditions related to the selection of content, determination of teaching aids and methods, ways of organizing the interaction of students and a teacher, in which students intelligently master mathematical concepts, and freely operate with them. The didactic conditions for the implementation of the value-semantic orientation of teaching mathematics at the university are: the transformation of mathematical content, expressed in learning from sociocultural experience; the psychodidactic approach, focused on building the students’ self-motivation; the use of teaching methods that provide cognitive and emotional empathy (educational mathematical discourse), the activization of productive mental activity (technology of problematic dialogue); inclusion of non-standard, creative tasks, training cases. Providing these conditions will allow to realize the humanitarian potential of mathematics, to reveal the social, practical and personal significance of the subject matter.
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Мингалеева, Милеуша Талгатовна. "EXPERIMENTAL PEDAGOGICAL ACTIVITY OF THE SCHOOL ON ECOLOGICAL AND PATRIOTIC EDUCATION OF PUPILS." Pedagogical Review, no. 1(35) (February 10, 2021): 18–23. http://dx.doi.org/10.23951/2307-6127-2021-1-18-23.
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Анализируется опыт воспитательной деятельности школы в рамках реализации экспериментальной программы эколого-патриотического воспитания. Рассмотрены основные подходы и содержание организации воспитательной работы, обозначены личностные показатели результата воспитательной работы. Представлены диагностический результат повышения показателей уровня воспитанности и модель выпускника школы в качестве результата воспитательной деятельности. В качестве основных характеристик деятельности выявлены следующие: экологическая и гражданская ответственность, интерес к этноэкологическим знаниям, отзывчивость, общественная и творческая активность. Рассмотрены результаты участия в конкурсах и олимпиадах в рамках реализации эколого-патриотической программы. The article analyzes the experience of educational activities of the school in the framework of the experimental program of ecological and patriotic education. Based on the state standard and taking into account national characteristics, the educational system of the school is aimed at developing student‘s ecological culture, patriotism, which consists of a responsible attitude to the nature of the native land, to the historical past of the Motherland, and education of civic responsibility. Environmental responsibility and civil responsibility have common tasksprotection of native nature from the harmful influence of people, preservation of monuments of the Fatherland and nature. Ecological culture-the quality of a person, the degree of moral attitude to the world around them, to nature, a sense of responsibility for the ecological state of their country, their small homeland. The experimental program is based on interdisciplinary and systematic approaches that involve: orientation to the development of personal qualities of the student, comprehensive personal development, active involvement in environmental and patriotic activity. The system-activity approach is a modern approach to the organization of the educational process, in which the student’s cognitive activity is accompanied by practical activities, and their own creative experience is acquired. The content of the organization of educational work is revealed, personal indicators of the result of educational work are indicated. To the pedagogical conditions of increase of efficiency of ecological and Patriotic education are: to integrate environmental and patriotic education, the use of ethnocultural means of education, the process of ecological and patriotic education of students involves the use of active forms and methods of educational work. The article presents the diagnostic result of improving the level of education and the model of a school graduate as a result of educational activities. The main characteristics identified are: environmental and civil responsibility, interest in ethno-ecological knowledge, responsiveness, social and creative activity. The results of participation in competitions and Olympiads within the framework of the ecological and patriotic program are considered.
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Chala, Natalia. "Pedagogical activity of John Dewey in the electronic information and bibliographic resource "Outstanding teachers of Ukraine and the world"." Вісник Книжкової палати, no. 11 (March 23, 2022): 23–28. http://dx.doi.org/10.36273/2076-9555.2020.11(292).23-28.
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The pedagogical ideas of American teacher and philosopher John Dewey in the domestic pedagogical discourse, in particular, in the fundamental scientific research of leading specialists in the field of innovative pedagogical science, lays the foundations for the civilization development of the educational system of Ukraine, in the content of which the educational paradigm of pragmatism is an effective tool for influencing the change of approaches to traditional educational practices, providing an opportunity for individual development in the modern educational system. The essence of the social and pedagogical heritage of the American philosopher, who defined learning as an active, creative process of personal development, is justified. It focuses on methodological principles of the social and educational concept of the scientist in the sense of modernization of historical education. On the basis of the study of historical sources, the leading directions of pedagogical activity of the teacher have been identified, and a comparative description of teaching methods in the traditional educational system and pedagogical theory of John Dewey has been made. The basic principles of learning (behind John Dewey) are highlighted: problems, interactivity, orientation towards personal development of students. It has been established that the idea of developing a child, according to John Dewey, should be in the interests of the child and directed to the formation of his or her progressive and active personality; focus it on identifying personal interest in acquiring new knowledge and its scope of application in one's own life. It is stated that the most important task of the teacher is to create conditions for the student's interest in obtaining new knowledge, to promote the education of active, proactive, independent and responsible people who are ready to plan, make decisions and be responsible for them. John Dewey's views have been proven to be an alternative to the traditional education System developed by the system of argument, which is based on exclusion from well-established norms of social growth, an orientation towards decision-making based on one 's own experience, which is more orderly and meaningful in content to shape the individual. It was concluded that in the context of the reform of historical education, interest in the philosophical and educational heritage of John Dewey, who proposed a model of a socially oriented school based on the development of a child, is again growing.
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Pak, L. G., and E. P. Mullova. "PREVENTION PECULIARITIES OF TEACHER PROFESSIONAL DEFORMATION IN EDUCATIONAL ORGANIZATION." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 76–82. http://dx.doi.org/10.25198/1814-6457-229-76.
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The issue of preventing professional deformation of a teacher in an educational organization arouses a stable interest on the part of science and practice in the context of improving the quality of educational services provided to students in an educational organization. The professional deformation of the teacher is considered by us as accumulated changes in the qualities of the pedagogical worker under the influence of professional activity, social (external) and individual (internal) factors that negatively affect the quality of the labor functions of the subject of pedagogical labor, building a professional-personal life prospects, ways of self-improvement and self-realization. The study of scientific literature on the problem of research allowed us to meaningfully describe the prevention of professional deformation of a teacher in an educational organization as a process of appropriately designed measures aimed at minimizing the probability of distortion of the professional and personal profile of a pedagogical worker by updating the personal potential of a specialist and the resource opportunities of the environment (school, family, society) to optimize pedagogical work, create stress tolerance, improve the quality of life, achieve professional longevity of a teacher. We are justified ways (diagnostic, psychological and pedagogical, fascinating, vocational and amkmeological) of prevention of the teacher’s deformation, which allow to reduce negative factors leading to the manifestation of destructive changes in the teacher’s personality, were analyzed. We have identified organizational concentrators for preventing professional deformation of the teacher: a value-sense concentrate (activation of the value-sense position of timely stabilization of the professional functioning of the teacher in the present and future; developing confidence in the self-effectiveness and self-control of difficult situations; the implementation of external incentives for the formation of labor motivation; creation of a creative, psychological-safe atmosphere of professional achievements); informational and informative concentrate (expansion of the teacher’s awareness range about his own resources, as well as about the resources of the micro- and macrosocium in preventing professional deformation; accumulation of ideas about ways of professional self-development, self-improvement, stress resistance, self-preservation); A proactive concentrate (integrated use of externally defined and internally conditioned resources to address behavioural risk situations in education; mastering the ways of introspection, self-regulation of the emotional-will sphere; development of skills to build constructive professional communications; promoting the professional and personal growth of a teacher).
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d'Aniello, Fabrizio. "Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro." EDUCATION SCIENCES AND SOCIETY, no. 2 (January 2020): 93–102. http://dx.doi.org/10.3280/ess2-2019oa8622.
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The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory
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Lipskiy, Vladimir N. "Aesthetic attitude to the world in the pedagogical experience of A. S. Makarenko." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 195–201. http://dx.doi.org/10.20323/1813-145x-2022-1-124-195-201.
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The experience of A. S. Makarenko in the re-educating «difficult» teenagers (a considerable part of which were essentially juvenile criminals) became the foundation in the work of teachers of many generations of educatorsboth during the USSR and in the years of new Russia, and the name of A. Makarenko stands in the line with the best teachers of the world. The article shows that one of the leading places in the educational system of Makarenko was occupied by the ability of innovative teacher to saturate all the spheres of activity of his pupils with aesthetic ingredients. Moreover, this saturation was of an organic nature, in which the functional content of any activity performed by colonists (communards) was considered in direct connection with the aesthetically beautiful. The methodological concept of perspective lines is considered in the issue of the formation of a conscious sense of aesthetic attitude to the world among the pupils of Makarenko.The fundamental role in the formation of the aesthetic culture of colonists and communards was occupied by industrial activities. During the implementation of such activities, a practical and aesthetically significant goal was put forward and in the process of achieving that goal the subject (pupil) was overcoming the difficulties that arose and thus acquired versatile knowledge and skills, thereby improved in a professional sense. After reaching the near goal, a new goal was put forward and the whole cycle was repeated again. Thus, moving along perspective lines, significant results were achieved, and the process of activity itself acquired aesthetic meaning. The place and the role of art in the formation of the aesthetic culture of pupils is analyzed. It is shown that all types of art were used by Makarenko, the teacher, to instill specific practical knowledge and skills in the educated: theatre, literature, musical, choral and fine arts. They were aimed at solving practical and educational tasks. Thus, the aesthetic attitude was embedded in the very essence of the organization of the educational system of Makarenko.
