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1
Dudka, Tetiana, and Mykola Chumak. "PEDAGOGICAL POTENTIAL OF INTERNATIONAL COMPARATIVE RESEARCH." Science and Education 2020, no. 2 (June 2020): 84–90. http://dx.doi.org/10.24195/2414-4665-2020-2-12.
Повний текст джерелаАнотація:
The content of the article provides a theoretical analysis of international comparative research, which potential is rather significant in pedagogical theory and practice. The relevance of the study has been problematized by the need to deepen the profile of international research cooperation to overcome the current destabilization processes. The priority of comparative analysis has been outlined at the level of phenomenological functioning. The importance of the influence of these factors (in particular, political, social and cultural, scientific, organizational, and methodological) on the development of the phenomenon under study has been considered as a whole. The theoretical (analysis, systematization, and modeling), empirical, and statistical methods have been used as research tools. The prospects for further development of international comparative studies of pedagogical centering have been presented in terms of the priority of the conditions of the decentralization. The cross impact on the domestic phenomenological functioning of two interrelated factors – the transformation of the socialist camp into the post-socialist space, the globalization and the integration of education into the international social and cultural space has been generalized. The supranational social orientation of the studied phenomenon has been considered in terms of its theoretical, methodological, and empirical content. The importance of exogenous (international educational policy, the level of international recognition of educational structures and the quality of educational training taking into account the requirements of the international labor market, indicators of external financing of educational projects, etc.) and endogenous (consistency of the norms of the current legal framework of the state with the trends of world educational progress, financing the development of the industry, the interest of management structures in the innovative development of education, etc.) determinants of the productivity of phenomenological functioning has been highlighted. The advantages of multi-object international comparative research over mono-object research in terms of the study of multifaceted pedagogical phenomena has been emphasized. It is worth noting that the priority of integration trends on the way to resolving everyday problems is especially relevant for the education sector, in which productive functioning is not possible under the conditions of international isolation. It has been emphasized that by comparing domestic and foreign branch achievements to make rationally balanced decisions at the national level, it is possible to gain further social and cultural well-being and educational progress. It has been identified that only with a fair assessment of the functioning of education, upbringing, and learning at the level of different countries, a set of effective measures to improve the efficiency of these branches can be chosen. A special value of pedagogically centered international research, which allows analyzing the chosen subject of the study within wide geographical and time limits has been generalized.
2
Dabbagh, Nada, and Susan Dass. "Case problems for problem-based pedagogical approaches: A comparative analysis." Computers & Education 64 (May 2013): 161–74. http://dx.doi.org/10.1016/j.compedu.2012.10.007.
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3
Vynarchyk, Mariya. "STUDENT INTERNSHIP OF DROHOBYCH STATE IVAN FRANKO PEDAGOGICAL UNIVERSITY AND POLONIA UNIVERSITY IN CZESTOCHOWA – COMPARATIVE ANALYSIS." Scientific Journal of Polonia University 15, no. 4 (November 6, 2015): 9. http://dx.doi.org/10.23856/1501.
Повний текст джерелаАнотація:
Pedagogical practice is an integral part in the education system. This study focuses on a comparative analyzing of pedagogical practice in State Pedagogical University Ivan Franko in Drohobych and Polonia University in Częstochowa and belongs to the field of pedagogy. We explored the basic criteria of pedagogical practice in the education system: basic definitions, general provisions, objectives, learning outcomes, organization and holding period, forms of practice.
4
Mydłowska, Beata. "Świadomy vs. przypadkowy wybór kierunku studiów pedagogicznych – analiza porównawcza." Kwartalnik Pedagogiczny, no. 65/3 (February 17, 2021): 111–28. http://dx.doi.org/10.31338/2657-6007.kp.2020-3.7.
Повний текст джерелаАнотація:
The article contains an analysis of the factors determining the choice of the field of study in the context of the implementation of professional plans related to the formation of the teacher’s sense of identity. It presents the results of qualitative research on the role of motivation to make a decision about studying pedagogy as a foundation of activities undertaken between choosing the preferred type of values and goals and taking a job that gives an opportunity to meet the needs in this area.
5
Alisov, Evgenii A., Nikolay A. Podymov, Vladimir M. Postavnev, Irina V. Postavneva, and Yaroslava N. Ospanova. "Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA." SHS Web of Conferences 79 (2020): 02001. http://dx.doi.org/10.1051/shsconf/20207902001.
