Academic literature on the topic 'Teachers' Cultural Formation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teachers' Cultural Formation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Teachers' Cultural Formation"
1
Arriaza, Gilberto, and Yvonne Lever-White. "Teachers as Agents of Cultural Capital Formation." Journal of Education Human Resources 38, no. 4 (December 2020): 438–52. http://dx.doi.org/10.3138/jehr-2020-0004.
Full text
2
Maguire, Meg. "The cultural formation of teachers' class consciousness: teachers in the inner city." Journal of Education Policy 16, no. 4 (July 2001): 315–31. http://dx.doi.org/10.1080/02680930110054326.
Full text
3
Bakum, Zinaida, Mariya Tkachivskau, Oleksandra Palchykova, Iryna Dyrda, and Svitlana Kostiuk. "Formation of Cross-cultural Competence of Prospective English Teachers." Arab World English Journal 13, no. 4 (December 15, 2022): 523–38. http://dx.doi.org/10.24093/awej/vol13no4.34.
Full textAbstract:
The article substantiates the importance of forming prospective English teachers’ cross-cultural competence. Nowadays, education focuses on cooperation and establishing cross-cultural relations between the representatives of diverse cultural societies. Therefore, it concentrates on forming a personality capable of absorbing and reproducing verbal and non-verbal information during dialogical communication with foreign negotiators. This paper aims to validate the category “cross-cultural competence of a prospective English teacher,” develop its structure and experimentally verify its effectiveness. The study establishes that cross-cultural competence covers linguistic, sociocultural, activity, and axiologically-emotive components. The authors used the following theoretical research methods: analysis of philosophical, lingua didactic literature and scientific studies, synthesis, comparison, concretization; empiric methods: questionnaire-diagnostic (survey, testing, summative assessment, interview); analysis of speech activity products (spoken replies); lecture attendance and analysis; pedagogical experiment; methods of statistical treatment and experimental results analysis. The research on the training peculiarities of future English teachers based on cross-cultural grounds allowed us to conclude that the experimentally-verified methodology is effective. The practical data analysis points out the rise of forming cross-cultural competence levels in the experimental group. The reason is the cultural enrichment of linguistic material and the revelation of contrastive aspects.
4
Melnikova, Gulnar, Suriya Gilmanshina, and Asia Galeeva. "Formation of Cultural Fluency among Foreign Students, Future Chemistry Teachers." SHS Web of Conferences 172 (2023): 03003. http://dx.doi.org/10.1051/shsconf/202317203003.
Full textAbstract:
This article is devoted to the issue of the formation of cultural fluency of foreign students, future chemistry teachers. The levels of formation of the cultural fluency components are specified, recommendations how to use design technologies in the formation of cultural fluency of future chemistry teachers are presented.
5
Pyvovarova, Hanna. "Methodological principles of the problem of formation of cultural values of future primary school teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (357) (2023): 91–95. http://dx.doi.org/10.12958/2227-2844-2023-3(357)-91-95.
Full textAbstract:
The article “Methodological foundations of the problem of formation of cultural values of future primary school teachers” focuses on research and analysis of the process of formation of cultural values of future primary school teachers. The author examines in detail the theoretical foundations of this problem, key methodological principles and paradigms. The definition and justification of the methodological foundations of the problem of the formation of cultural values of future primary school teachers are given. The article covers important aspects of pedagogical science, such as the role of cultural values in the modern educational process and the peculiarities of their formation in higher educational institutions. The article presents an analysis of the essence of the concept of «methodology» and «approach». Scientific approaches to the study of the problem of the formation of cultural values of future primary school teachers are disclosed: axiological, cultural, competence, activity, environmental, subjectsubject, reflective. Certain regularities of the formation of cultural values of future primary school teachers are singled out. The leading principles on which the methodology of this study is based are outlined, namely: taking into account the age, individual psychophysiological characteristics, abilities of future primary school teachers; systematicity and consistency; complexity; flexibility; self-actualization; subjectivity; the principle of axiologising the educational environment of higher education; the principle of cooperation of various subjects in the process of forming the cultural values of future primary school teachers through the interaction of higher education with various social institutions (educational institutions, cultural institutions, social institutions). The article is important for scientists, teachers, students in the field of pedagogy, as well as everyone who is interested in the problems of cultural values in modern education.
6
Zhou, Xianfeng, Gulmira Karabalaeva, Shuang Wang, Qiang Ding, and Changning Wang. "Prospects and priorities of the cultural aspect in education." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (December 20, 2023): 1943–54. http://dx.doi.org/10.54919/physics/55.2024.194bi3.
Full textAbstract:
Relevance In modern conditions of world globalization, the issue of prospects and the search for priorities for the implementation of the cultural aspect in education in Kyrgyzstan has become one of the most important problems in improving its quality.Purpose. The purpose of the article is to substantiate and introduce a methodology for the formation of cultural competence of future teachers in higher educational institutions of Kyrgyzstan, as a guarantee of their readiness to carry out professional activities.Methodology. The basis of the methodological approach of the study is the substantiation and verification of the effectiveness of the methodology for the development of cultural competence in future teachers during their studies at a higher educational institution; empirical methods: analysis, comparison, systematization, survey, questioning, testing, modelling, and design; experiment � ascertaining and forming; methods of mathematical statistics: processing the final indicators of the formation of the level of readiness of teachers for the formation of cultural competence during their professional training in higher educational institutions.Results. The content of the concept �culturological competence of the future teacher� is determined; its signs and features are disclosed, a methodology for the development of cultural competence of future teachers in the context of professional training has been developed and implemented. During a pilot study, methodological tools have been developed to increase the readiness of future teachers for the formation of cultural competence during professional training, namely: the implementation of readiness components with selected methods for their formation and pedagogical conditions. After conducting an experimental study, promising directions for improving the methodology for developing the readiness of future teachers for professional activities were formed through the formation of cultural competence during preparation for professional activities in higher educational institutions of Kyrgyzstan.Conclusions. The practical value of the work lies in the development of a methodological system for improving the training of future teachers in Kyrgyzstan based on a competency-based approach.
7
Borysenko, Nataliia, Nataliia Sydorenko, Iryna Grytsenko, Veronika Denysenko, and Yuliia Yurina. "Cross-cultural competence formation for future teachers in integration processes." Eduweb 16, no. 3 (September 28, 2022): 232–44. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.17.
Full textAbstract:
The article is devoted to the improvement of cross-cultural competence for future teachers. The study aims to develop directions and tools for the cross-cultural competence of teachers at different levels of organization and regulation of teaching education in the conditions of integrative processes. The study's central hypothesis is that cross-cultural competence cannot be formed by implementing educational programs and requires an integrated approach at all levels of the pedagogical process. The relevance of the methods and tools for the cross-cultural competence formation of the future teacher in the conditions of integration processes is determined by three factors: transformation of the labor market, aggravation of intercultural perception problems in the world, insufficient amount of scientific research on this topic. The research methods are used: analysis, synthesis, systematization, comparison, induction, and deduction. The study results allowed to form recommendations for the cross-cultural competence development of the future teacher at the individual, teaching, institutional and regulatory levels. The main content of the recommendations is the possibility of organizing practical communication experiences between students of different nationalities. The study's practical significance consists in the possibility of its use in the educational programs of pedagogical institutions of higher education.
8
Parshuk, Svitlana, and Viktoriya Stasyuk. "Formation of general cultural literacy of future elementary school teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 228–32. http://dx.doi.org/10.33310/2518-7813-2019-65-2-228-232.
Full textAbstract:
In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are able to provide personal realization and achieve success throughout life. One of the ten basic competencies is knowledge and self-expressions in culture – the ability to understand art, to form own artistic tastes, independently express ideas, experience and feelings through different forms of art. Building awareness and self-expression in the sphere of culture is realized through mastering the general cultural competences by future teachers. General cultural competences are defined as a student’s ability to analyze and evaluate the achievements of representatives of national and worldwide culture; freely orient in the cultural and spiritual context of modern society, apply methods of self-education focused on general human values. The developed general cultural competence indicates that a person has certain moral and personal qualities, priorities and opinions that help her/him to properly define the role of culture, orient in pieces of cultural heritage, coordinate own behavior with generally accepted moral norms and both national and accepted foreign cultural values. Therefore, the preparation of future teachers of primary school aims not only on gaining perfect knowledge in academic subjects, but also on acquiring valuable skills of general cultural awareness and other competences formation by means of academic disciplines.