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Touriñán López, José Manuel. "Concept of education: Confluence of definition criteria, temporary formative orientation and common activity as core content of its meaning." Revista Boletín Redipe 10, no. 1 (January 1, 2021): 28–77. http://dx.doi.org/10.36260/rbr.v10i1.1160.
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In this work, the purpose is to establish the need to go beyond the nominal definition of the concept of education and justify the existence of distinctive traits of the real definition of the term ‘education’ in character and sense inherent in its meaning, which must be taken into account at all times and places, whenever we carry out pedagogical intervention.
It is about forming criteria on meaning of ‘education’ and importance of Pedagogy in the construction of education fields. Knowledge of education makes it possible to build fields of education over cultural areas, transforming information into knowledge and knowledge into education. And this requires executing pedagogical function with competence, establishing an educational relationship in which common activity is the working tool.
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Zhukovskaya, I. G., I. N. Leonov, and T. F. Vostroknutova. "REFLEXIVE TECHNIQUES AS A WAY TO CHANGE THE EDUCATIONAL MOTIVATION OF MEDICAL UNIVERSITY STUDENTS." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 1 (April 15, 2021): 120–31. http://dx.doi.org/10.35634/2412-9550-2021-31-1-120-131.
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The paper presents the results of a study of reflexive techniques impact on the educational motivation of medical university students. In the context of the implementation of the humanistic paradigm in pedagogy, the role of motivation in educational activity regulation is analyzed. Reflexion is considered by the subjects of pedagogical process as a factor of facilitation of "objectification" of needs in the context of educational activity and construction of its subjective sense. It was found that for ISMA students professional motives are dominant in educational motivation and avoidance motives are the least declared. As a result of a quasi-experiment with two non-randomized groups, the impact of reflexive techniques on educational motivation was assessed. The techniques made it possible to keep the structure of educational motivation unchanged in the experimental group, while in the control group a decrease in professional motives and an increase in communicative motives were found.
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Zinkevich, Elena Romanovna. "To the problem of the organization of independent study of students in medical school (on the example of the network project)." Pediatrician (St. Petersburg) 6, no. 2 (June 15, 2015): 109–13. http://dx.doi.org/10.17816/ped62109-113.
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In article the problem of the organization of independent work of students is considered. From the basic pedagogical point of view, independent study is such type of educational activity at which a certain level of independence of a student in all its structural components is supposed - from statement of the purpose to the control, the self-control and correction which carries out gradual transition from performance of the elementary types of work to more difficult ones, having exploratory nature. From the point of view of the author, independent study of students is a development tool of their cognitive interests and abilities, formations of special abilities for continuous self-education. In the article such conditions of the organization of independent study of students are described: mastery of the methods of organization and reflection of own educational cognitive activity; existence of necessary educational and methodical and special literature; scientific-methodical and information-methodical support of this type of educational activity, etc. The organization of independent work of students is possible on the basis of design training. Design training assumes creation of a process of assimilation of knowledge in the logic of an integrated approach to educational cognitive activity of students which has to make for them personal sense. The author considers the network educational project as one of the ways of the organization of independent work of students. In this connection, functions of the network educational project, conditions of its organization and the didactic requirements imposed to its organization are described. The option of the organization of independent work of students within the network educational project is offered on the example of the educational discipline “Pedagogical psychology”.
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Pires Vargas Bolzan, Doris, Silvia Maria De Aguiar Isaia, and Adriana Moreira da Rocha Maciel. "Teacher’s formation: the construction of teaching and pedagogical activity in Higher Education." Revista Diálogo Educacional 13, no. 38 (July 11, 2013): 49. http://dx.doi.org/10.7213/dialogo.educ.7625.
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This article has been produced from an investigative network which is linked to the interlocution between research groups in relation to the studies they develop. GPFOPE, GTFORMA and KOSMOS groups, in quest of contributing for the area of teacher formation, have produced contributions for implementing and improving educational and institutional policies, seeking the qualification of classroom and distance learning courses. The purpose of this reflection is to offer alternatives to rethink the formation processes promoted by the IES and their repercussion in the organization of the pedagogical activities they develop. In this sense, we consider that the focus of teacher formation cannot be restrict to thinking and discussing the organization of teaching and its divisions but, most of all, it is to mobilize the subjects to continue learning in the different contexts of activity. This includes reflecting upon and about the pedagogical practice, understanding the problems within the teaching, analyzing curriculums, recognizing the influence of the didactic materials in the pedagogical choices, socializing the constructions and experiences exchange in order to advance in direction to new learning, within a constant exercise of reflexive, collaborative and collective practice. It is about a process that is characterized by tensions and challenges in unknown contexts in which the trainers seek professional balance. So that it happens, teachers need to be conscious that they are subjects in permanent evolution and professional development of teachers.
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Yaroshenko, Olga. "SCIENTIFIC AND PEDAGOGICAL POTENTIAL OF UNIVERSITY AS A SUBJECT OF SCIENTIFIC DISCOURSE." Continuing Professional Education: Theory and Practice, no. 2 (2020): 7–13. http://dx.doi.org/10.28925/1609-8595.2020.2.1.
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The results of the analysis of the scientific works that directly or indirectly reveal the content of the concept of «scientific and pedagogical potential of university» are presented. Attention is focused on the features, properties and relationships of this pedagogical phenomenon described by different authors. According to the results of the analysis, it is concluded that this concept is in the process of shaping, so there is no terminological unity in relation to it. The analysis did not reveal the characteristics of the scientific and pedagogical potential of University as a system with certain elements and connections. The authors use the terms «scientific and pedagogical potential of higher education institutions», «scientific and pedagogical potential of higher education», «scientific and pedagogical personnel potential» as synonyms in various contexts. However, most of the authors describe scientific, personnel (pedagogical), and innovative potentials separately. Therefore, shaping the concept of «scientific and pedagogical potential of University» becomes relevant both in the scientific and practical sense. On the basis of the main tasks of institutions of higher education specified by Law of Ukraine «On Higher Education», it is concluded that the scientific-pedagogical potential of University, in addition to the mentioned constituents, is characterized by educational and research environment, resources and opportunities provided there. In shaping a comprehensive concept of «scientific and pedagogical potential of University», all of them should be taken into account. The features and characteristics identified during the research that are directly related to the scientific and pedagogical potential of University, the mission of universities as educational and scientific centers allowed us to build a construct of the concept under study. At the institutional level, its components are represented by University’s human resources; material, technical and information resources for teaching, training and research; by a network of structural divisions that provide training applicants for higher education as well as research activities of scientific – pedagogical workers; educational and managerial innovations; the volume and level of scientific results and educational services; channels and mechanisms of internal and external communication; the results of integration into the world educational and scientific space; and the activity of subjects of the educational process. We do not consider the concept of scientific and pedagogical potential to be the only and exhaustive one. However, the resources, characteristics, and indicators taken as a basis will contribute to further shaping the concept under study. It is predicted that the process of shaping the concept of «scientific and pedagogical potential of University» will continue with the participation of the general scientific community.
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Tsarkova, Eugenia, and Aleksandr Antonovskiy. "E-learning as a modern format of educational activity." Applied psychology and pedagogy 7, no. 1 (January 14, 2022): 39–50. http://dx.doi.org/10.12737/2500-0543-2022-7-1-39-50.
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Based on the analysis of Russian literature, the article considers e-learning as a modern format of educational activity, as a modern pedagogical technology. The role of digital transformation of education is emphasized, which involves constant updating of the content of education and planned learning outcomes, methods, means and control of educational activities in a dynamically developing digital information and educational environment. The use of new types of educational activities based on the interpenetration of already traditional teaching models and modern digital technologies contributes to the quality training of students. Taking into account the prevailing factors, the most effective in this regard is the creation and use of educational e-courses, the active introduction of e-learning into the professional training of specialists. The implementation of educational activities based on e-learning is accompanied by a specially created information and educational environment, which takes over the provision of training through the use of information and communication technologies, network services for the development of educational programs. Electronic educational resources are presented in electronic form and include a certain structure, the main subject content and output data. Thanks to electronic resources, information interaction between participants in educational relations is ensured, the quality of formed competencies and the knowledge of information culture among students increases. The active introduction of e-learning requires not only the psychological and professional preparedness of all participants in the educational distance learning process, but also its theoretical development and methodological support. The development of e-learning stimulates the need for the formation of professional competencies among teachers for successful activities in the electronic information and educational environment. Electronic educational technologies make it possible to complement and expand existing forms of educational communication, and in this sense, the use of e-learning in education today is not only the use of information technologies and digital solutions in the interaction of the teacher and students, but also defines a new format of teaching.
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Hermansson, Carina, and Tomas Saar. "Nomadic writing1 in early childhood education." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 426–43. http://dx.doi.org/10.1177/1468798417712341.
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This article explores how the processes of writing and writers emerge and transform in two examples of Swedish early childhood educational writing practices. Students’ writing is a multifaceted activity involving a myriad of interconnected elements; however, to make sense of what is going on, more knowledge is needed about the connectivity, the movement and the unpredictability inherent in these activities. Taking a posthuman and nomadic perspective, the article studies how text and writer are co-constituted through the interrelations between human elements and non-human elements. The article concludes that conceptualizing writing as nomadic provides a way to view young children's educational writing as sites of experimentation, thus guiding the pedagogical attention to the productive potential of the writing situation.