Повний текст джерелаАнотація:
This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.
6
Vali, Ilie. "Attitude towards Pedagogical and Methodological Training and Development – A Comparative Analysis." Procedia - Social and Behavioral Sciences 180 (May 2015): 820–27. http://dx.doi.org/10.1016/j.sbspro.2015.02.217.
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7
Boichevska, Ilona, and Liudmyla Veremiuk. "PEDAGOGY OF ACTION: A COMPARATIVE ANALYSIS OF V. A. LAY’S AND K. D. USHYNSKY’S PEDAGOGICAL WORK." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 150–57. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223066.
Повний текст джерелаАнотація:
The article presents a comparative analysis of the ideas of the German pedagogue V. A. Lay and the national pedagogue K. D. Ushynsky. It has been determined that didactics occupies a special place in both pedagogues’ heritage. The development of ideas of “school of action” in pedagogical theory and practice of Ukraine has been analyzed. In the result of the conducted analysis of national scientists’ pedagogical ideas authors show that the development of “pedagogy of action” in national pedagogical science in the late 19th – early 20th century was closely connected with the socio-political movement in Ukraine. Much attention has been paid to the influence of pedagogical principles of the “school of action” on the pedagogical theory and practice of Ukraine in the specified period.
8
Ermolaeva, E. L., A. J. Petrov, and J. N. Petrov. "PEDAGOGICAL PROBLEM OF PROFESSIONAL AND PEDAGOGICAL DEVELOPMENT OF STUDENTS’ VALUE ORIENTATIONS." INSIGHT, no. 1(4) (2021): 7–15. http://dx.doi.org/10.17853/2686-8970-2021-1-7-15.
Повний текст джерелаАнотація:
The substantiation of the main value orientations of professional and pedagogical education is carried out. Special attention is paid to the relevance and importance of competence and personal development of education; the most important qualities of a teacher of professional and pedagogical education are emphasized determining the degree of their compliance with the professional standard requirements. The results of a comparative analysis of student development with value orientations are considered. The issue of the values of human life, stated as a philosophical problem of axiology, is analysed. The development of civil activity of students with social, moral and patriotic value orientations in the process of training is highlighted.
9
Melnyk, Nataliia I., Alla M. Bogush, Valentyna M. Vertuhina, Nataliia D. Trofaila, and Nadiia V. Rohalska. "Comparative research in the field of professional education of preschool teachers: comparative content analysis as a method of authentic interpretation of concepts." Linguistics and Culture Review 5, S2 (July 20, 2021): 231–45. http://dx.doi.org/10.21744/lingcure.v5ns2.1342.
Повний текст джерелаАнотація:
The article is devoted to the disclosure of psycholinguistic aspects of comparative research, in particular the specifics of speech and thinking activities of the comparativist in the application of comparative content analysis of Ukrainian and English scientific pedagogical terminology. Theoretical aspects of comparative content analysis in comparative pedagogical research are revealed, which consist in: objectivity of system and quantitative description of the available content of the term; counting the semantic units represented in the information array that are determined; objectivity of conclusions and rigour of a procedure; quantification of text processing with the subsequent interpretation of the results of the analytical review of the phenomenon under study. It is determined that the speech-thinking activity of a comparativist is characterised by a step-by-step and complex of complementary, interconnected operations, which consist of the following components: motivational-target, cognitive-semantic, reproductive-activity, creative-active, evaluative-reflexive. It was determined that the methodological aspects of the application of comparative content analysis are the necessity to separate units for analysis, the formation of a sample that will ensure the authenticity of the interpretation of the concept in the domestic research-pedagogical thesaurus.
10
Bidyuk, Natalya, and Maryna Ikonnikova. "Comparative Pedagogical Analysis of Philologists’ Professional Training at American and Ukrainian Universities." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 7–13. http://dx.doi.org/10.1515/rpp-2017-0029.
Повний текст джерелаАнотація:
Abstract The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.
11
Ansimova, N. P., T. V. Ledovskaya, and N. E. Solynin. "The Value Foundations of Pedagogical Activity: a Comparative Analysis of the Position." Психологическая наука и образование 27, no. 1 (2022): 37–51. http://dx.doi.org/10.17759/pse.2022270104.