9
LIU, Xiao. "Reasons for Chinese EFL Teacher’s Role Anxiety in Teacher Identity Formation: A Comparative Analysis of Teacher Metaphors." Arab World English Journal 13, no. 4 (December 15, 2022): 38–52. http://dx.doi.org/10.24093/awej/vol13no4.3.
Full textAbstract:
Along with the development of information technology and its increasing application in foreign language teaching, English as a foreign language (EFL) teachers encounter new challenges from students and society. In the dynamic process of teacher identity formation, EFL teachers are likely to experience anxiety in role shifts. This article studies the interactions between the internal and external perceptions of Chinese English as a foreign language (EFL) teachers’ role through a comparative analysis of teacher metaphors. Metaphors written by EFL teachers represent pro-internal perceptions, and those extracted from research articles stand for pro-external perceptions. Within China’s socio-cultural context, the study aims to demonstrate the consistency and discrepancy between the internal and external perceptions of the EFL teacher’s role. Two groups of metaphors were first compared based on the conceptual themes and then categorized into four types: Learner-oriented, Social Order, Social Reform, and Cultural Transmission according to the metaphor-categorization framework. The consistency and discrepancy in teacher perception revealed by comparing two groups of teacher metaphors shed light on the possible reasons for Chinese EFL teachers’ role anxiety in identity formation.
10
Kylyvnyk, Victoria, Iryna Malyshevska, Kateryna Pavelkiv, Hanna Polishchuk, Oksana Hudovsek, and Nina Zhuravska. "Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 176–95. http://dx.doi.org/10.18662/rrem/14.1/513.
Full textAbstract:
The article examines socio-cultural aspect of professional training of future foreign language teachers. The purpose of the article is to substantiate the pedagogical conditions and structural and functional model of the socio-cultural competence formation of future foreign language teachers in the system of the pedagogical college. The main task of the study is to determine the structure, criteria, indicators and levels of socio-cultural competence of future foreign language teachers and to develop a structural and functional model of formation of their socio-cultural competence and its experimental verification. The research hypothesis lies in the assumption that the effectiveness of the socio-cultural competence of future foreign language teachers in the process of professional training in the pedagogical college will increase with the implementation of the following pedagogical conditions: the use of integrated socio-cultural tasks with variable content and innovative teaching methods. The formulated structural and functional model of sociocultural competence formation among future foreign language. The author's contribution to the development of the scientific field lies in the fact, that the use of interactive teaching methods encourages students to feel like subjects of socio-cultural competence and be active participants of this process. And this subjective position contributes to the development of cognitive motivation for socio-cultural competence, which contributes to the effective acquisition of socio-cultural knowledge and the effectiveness of the socio-cultural competence formation in general.
Dissertations / Theses on the topic "Teachers' Cultural Formation"
1
Amado, Ana Cristina da Silva. "A instrumentalização na formação de professores e o eclipse da formação cultural: a pseudoformação na licenciatura." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-14072015-082645/.
Full textAbstract:
A formação de professores constitui-se como uma preocupação, especialmente pelo fato de ser um processo que forma formadores de outros. Neste âmbito, observa-se que os cursos de licenciatura têm feito parte de um extenso processo de expansão do ensino superior no Brasil, marcado essencialmente pelo aumento das instituições privadas e por condições que demonstram uma diminuição no tempo de formação, além da presença da racionalidade técnica na forma de valorização da instrumentalização dos alunos/futuros professores. Considerando os diversos olhares e críticas que geram extensa produção a respeito, não apenas a realidade política e seus resultados, mas compreende-se também a importância de verificar a visão dos atores presentes neste processo de formação. Na produção de conhecimento sobre a formação docente, diversos pontos são apontados, mas sempre por um olhar político diante da realidade institucional. Considerando também esta análise como importante e fundamentando-a no olhar da Teoria Crítica da Sociedade, especialmente na Teoria da Pseudoformação, buscou-se aqui apresentar questões a partir da visão de professores e alunos e a forma como estes consideram e avaliam a formação dos professores, nos cursos de licenciatura. Com o objetivo de discutir a formação e como ela ocorre nas diversas instituições, além de identificar a instrumentalização no âmbito educacional em geral e na formação de professores em particular, como uma oportunidade de compreender o contexto em detrimento da formação cultural como possibilidade de emancipação, este trabalho foi realizado. As hipóteses deste estudo foram: 1) se a organização da educação, assim como a da cultura, passou a ser industrial (administrada), reduzindo o reconhecimento do caráter da contradição e da dialética, a formação deixou de ser formação para a resistência e converteu-se em pseudoformação; 2) a ideia de que no contexto educacional brasileiro os alunos das universidades públicas estão mais propensos a uma formação para a emancipação em virtude das condições objetivas que marcam seus cursos e todo seu processo de formação inicial; e 3) a própria legislação e as políticas educacionais interferem na formação. Neste sentido foram realizados, além do levantamento bibliográfico e revisão teórica, 46 entrevistas, sendo 30 com alunos de cursos de licenciatura em Geografia e História e 16 com professores dos mesmos cursos; destes, 11 alunos e 5 professores eram vinculados à instituição privada, 10 alunos e 6 professores à instituição pública e 9 alunos e 5 professores à instituição confessional. Foram realizadas estas entrevistas e organizadas as respostas em categorias definidas posteriormente. Conclui-se que a formação atual é caracterizada pela pseudoformação, em todas as instituições pesquisadas, tanto pelas condições objetivas que não permitem a experiência e a formação cultural quanto pela própria interferência institucional que tem favorecido a precarização. Os alunos das instituições, pública e confessional, pesquisadas têm a possibilidade da experiência, mas têm dificuldades de refletir sobre ela e acabam sacralizando a formação; enquanto que os alunos da instituição privada não têm acesso às possibilidades formativas e têm as condições de formação precarizadas e reduzidasThe formation of teachers arouses a concern, especially because it is a process that forms people who will form others. It has been observed in this sense that the teaching training courses have been part of a lengthy process of the expansion of Higher Education in Brazil, essentially shown in the increase of private institutions of this one beyond the presence of technical rationality through the instrumentalization valuation of the students/future teachers. Considering the various looks and criticisms that expand extensive production about, not only the political reality and its results, but it has been understood the importance of checking the perspective of the actors present in this process of formation. Several points have pointed out the teacher formation in the production of knowledge but always through a political look in front of the institutional reality. Considering this analysis also as an important one and supporting it with the Critical Theory of Society, especially in Theory of Pseudo-Formation, it has aimed to present questions from the point of view of the teachers and from the students and to present the way they have considered and evaluated the formation of the teachers in the teaching training courses. This research has been carried out with the goal of discussing the formation and how it occurs inside the institutions, and of identifying the instrumentalization in the educational setting in general and particularly, in the formation of the teachers, as an opportunity for understanding the context over the cultural formation as a possibility of emancipation. The hypotheses of this doctorate thesis have been: 1) if the organization of the education, as well as of the culture, has become industrial (something administered, managed), reducing the recognition or the character of contradiction and dialectic, the formation no longer is a formation towards resistance and turned into pseudo-formation; 2) the idea that in the Brazilian context, the students from public universities have more tendency to a formation towards emancipation due to the favorable conditions that are a fact in their courses and all their process of the initial formation; and 3) its own prevailing legislation and the educational policies interfere in the formation. Seen in this terms, it has been carried out 46 interviews besides the theoretical and literature reviews, i.e., 30 interviews with students of the teaching training courses of Geography and History and 16, with teachers of the same courses; being, 11 students and 5 teachers who worked at the private institution, 10 students and 6 professors, at the public one and 9 students and 5 professors at the Christian Confessional institution. These interviews have been conducted and the answers have been organized in categories defined afterwards. It has been concluded that the current formation is characterized by pseudo-formation in all institutions researched, as to the favorable conditions that do not allow the experience and the cultural formation, as to its own institutional interference that has favored the precarization. The students from the public and the Christian confessional institutions have the possibility of the experience but they face difficulties to reflect upon it and they turn the formation sacred, while the students from the private institution do not have access to the possibilities of formation and have precarious and reduced conditions of formation
2
Carvalho, Eliete Martins Cardoso de [UNESP]. "A formação do professor da educação básica e a semicultura." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/104810.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0
Previous issue date: 2010-03-11Bitstream added on 2014-06-13T19:04:30Z : No. of bitstreams: 1
carvalho_emc_dr_mar.pdf: 1789152 bytes, checksum: 4f08844bbeab4a2d685447c168cc3a3e (MD5)This study aims at analysing the Formation of Educational Professionals Policies of Basic Education in Brazil, in the semi-formation context. We assume that the teachers formation policies were based on the mass teachers certification in a short period of time, rather than the teachers formation itself. In this documental and bibliographic-analytical research, we initially tried to understand the historic of teachers formation in Brazil and its development from Colonial Times until now, as well as the teachers formation thematic in space and time, outlining the globalization scenery and the implications that affect education and society. This new educational context, lined from the new world order spread trough international organisms and media and state organs, unleashed a meaningful change analysis in education. Proceeding the discussion, we analyzed the Professionals Formation Policies of Basic Education in Brazil, through the Leis de Diretrizes e Bases Nacionais nº 9394/96 (Brazilian Education Basic Tenets Law) and other rules determined by MEC, which orient the professional formation of Basic Education. From this point, we described the systems created to offer these courses and the partnerships established between the Union, states, Federal District and cities, that aim at the teachers formation of Basic Education in public schools. Based on Adorno (1996) Theorie der Halbbildung (Semi-culture Theory), we also approach the semi-formation (Halbbildung) as a determination of capitalist contemporary society opposing the formation (Bildung), as well as its possible relation with the massification, the teaching cultural industry and the teacher semi-formation. The results made evident that the teachers formation policies in Brazil offer cultural formation possibilities, because the academic liberty of partners institutions remains... (Complete abstract click electronic access below)
3
Carvalho, Eliete Martins Cardoso de. "A formação do professor da educação básica e a semicultura /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/104810.