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Kolchina, Anastasia Andreevna, and Victoria Sergeevna Pusvatset. "Pedagogical Conditions Aimed to Involve the Blind and Visually Impaired Students into School Extracurricular Activities." Development of education 4, no. 4 (December 24, 2021): 10–16. http://dx.doi.org/10.31483/r-100671.
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The basic problem of the visually impaired students’ integration into different spheres of public life through educational practices is considered in this scientific article. The purpose of the work is designing of specially organized pedagogical conditions for disabled students’ involvement into extracurricular activities. Key issues of the maintain of the school extracurricular activities are identified, basic examples of school activities in the frame of Federal State Educational Standards are presented. Special pedagogical conditions are usually identified after having studied the students’ readiness for creative activity, their participation in the school events, after having penetrated into the students’ problems and preferences. The article involves results of the research held on a bias of Grot boarding school. 215 students of the 5th–12th grades participated. These special conditions should help to the involvement of the disabled students into educational process, the main goal of which is upbringing of a harmoniously developed and socially responsible person. A set of the best pedagogical conditions is proposed in the article. The development of mixed aged communities at school and providing pedagogical assistance in their productive work is analyzed. The content of the school community activities is often connected with the solution of the participants’ personally important problems. There’s sense in the students’ being involved into working out and discussing a plan of extracurricular activities, it’s vitally important to support and initiate their ideas. It’s necessary to make a spectrum of different methods of education work wider and to involve students to design them. Development of the teachers’ professional competence and building relationships with the students on a bias of human values are urgent for the successful solution of educators’ tasks. The article concludes that the proposed set of pedagogical conditions will contribute to the successful socialization of schoolchildren and the development of their life competencies.
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Fedorova, Nataliya. "CHARACTERISTIC OF FACTORS THAT INFLUENCE THE FORMATION OF THE HUMANISTIC PEDAGOGICAL POSITION OF FUTURE SPEECH THERAPISTS." EUREKA: Social and Humanities 5 (September 30, 2019): 52–60. http://dx.doi.org/10.21303/2504-5571.2019.001010.
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The article analyzes factors that influence the formation of the humanistic pedagogical position of future speech therapists, understood as a personal phenomenon that integrates values and senses of pedagogical activity of the humanistic directionality. The research characterizes internal and external factors of the formation of the humanistic pedagogical position of future speech therapists. Important internal factors of the formation of the humanistic pedagogical position of future specialists are: • Self-consciousness – adequate self-estimation, axiological self-attitude, reflection as an ability to understand own peculiarities, report to yourself about other’s understanding of them, to form own behavior taking into account probable reactions of important people; • Personal experience – understood as cognition results, accumulated by studied people, based on their sensual practical comprehension at the educational process, in the educational environment and in the wide life context. External factors are educational process and environment, external as to the subjective humanistic pedagogical position of a future specialist: • Attitude to the problem of the formation of the aforementioned position in future speech therapists by teachers of basic educational institutions; • Content filling of curriculums, guiding teaching general and special disciplines for this category of specialists. The professional activity of a speech therapist is a complex of interconnected processes, depending on numerous and diverse factors – internal and external ones. Internal and external factors are analyzed, strong and weak sides of the organization of the educational process and environment under traditional learning conditions that brake the process of formation of the humanistic pedagogical position of future speech therapists are determined, the analysis of an influence of contents of learning programs of the disciplines “Special education. Speech therapy” that determine a strategy and tactics of their teaching was made.
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Козырева, Ольга Анатольевна. "THEORETIZATION AND PEDAGOGICAL MODELING IN THE PROFESSIONAL ACTIVITY OF A TEACHER AND SCIENTIFIC-PEDAGOGICAL WORKER." Pedagogical Review, no. 3(37) (June 9, 2021): 86–98. http://dx.doi.org/10.23951/2307-6127-2021-3-86-98.
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Охарактеризован выбор и описываемый процесс изучения и системного обобщения возможностей теоретизации и педагогического моделирования в профессиональной деятельности учителя и научно-педагогического работника. Анализируются общие, частно-предметные и частно-специальные составляющие педагогического моделирования, дидактической и научной теоретизации, представленное и системно уточненное в теории профессионального и педагогического знания направление служит основой для эффективного уточнения, коррекции и управления качеством решения задач развития личности в возрастообразной деятельности. В педагогической науке и практике выбор методов и технологий научной теоретизации и педагогического моделирования обусловлен развитием личности и общества, своевременностью уточнения условий научного поиска и уровнем решения задач обеспечения продуктивности и конкурентоспособности в профессионально-образовательных отношениях, данная возможность на базовом уровне теоретизации раскрыта через детерминацию основных понятий (теоретизация, педагогическое моделирование), выделение изучаемых и описываемых составляющих основных понятий (функции, принципы), отображение продуктов, связанных с осуществляемыми в профессиональной деятельности процессами (типология моделей, педагогические условия). Представлены системно теоретизируемые основы, перспективы и результаты создания нового дидактического и нового научного знания методом педагогического моделирования, уточнение и практико-ориентированное построение которых отражено в описании целостного понимания значимости выделенного направления научного поиска и научной деятельности. Специфика научного поиска и продуктов исследования отражена и раскрыта через методологическое решение научно-педагогических задач (использование адаптивно-продуктивного, репродуктивно-продуктивного, креативно-продуктивного подходов). Целостность и объективность теоретизации и педагогического моделирования в профессиональной деятельности учителя и научно-педагогического работника проиллюстрирована в нелинейном, согласованном использовании составляющих классической и инновационной педагогики (целеполагание, функциональная гибкость, продуктивная устойчивость, смыслообразование, точность, современность обновления генерируемых и реализуемых возможностей профессиональной деятельности). The choice and the described process of studying and systemic generalization of the possibilities of theorizing and pedagogical modeling in the professional activity of a teacher and a scientific-pedagogical worker are characterized. The general, specific-subject and private-special components of pedagogical modeling, didactic and scientific theorization are analyzed, the direction presented and systematically refined in the theory of professional and pedagogical knowledge serves as the basis for effective clarification, correction and quality management of solving problems of personality development in age-related activities. In pedagogical science and practice, the choice of methods and technologies of scientific theorization and pedagogical modeling is due to the development of the individual and society, the timeliness of specifying the conditions of scientific research and the level of solving problems of ensuring productivity and competitiveness in professional and educational relations, this opportunity at the basic level of theorization is revealed through the determination of basic concepts (theorizing, pedagogical modeling), highlighting the studied and described components of the basic concepts (functions, principles), displaying products related to the processes carried out in professional activity (typology of models, pedagogical conditions). The systematic theorized foundations, prospects and results of creating new didactic and new scientific knowledge by the method of pedagogical modeling are presented, the refinement and practice-oriented construction of which is reflected in the description of a holistic understanding of the significance of the selected direction of scientific research and scientific activity. The specificity of scientific research and research products is reflected and disclosed through the methodological solution of scientific and pedagogical problems (the use of adaptive-productive, reproductive-productive, creative-productive approaches). The integrity and objectivity of theorization and pedagogical modeling in the professional activity of a teacher and a scientific-pedagogical worker is illustrated in the nonlinear, coordinated use of the components of classical and innovative pedagogy (goal-setting, functional flexibility, productive stability, sense formation, accuracy, modernity of updating the generated and realized opportunities of professional activity).
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Zadil’s’ka, Halyna. "Cooperative learning as one of the вasic pedagogocal technologies in language communicative competence formation of university students of linguistic departments." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 129–32. http://dx.doi.org/10.36550/2415-7988-2020-1-189-129-132.
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The notion of pedagogical technology «cooperative learning» as the effective innovative educational technology is analysed. The attention is concentrated on the interpretation peculiarities of this technology as the constituent of the learner-centered approach in teaching English to university students of linguistic departments. The author examines the issue of technology of students’ cooperation in the modern aspect of education with the creation of new learning technologies. Application of interactive forms and methods of teaching in the educational process promotes the formation of skills and abilities of university students, their active interaction, development of values, creation an atmosphere of cooperation. The author concludes that the development of new forms of learning that facilitate students’ integration into the educational process, the emergence of general educational skills, search of personal sense of activity, mastering a variety of social roles promote self-knowledge and formation of personal traits of readiness to create solutions and communicate fluently. Modern pedagogical technologies are of great necessity in training the skilful teacher. Such technologies must be integrated in the traditional teaching process. Cooperative learning is the contraversion to traditional system of teaching. Instead of domination in explanative and illustrative type of teaching and only students’ reproductive activity, cooperative learning assures more communication, hence the great motivation of students’ studying the definite foreign language and approving their skills in any difficult situation that is the preference in self-education and self-development. Cooperation is the sourse of unconscious help within the working group. Thus the students sustain each other motivating the realization of the necessary common result. The learner-centered approach is concentrated mainly on activity realization and leads to practicing foreign language more than individual reproducting the lexical and grammatical units. Therefore it is more effective and presupposes great results in language studying.
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Боева, Ольга, Ol'ga Boeva, Татьяна Мальцева, Tatyana Maltseva, Дагвадорж Нямтулга, and Dagvadorzh Nyamtulga. "Pedagogical culture of the head of the body of internal affairs Mongolia and the ways of its formation." Applied psychology and pedagogy 4, no. 2 (June 28, 2019): 124–40. http://dx.doi.org/10.12737/article_5d15080a7a6550.80966189.