Повний текст джерелаАнотація:
The relevance of the research subject is determined by the tendency to implement the axiological approach in education to ensure the creation of a single space for the training of pedagogical personnel. This places a special importance on the issue of establishing a correlation between value expectations from the teaching profession. The aim of the study is to determine the value foundations of pedagogical activity as seen by teachers and learners. The sample of the study comprised 61 pedagogical class pupils and 425 teachers. The adopted methods involved the operationalization of the existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of explicating and updating values laid down by the educational and professional standards and adapt the MUSTtest for diagnosing values-goals. The results show that learners are mainly selffocused, while teachers give attention to creating conditions for their professional activity. The major values of the teachers include the ability to implement an individual approach to the child and knowledge of developmental technologies. The latter prioritizes knowledge of characteristics and technologies for creating a safe and comfortable educational environment. Teachers and learners attach an approximately equal significance to all values, but they set different personal meaning into them.
12
Chizhov, S. V. "ENGINEERING ETHICS IN THE COMPARATIVE ANALYSIS OF PEDAGOGICAL APPROACHES TO VOCATIONAL TRAINING." Научное мнение, no. 1-2 (2020): 139–43. http://dx.doi.org/10.25807/pbh.22224378.2020.1.2.139.143.
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Ansimova, Nina P. "Comparative analysis of deficits in formation of pedagogical values at different stages of professionalization." Yaroslavl Pedagogical Bulletin 6, no. 123 (2021): 46–56. http://dx.doi.org/10.20323/1813-145x-2021-6-123-46-56.
Повний текст джерелаАнотація:
The article is devoted to the analysis of the deficient development of pedagogical values of representatives of the pedagogical community who are at different levels of professionalization: students of pedagogical classes and pedagogical colleges, students and teachers of pedagogical universities, and the administration of educational institutions. The study used a questionnaire and a modified version of the Must-test. Values that have the last places in the ranking of all participants in the educational process have been identified. It was found out that values from all the identified groups fall into the deficit area: values — relationships, values — qualities, values — knowledge, values focused on the professional activities of the teacher, the educational environment and the child. For all categories of study participants, the most insignificant values turned out to be in the field of ensuring the effective development and education of students. Common values and values specific to different levels of professionalization were identified: for schoolchildren and students, information about the comfort and safety of the educational environment and a tolerant attitude to individual characteristics, as well as knowledge of the ways of targeting, planning and organizing their own independent activities turned out not to be important; teachers have the dominance of declared values over real ones, the ability to combine demanding and respect for the student, to create success situations for the student. Secondary school teachers do not consider it important to be able to motivate students and tolerate their originality. Higher school teachers do not place emphasis to modern types of professional activities (project, research and reflexive) and do not consider it important to involve students into them. Administrative staff of educational institutions pay little attention to cooperation with all participants in the educational process and actually deny the role of feedback in its organization
14
Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub, and Iryna Maksymchuk. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.
Повний текст джерелаАнотація:
Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
15
Cohen, Jason E. "Critical Chorography: A Pedagogical Approach." International Journal of Humanities and Arts Computing 12, no. 1 (March 2018): 48–58. http://dx.doi.org/10.3366/ijhac.2018.0206.
Повний текст джерелаАнотація:
This essay articulates the concept of ‘critical chorography’ through a discussion of the productive intersection of pedagogy in the spatial humanities and map theory as applied to the visualization of early modern maps using contemporary GIS technology. In method, the essay lays out a comparative model for the analysis of maps across early modern and contemporary digital practices by theorizing student-driven practices of mapping first through a deep attention to historical location and documentary evidence, and second, through an inquiry into the digital implications of mapping jurisdictional conflicts through case studies focused on westward expansion in the West Indies. To those ends, the essay examines the drive in contemporary spatial humanities to use the map as a tool of analysis, rather than merely as a platform for visualization and presentation.
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Степанов, Nikolay Stepanov, Славгородская, and Marina Slavgorodskaya. "COMPARATIVE AND PEDAGOGICAL ANALYSIS OF ORPHAN CHILDREN PROFESSIONAL identity IN GERMANY AND RUSSIA." Profession-Oriented School 1, no. 4 (August 20, 2013): 33–39. http://dx.doi.org/10.12737/1112.
Повний текст джерелаАнотація:
The comparative and pedagogical analysis of approaches to professional identity related to orphan children in Russia and Germany is carried out in this paper; forms and methods related to effi ciency improvement of children preparation to professional identity are defi ned.
17
Kravets, Ruslan. "Comparative Analysis Of Pedagogical Technologies In The Context Of Future Agrarians’ Multicultural Education In The USA." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 68–73. http://dx.doi.org/10.1515/rpp-2015-0042.