Full textAbstract:
Orientador: Sonia Aparecida Além MarrachiBanca: Neusa Maria Dal Ri
Banca: Doralice Aparecida Paranzini Gorni
Banca: Celestino Alves da Silva Júnior
Banca: Eduardo de Oliveira Elias
Resumo:O objetivo deste estudo é analisar a Política de Formação de Profissionais do Magistério da Educação Básica no Brasil, no contexto da semiformação. Partimos do pressuposto de que a política de formação de professores não buscava efetivamente atender às demandas de formação, mas atingir metas de certificação de professores em massa, em curto espaço de tempo. Nesta pesquisa documental e bibliográfica-analítica, inicialmente buscamos a compreensão do histórico da formação de professores no Brasil, seu desenvolvimento desde o Período Colonial até os dias atuais, bem como localizar a temática da formação de professores no tempo e espaço, delineando o cenário da globalização e as implicações que afetam a sociedade e a educação. Esse novo contexto educacional, traçado a partir da nova ordem mundial difundida por meio de organismos internacionais, da mídia e órgãos estatais, desencadeou uma investigação do significado de mudança em termos educacionais. Na sequência, analisamos a Política Nacional de Formação de Profissionais do Magistério da Educação Básica no Brasil, constituída a partir da Lei de Diretrizes e Bases Nacionais n° 9394/96 e as demais normas determinadas pelo MEC, as quais orientam a formação de profissionais da Educação Básica. A partir dessa trajetória, descrevemos os sistemas criados para a oferta desses cursos e as parcerias estabelecidas entre a União, estados, Distrito Federal e municípios, que visam à formação de professores da educação básica da rede pública. Com base na Theorie der Halbbildung (Teoria da semicultura) de Adorno (1996), abordamos a questão da semiformação (Halbbildung) enquanto determinação na sociedade contemporânea capitalista em oposição à formação (Bildung), bem como suas possíveis... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aims at analysing the Formation of Educational Professionals Policies of Basic Education in Brazil, in the semi-formation context. We assume that the teachers formation policies were based on the mass teachers certification in a short period of time, rather than the teachers formation itself. In this documental and bibliographic-analytical research, we initially tried to understand the historic of teachers formation in Brazil and its development from Colonial Times until now, as well as the teachers formation thematic in space and time, outlining the globalization scenery and the implications that affect education and society. This new educational context, lined from the new world order spread trough international organisms and media and state organs, unleashed a meaningful change analysis in education. Proceeding the discussion, we analyzed the Professionals Formation Policies of Basic Education in Brazil, through the Leis de Diretrizes e Bases Nacionais nº 9394/96 (Brazilian Education Basic Tenets Law) and other rules determined by MEC, which orient the professional formation of Basic Education. From this point, we described the systems created to offer these courses and the partnerships established between the Union, states, Federal District and cities, that aim at the teachers formation of Basic Education in public schools. Based on Adorno (1996) Theorie der Halbbildung (Semi-culture Theory), we also approach the semi-formation (Halbbildung) as a determination of capitalist contemporary society opposing the formation (Bildung), as well as its possible relation with the massification, the teaching cultural industry and the teacher semi-formation. The results made evident that the teachers formation policies in Brazil offer cultural formation possibilities, because the academic liberty of partners institutions remains... (Complete abstract click electronic access below)
Doutor
4
Carvalho, Alexandre S?nego de. "Forma??o cultural no programa pedagogia cidad?" Pontif?cia Universidade Cat?lica de Campinas, 2009. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/642.
Full textAbstract:
Made available in DSpace on 2016-04-04T18:32:54Z (GMT). No. of bitstreams: 1
Alexandre Sonego de Carvalho.pdf: 243468 bytes, checksum: d957ece7c13f6c04027aa844bf4faa48 (MD5)
Previous issue date: 2009-06-23This research analyses the cultural learning provided by the training course for teachers in service, called Pedagogia Cidad? , which was developed by the UNESP (S?o Paulo State University) in partnership with several municipalities of the State of S?o Paulo. The original project emerged from the need to reflect on the training provided by this course and at the same time understand the contributions of the cultural training for teachers. In this research, for the purpose of focusing a strict factor, our study examined five of twenty-three books of the cited training program. It was the objective to verify whether the overall program Pedagogia Cidad? included elements that contribute to the cultural training of teacher-student, if the participants were, not only supplied with theoretical repertoire, but also, cultural elements, to promote abilities for application in classroom in different ways of acting as, adding artistic elements in their practices. The methodology used was a case study model, in a historical-critical perspective of education, the data were collected in the existing literature on teacher education, public policy governing such training courses that are offered to teachers in fields of education for children, elementary, primary school, and especially in books used in the cited training program. The analysis was based on five themes, namely: reading encouragement, dealing with diversity, teaching of Arts in Brazil; commitment to democratic values of a society, and reflections on current conditions of education. The work discussed about principles on teachers training. Furthermore analyzed cultural knowledge provided to them, through training courses, pointing out aspects which will promote new curricula and public policy for teacher education.
Esta pesquisa trata da forma??o cultural proporcionada pelo curso de forma??o de professores em servi?o, denominado Pedagogia Cidad?, o qual foi desenvolvido pela UNESP em parceria com diversas prefeituras do Estado de S?o Paulo. A id?ia original partiu da necessidade de refletir sobre a forma??o proporcionada por este curso e ao mesmo tempo perceber as contribui??es do mesmo para a forma??o cultural dos professores. Neste trabalho, para efeito de recorte, nosso estudo analisou cinco dos vinte e tr?s Cadernos de Forma??o do referido programa, com o objetivo de verificar se a vasta obra apresentada pelo programa Pedagogia Cidad? contemplou elementos que contribu?ssem com a forma??o cultural do professor-aluno, se aos mesmos foram oportunizados elementos que propiciariam amplia??o, n?o somente do seu repert?rio te?rico, mas sim de elementos culturais, permitindo a eles, assim, a possibilidade de atuar em sala de aula de forma diferente de como atuavam, acrescentando elementos art?sticos nas suas aulas pr?ticas. A metodologia utilizada foi o estudo de caso, tendo como fundamento a perspectiva hist?rico-cr?tica de educa??o, cujos dados foram coletados na literatura existente sobre forma??o de professores, nas pol?ticas p?blicas que regulamentam tal forma??o em cursos superiores que s?o oferecidos aos professores do Ensino Infantil e primeiras s?ries do Ensino Fundamental e, especialmente, nos Cadernos de Forma??o utilizados no referido programa. A an?lise foi realizada com base em cinco eixos tem?ticos, por n?s identificados, a saber: incentivo ? leitura; acolhimento e trato da diversidade; o ensino de arte no Brasil; comprometimento com valores de uma sociedade democr?tica e reflex?es sobre as condi??es atuais da educa??o. Buscou-se, com isso, refletir sobre os princ?pios da forma??o do professor, bem como avaliar quais s?o os conhecimentos culturais proporcionados para os mesmos, atrav?s dos cursos de forma??o, elencando ainda, neste referido trabalho, aspectos que permitir?o novos caminhos para as matrizes curriculares e para as pol?ticas p?blicas de forma??o de professores.