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The object of the study, which formed the basis of the article, is the pedagogical culture of the head of the internal affairs agencies, while the subject is the ways of forming the pedagogical culture of the head of the internal affairs agencies. As the goal of the study, the authors see the definition of ways to effectively form a pedagogical culture of heads of internal affairs forces. The research method was the following: the method of expert assessments and the analysis of the results of the pedagogical activity of the heads of the internal affairs forces of Mongolia. The sphere of the general culture of a leader, as a citizen of his country and a person, contains his spiritual and material values. In addition, it is possible to include in this area also methods for the implementation of pedagogical activities that are necessary for society to socialize the individual and ensure the historical process of generational change. That is, the essence of the pedagogical culture of the head of the internal affairs forces is somewhat wider than the sphere of educational activities. Accordingly, during the process of forming the pedagogical culture of the head of the internal affairs forces, a new level of its general culture is being formed, such universal human qualities as spirituality, mercy, a sense of social justice, respect for human dignity, conscience, etc. are being formed. The research results are aimed at improving the efficiency of the existing pedagogical system and activates the process of improving the formation of pedagogical culture among the heads of the internal affairs forces of Mongolia.
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Akhtyrskiy, A. A., and N. V. Tyumaseva. "Features of Labor Motivation of Pedagogical Workers." Sociology and Law, no. 2 (July 18, 2020): 51–61. http://dx.doi.org/10.35854/2219-6242-2020-2-51-61.
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We accept an attempt to scientifically comprehend the role of social ties in the professional activities of teachers in orphanages. The article discusses the scientific views on the concept of labor motivation of teachers, affecting their professional practice. The results of international and all-Russian studies of the labor motivation of teachers are compared. Based on the results of a sociological study, the distinctive features of the labor motivation of teachers of orphanages are described: teachers of orphanages are prone to such positive and hedonistic meanings as the brightness of life, altruism, focus on friendly relations in a team, justice and honesty, orientation towards harmony with people through life and with children in professional activities. In particular, on the basis of correlation analysis, a positive relationship was determined between the sense of justice of teachers and their satisfaction with relations with the administration (r = 0.76). The satisfaction of teachers with relations with colleagues and the administration and their development will be affected by the awareness of the institution’s overall mission (r = 0.75) by the employees of the orphanage. Based on social assessments of teachers, the problematic aspects of applying motivational mechanisms based on incentives in the centers for promoting family education have been identified. Based on the analysis of scientific articles and social assessments of young educators, factors are identified that affect their activity and commitment to the goals of a social institution. As shown by the results of a survey of teachers of orphanages, 50 % of respondents under the age of 30 years and teaching experience of up to 10 years, think about how to change jobs. The article will be useful for the leaders of educational and social institutions, as well as researchers involved in this problem.
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Землянская, А. П. "Diagnostics of a teenager's civic activity." Management of Education, no. 3 (May 30, 2021): 277–86. http://dx.doi.org/10.25726/k9572-2580-2592-t.
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Вопросы формирования гражданских качеств, активной гражданской позиции современной учащейся молодежи приобретают особую значимость в отношении воспитанников, обучающихся в учреждениях интернатного типа. Специфика указанного воспитательного процесса связана с особенностями воспитанников школ-интернатов и среды учебного заведения. Противоречие между объективной потребностью современного общества в молодых людях с высоким уровнем чувства патриотизма, преданности Родине и одновременно чувством принадлежности к мировому сообществу обусловили необходимость определения и обоснования педагогических условий формирования гражданских качеств воспитанников интернатных учреждений. На современном этапе развития демократического правового общества особую актуальность приобретает формирование у молодого поколения ответственной гражданской позиции. Основываясь на теоретических принципах гражданского воспитания в процессе нашей научно-исследовательской работы раскрыты особенности формирования ответственной гражданской позиции школьников. Основная работа будет связана с подростками и будет заключаться в подготовке молодой личности к жизни в демократическом обществе, признании и принятии ценностей, которые являются определяющими для общества, реализации личностных ценностей, собственных прав, свобод и обязанностей, способности к социальному взаимодействию в соответствии с моделью организации Социально-педагогического сопровождения детей, которая будет разработана. The issues of the formation of civic qualities, active citizenship of modern students are of particular importance in relation to pupils studying in residential institutions. The specifics of this educational process are related to the characteristics of the pupils of boarding schools and the environment of the educational institution. The contradiction between the objective need of modern society for young people with a high level of patriotism, loyalty to the Motherland and at the same time a sense of belonging to the world community has led to the need to determine and justify the pedagogical conditions for the formation of civic qualities of boarding school students. At the present stage of the development of a democratic legal society, the formation of a responsible civil position among the young generation is of particular relevance. Based on the theoretical principles of civic education in the course of our research work, the features of the formation of a responsible civic position of schoolchildren are revealed. The main work will be related to adolescents and will consist in preparing a young person for life in a democratic society, recognizing and accepting the values that are decisive for society, realizing personal values, their own rights, freedoms and duties, and the ability to social interaction in accordance with the model of organizing Social and pedagogical support for children, which will be developed.
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Koval, Natalia Nicolaevna. "Structure of the analytical activity of the head of school." Samara Journal of Science 5, no. 1 (March 1, 2016): 161–67. http://dx.doi.org/10.17816/snv20161307.
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The article deals with the current pedagogical approaches to the components, structure and description of analytical activity. Different models of analytical activity are reviewed: activity approach (E.V. Naznachilo, N.A. Zinchuk, V.V. Yagupov, N.P. Pichugova), systematic approach (L.P. Polovenko, O.N. Yarygin, and A.A. Korostelev), structural-activity approach (L.M. Plakhova). Within each approach the main components and stages of the analytical activity are described. The emphasis is laid on the three-dimensional model of analytical practice of the school principal: the technology of the analysis of the results of educational system operation (A.A. Korostelev), the element of that is a heuristic algorithm of unmathematical character, consisting of five stages. This technology combined a motivational sense, target, technological levels. The structural components of the analytical activity of the schools head are highlighted and described: value-motivation (personality attitude of leader toward analytical activity, value of parties and her meaningfulness in administrative activity, necessity of personality to improve and develop in this type of activity), goal-oriented (intentional aspect), cognitive-operational (complex of knowledge, abilities, practical skills, necessary for realization of effective and effective analytical activity) and reflective (self-esteem, self-awareness, self-management, self-design their own analytical activities).
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Hebard, Heather. "Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning." Teachers College Record: The Voice of Scholarship in Education 118, no. 7 (July 2016): 1–42. http://dx.doi.org/10.1177/016146811611800703.
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Background/Context Tensions between university-based teacher preparation courses and field placements have long been identified as an obstacle to novices’ uptake of promising instructional practices. This tension is particularly salient for writing instruction, which continues to receive inadequate attention in K–12 classrooms. More scholarship is needed to develop a theory and practice of methods education that accounts for these tensions. Purpose This study investigated how opportunities to learn to teach writing in preservice preparation mediated teacher candidates’ learning. The investigation's aim was to add to our knowledge of how teachers learn and the factors that impact this learning to offer implications for improving teacher education. Participants and Settings Participants included literacy methods course instructors from two post-baccalaureate, university-based, K–8 teacher certification programs and participating candidates enrolled in these courses (N = 20). Settings included methods course meetings and participating candidates’ field placements. Research Design This comparative case study examined opportunities to learn and preservice teachers’ uptake of pedagogical tools across two programs. A cultural–historical theoretical lens helped to identify consequential differences in the nature of activity in preservice teachers’ methods courses and field placement experiences. Data included instructor interviews, methods course observations, teacher candidate focus groups, and field placement observations. Patterns of field and course activity in each program were identified and linked to patterns of appropriation within and across the two cohorts. Findings In one program, methods course activity included opportunities to make sense of the approaches to teaching writing that teacher candidates encountered across past and current experiences. The instructor leveraged points of tension and alignment across settings, prompting teacher candidates to consider affordances and variations of pedagogical tools for particular contexts and goals. This permeable setting supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. In the other program, methods activity focused almost exclusively on the tools and tasks presented in that setting. This circumscribed approach did not support sense-making across settings, which was refected in the fragmented nature of teacher candidates’ pedagogical tool uptake. Conclusions Findings challenge the notion that contradictions in teacher education are necessarily problematic, suggesting instead that they might be leveraged as entry points for sense-making. In addition, permeability is identified as a useful design principle for supporting learning across settings. Finally, a framework of pedagogical tools for subject-matter teaching may provide novices with a strong starting point for teaching and a scaffold for further learning. “I felt at the beginning of the school year that writing was not going to be a strong point for me…. Maybe part of it was the way [my cooperating teacher] modeled it for me; it was just free flowing, kind of … jumping from thing to thing [each day]…. It wasn't like the way [our methods instructor] had modeled for us … [using] four-week units.” –Sheri, teacher candidate, Madrona University
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Сагындыкова, Дарыкүл, and Дилбара Ажыгулова. "УЛУТТУК ДӨӨЛӨТТӨР ЖАНА ИННОВАЦИЯЛЫК САПАТТАР – ТАРБИЯ ИШИНИН МАЗМУНДУУ БУЛАГЫ." Vestnik Bishkek Humanities University, Issue 54 (December 21, 2020): 34–37. http://dx.doi.org/10.35254/bhu.2021.54.7.