Повний текст джерелаАнотація:
AbstractIn the article the comparative analysis of pedagogical technologies in the USA has been carried out in the context of future agrarians’ multicultural education. The essence of traditional and innovative pedagogical technologies and the peculiarities of their realization at higher educational establishments have been viewed. The expediency of developing the pedagogical technology of forming future agrarians’ multicultural competence has been reasoned. The classification of pedagogical technologies has been presented according to the level of application; the philosophical basis; the scientific conception of mastering the experience; the orientation on personality’s structures; the nature of modernisation of the traditional teaching system. The possibility of their determination is also considered due to the aims and tasks, the organizational forms, the dominant methods of teaching, the approaches to the personality, the category of students, the type of cognitive activity’s organization and management. The special attention is paid to two directions of the education’s development – traditional and innovative. The educational process in the American post-industrial, inform society and its attributive characteristics are substantially determined by a personality factor, and pushing off from this, the value of personality must serve as an initial moment in organizing the system of higher professional education. The practical aspects of implementing the traditional pedagogical technology, the technology of developing teaching, the programmable teaching technology, the problem-solving teaching technology, the module teaching technology, the concentrated teaching technology and the distance teaching technology are viewed.
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Harutyunyan, Marianna, Araksia Svajyan, and Shushanik Antonyan. "COMPARATIVE ANALYSIS OF QUANTITATIVE INDICATORS OF THE PEDAGOGICAL-PSYCHOLOGICAL SUPPORT TEAMS’ ACTIVITIES IN ARMENIA." Armenian Journal of Special Education 5, no. 1 (February 28, 2022): 34–50. http://dx.doi.org/10.24234/se.v5i1.285.
Повний текст джерелаАнотація:
The following study aims to describe and compare the action of pedagogical-psychological support teams within the scope of new functions stated after recent reforms taking place in the Armenian education system. Three regions were selected as pilots within the reforms towards universal inclusive education.
Within the frame of the current study quantitative methodology pursues to compare three regions for a few result variables. Participants of this research are parents of children with special educational needs (n=440), and pedagogical-psychological support team members (n=85) living in Tavush, Lori, and Syunik regions.
In general results of the study reveal the need for pedagogical-psychological support teams and relevant specialists in schools, which is confirmed by the teachers, parents, and teachers' assistants at the school. To hand are some problematic issues between support centers and parents related to the child's further education. Also, serious conflicts with the parents, as the issues of further education of the child involved in inclusive education are not clarified, remain to be on the list.
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Zavadska, Gaļina. "THE COMPARATIVE ANALYSIS OF HARMONIC HEARING DEVELOPMENT CONCEPTIONS BY DIFFERENT AUTHORS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 320. http://dx.doi.org/10.17770/sie2013vol1.547.
Повний текст джерелаАнотація:
Musical-pedagogical theory and practice of higher education have to address complicated issues: the content of musical education changes, new music teacher training forms develop, technical provision of a teaching process improves.Choral singing as a kind of collective music making is an integral component of Latvian culture, an irreplaceable and over centuries tried out factor of spiritual and creative development of a Latvian people. Harmonic hearing is one of the components of musical hearing. The aim of the paper: to present the analysis of works by different authors on issues of the development of harmonic hearing made on the basis of the criteria developed for the analysis of literature. The general pedagogical criteria for the evaluation of teaching aids and the didactic principles of content development from the methodological recommendations “The Development and Evaluation of the Content of Teaching Aids Complying with National Education Standards” (The Department of Pedagogy at the Faculty of Pedagogy and Psychology of the University of Latvia) were taken as a basis for the offered criteria of the analysis of methodological literature.
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Konoplyansky, Dmitry Alekseevich. "Development of the concept and pedagogical model of competitiveness formation of university graduates." Development of education, no. 2 (2) (December 11, 2018): 20–23. http://dx.doi.org/10.31483/r-21850.
Повний текст джерелаАнотація:
The article discusses the factors influencing competitiveness formation of university graduates in a changing socio-economic situation, reveals their consideration in the development of relevant concepts and pedagogical models of the process under study. To solve research problems comparative and interdisciplinary analysis and synthesis of pedagogical, psychological and economic literature were used, content analysis was carried out. The identified factors allowed to determine the conditions for the development of the concept and pedagogical model.