5
Sinzato, Juliana Spinelli Ferrari. "Under the dome: os professores e a Indústria Cultural." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-07072015-150501/.
Full textAbstract:
A relação com a educação passou por inúmeras transformações ao longo dos anos. Entre essas mudanças, a relação entre professores e alunos sofre com a impossibilidade real da experiência. Com base nas análises da sociedade propostas pela Teoria Crítica da Sociedade, buscamos compreender esse fenômeno a partir dos conceitos de consciência estereotipada, pseudoformação (Halbbildung), estereótipos e tabus, e da relação destes com a ação dos meios da Indústria Cultural, em especial a televisão, que produz e distribui, de forma padronizada e repetitiva, personagens que representam professores. Assim, a investigação proposta volta os olhares para esses personagens, para a forma como a Indústria Cultural funciona, para as especificidades da televisão e de seus programas, em especial, das novelas, e para as mudanças ocorridas no estereótipo de professor, apresentado e repetido à exaustão por esses meios. A metodologia utilizada é uma revisão bibliográfica dos estudos acerca do funcionamento da Indústria Cultural como sistema de meios e da televisão como mecanismo ideológico, além de uma análise dos personagens professores apresentados em telenovelas. Tendo como objetivo compreender o potencial de influência da estereotipia dos personagens professores, estandardizada pela televisão, na relação com o professor real e discutir os limites e possibilidades da formação nessas condições, utilizamos a analise de personagens professores que foram apresentados em dois momentos históricos, em telenovelas que passaram pelo processo de remake. Os resultados apresentam a rigidez dos estereótipos que constituem uma espécie de redoma sobre os professores, que impedem a experiência com o professor real e sua históriaThe relationship with education has undergone many changes over the years. Among these, the relationship between teachers and students suffers from the impossibility of a real experience. Based on the analysis of society proposed by the Critical Theory of Society, we try to understand this phenomenon through the stereotypical awareness of concepts, pseudo-formation (Halbbildung), stereotypes, and taboos, and their relationship with the Culture Industry media action, primarily television, which produces and distributes, in a standardized and repetitive way, players representing teachers. Thus, the proposed research looks back into these players and to the way that the cultural industry works, into the specifics of television and its shows, especially the soap operas, and the changes in teacher´s stereotype, presented and repeated to exhaustion by such media. The methodology used is a literature review of studies on the operation of Cultural Industry as a media scheme and television as an ideological mechanism, as well as an analysis of teachers players presented in soap operas. Aiming to understand the potential influence of stereotyping of players teachers, standardized by the television, on the relationship with the real teacher and discuss the limits and possibilities of education in such conditions, we used the analysis of players that were presented in two different historical moments in soap operas that are remakes. The results show the rigidity of the stereotypes that constitute a kind of dome over the real teachers , which prevent the experience with them and their history
6
Carlindo, Eva Poliana [UNESP]. "Tornar-se professora: o capital cultural como esteio explicativo para o sucesso docente." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90247.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0
Previous issue date: 2009-09-24Bitstream added on 2014-06-13T18:20:42Z : No. of bitstreams: 1
carlindo_ep_me_arafcl.pdf: 529145 bytes, checksum: 38f0c00cfa08e3c6d0a5673c262a0d6a (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho de natureza qualitativa pretende contribuir com reflexões que estão sendo sistematizadas cujo objeto de estudo é a formação e a atuação docente. O objetivo desse trabalho é investigar se os modos de ser professor relacionam-se com as experiências formativas vivenciadas pelo professor ao longo de sua trajetória de vida privada e profissional e se tais experiências influenciaram a angariação de capital cultural e a estruturação do habitus professoral. Para tanto, optamos pelo referencial teórico bourdieusiano por contemplar aspectos relacionados aos processos formativos a que o agente social está submetido, tais como, campo social, trajeto social, habitus e angariação de diferentes tipos de capital. Nessa perspectiva, realizamos entrevistas semiestruturadas de caráter autobiográfico com quatro professoras atuantes na última série do primeiro ciclo do ensino fundamental de uma escola municipal situada em um município de pequeno porte no interior paulista a fim de que pudéssemos “reconstruir” parte da vida dos sujeitos entrevistados. A esse propósito, para a realização das entrevistas formulamos três macroeixos norteadores: trajetória pessoal; trajetória escolar e acadêmica e trajetória profissional, justamente, por se relacionarem às experiências educacionais, escolares e não-escolares; ao exercício da docência; à carreira docente e ao processo de angariação de capital cultural. Por sua vez, a análise dos dados, realizada por meio da técnica Análise de Conteúdo, segundo a proposta de Laurence Bardin, permite-nos afirmar que a titulação acadêmica apresentou-se como estratégia de ascensão social para as professoras entrevistadas por permitir a angariação de diferentes tipos de capital, entre eles, capital simbólico, capital econômico e, sobretudo, capital cultural de caráter institucionalizado e, ao mesmo tempo, por ser capaz...
The intent of this native qualitative work is to contribute with reflections that have been systemized which study`s object is the teacher formation and performance. The objective of this study is to explore the possibility of the teacher methods be related to his formative experiences obtained by himself during the life/professional and if these experiences affected the cultural capital gathering and the professorial habitus arrangement. Therefore, we chose by the bourdieusin theoretical referential due to the consideration of aspects related to the formative processes which the social agent is submitted, such as, social ground, social path, habitus and the gathering for different types of capital. In this overview, we performed semi-structured interviews with autobiography characteristic for four active teachers in the last year of the elementary education in a local school which is located in a small São Paulo inner city in order that we could “redo” part of the interviewers` lives. This purpose, we developed three macro guiding principles to perform the interviews: personal path, scholar path and academic and professional path, certainly relate to educational experiences, scholars and non- scholars, the teaching profession, teacher career and the gathering for the capital ethnical. On the other hand, the data analysis were made by Content Analysis technique, as proposed by Laurence Bardin, and allow us to say that the academic title was showed as strategy of social rise for interviewed teachers to allow the gathering of different types of capital, among, symbolic capital, economic capital and, especially, cultural institutionalized capital and to be capable to give to the social agents the social distinctions among their class members. However, the teaching profession requires dedication from the social agent with some changes/restructuration of his primary... (Resumo completo, clicar acesso eletrônico abaixo)
7
VIDAL, Fabiana Souto Lima. "Um olhar caleidoscópico nas/para as formações estéticas/culturais de professores(as): experiências e construções de identidades docentes estéticas no curso de pedagogia da UFPE." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18004.