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"Тарбия" түшүнүгү педагогикада алдыңкы орундардын бирин ээлейт. Ал кеңири жана тар мааниде колдонулат. Кеңири мааниде тарбия берүү социалдык кубулуш, коомдун инсанга тийгизген таасири катары каралат. Бул учурда тарбия иш жүзүндө социалдашуу менен аныкталат. Тар мааниде тарбия берүү мугалимдердин жана окуучулардын педагогикалык процесстин шарттарында билим берүүнүн максаттарын ишке ашыруу боюнча атайын уюштурулган иш-аракети катары каралат. Мугалимдердин иш-аракети бул учурда тарбия иштери деп аталат. Бул макалада азыркы мектептеги тарбия ишинин мазмундук булактары болгон улуттук дөөлөттөр менен инновациялык сапаттарга ээ болуу жаш муундун келечекте өлкөнүн атуулу болуп тарбия алышынын мааниси зор экендиги айтылат. Понятие "воспитание" - одно из ведущих в педагогике. Оно употребляется в широком и в узком смыслах. Воспитание в широком смысле рассматривается как общественное явление, как воздействие общества на личность. В данном случае воспитание практически отождествляется с социализацией. Воспитание в узком смысле рассматривается как специально организованная деятельность педагогов и воспитанников по реализации целей образования в условиях педагогического процесса. Деятельность педагогов в этом случае называется воспитательной работой. В статье говорится, что «национальные требования и новаторские качества”, являющиеся источниками содержания воспитательной работы, важны для того, чтобы в будущем учащиеся стали патриотами страны, а также для использования в школах образовательной системы гуманистического образования. The concept of "education" is one of the leading in pedagogy. It is used in a broad and narrow sense. Education in a broad sense is viewed as a social phenomenon, as the impact of society on the individual. In this case, education is practically equated with socialization. Upbringing in a narrow sense is considered as a specially organized activity of teachers and pupils to realize the goals of education in the conditions of the pedagogical process. The activity of teachers in this case is called educational work. The article says that “ethnopedagogy and innovative qualities”, which are the sources of the content of educational work, are important for future students to become patriots of the country, as well as for use in schools of the educational system of humanistic education.
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Ivanov, Maksim V. "Model of organization of socio-cultural youth adventure practices." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 25–31. http://dx.doi.org/10.20323/1813-145x-2022-1-124-25-31.
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The article presents theoretical materials devoted to the urgent problem of socio-cultural adventure practices and their educational effectiveness in relation to the modern student. The modern student is not like the student of past decades, and innovative educational methods are required to work with him. One of these methods can be the social and cultural practice of youth adventure. The purpose of the described research is development of a model for the creation and use of socio-cultural practices of youth adventures as a means of educating a student's personality on the example of a campaign. The practice of youth adventure has a number of pedagogically useful features that allowit to have a complex educational impact on the student. Creating a descriptive model of the sociocultural practice of youth adventures in the form of a hike, we rely on certain pedagogical approaches and principles, as well as on the theory of collective creative activity of I. P. Ivanov. The advantages of the hike, in the ability to synthesize physical and intellectual activity, together with the vast possibilities of cognizing the environment, turn out to be a decisive factor for us in choosing the form of social and cultural practice of youth adventure. The hike becomes the basis for the introduction of a role element that allows students to distribute the process of cognition of the world around them to specific sciences, which will allow to collect more information in aggregate and more effectively immerse students in the matter of different (interesting to them) sciences. At the end of the trip, the knowledge gained is exchanged, which helps to improve relations within the team and stimulates students' interest in various sciences. Since the hike is conducted in the home area for the students, the practice also fosters a sense of patriotism.
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Shevchenko, Inha. "DEVELOPMENT OF VOCAL-PERFOMANCE SKILLS OF FUTURE TEACHERS-MUSICIANS IN THE STUDY OF EDUCATIONAL DISCIPLINE «METHODOLOGY OF WORK WITH FOLKLORE ENSEMBLES»." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 140–45. http://dx.doi.org/10.36550/2415-7988-2021-1-195-140-145.
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The professional development of a future teacher-musician involves not only the acquisition of knowledge, skills and abilities, but also personal self-improvement. The formation of a new type of teacher is possible only if the higher education approaches to real professional and pedagogical activities. Tasks of training of pedagogical staffs that meet modern requirements actualize the problem of development of vocal and performing skills of the future teachers-musicians during their studies at a higher education institution. To implement this task various forms of collective musical performance, aimed at integrating different areas of artistic life, are created. Among them vocal ensemble is one of the leading varieties of musical creativity. Educational discipline "Methodology of work with folklore ensembles" laid out for the master's students-degrees of musical separation of artistic faculty. Students can learn to manage their own voice, to develop creativity and have prospects for self-expression. Participation in the folk vocal ensemble helps not only to understand the musical material, but also learn to control voice, gestures, facial expressions, plastic body. In the process of activity of folk vocal ensemble developed the logical and creative thinking, musical talent, created some artistic images. Musical and theatrical activity contributes to the disclosure of the individual student identify his individual qualities, raising efficiency and discipline. Work on the culture of sound, breath, a sense of musical phrases possession of the breast and the main cavity, smoothing transitions register, development of natural sounding voice in contrast to imitate him – the basis of vocal and choral singers. This activates the creative process contributes to the education of various technical and performing skills, developing artistry, ability to transform in the performance of music of different genres, styles and character.
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Mamontov, Aleksander S. "Cultural linguistics in the aspect of teaching the Russian language as a means of intercultural communication." Russian Language Studies 17, no. 2 (December 15, 2019): 143–56. http://dx.doi.org/10.22363/2618-8163-2019-17-2-143-156.
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The article is devoted to the modern direction in linguistics - cultural linguistics in the aspect of teaching Russian as a means of intercultural communication. Basing on scientific papers, his own extensive scientific and pedagogical experience and needs of linguodidactics, the author proposes to determine this discipline in a wide sense considering teaching the representatives of different linguistic cultures, different traditions, customs, systems of values. The essence of culture is understood as a specific way of human life and activity, having verbal representation. Cultural linguistics is focused on the specifics of the addressee’s native culture and building the most adequate model of teaching Russian as a means of intercultural communication in modern educational space. The review article allows to consider cultural linguistics in an applied aspect relevant to the methods of teaching language, including Russian as a foreign language.
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Hunt-Gómez, Coral I., Olga Moreno_Fernández, Pilar Moreno-Crespo, and Mario Ferreras-Listán. "Escape rooms' pedagogical potential from female future teachers’ perspectives." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 104–20. http://dx.doi.org/10.53761/1.17.5.7.
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Fast and easy Internet and knowledge access by just a click are some of the characteristics of the twenty first century. This means that this knowledge has been acquired fast and superficially. Thus, discernment turns into something ephemeral, because there is not a profound examination of the aspects dealt with. This is caused by the enormous quantity of information found that, in many cases, does not reflect reality. In this sense, teachers can find multitasking students that can perform many activities but without reflexively undertaking them. Education tries to solve these type of problems so the learning-teaching process is as significant as possible. Therefore, future teachers should always have tools for keeping students’ attention, as well as to raise interest in the studied subjects. Within these new tools, escape rooms are, because they not only increase students’ motivation but also encourage teamwork and reflexive learning, as the tasks to be solved are complex. However, as male and female present different perspectives towards gamification, in this work, escape rooms have been studied applying a gender perspective. In the University of Seville, Spain, a descriptive-interpretative exploratory study took place intending to analyse future female teachers’ conceptions about escape rooms. A 17-item questionnaire was applied to 99 female students of the Degree in Primary Education. Results show that subjects highly valued the ludic part of the escape rooms as a didactic activity, which fosters significant learning. Students also appreciated that the activity was close to their reality and that it was integrating students’ interests in the Primary Education classroom. The main conclusion of the study is that, even if there is room for improvement and there is a need to make them more appealing to female students, escape rooms are considered an excellent educative resource as well as an adequate alternative teaching methodology.
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Marinosyan, T. E. "The Significance of Irrational Aspect for the Formation of Relations in the “Teacher – Student – Teacher” System." Russian Journal of Philosophical Sciences 62, no. 2 (May 12, 2019): 58–76. http://dx.doi.org/10.30727/0235-1188-2019-62-2-58-76.
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The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system.
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Musina, Dariya S. "Collaborative environment as a favorable condition for the formation of professional teacher’s competence of additional education." Social And Political Researches 1, no. 10 (2021): 124–33. http://dx.doi.org/10.20323/2658-428x-2021-1-10-124-133.