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Gutnik, Irina Yurievna. "Comparative analysis of the views of Saint Petersburg teachers on the role and essential characteristics of pedagogical diagnostics." Samara Journal of Science 5, no. 1 (March 1, 2016): 147–52. http://dx.doi.org/10.17816/snv20161304.
Повний текст джерелаАнотація:
Тhe article presents a comparative analysis of the perceptions of St. Petersburg teachers from a representative sampling and analysis of opinions of teachers one of the schools of St. Petersburg that has a lot of experience in pedagogical diagnostics aimed at the students self-determination. As a result of the comparative analysis it was ascertained that the teachers are aware of the necessity of pedagogical diagnostics in modern educational process. Our research confirmed the teachers awareness of the importance of daily, close to the intuitive knowledge of their students and that the existing experience of student support based on educational diagnostics, makes it necessary for the teacher to know the students problems and difficulties. Teachers lack knowledge and skills as far as the use of different sources for information about the student is concerned. Teachers do not quite understand the importance of applying qualitative and authentic methods of diagnosis, as well as the importance of taking into account the opinions of the colleagues and need to interact with them, the significance of collectively, jointly developing a mechanism and diagnostic support for all school staff. It is shown that the training in the theory and practice of pedagogical diagnosis allows teachers to eliminate many problems of pedagogical diagnostics, namely, its being labor- and time-consuming.
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Zidoun, Youness, Rachid Dehbi, and Mohamed Talea. "Multi-Criteria Analysis and Advanced Comparative Study between M-learning Development Approaches." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 3 (July 20, 2018): 38. http://dx.doi.org/10.3991/ijim.v12i3.8083.
Повний текст джерелаАнотація:
<p class="0abstract"><span lang="EN-US">With the great advances in the world of mobile learning, development approaches are a very important challenge in designing an M-learning platform for instructors. The development can quickly become a handicap to the integration of certain functionalities and features if the approach is not very well thought and adapted to the pedagogical model designed for the platform. The purpose of this article is to clarify certain comparative aspects between the various methods of development of mobile learning platforms, their ordering and processing and the advantages and disadvantages of each approach. The authors present a multi-criteria analysis which can help instructors in decision-making by assisting their choice of the mobile development approach according to the most important criteria. This paper constitutes an overview of the m-learning platforms from design implementation point of view and will help researchers implement the pedagogical design model described in previous work.</span></p>
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Bondarenko, Victor, Alla Semenova, and Tamara Vysotska. "Processes of reforming the educational policy of Ukraine and the countries of the European Union: a comparative analysis." EUREKA: Social and Humanities, no. 6 (November 30, 2021): 52–67. http://dx.doi.org/10.21303/2504-5571.2021.002195.
Повний текст джерелаАнотація:
A comparative comprehensive analysis of the socio-pedagogical problem field of modernization of the educational system of Ukraine and the EU in the context of administrative reform and taking into account economic needs and the establishment of universal democratic values has been conducted.
A comparative pedagogical study of the theoretical, organizational, methodological and regulatory principles of reforming the educational system of Ukraine, which is currently acquiring national features and integrated into the world educational space, has been carried out.
Conceptual principles of reforming the educational system of Ukraine as a basis for improving the quality of life of citizens from the standpoint of an innovative educational project in the context and professional psychological and pedagogical aspects of training in the field of educational policy have been theoretically substantiated. The provision is that education, like other institutions of public life, requires operational and strategic management actions, aimed at its modernization and renewal.
A conceptual integral dynamic model of reforming educational policy in Ukraine with substantiation of methodological approaches and theoretical positions has been developed on the basis of comparative pedagogical research.
A necessity of expansion and qualitative improvement of the network of preschool educational institutions has been proved.
There are trends that Ukrainian secondary education will eventually become on a par with the world standards of secondary school.
A need to create and coordinate a strong system of out-of-school education in Ukraine has been justified, as the mass unemployment of children and youth in out-of-school time entails huge negative consequences.
Peculiarities of reforming the system of training of working professions and vocational education in Ukraine have been specified.
A strategic issue is the state policy on teacher training.
Ukrainian origins of the phenomenon of pedagogical skill as a fundamental basis of the theory and practice of educational policy to improve the quality of teaching and learning in EU countries have been revealed.
A necessity of development of a target program of professional and pedagogical selection and preparation of experts in the field of educational policy for Ukraine and an algorithm of estimation of its efficiency on the basis of the comparative analysis has been proved.
The content of the concept of "educational policy" has been clarified, knowledge of the regulatory framework for reforming educational policy in the EU has been deepened.