Full textAbstract:
Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-10-18T17:18:58Z
No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
Tese - Versão para CD - Fabiana Souto Lima Vidal.pdf: 14427514 bytes, checksum: 143f6a6098fa62ebee4c2cdb898f5ea4 (MD5)Made available in DSpace on 2016-10-18T17:18:58Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese - Versão para CD - Fabiana Souto Lima Vidal.pdf: 14427514 bytes, checksum: 143f6a6098fa62ebee4c2cdb898f5ea4 (MD5) Previous issue date: 2016-07-01
CAPES
O presente percurso investigativo foi desenvolvido na linha de Formação de Professores e Prática Pedagógica do Programa de Pós-Graduação em Educação – UFPE. Buscamos compreender percursos de formações estéticas/culturais na/para a formação de professores(as) e tomamos como campo de investigação o curso de Pedagogia da Universidade Federal de Pernambuco, considerando os três turnos de funcionamento. Dentre vários(as) autores(as), estabelecemos diálogos com Costa, Silva, Sommer, Hall, Darras, Dewey e Larrosa, lentes teóricas que contribuíram para ampliar nosso olhar para o interesse deste estudo, os Estudos Culturais e o debate sobre o campo da Estética. Leituras que deram suporte para pensar as formações estéticas/culturais de professores(as) na/para a contemporaneidade, proporcionaram reflexões acerca do currículo enquanto política cultural e deixaram pistas para entender estética numa perspectiva horizontal, contemporânea. Isso nos possibilitou construir reflexões acerca das experiências estéticas/culturais como elementos nas/das/para as formações estéticas/culturais de professsores(as) e para a construção de identidades docentes estéticas. Como aporte metodológico, nos inspiramos na Etnografia para transitar pelo campo, buscar olhar para o mesmo a partir de vários recortes, peças que juntamos ao longo do percurso, dentre as quais, destacamos os registros de observações realizadas no eixo disciplinar, mais especificamente, em sete componentes curriculares. Também contamos com a participação mais intensa de seis estudantes com os quais fizemos parte dessa viagem, escutamos suas falas e nos detivemos nos registros realizados por eles(as) em cadernos de memórias de percursos estéticos/culturais. Para além do eixo disciplinar, utilizamos os registros, escritos e imagéticos, realizados em diversos momentos da nossa incursão no campo – eventos, cursos, palestras etc. Ainda nos imbuímos de um espírito flâneur e de um olhar curioso e crítico para compreender as condições físicas e estruturais enquanto elementos também de formação estética. Na construção da nossa narrativa etnográfica, nas nossas análises, dialogamos com a Análise de Conteúdo sistematizada por Laurence Bardin, mais especificamente, nos inspiramos na análise categorial, por entendermos o contributo desta para juntar peças no nosso caleidoscópio e enriquecer nosso olhar sobre o campo. Dentre as diversas imagens que se formaram nesse juntar de peças e a cada momento em que giramos nosso caleidoscópio, afirmamos que a análise nos permite afirmar que as formações estéticas/culturais na formação de professores(as) no campo investigado evidencia a presença de uma dimensão estética que estimula o olhar estético dos sujeitos e a percepção de formas plurais, horizontais de acessar arte e estética, por outro lado, algumas práticas observadas e as condições físicas e estruturais acabam por conformar os sujeitos. Isso nos leva a inferir que a formação de professores(as) não apresenta contornos definidos, caminha por terrenos flutuantes, hora provocadores de experiências estéticas/culturais, hora, afastando-se dessa perspectiva, assume-se tradicional e hermética, e aproxima-se da ideia de informação, logo, distancia-se do par experiência/sentido e aproxima-se do par ciência/técnica. Por fim, este estudo nos possibilita compreender que a formação de professores(as) no curso de Pedagogia da UFPE transita entre (de)FORMAções e formações estéticas/culturais.
This investigation was conducted in the field of Teachers' Training and Pedagogical Practice in the Graduate School of Education - UFPE. It aims at comprehending the aesthetic/cultural teachers' training and formation paths and as an investigative array, the Pedagogy Major at Federal University of Pernambuco was elected within its three shifts. Connections were established among Costa, Silva, Sommer, Hall, Darras, Dewey and Larrosa, theoretical approaches that enabled debate maximization towards the studied object, Cultural Studies and the debate concerning Aesthetics. Such readings pinpointed teachers' cultural and aesthetic formation in relation to contemporaneity, thus allowing reflections upon curricula as cultural policy and therefore, indicated clues so as to understand aesthetics in a horizontal perspective. Reflective constructions about aesthetic/cultural experiences as inherent part of aesthetic/cultural teachers' formation was therefore built in order to grasp aesthetic teachers' identity construction. As a methodological approach, we use etnography to serve as a strategy to categorize the object within various aspects, pieces gathered along the path, from which, observation records in the subject axes in seven curricular components were attained. In addition to that, six students contributed with their memoir notebooks departing from their aesthetic/cultural records. Besides the subject axes, image and written records were used in various field incursions - events, courses, seminars. Also, there might have a flâneur attitude in our look as an attempt to comprehend physical and structural conditions as part of aesthetic formation. In order to support that etnographic analysis, Laurence Bardin's Content Analysis was used, especifically, theme analysis. Among diverse images formed, it must be said this analysis allows us to pinpoint that aesthetic/cultural teachers' formation in the investigated field indicated the presence of an aesthetic dimension as an incentive of aesthetic look of subjects and stimuli towards plural-horizontal manners of accessing arts and aesthetics and the physical and structural conditions are subjects themselves. This leads to conclude that teachers' formation does not present definite boundaries, and therefore, moving landscapes, shifting aesthetic/cultural provoking experiences to non- aesthetic/cultural provoking experiences, then being traditional and hermetic, becoming informational and science-technique dichotomy. All in all, this study allows us to comprehend that the teachers' formation in Pedagogy major at UFPE moves from formation to deformation when dealing with aesthetic/cultural aspects.
8
Boyd, Scott. "Cultural adaptation and identity formation, the transcultural journey and identity reformation of four Canadian teachers returning from a sojourn to Japan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0031/MQ68022.pdf.
Full text
9
Carlindo, Eva Poliana. "Tornar-se professora : o capital cultural como esteio explicativo para o sucesso docente /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/90247.
Full textAbstract:
Orientador: Marilda da SilvaBanca: Maria Regina Guarnieri
Banca: Emília Freitas de Lima
Resumo: Este trabalho de natureza qualitativa pretende contribuir com reflexões que estão sendo sistematizadas cujo objeto de estudo é a formação e a atuação docente. O objetivo desse trabalho é investigar se os modos de ser professor relacionam-se com as experiências formativas vivenciadas pelo professor ao longo de sua trajetória de vida privada e profissional e se tais experiências influenciaram a angariação de capital cultural e a estruturação do habitus professoral. Para tanto, optamos pelo referencial teórico bourdieusiano por contemplar aspectos relacionados aos processos formativos a que o agente social está submetido, tais como, campo social, trajeto social, habitus e angariação de diferentes tipos de capital. Nessa perspectiva, realizamos entrevistas semiestruturadas de caráter autobiográfico com quatro professoras atuantes na última série do primeiro ciclo do ensino fundamental de uma escola municipal situada em um município de pequeno porte no interior paulista a fim de que pudéssemos "reconstruir" parte da vida dos sujeitos entrevistados. A esse propósito, para a realização das entrevistas formulamos três macroeixos norteadores: trajetória pessoal; trajetória escolar e acadêmica e trajetória profissional, justamente, por se relacionarem às experiências educacionais, escolares e não-escolares; ao exercício da docência; à carreira docente e ao processo de angariação de capital cultural. Por sua vez, a análise dos dados, realizada por meio da técnica Análise de Conteúdo, segundo a proposta de Laurence Bardin, permite-nos afirmar que a titulação acadêmica apresentou-se como estratégia de ascensão social para as professoras entrevistadas por permitir a angariação de diferentes tipos de capital, entre eles, capital simbólico, capital econômico e, sobretudo, capital cultural de caráter institucionalizado e, ao mesmo tempo, por ser capaz... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The intent of this native qualitative work is to contribute with reflections that have been systemized which study's object is the teacher formation and performance. The objective of this study is to explore the possibility of the teacher methods be related to his formative experiences obtained by himself during the life/professional and if these experiences affected the cultural capital gathering and the professorial habitus arrangement. Therefore, we chose by the bourdieusin theoretical referential due to the consideration of aspects related to the formative processes which the social agent is submitted, such as, social ground, social path, habitus and the gathering for different types of capital. In this overview, we performed semi-structured interviews with autobiography characteristic for four active teachers in the last year of the elementary education in a local school which is located in a small São Paulo inner city in order that we could "redo" part of the interviewers' lives. This purpose, we developed three macro guiding principles to perform the interviews: personal path, scholar path and academic and professional path, certainly relate to educational experiences, scholars and non- scholars, the teaching profession, teacher career and the gathering for the capital ethnical. On the other hand, the data analysis were made by Content Analysis technique, as proposed by Laurence Bardin, and allow us to say that the academic title was showed as strategy of social rise for interviewed teachers to allow the gathering of different types of capital, among, symbolic capital, economic capital and, especially, cultural institutionalized capital and to be capable to give to the social agents the social distinctions among their class members. However, the teaching profession requires dedication from the social agent with some changes/restructuration of his primary... (Resumo completo, clicar acesso eletrônico abaixo)
Mestre
10
Leite, Carla de Meira. "Potencialidades de produção subjetiva do professor de educação física escolar em direção à perspectiva cultural: a experiência no currículo do Estado de São Paulo." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22062015-133906/.