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The urgency of the problem of creating favorable environmental conditions for the formation of professional competence of teachers is due to the need of the developing society of modern Kyrgyzstan for educated, moral, enterprising people who can independently make responsible decisions, be mobile, dynamic, constructive specialists, and have a developed sense of responsibility for the fate of the country. The quality of education, including additional education, guarantees the competitiveness of the state. The purpose of this article is to present the results of the study of the role of the collaborative environment in the formation of professional competence of teachers of additional education. On the example of the activity of the republican educational and methodological center of aesthetic education “Balazhan”, it is shown how the introduction of the basics of collaboration in the pedagogical process contributes to the formation of the professional competence of the teacher of additional education. The author on the basis of a large-scale study, which was attended by four hundred ninety-seven children and twenty-five teachers of additional education, presented as formed the professional competence enable the teacher to create in the educational process of effective collaborative environment conducive to the intellectual and creative potential of students; allow to understand, appreciate their work, to understand their role as a helper, Advisor, mentor. The article reveals how the creation of the collaborative environment, the activity of the teacher of additional education for its formation and development, the interaction of the teacher with the social partners, as members of a holistic educational process and the features of the collaborative environment to work with children contribute to the formation of professional competence of the teacher of additional education. The author emphasizes that a pedagogically well-organized collaborative educational environment in the conditions of extracurricular additional education is one of the effective mechanisms for the formation of a socially successful personality
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Fediy, Olga. "AESTHETIC INTELLIGENCE OF THE TEACHER IN THE CONTEXT OF PEDAGOGICS OF GOOD OF IVAN ZIAZIUN." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 106–18. http://dx.doi.org/10.33989/2226-4051.2018.17.176286.
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The article is dedicated to assessment and evaluation of the philosophical and aesthetic fundamentals of educator’s activity in the era of informational society. The set of fellow contradictions of the contemporary educational system is defined by the author: ultimate uncertainty of the major goal of the educational process alongside with the priorities of educational activity; professional overload of the teacher and lack of one’s attention in relation to the essence of the aesthetic and spiritual self- value of a child.Author of the article offers the effective approach towards addressing of the misbalance in relations between a pupil and modern school – by development of aesthetic intelligence of the educator. The aesthetic intelligence is defined by the scholar as the system-composing trait of an individual, which is mainly oriented on representation of the essential, emotional and spiritual, aesthetically-realized acceptance of the natural aesthetical individuality of a pupil by an educator. Additional emphasis in this context is put on the importance of the pupil’s individually-developed ability for emotionally sensed living of one’s school life.The conceptual basis of the phenomenon of aesthetic intelligence of an educator is investigated in the light of the paradigm of the pedagogics of good (as it is offered by Ivan Ziaziun). The conceptual analysis of the major approaches of Ivan Ziaziun in relation to defining of the major essence of aesthetical and substantial contents of the aesthetic feelings is conducted. The set of such feelings cerates the fertile background for the spiritual and aesthetic area of educator’s activity. In addition aesthetic feelings fulfill the logics of the pedagogical actions with their sense and in such manner, strengthen the power of such actions in the process of achievement of an excepted outcome from such educational activity.The aesthetic feelings create the background for the strong spiritual and intelligence-based relations between a Teacher and a Pupil. Actualization of the aesthetic both in the context of the educational process and in the process of formation of the aesthetic intelligence, has its step-by-step characteristics: aesthetic creates the background for finding the path to the soul of a pupil, supports aesthetic and emotional experience of all subjects of the educational process and funds the final success in the context of gaining the set of educational competences by a pupil. The knowledge base (informational awareness and related practical competences), which is gained by the pupil alongside with experiencing the aesthetic pleasure, its assessment and evaluation, feeling corresponding personal sensation, deep and engaging understanding etc., which takes its place in the school environment (characterized as psychologically comfortable and aesthetically-fulfilled one) has the further potential of achievement of the effect of desired replication and updated emotional experience.
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Tsupikova, Elena V., and Margarita V. Tsyguleva. "Psychosemantic approach as the basis for the algorithmization technology of processing educational information." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (October 21, 2021): 63–84. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.5.
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An ability to improve the professional level, need for self-development and self education is called to be one of the essential qualities of a modern specialist irrespective of the professional sphere. Such an activity requires intellectual and psychological mobility, wish to obtain and process huge amount of new and complex information, ability to apply new knowledge to correct and modify the existing system of experience and activity. In the evolution of the information society, self-development and self education are at the top of the soft skills list; therefore formation of a new thinking style is becoming the most important task of teaching. The aim of the paper is to present an argument for introducing some elements of algorithmization of work with student texts based on the psychosemantic approach. Semantic principles (matching of logical and linguistic categories, considering the text from the inner and outer speech, considering the text as cognitive and communicative essence; differentiation between the meaning and sense as between the semantics of the outer speech and the semantics of thinking; identification of semantic relationships between information elements, etc.), psychological and pedagogical principles (self-reflection support of learning activity; self-motivation due to determining usefulness and applicability of information; self-organization of students while creating their own algorithms of learning activity, etc.), and psycholinguistic principles (building logical supporting schemes, analogues of universal subject codes; semantic evaluation of the quantitative and qualitative characteristics of information, etc.)of work with scientific and educational profession-oriented information are described and correlated with the learning content and mechanisms of students verbal and cognitive activity. Psycholinguistic, semantic and organizational competences are identified, with a set of knowledge, skills and abilities for each of them being defined. The authors suggest a technology of algorithmization of students work with the professionally-oriented text information on the basis of a psychosemantic approach. The purpose of the algorithmization is to accelerate students work and improve the quality of information acquisition.
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Korneenko, T. N. "Reflexive Methods of Knowledge in Educational Activities: Phenomenological Hermeneutics." Education and science journal 21, no. 6 (July 3, 2019): 29–45. http://dx.doi.org/10.17853/1994-5639-2019-6-29-45.
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Introduction. Knowledge is one of the most important human needs. Today, lifelong learning and self-education individual skills are of paramount importance for each representative of the society in relation to the world trends of a post-industrial era: economic domination in the innovative sector, progressive increase of intensity of information flows and rates of distribution of high technologies, rapid development of science and industry of knowledge, quickly changing and becoming tougher requirements to professionalism, qualification and creativity of experts irrespective of the sphere of employment. It is obvious that structural formation and improvement of ways of students’ thinking is one of the most important tasks of the educational system; reflection is of particular importance. However, the results of training are still defined by the level of development of easily measured operational skills and cognitive qualities (memory, attention, logic), in which the reflection is presented only partially. Reflexive abilities as the mechanism and instrument of knowledge, which assist a personality to understand himself or herself, to comprehend own feelings, actions, acts and complex external realities, in most cases remain unaccounted in educational process and when analysing and evaluating the results.The aim of the article was to justify the need to form reflexive skills of knowledge in students through a combination of phenomenological and hermeneutical methods in daily pedagogical practice.Methodology and research methods. The work is based on the ideas of anthropological and phenomenological approaches in human education and - above all - the philosophic idea of “human-sizedness”, which implies anthropological view on a student. The methods of system-based and comparative analysis, as well as the methods of interpretation, synthesis and modelling were used in the course of the research.Results and scientific novelty. The author designates classical linear and neoclassical types of informative models with corresponding to them essentially different explanatory-illustrative and actively-searchable methods, which are used by teachers during classes. The advantages of phenomenological pedagogics are proved: its central category is presented by the phenomenon - sense of any phenomena or processes, which leads to the enrichment of personal experience. In phenomenological approach, the student is regarded as a live, constantly changing character of own personal formation and development; knowledge process is considered as the sequence of acts of understanding and its judgment in close teacher-student interaction. The accumulation of knowledge experience and students’’ acquisition of axiological orientations are promoted by the reflexive processes, structuring knowledge conducive to the elaboration of individual strategy and tactics of behaviour. The educational practices, based on the ways of complete development of reflexive informative abilities of individuals in the context of their activity, are known as the anthropopractices, which subject is “human” in the person and the result is self-determination.The characteristics of two leading methods of knowledge - phenomenological and hermeneutical are compared, their similarity and distinction are shown, and possible options of application are shown. The author concludes that integrated usage of phenomenological approach with hermeneutics elements in the educational activity is considered useful.Practical significance. The means of phenomenological hermeneutics described in the article become especially relevant in the conditions of digitalisation and computerisation of pedagogical communication: their use better compensates for the costs of technical methods of training by the means of real teacher-student collaboration through dialogue, knowledge process, experience, interpretation and reflection of the discipline under study.
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Pischetola, Magda. "Re-imagining Digital Technology in Education through Critical and Neo-materialist Insights." Digital Education Review, no. 40 (December 27, 2021): 154–71. http://dx.doi.org/10.1344/der.2021.40.154-171.
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Technological determinism, techno-solutionism and instrumental perspectives on technologies have populated educational research literature in the last decades, and even more since the pandemic crisis has started. This essay offers a critique about simplistic explanations of technology adoption in pedagogy by using insights from critical philosophy of technology and feminist new materialism. It rejects the assumption of teachers’ resistance to change and proposes a frame to expand future imaginaries of education. In this sense, critical studies provide a focus on human activity as interconnected with social and situated knowledges/practices. The emphasis is on recursive relations that allow educational researchers and practitioners to take into account the considerable complexity of digital technologies pedagogical adoption. On the other hand, feminist new materialism brings about a new focus on relational ontology, which adds to the critical theoretical framework the agentic element. By overcoming a binary way of seeing technologies through utopias and dystopias, new materialist studies focus on ethics and responsibility. We argue that we need both a critical and a neo-materialist view, in order to adopt technologies in education in meaningful, productive and creative ways. Building on small narratives and possible utopias can take us to re-design and re-interprete the future of educational technologies.
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Sidash, Yu V. "MOTIVATIONAL COMPONENT AS A SUCCESS TO ORGANIZE AN INDEPENDENT WORK OF STUDENTS AT THE DEPATMENT OF THERAPEUTIC DENTISTRY." Ukrainian Dental Almanac, no. 1 (March 6, 2019): 48–51. http://dx.doi.org/10.31718/2409-0255.1.2019.10.