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Sadik, Olgun, Anne Ottenbreit-Leftwich, and Thomas Brush. "Secondary Computer Science Teachers’ Pedagogical Needs." International Journal of Computer Science Education in Schools 4, no. 1 (August 14, 2020): 33–52. http://dx.doi.org/10.21585/ijcses.v4i1.79.
Повний текст джерелаАнотація:
The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.
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Sokolova, Lyudmila I., and Dmitry S. Ermakov. "Comparative analysis of the application of educational technologies for sustainable development." E3S Web of Conferences 169 (2020): 05001. http://dx.doi.org/10.1051/e3sconf/202016905001.
Повний текст джерелаАнотація:
It must be admitted that education is the necessary requirement, and educational technologies are the important tools of implementation for sustainable development. This study is based on a comparative and pedagogical approach. Having used the content analysis method we have considered the data of national reports (2018) from 31 countries on implementing the Strategy of education for sustainable development (ESD) of UNECE (sub-indicator 2.1.3) and defined pedagogical technologies applied at different levels of formal, non-formal and informal education. Besides, the rating of technologies according to the frequency of their usage for 0–8 levels has been made. The revealed differences we explain by age-related psychological features of students and pupils, as well as the national peculiarities of educational systems. Moreover, a brief overview about additional educational technologies and methods that are outside the framework of the current ones (non-formal and informal education in particular) has been prepared. The results of experts’ survey in Russian Federation carried out in 2019 have been introduced. The general evaluation of progress in the field of ESD with the 3-point scale (0.7; in progress) and estimation of indicator 2.1 (0.9; in progress) has been defined. We also characterised the revealed educational-methodical achievements.
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Rakitskaya, O. N., D. A. Kuznetsova, and Yu V. Smirnova. "On the possibilities of situational and semantic analysis in the study of professional thinking of higher school teachers to ensure constructive pedagogical communication." SHS Web of Conferences 87 (2020): 00061. http://dx.doi.org/10.1051/shsconf/20208700061.
Повний текст джерелаАнотація:
The article presents some results of a complex research of the social and psychological characteristics of teachers’ professional thinking which provides interaction between the teacher and the learner in higher school classes. The understanding of the pedagogical situation as a problematic issue in the comparative analysis of militarized and civil university teachers is studied. It is proved that it is necessary to analyze pedagogical situations and find out the subjective meanings that determine the understanding of their problematic character in the psychological and pedagogical support of higher school teachers’ professional training.
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Basov, Igor Ivanovich, Olesya Grigorievna Karapkova, Viktoria Mikhailovna Khlopkova, and Vladimir Gennadievich Shnaider. "The use of distance learning technologies in a pedagogical university: a comparative analysis of students’ attitude in 2020-2021." LAPLAGE EM REVISTA 7, no. 3B (September 29, 2021): 677–84. http://dx.doi.org/10.24115/s2446-6220202173b1612p.677-684.
Повний текст джерелаАнотація:
The article provides the analysis of modern trends in the development of higher pedagogical education and the influence of digitalization on the educational process in a pedagogical university. The issue of the formation of information and communication competencies of students and teaching staff in the context of digitalization is considered as well as the attitude of students towards distance and blended forms of study. The experience of implementing distance and blended learning at the Faculty of History of the Armavir State Pedagogical University in is analyzed basing on surveys carried out in 2020-2021.The results shown here serve to show us the importance and place of distance education, post-pandemic.
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Zhanguzhinova, M. Ye, K. K. Abilkalamova, and A. M. Sabitova. "THE ANALYSIS OF MODULE-COMPETENCE APPROACH IN EDUCATIONAL PROCESS’DESIGNOF KAZAKHSTAN AND LATVIA UNIVERSITIES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 69–74. http://dx.doi.org/10.51889/2020-2.1728-5496.12.
Повний текст джерелаАнотація:
The article presents a theoretical and methodological comparative analysis of the module-competencybased approach for the educational process’designin universities in Latvia and Kazakhstan. The article is intended for a survey and analytical study of the diversification of methods, technologies in two post-Soviet countries with different educational paths. The study contains an analysis of the legal and regulatory documents for the specialties “Vocational Training”, “Design”, “Scenography”, as well as a comparative analysis of the pedagogical process organizationof the professional competence formationin Kazakhstan and Latvia. The purpose of the study is to analyze two types of educational process in universities that carry out activities within the framework of the Bologna system. The objective of the study is to identify the differences and similarities in the organization of the pedagogical process in both countries, and to determine their systems, structure and forms. The results of the study are shown in the development of conclusions for the educational process in universities of Kazakhstan.