Full textAbstract:
A Educação Física Escolar (EFE), desde o final da década de 1980, apoiou-se nas Ciências Humanas para propor concepções mais comprometidas com a transformação social, superando a visão biologicista da área. Entretanto, as pesquisas demonstram que, a despeito da produção acadêmica e do currículo cultural vigente na rede pública estadual, a representação dos professores sobre a área e a prática pedagógica pouco se modificaram. Algumas hipóteses podem ser formuladas para explicar essa cristalização, entretanto, neste trabalho, propomo-nos a investigar os componentes presentes nos processos de subjetivação e cartografá-los, na pretensão de que a compreensão das estratégias de formação do desejo no social indique os enquadramentos dessas cristalizações. Para confecção desses mapas foram sujeitos desta pesquisa, nove professores da rede pública estadual, divididos em três categorias: os que optaram pelo curso de licenciatura no ingresso da formação inicial e participaram do curso de ingressantes, bem como da pós-graduação oferecida pela Secretaria da Educação, para apropriação dos pressupostos teóricos do currículo (PLPO); os que obedecem aos mesmos pré-requisitos, com exceção da pós-graduação (PL) e os graduados até 1995, com Licenciatura Plena (PLP). Dessa maneira, pretende-se elucidar se as possíveis rejeições/adesões ocorrem, em certa medida, pela falta de apropriação do currículo e/ou pelo período em que a formação inicial ocorreu. Além destes, um coordenador pedagógico, uma diretora e uma assessora que ministrou capacitações aos professores de EFE, na rede estadual, na década de 1980 foram entrevistados, a fim de auxiliar na compreensão de alguns contextos que emergiram durante a pesquisa de campo. Esta pesquisa tem caráter exploratório e natureza qualitativa, sendo a cartografia de Deleuze e Guattari o método analítico eleito para a investigação dos processos de subjetivação, entremeada pela História de Vida dos entrevistados e da produção de autores que tratam da construção das identidades, considerando sua dimensão processual, como Alberto Melucci. Depreendemos das análises das diversas imagens oferecidas pelos entrevistados, que a política de subjetivação construída, desde a origem da EF no Brasil, foi reforçada ao longo da história, seja pelo esforço em manter a hegemonia, seja pela ineficiência dos processos de implementação curriculares. Forma-se, assim, uma cartografia perversa de sujeitos fragmentados que, por um lado, estão em paz com a identidade construída, mas que por outro, tem de conviver com o esgotamento dessa identidade no ambiente escolar. Os processos de singularização a que buscamos não serão disparados por documentos curriculares e imposições legais, os dados aqui coletados indicam que a consideração e reconstrução da dimensão desejante desse professor deve ser o ponto de partida para novas paisagens na EFE.The school Physical Education, since the late 1980s, has relied on the Humanities to propose conceptions that are more committed to the social transformation, overcoming the biologicist vision of the area. However, the researches demonstrate that, despite the academic production and cultural curriculum in force in public schools, the representation of the teachers on the area and the pedagogical practice are almost unchanged. Some hypotheses can be formulated to explain such crystallization. However, our proposal in this work is to investigate the components present in the processes of subjectivity and to map them, with the idea that the comprehension of the formation strategies of the desire in the social [environment] indicate the frameworks of these crystallizations. In order to create these maps, we used as subjects for this research, nine teachers from the public school, divided into three categories: those who opted for the degree course when entering the initial formation and attended the entrants course, as well as the post-graduation course offered by the Department of Education for appropriation of the theoretical assumptions of the curriculum; those that comply with the same prerequisites, with exception of the post-graduation; and those graduated until 1995, with Teaching Degree. In this way, it is our intention to elucidate if the possible rejections/adhesions occur, to a certain extent, because of lack of appropriation of the curriculum and/or due to the period in which the initial formation occurred. In addition, an educational administrator, a director and an advisor who provided specialized training to the SPE teachers in the public school in the 1980s, were interviewed in order to help the understanding of some contexts that emerged during the field research. This research is exploratory with qualitative nature and the Deleuze and Guattari mapping is the analytical method selected for the investigation of the processes of subjectivity, interspersed with the Life History of the respondents and the production of authors that deal with the construction of the identities, considering its procedural dimension, such as Alberto Melucci. We inferred from the analysis of the many images offered by the respondents that the subjectivation policy built since the origin of the Physical Education in Brazil, was reinforced throughout history due to the efforts to maintain the hegemony and due to the inefficiency of the processes of curricular implementation. We have then the formation of a perverse cartography of fragmented subjects that, on one hand, are in peace with the identity created, but on the other hand, have to live with the depletion of this identity in the school environment. The singularization processes that we seek will not be triggered by curricular documents and legal requirements; the data collected herein indicate that the consideration and reconstruction of the desiring dimension of this teacher has to be the starting point for new sceneries in the School Physical Education.
Books on the topic "Teachers' Cultural Formation"
1
B, Ginsburg Mark, and Lindsay Beverly, eds. The political dimension in teacher education: Comparative perspectives on policy formation, socialization, and society. London: Falmer Press, 1995.
Find full text
2
Julie, DeTar, ed. Teacher education and cultural imagination: Autobiography, conversation, and narrative. Mahwah, NJ: Lawrence Erlbaum Associates, 2001.
Find full text
3
Children's spiritual, moral, social and cultural development: Primary and early years. Exeter: Learning Matters, 2006.
Find full text
4
Eaude, Tony. Children's spiritual, moral, social and cultural development: Primary and early years. 2nd ed. Exeter: Learning Matters, 2006.
Find full text
5
Carolina, Gonçalves, and Groux Dominique, eds. Approches comparées de l'enseignement des langues et de la formation des enseignants: Actes du 7ème colloque international de l'AFDECE, Lisbonne, 3 et 4 novembre 2008. Paris: L'Harmattan, 2009.
Find full text
6
Popov, Vladimir. Russia's future: transition into a new formation. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1067103.
Full textAbstract:
The monograph is devoted to the urgent needs of Russia's transition to a new convergent information formation. Analyzes the crisis of modern capitalism and liberalism, the experience of countries that have implemented the connection of the achievements of the market economy with social justice principles inherent in socialism. From the position of unity of classical, nonclassical and postnonclassical methodology, based on statistical and sociological and psychological data reveals the problems of the breakthrough of the country to innovative development. To this end, Russia has the necessary resources and capabilities - natural, historical, intellectual, psychological, moral, cultural etc. But there is one deficiency - lack of time.
For students and teachers and all those interested in issues of philosophy, sociology, psychology, Economics and informationology.
7
1950-, Dilworth Mary E., and American Association of Colleges for Teacher Education., eds. Diversity in teacher education: New expectations. San Francisco: Jossey-Bass, 1992.
Find full text
8
Salomatin, Alexey, Natal'ya Makeeva, Ekaterina Nakvakina, and Angelina Koryakina. Ethnic factor in the formation and development of federal relations. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02067-8.
Full textAbstract:
In today's turbulent world, ethnic contradictions naturally intensify. They are nourished both by the just desire of ethnic groups for self-determination and ethnic egocentrism. When analyzing the influence of the ethnic factor on the world of federations, it is necessary to take into account both the traditional tools: the theories of primordialism, instrumentalism, constructivism, and the innovative ones proposed by the author's team: ethnolinguistic architecture and the cultural and religious structure of the federation.
The publication is intended for students, undergraduates and teachers of legal, political science and historical fields of study, as well as for specialists in the field of public administration and anyone interested in the problems of state studies.