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The determining characteristic for understanding the student's educational activity is independence. Understanding the problem of autonomy of students in the educational process is the basis of a responsible attitude to the professional training of future specialists. Reforming higher education causes an increase in interest in finding ofthe effective pedagogical conditions for the formation of students' autonomy which is capable of mastering the content of educational material qualitatively, intentionally planning self-development of intellectual, moral and physical abilities. The introduction of a credit-module training system makes the student's individual work more organized, since each practical lesson is conducted as a micro-module and each student is under the systematic control of the teacher. The results of current and modular control give fora teacher the opportunity to receive prompt educational and didactic measures that will improve the quality of students'at the department of therapeutic dentistry training aimed for further independent work and develop autonomy in obtaining new knowledge. According to A. Furman, the development of skills of independent work in the conditions of a credit-module system promotes the use in the educational process of problem-modular lectures of three types: scientific information, scientific-designed and ideological-reflexive.Problem-modular lectures are known as an organized communication between a lecturer and an audience, in which there is a coordinated decision to a scientific problem, realization of business, informational and psychological exchange of knowledge, skills and values between students and the teacher.In the scientistsopinion all this is a kind of motivation of educational activityand the basis of interaction development. Other forms of organization of the educational process can be significant for the development of students' organization of educational process: seminars, scientific conferences, disputes, etc. Participation of students is a real opportunity not only to acquire new knowledge and skills, expand experience, but also to determine the level of competence on certain issues, express their own vision and simply to establish themselves in their own self-sufficiency. We determined the independence of students based on the communicative principle proposed by A. Schukin. Communicativeness is manifested by communicatively-motivated behavior of the teacher and student in the course of educational activity, as well as in the objectivity of the communication process which is expressed in the careful selection of linguistic intentions and thus communication situations that reflect the practical interests and needs of students. Communicativeness is necessary item for a successful and active work with pedagogical information. Such information is aimed at educating and students. Therefore, the teacher's ability to express their opinion is correct, clear and understandable way and this is a guarantee of success in their work. Thus, it is possible to make moreinteresting even the most difficult topic of the class. The process of the study isto create a sincere atmosphere of communication in the audience, establish contact with students, achieve mutual understanding and form a sense of confidence in the student. Verbal assessment of the academic activity of students by the teacher plays a great significance which is one of the most operational forms of evaluation.It is necessary to use various, systematic assessments that should be based on the ideas ofeducative humanization and should also be a point that involves people's attitudes toward each other. Such assessments should include an analysis of learning activities rather than criticism of the student's personality. The above-mentioned conditions for the development of independence in the conditions of a credit-module system together with pedagogical means, forms and methods of teaching provide a developing personality function during educational activities.
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Borovikova, Zlata Vladimirovna, Vadim Viktorovich Shiller, and Evgeniya Viktorovna Valiullina. "Falsification of the Russian history and prevention of extremist activity in youth environment on the example of Kemerovo State Medical University." Исторический журнал: научные исследования, no. 1 (January 2021): 48–64. http://dx.doi.org/10.7256/2454-0609.2021.1.34802.
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The subject of this research is the preventive measures aimed against extremist activity in the conditions of falsification of history in youth environment. Leaning on students’ survey results, questionnaire materials of the student youth of Kemerovo Oblast, Novosibirsk Oblast, Chelyabinsk Oblast and Altai Krai, the author analyzes the factors that create favorable environment for falsification of history and growth of extremist manifestations. The article demonstrates the principle of organization of measures for countering the proliferation of extremist ideologies among youth. The experience of Kemerovo State Medical University on preventing extremist activity, which can be also use in other secondary and higher educational institutions, is described. Extremist ideology that is based on erroneous interpretation of historical facts and events, i.e. intentional distortion of history, underlied any extremist activity. These two phenomena and interrelated. Therefore, prevention of extremist manifestations is impossible without understanding and countering the mechanisms of falsification of history. Knowledge of the Russian history among youth is an important tool in prevention of falsification of history, and thus, extremist activity. A significant part of preventive work should be conducted starting from middle school history classes. The formation of fundamental knowledge on the key events of the Russian history, sense of patriotism, skills of working with information among youth is the property vector of anti-extremist activity, and is impossible without systematic and extensive implementation of this direction in educational institutions, beginning in grade school and continuing through university. The author underlines the need for training pedagogical personnel and changing approaches in teaching history.
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Vuori, Johanna. "Distributed leadership in the construction of a new higher education campus and community." Educational Management Administration & Leadership 47, no. 2 (August 24, 2017): 224–40. http://dx.doi.org/10.1177/1741143217725322.
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This study examines a teaching-oriented higher education community which undertook a major programme of change when planning a new campus and redesigning its pedagogics. This is a single case qualitative study based on in-depth interviews of community members and field observations and using activity theory as an analytical framework. It is suggested that instead of merely being a rhetorical tool of senior management, distributed leadership can be practised in higher education communities for the benefit of the learners, the teaching and administrative staff and the local community. The study emphasises the importance of the joint sense making of the pedagogical approach in the creation of distributed leadership practices in a teaching-oriented higher education community. It also highlights how higher education students may take an active role in a work system characterised by distributed leadership, and how the infrastructure of a campus building may support distributed leadership.
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Rus, Mihaela. "Social Construction of the of Nowadays School Success from the Perspective of the Family Involvement in Educational Act." Logos Universality Mentality Education Novelty: Social Sciences 10, no. 1 (December 20, 2021): 18–29. http://dx.doi.org/10.18662/lumenss/10.1/54.
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The notion of “school success” is generally approached in antonymy with that of “school failure” and represents the superior performance that the student obtains in the learning activity, in correlation with the requirements of the school programs and with the aims of the national educational programs. Most of the time the student's school success is related to the activity of the school, as an institution providing education, but we must not lose sight of the fact that the factors that determine the student's education refer not only to the pedagogical influence of the school but also to the family, in the psycho-socio-physiological development of the student. In this sense, we carried out sociological research, on a sample of 24 subjects from Iaşi County, which had as fundamental objective the social construction of the notion of school success from the perspective of parents. The questions underlying the research were established in accordance with the objectives of the research and considered, in addition to defining school success, revealing the concrete ways in which the family is involved in achieving the child's school success and the relationship they establish with the school, in order to optimize school results. The research instrument was the comprehensive interview with the 24 subjects who participated in the research. Following the processing of the data obtained from the interviews, models were developed on the basis of which the theory was progressively developed.
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Zakirova, A. F., and Ye N. Volodina. "Trends and Prospects in Educational Modernisation: A Hermeneutic Approach." Education and science journal 20, no. 9 (December 4, 2018): 9–34. http://dx.doi.org/10.17853/1994-5639-2018-9-9-34.
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Introduction. For over two decades, Russian education has been in a state of permanent reform. Due to the long and unproductive nature of the modernisation process, researchers are paying special attention to systemic factors, noting that system optimisation processes are structured primarily around organisational and technological models derived from industry. The prevalence of the technological component over the axiological results in the consolidation of a pragmatic, narrowly functional, technocratic vector of education development. To overcome this situation and to break this deadlock, a profound reconsideration of the values underlying mechanisms of reform is required, taking into account multifaceted personal, social, national and universal relations, as well as unity of content, forms and means of education.The aims of the research were identified as follows: to analyse the current trends of modernisation in comprehensive schools and higher educational establishments; to justify humanistic mechanisms for improving the modernisation in the context of language education, which performs personally developing and socialising functions under ideological pluralism and opposition of value systems.Methodology and research methods. The research was conducted taking a person-activity-based approach, referring to cultural-historical concepts, ideas of philosophical hermeneutics and traditional principles of pedagogical methodology. The theoretical framework was based on the publications and philosophical foundations of Russian and foreign scholars, who define the key role of humanistic principles and value orientations in education. The following standard research methods were used: comparison, induction, deduction, abstraction, synthesis, specification, structural and logical modelling, content analysis of documents and scientific publications on the stated problem, observation, questioning, peer review and experiment. In addition, non-standard methods and research techniques such as metaphorical modelling, biographical method and interpretational techniques were used.Results and scientific novelty. Modernisation processes in Russian education were considered: regulatory base, purposes, priorities, problems and prospects. The following thesis was proposed: at the new stage of socio-historical transformation, it is necessary to overcome the negative effects of long-term practice in the reform of the national educational system through developing established traditions as well as updating the humanistic potential of education and ensuring its axiological enrichment. The authors consider pedagogical hermeneutics as a potentially productive means and methodological tool. Pedagogical hermeneutics implies a heuristic and poly-variable apperception of reality through education in order to understand and interpret different genres of cultural texts, providing simultaneous support both to the general public and to the individual, on the basis of rational and emotionally intelligent experience accumulated in science, religion, art, language and national traditions – i.e. culture as a whole. It was shown that language education based on principles of pedagogical hermeneutics is capable of establishing humanistic mechanisms of personactivity-based social norms and cultural models. The authors presented a number of modelling options for the realisation of the proposed hermeneutical approach: various experimentally-validated techniques, educational approaches and procedures designed by teacher-researchers were briefly described, focusing on the achievement of qualitative conformance of educational results to the humanistic appeals and urgent needs of society.Practical significance. The use of hermeneutical techniques as educational tools and procedures allows us to decode semiotic information of curricula subjects; in addition, when using meta-language, it is possible to expand the content by adding personal value-sense and dialogical subjectivity, as well as to transform it into a personal sign-symbol or behavioural template. The acquisition of language experience in the process of humanistic-centred education increases the immunity of a student to various manifestations of character defectivity, strengthening identity and resistance to manipulation of consciousness in political and ideological processes and mass media. Moreover, language experience resists the deformation of the communicative sphere and verbal-cognitive processes, encouraging personal self-realisation.