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Rozman, Iryna. "THE PROBLEM OF PERIODIZATION OF PEDAGOGICAL PERSONNEL STUDY." Mountain School of Ukrainian Carpaty, no. 20 (September 30, 2019): 45–47. http://dx.doi.org/10.15330/msuc.2019.20.45-47.
Повний текст джерелаАнотація:
The article is devoted to the analysis of the problem of periodization of the research of pedagogical personnel. The theoretical and methodological approaches of Ukrainian and foreign scientists to the periodization of the development of historical and pedagogical science, which are based in general on the technologies of using the methodological tools of historical science, are determined. The role, significance, potential of comparative – historical, comparative, and other methods that are used in studies devoted to life and various directions of creative and social activity of pedagogical personalities are described.
Two methodologically important approaches are found for conducting studies in the field of pedagogical biography, which are related to the study of a person in a universal coordinate system: a synchronous system, projecting its analysis in a specific time period and diachronic, projecting the study of personalities in a time «vertical».
Disadvantages of periodization as an instrument and means of scientific and cognitive activities are shown; the ways and possibilities of their minimization and increase of the scientific and heuristic efficiency of the periodization method are determined in the studied periods (stages) of the life path of the pedagogical personalities. The article substantiates the position according to which the correct application of methodological tools allows to avoid various manifestations of dichotomy (illicit division) in pedagogical and biographical research.
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Vlasova, Viktoria. "Organization of Higher Environmental Education in Universities of Ukraine and France: Comparative Pedagogical Analysis." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 116–22. http://dx.doi.org/10.2478/rpp-2014-0029.
Повний текст джерелаАнотація:
Abstract The article deals with the organization of higher environmental education in France and Ukraine. The main elements of the pedagogical comparison between the two countries have been defined. Scientific and educational literature analysis devoted to the study of specific aspects of environmental education in universities of both countries has been done. Regulatory and legal framework for environmental training in these countries has been researched. The structure of higher education and the ecological system of educational levels both in Ukraine and France have been stipulated. Basic elements of a comparative analysis of higher environmental education in Ukraine and France have been characterized. The main areas of environmental education in universities of France and Ukraine have been determined. Principles of higher environmental education in France, based on the systems of laws and regulations, have been outlined. The importance of design and styling concept of environmental education has been proved. The main reason for increasing trend to expansion of environmental education at various university departments and levels of education has been defined. Milestones of higher environmental education in France and Ukraine have been determined. After the comparative analysis of higher environmental education in France and Ukraine common features of higher education in these countries have been outlined.
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Postavnev, Vladimir M., Evgenii A. Alisov, Irina V. Postavneva, Lyudmila S. Podymova, and Henndy Ginting. "Differential Acmeological Approach to The Design of Psychological Support for Professional and Personal Development of Pedagogical University Students." SHS Web of Conferences 79 (2020): 02021. http://dx.doi.org/10.1051/shsconf/20207902021.
Повний текст джерелаАнотація:
The article presents the results of a comparative analysis of psychological assistance models functioning in Russian universities. The study objective is to identify and substantiate the provisions of the differential acmeological approach as the basis for the design of psychological assistance for professional and personal development of pedagogical university students. The model of psychological assistance for professional and personal development of pedagogical university students is designed based on the results of comparative analysis, the descriptive method, and the method of functional and structural modeling. It is demonstrated that the creation of a unique psychological assistance system stimulating the maximum realization of the creative potential of the educational process subjects’ personalities as a part of the educational activity of a pedagogical university opens up additional opportunities for the individualization of professional training. The differential acmeological approach to the design of psychological assistance for professional and personal development of pedagogical university students presented in the article allows integrating the potential of general professional training courses in the system of psychological support and assistance in students’ self-knowledge and professional and personal development.
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Modnov, Sergey I., and Tatyana V. Bugaychuk. "Structures of professional self-determination of students in pedagogical and technical universities: comparative analysis." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 70–77. http://dx.doi.org/10.20323/1813-145x-2021-5-122-70-77.