9
1946-, Nes Kari, and Strømstad Marit 1945, eds. Developing inclusive teacher education. New York: Routledge, 2003.
Find full text
10
Kargin, Nikolay, Svetlana Izaak, Pavel Rozhkov, and Aleksandr Ivanus. Methodology of scientific research. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1882577.
Full textAbstract:
The textbook discusses the main ways of cognition, research of phenomena, processes occurring in various system formations, organizations of the surrounding reality. The article analyzes the content of the category "method" in its broadest essence, understood as a system of regulatory principles of cognition, transformation and management, from ways of fixing individual observed phenomena to translating and transforming them into scientific facts and further into patterns, structures and models reflecting reality. The processes reflecting the formation, formation of a scientific idea and its subsequent transformation into a product, scientific theory, technology, program, mechanism are described. Organizational and managerial technologies of scientific research are presented. The training material is presented in the paradigm of the methodology of the system approach.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students, postgraduates, teachers of social and cultural services.
Book chapters on the topic "Teachers' Cultural Formation"
1
Grindheim, Liv Torunn. "Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education." In International Perspectives on Early Childhood Education and Development, 129–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_8.
Full textAbstract:
AbstractIt is claimed that nature is given temporal and cultural dimensions in Norway, in a transgression of the distinction between nature and culture. The overall emphasis on nature in the Nordic countries may represent an unconscious taken-for-granted understanding of nature as the best place for children’s play, learning and cultural formation. Understandings of a strong Norwegian cultural connection to nature, and thereby outdoor life, as an important arena for children’s cultural formation may be challenged by changes in Early Childhood Education (ECE) institutions and the contemporary society. Such changes can force conflicts that help in depicting what is taken for granted. This chapter is therefore structured around the research question: What conflicts can be found between ECE teachers’ values and motives for outdoor play versus contextual conditions and demands in personal, institutional and cultural perspectives and in the perception of nature? By exploring conflicts between contextual conditions and demands and ECE teachers’ values and motives, the aim is to get a broader insight into perspectives and conditions for children’s cultural formation. The analysis draws on 15 interviews with ECE teachers, political documents and earlier research. The analysis reveals that nature as a valued arena for cultural formation, through play, may not be as apparent as expected in Norwegian ECE.
2
Birkeland, Åsta, and Hanne Værum Sørensen. "Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Kindergarten." In International Perspectives on Early Childhood Education and Development, 111–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_7.
Full textAbstract:
AbstractTime regulation is an important aspect of the everyday life in any kindergarten and has an impact on which activities are given priority. In this case study, the outdoor playtime in one kindergarten in China and one in Norway is compared based on the understanding that children’s cultural formation develops in a dialectical relationship between children’s interests and motives and societal, institutional, and weather conditions. The aim of the article is to identify how time regulations provide conditions for children’s play and cultural formation during outdoor playtime. The research question is: How does institutional time regulation interplay with the pedagogical practice and children’s activities in the outdoor playtime? Employing a cultural-historical approach, drawing on Hedegaard’s concepts of development and cultural formation as an individual, institutional and societal process, the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical content and time schedule to the traditions, values, and conditions in both countries. This chapter contributes to knowledge about the interplay between institutional conditions and children’s activities and cultural formation in outdoor play.
3
Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.
Full textAbstract:
AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
4
Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.
Full textAbstract:
AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
5
Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development, 145–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.
Full textAbstract:
AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
6
Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study, 133–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.
Full textAbstract:
AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
7
Sandvik, Lise Vikan, and Anne Berit Emstad. "Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions." In Applying Cultural Historical Activity Theory in Educational Settings, 91–107. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge research in education: Routledge, 2019. http://dx.doi.org/10.4324/9780429316838-7.
Full text
8
Бабакина, Оксана. "ФОРМУВАННЯ ГРОМАДЯНСЬКОСТІ В МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ У ПЕДАГОГІЧНОМУ КОЛЕДЖІ." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 190–219. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-07.
Full textAbstract:
The article highlights the problem of citizenship formation in future primary school teachers at the pedagogical college. The key tasks of civic education are defined. The educational components of the college curriculum, which affect the state of civic education for future primary school teachers, are analyzed. An example of a questionnaire regarding the diagnosis of the formation of citizenship in future primary school teachers is given. A fragment of the program of the special course "Fundamentals of civic education of the teacher's personality" is highlighted. The expediency of civic education of students of higher education during the study of various educational components is commented. The relationship between the formation of the public and the study of history, art, literature, etc. is traced. It is noted that future primary school teachers should be encouraged to actively participate in thematic events at the pedagogical college, art and theater clubs, electives, celebrations, competitions, and exhibitions. The author emphasizes the expediency of using political information to stimulate students of higher education to think, to become aware of their life and public positions, to defend their thoughts and ideas. The perspective of the research is the study of the peculiarities of the formation of citizenship in future primary school teachers during pedagogical practice.
9
Bludova, Yuliia. "IMPLEMENTING THE STRUCTURAL-FUNCTIONAL MODEL OF FORMING HARMONIOUS INTERPERSONAL RELATIONS OF FUTURE PRIMARY SCHOOL TEACHERS." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 329–65. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-12.
Full textAbstract:
The article highlights the practical ways of implementing of the structural-functional model of forming harmonious interpersonal relations of future primary school teachers. The most significant activities that successfully contribute to the formation of a harmonious personality of a future primary school teacher in general and harmonious interpersonal relations in young people in particular are outlined. Effective forms of work with the teaching staff of higher educational establishments in order to strengthen the readiness of change agents to form harmonious interpersonal relations of future primary school teachers are emphasised. The forms of work on the formation of each of the components (motivational, cognitive, affective, interactive) of harmonious interpersonal relations of future primary school teachers are specified. The content and practical significance of the author’s manuals «Booktraining on the formation of harmonious interpersonal relations of future specialists», «Icebreakers» and a special elective course «Forming of harmonious interpersonal relations of a personality” are described in order to increase the effectiveness of the formation harmonious interpersonal relations of future primary school teachers. It is proposed a list of free online courses of basic national educational platforms which stimulates students majoring in 013 «Primary Education» to self-development, self-education, self-improvement of both personal and professional qualities and independent cognitive and practical activities. It has been concluded that the introduction of a structural-functional model of forming harmonious interpersonal relations of future primary school teachers in the educational process of higher educational pedagogical establishments will ensure high efficiency of the holistic conscious formation of the studied phenomenon in future specialists.
10
Tsuranova, Oksana, Olga Shumska, and Vitaly Smorodskyi. "PEDAGOGICAL CONDITIONS OF FORMING THE PROFESSIONAL CULTURE OF FUTURE MUSIC TEACHERS IN THE COURSE OF INSTRUMENTAL AND PERFORMING TRAINING." In Enrichment of the pedagogical cluster of educational services. OKTAN PRINT, 2023. http://dx.doi.org/10.46489/eotpcoes-17-23.
Full textAbstract:
The paper highlights the main mechanisms designed to contribute to the effective process of forming the professional culture of future music teachers in the course of instrumental and performing training. The need to raise the level of the future teacher’s professional culture is substantiated. The abovementioned need is stipulated by the growing requirements for general cultural training of secondary school students, as well as the change of general educational paradigms, which fix the transition from mass-reproductive forms and methods of teaching to individual-creative ones. The professional culture of the music teacher is defined as a complex integrative personality formation, considered in the unity of musical and pedagogical components, which reflects his/her professional and personal qualities. The concept of “professional culture of the future music teacher” is considered through the lens of musical and pedagogical activity and its results. The peculiarities of the functioning of the studied phenomenon in the educational process at the general cultural level are revealed, where it acts as a factor that ensures the teacher’s cultural activity and his/her students; on the general pedagogical, which is determined by the requirements of the profession; and at the music-pedagogical level, which reflects the specifics of the music teacher’s professional activity. It is determined that the indicator of the level of the studied culture is the quality of the aforesaid activity, and the professional culture as such, reflected in the music teacher’s activity, acts as a measure of the development of his/her creative forces and abilities necessary for the selected professional sphere. It is substantiated that forming future music teachers’ professional culture is the most effective in the course of instrumental and performing training. The pedagogical conditions of forming the professional culture of future music teachers are characterized, namely: actualization of the cultural and educational potential ofinstrumental and performing training; future teachers’ mastering the skills of musical and pedagogical communication; educational and methodological support for forming the professional culture of future music teachers in the course of instrumental and performing training.