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TKACHENKO, IRYNA, ELENA YENSKAYA, and ANATOLY MAKSIMENKO. "APPLICATION OF INNOVATIVE TECHNOLOGIES IN PRACTICAL WORK WITH FUTURE CHOREOGRAPHY SPECIALISTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 94–102. http://dx.doi.org/10.25128/2415-3605.20.2.13.
Full textAbstract:
The expediency of innovative technologies application in practical work with future choreography specialists in higher education institutions has been substantiated. It has been established that the value of innovative technologies implies the unleashing of the future choreographers’ creative potential, formation of a stable motivation to learn, ensuring a high creative result in the educational process. On the basis of general scientific (analysis, systematization, generalization) and specific scientific (comparative analysis) methods of scientific research, the differences of the innovative technologies has been found out. As a result, pedagogical, organizational and managerial innovations are used in the practical work with future choreography specialists.
It has been proved that the creation and realization of various types of programs (author’s, block, integrated), additional developing disciplines (gymnastics, bases of acting skill), game technologies, technologies of “project training” (report concert, master class, academic show), information technologies (digital, video and audio technologies, computer multimedia technologies, artificial intelligence technologies, Internet and communication technologies, virtual reality modeling technologies), non-traditional methods of pedagogical process organization (binary approach, trainings) are fundamental in pedagogical innovations.
Non-traditional forms of the educational process organization, technology of “collaborative learning”, innovative methods of space and time organization, technology of health-saving learning, information technologies are components of organizational innovations that provide future choreographers with a sense of tolerance, collectivism and also have a psychological influence on emotional state, behavior, attitude to classes, the level of mastering general and professional competences. The professional activity of future choreography specialists, in particular leadership of the choreographic team, requires mastering managerial innovations (marketing and advertising, basics of entrepreneurship, management principles, information provision of management, cultural and artistic projects, basics of business planning, fundraising techniques) that form image and reputation of the latter. The study does not include all the aspects of the issue of using innovative technologies in practical work with future choreographers and shows the need for its further development in such promising areas as optimizing the content of higher choreographic education by means of information technology, especially teaching choreographic disciplines in conditions of distance learning.
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POLTAVSKA, Y. V. "TRADITIONS AND MODERN TRENDS OF PROFESSIONAL TRAINING OF ARTISTS OF DECORATIVE AND APPLIED ART." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 150–56. http://dx.doi.org/10.31494/2412-9208-2021-1-3-150-156.
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The author of the article focuses on the fact that folk arts and crafts are an integral part of any culture, including the culture of the Ukrainian people. It contributes to the formation of artistic taste, education of love for the Motherland, pride in one's people, respect for age-old cultural traditions, awakens a sense of responsibility for the preservation of spiritual riches created by previous generations. The author also notes that decorative and applied art acquires special significance in modern socio-economic circumstances. That is why the problem of finding new teaching methods in this area is extremely relevant. The author believes that at the present stage of development of pedagogical science it is necessary to apply methods of scientific research and research, use a systematic analysis of the problem of art education, historical analysis of domestic and foreign educational concepts in traditional arts and crafts, as well as the latest technologies – applied art. The author considers it important that the influence of mass culture affects the lives of Ukrainians, when forgeries of folk art acquire the character of outright «kitsch», and the mind and soul of modern boys and girls are practically devoid of national meaning, unable to distinguish good from evil and beautiful from ugly. The article considers the issues of professional training of applied artists. Feature of traditional applied art, which reflects the movement of time and the general patterns of development of the world art process, influencing other areas of creative activity. The author of the article focuses on the fact that folk art occupies an important place in the system of means of forming creative activity of students, which integrates domestic, artistic and pedagogical traditions. The author emphasizes that modern teachers must adhere to a variety of tools when compiling curricula: apply research methods and research, use systematic analysis of the problem of art education, historical analysis of domestic and foreign educational concepts in the field of traditional arts and crafts; study of archival materials and documents, the state of professional training in other domestic and foreign educational institutions that train specialists in related specialties. Key words: decorative and applied art, traditional, development, science, training, education, pedagogy, professional, history, people, technologies, directions.
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��������� and Elena Safronova. "ABOUT THE INTEGRATED CHARACTER OF VALUATING A QUALITY OF PATRIOTIC EDUCATION AT A SECONDARY SCHOOL." Standards and Monitoring in Education 1, no. 6 (December 16, 2013): 3–7. http://dx.doi.org/10.12737/1986.
Full textAbstract:
In the article it is considered the author�s methods of valuating a
quality of a patriotic education at a secondary school, which is expressed in
capturing of a patriotic activity experience. The structure of experience is a
unity of three components: emotional-sensory (experiences, feelings, emotions
about events, phenomena of patriotism); relational (relating to facts,
phenomena and events of patriotism); efficient-practical (forms of activities,
patriotic actions). Herewith the experience of patriotic expression as a social
sense is considered to be a component of schoolchild�s personal achievements
in educational process, that corresponds to its interpretation in Federal State
Educational Standards of secondary (full) general education. The quality of patriotic
education is measured with such diagnostics as �Program of Monitoring
Expressing Emotions and Feelings by a Teenager due to Events and Phenomena
of Patriotism�, �Methods of Valuating the Formation of the Patriotic Attitude
(on basis of valuating scale)�, �Methods of Graphic Testing�, integrated
methods �Monitoring the Character of Pedagogical Interaction between.
In the article there is also a meaning of the integrated approach as a methodological
reference point in projecting and valuating the process and the result
of patriotic education.
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Дроздецкая, Ирина Александровна. "PREVENTIVE MODEL OF TEENAGE DEVIANT BEHAVIOUR BY MEANS OF EXTRACURRICULAR ACTIVITIES AT EDUCATIONAL ORGANIZATION." Pedagogical Review, no. 4(38) (August 9, 2021): 9–14. http://dx.doi.org/10.23951/2307-6127-2021-4-9-14.
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Ставится проблема коррекции девиантного поведения детей и подростков, вызванного неразвитостью их определенных социальных и индивидуально-личностных свойств, в частности социально-коммуникативных качеств, ценностных ориентаций, способности осваивать социальные роли в процессе взаимодействия. Показано, что такие дети проявляют агрессивность, неискренность, нетерпимость, замкнутость, повышенную обидчивость, нежелание учиться и трудиться. Обосновано, что наличие вредных привычек, отсутствие интереса к знаниям, учебной деятельности, снижение мотивации на достижение успеха ведут к негативному изменению направленности интересов. Обозначается необходимость принятия комплекса правовых, социально-психологических, коррекционно-педагогических мер, требующих особого педагогического подхода к организованным формам досуговой деятельности детей, формированию позитивно и социально ориентированной личности, соответствующих интересов, потребностей, способствующих снижению факторов социального риска. В качестве ресурса успешной социализации детей рассматривается внеурочная деятельность в образовательной организации. Представлена организационно-педагогическая профилактическая модель формирования позитивно и социально ориентированной личности подростка с девиантным поведением посредством внеурочной деятельности, включающая целевой, теоретико-методологический, организационно-процессуальный, содержательный и оценочно-диагностический блоки. Раскрыты содержательные аспекты внеурочной деятельности как важного направления социализации, среды формирования ответственного, социально приемлемого поведения. Определены основные принципы, социально-педагогический, аксиологический, личностно-деятельностный подходы, обеспечивающие реализацию организационно-педагогической модели формирования позитивно и социально ориентированной личности подростка с девиантным поведением. The article defines the notion «children and teenagers with deviant behavior», points at the underdevelopment of their certain social and personal characteristics, namely imperfection of social and communicative qualities, incomplete development in their system of values, difficulties in acquiring social roles in communication, aggression, insincerity, impatience, unsociability, increased petulance, unwillingness to learn and work, unhealthy habits, lack of interest in acquiring knowledge, low degree in motivation for studies, decrease in striking for success. The author signifies the necessity for adopting the package of measures to increase effectiveness of the child and teenage deviant behavior prevention system and establishment conditions for their successful socialization at educational organization. The package should include psychosocial, legal measures and measures of pedagogical correction that require a special educational approach to organized pastime for children and the development of a positive and socially-oriented personality. An organizational and pedagogical model is presented to ensure building a positive and socially-oriented personality in a teenager with deviant behavior which will be achieved through a number of extracurricular activities that include the objective, theoretical and methodological, organizational and procedural, sense bearing, evaluative and diagnostic blocks. It must also prove to be a mechanism for realization of protective work in an educational institution. It provides insight into substantive aspects of extracurricular activities as an important trend of socialization and organization of the environment for responsible and socially acceptable behavior. The basic principles are determined, as well as socialpedagogical, axiological, personal-activity approaches that provide implementation of organizational and pedagogical building model of positive and socially-oriented personality of deviant behavior teenager.
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Smirnova, Elena. "PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 326. http://dx.doi.org/10.17770/sie2020vol2.4939.
Full textAbstract:
The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation results on students at teaching practice and school teachers’ survey data are given.