Conference papers on the topic "Teachers' Cultural Formation"
1
Akhmadullina, Rimma M. "Pedagogical Value Formation Of Students Future Teachers In New Socio-Cultural Conditions." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.3.
Full text
2
Plugina, Maria, and Inga Rodionova. "The Formation of Multi-Culturalness as a Prerequisite for the Efficient Performance of Lecturers in Situations of Inter-Ethnic Communication." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-44.
Full textAbstract:
A characteristic trait of the global society is the introduction of the idea of multi-culturalness into all areas of human life. Therefore, general cultural competencies shall include such a constituent as multi-cultural competency of personality to enable efficient performance in situations of inter-ethnic communication. The set problem has been tackled by all social institutions, however, the central role in that regard is the teaching community, which has a strong influence on the content of young people’s consciousness and behaviour. In this regard, it is important to update the problem of shaping the multicultural competence of university lecturers, which is the purpose of this study. To achieve the set objective, several intercomplementary research methods and techniques were applied: the theoretical analysis of scientific literature, observations, questionnaires, a content-analysis method, testing. A study of 200 teachers showed that in the minds of teachers, knowledge regarding the specifics of a multicultural environment, the image of a representative of another culture and inter-ethnic interactions are presented at the everyday level, are formed spontaneously based on their own experience, which requires the creation of special conditions for their further development. The content-analysis has yielded that markers used during defining a multi-cultural environment often include such semantic constructions as ‘various cultures’ and ‘several cultures’. A study of the characteristics of communicative tolerance showed that most teachers have a high level of tolerance manifested in various situations of interpersonal relations, whereas a low level was not detected.
3
Nosova, Lyudmila Nicolaevna. "Formation of general cultural competence in design activity of the future teachers." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113726.
Full text
4
Belova, Svetlana. "On Formation Of Professional Identity Of Future Teachers: Methodology Of Integrity." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.47.
Full text
5
Sleptsova, Galina. "MULTICULTURAL EDUCATION AS A FACTOR OF FORMATION OF CROSS-CULTURAL COMPETENCE AMONG BACHELORS-TEACHERS." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/14.
Full text
6
Shefer, O. "CONDITIONS FOR THE FORMATION OF CULTURAL AND EDUCATIONAL COMPETENCES IN THE PRACTICE OF TRAINING FUTURE TEACHERS OF PHYSICS." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.128.
Full text
7
Relela, Mokgadi, and Lydia Mavuru. "LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.
Full textAbstract:
The goal of science education is emphatically positioned on promoting science literacy. The rationale is learners should not only learn about scientific knowledge and processes but also on how to apply the knowledge when making decisions about heterogenous societal and personal issues. Previous research has indicated that by addressing socioscientific issues (SSIs) when teaching controversial science topics, it provides a suitable context for developing scientific literacy in learners. Scientifically literate learners are well-informed citizens with regards to the social, ethical, economic, and political issues impacting on contemporary society. The theory of evolution is one such Life Sciences topic deeply embedded with SSIs. Teachers are conflicted when teaching this topic due to the controversy surrounding the theory as they view the teaching of evolution as a way of negating the legitimacy of their religious and cultural convictions. It is against this background that the study sought to answer the research question: How do Life Sciences teachers conceptualise socioscientific issues embedded in the topic evolution? In an explanatory mixed method approach, a questionnaire with both quantitative and qualitative questions was administered to 28 randomly selected grade 12 Life Sciences teachers. Data was analysed and descriptive statistics were obtained, and themes generated. The findings showed that all the participants were knowledgeable about the SSIs embedded in the topic evolution. In justifying their conceptions 61% of the teachers perceived SSIs as important in improving learners’ reasoning and argumentative skills; developing learners’ critical thinking skills; and in informing learners in decision making. There were however 11% of the teachers who pointed out that SSIs as too sensitive to deal with hence not suitable to teach young learners. Though the teachers were knowledgeable about the SSIs embedded in the theory of evolution, it does not mean that they could address them when teaching the various concepts of evolution. The main source of the controversy rose from the evolution of humankind versus the Christian belief in the six-day special creation. The participants (25%) indicated that evolution challenges peoples’ religious and cultural convictions, which conflicts both the teachers and learners to question or go against their religious beliefs. Several teachers pointed out that some of the concepts on evolution such as ‘living organisms share common ancestry (18%) and ‘the formation of new species from existing species’ (11%), undermine the superiority of human beings over other organisms. The findings have implications for both pre-and in-service teacher professional development.
8
Msipha, Mzwakhe, and Lydia Mavuru. "THE IMPACT OF SCIENTIFIC LANGUAGE ON THE TEACHING AND LEARNING OF GRADE 7 NATURAL SCIENCES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end119.
Full textAbstract:
"Questions have been asked about whether science is more special than any other subject in being less culture bound, and less subject to the usual differences between languages. At so many angles scientific language has been viewed as difficult because of its academic, authoritative and impersonal nature which makes it difficult for both teachers and learners to understand. This is an unfortunate reality because learners ought to develop a strong foundational understanding of scientific concepts in order to comprehend scientific knowledge and processes. Previous studies have shown how language acts as a possible barrier to scientific concept formation. Consequently, the current paper reports on a study to determine how the nature of scientific language impact on the teaching of grade 7 Natural Sciences. Guided by the socio-cultural theory as a framework the study adopted a qualitative case-study research approach. From two different schools in Johannesburg, four Natural Sciences teachers and their grade 7 Natural Sciences learners were purposefully selected to participate in the study. Each teacher was observed twice while teaching Natural Sciences to grade 7 learners and the observations were captured using Reformed Teaching Observation Protocol (RTOP). Each lesson observation was followed by semi-structured interviews to accord the teachers an opportunity to explain some of the episodes observed in the lessons. Data collected was subjected to constant comparative analysis. The results showed that both teachers and learners struggled with writing, pronouncing and spelling scientific terminologies regardless of their proficiency in the language of teaching and learning. The teachers indicated that their learners failed to understand the scientific concepts and processes when they explain to them in English. The lack of fluency in English reduced the participation of learners during the teaching and learning process particularly where teachers had zero tolerance for learners’ use of home languages to answer questions. What came out strongly from the lesson observations was that whether learners were first or second English language speakers, the teachers’ abilities to scaffold learning was essential to ensure science concepts were comprehensible to the learners. Concepts were more accessible to the learners in classrooms where the teachers utilised different ICT tools which lowered the impact of scientific language. The findings have implications for both pre-service and in-service teacher professional development programmes to equip teachers with the knowledge and skills for making science more comprehensible to the learners."
9
Prirodina, Ulyana P. "HISTORICAL AND CULTURAL CONTENT OF THE URBANONYMS OF STOCKHOLM." In Second Scientific readings in memory of Professor V. P. Berkov. St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063585.
Full textAbstract:
The article presents the results of the study of one of the segments of the toponymic system of the Swedish language, namely urbanonyms (godonyms and agoronyms) of Stockholm, motivated by zoological and phytonymic vocabulary; mythonyms; vocabulary of the social sphere. Thematic groups of names of urbanonyms demonstrate the universality of toponym formation, contribute to the definition of the historical and cultural specifics of the Swedish onomasticon. The etymological analysis of a number of urbanonyms establishes the connection of names with the landscape features of the countryʼs territory, economic activity, traditions and the system of views of the ethnic group. The results of the study allow us to expand our understanding of the toponymic system of the Swedish language and make some contribution to the development of onomastics. The article may be of interest to specialists in the field of linguistics and cultural studies, teachers of the Swedish language, historians, graduate students and students of linguistic and cultural studies, a wide range of readers interested in the stated issues.
10
Starodubtsev, M. P. "Scientific and methodological aspects of the development of professional competence of teachers in the formation of general cultural competencies of students." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-10-2018-57.
Full textReports on the topic "Teachers' Cultural Formation"
1
Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.
Full textAbstract:
The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.