Повний текст джерелаАнотація:
The article presents results of the empirical study of the features of professional self-determination of freshman students. The authors of the article studied and revealed the specific characteristics of the structure of professional self-determination of first-year students of the pedagogical university and technical university. The structure of professional self-determination by authors was studied through such characteristics of the student's personality as values, professional orientation, motivation, planning, information, decision-making, professional readiness, reflection, results of activity, general organization. At the same time, the authors used the concept of the structure of professional self-determination by Yu. P. Povarionkov as the basis, where it is represented by four components – value-motivational, operational, behavioral and professionally important qualities of professional selfdetermination. As a result of the comparative analysis of structures of professional self-determination of students in technical and pedagogical universities, such specific features as the dominant system-forming components and organization of structures were identified. The value-motivation component was defined as the main and central component in the structure of professional self-determination of all students of the 1st year, but the students of YSPU distinguished themselves as the motivational component of this component, and the students of YSTU had value. It is noted that the general organization of the structure of professional self-determination is higher among YSTU students compared to YSPU students, that is, the organization of the structure of professional self-determination of YSPU students of the 1st year is determined mainly due to the integration of individual elements, their synthesization, and the organization of the structure of professional self-determination among students of the 1st year of YSTU.
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Ilaltdinova, Elena Yu, Svetlana V. Frolova, and Tatiana N. Sergeeva. "Institutional identity of pedagogical education: problems and development trends." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 70–87. http://dx.doi.org/10.32744/pse.2021.2.5.
Повний текст джерелаАнотація:
Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant. Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis. Results. The analysis of socio-cultural and educational tendencies, as well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis. Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents. Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.
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Popov, Lev Vladimirovich, and Aleksei Gavrilovich Chaplygin. "Ratings of universities. pedagogical higher education universities in Russia." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2011): 3–17. http://dx.doi.org/10.51314/2073-2635-2011-3-3-17.
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Article reviews the causes of the recent years rapid development in the global higher education rating of the epidemic, as well as comparative analysis of the basic approaches and principles used in forming the rating of universities. The possibility of application existing methodologies and ranking systems, methods and technologies ratings to describe the multifaceted activities of pеdagogical institutions of Russia.
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Горовая, В., V. Gorovaya, С. Худовердова, and S. Khudoverdova. "Information Culture in the Structure of the Activity and the Individual of the Educator." Standards and Monitoring in Education 7, no. 3 (June 6, 2019): 49–55. http://dx.doi.org/10.12737/article_5cdeb4267db1a9.01511715.
Повний текст джерелаАнотація:
Pedagogical activity is considered in the context of its cultural signifi cance, provides the author’s interpretation of pedagogical activities. Three main approaches to the study of structural and substantive organization of pedagogical activity-system-functional, cultural and competence are given. On the basis of systemic-functional approach comparative-comparative analysis of the structure and content of educational activities was carried out presented in the writings of some domestic authors. The article shows the relevance of studying professionally important qualities of a teacher, highlights the personality system, composable around professional-pedagogical orientation. Special attention is given to the quality of the article of the teacher as information culture. On the basis of the cultural approach the composition of professional-pedagogical culture and the place in the information culture was considered. The intrinsic features of the concept of “information culture of the teacher” are given, an attempt was made to designate its complex composition. The factors are highlighted contributing to the need for raising and resolving problems of formation of information culture of the teacher in higher educational practice.
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Punchyk, Veranika, Natalia Murodhodjaeva, Sergey Averin, Liudmila Varanetskaya, and Katsiaryna Piatrutskaya. "Management of Educational and Cognitive Activities of The Future Teacher Through the Introduction of The Technology of Educational Animation Design." SHS Web of Conferences 79 (2020): 01013. http://dx.doi.org/10.1051/shsconf/20207901013.
Повний текст джерелаАнотація:
The purpose of this paper is to describe the current method of managing the educational and cognitive activities of the future teachers in the process of general pedagogic training through the development and implementation of an original educational animation design technology. The attainment of this goal is presented in the paper in the logic of an innovative cycle, which reveals the genesis of its creation from an idea to practical approval. The authors used the following research methods: theoretical analysis, comparative analysis, ascertaining experiment, modeling, prototyping, pedagogical experiment, survey, observation, descriptive statistics. The authors describe the experience of implementing the educational animation designing technology in the process of general pedagogical training of future teachers (using the example of the Physics and Informatics program at the Belarusian State Pedagogical University named after Maxim Tank). At the end of the course, the students created original animated videos on physics as part of practical work in their pedagogy course. The potential of the developed technology as a means of managing the educational and cognitive activities of future teachers was implemented through the dominant diagnostic variable, i. e. the quality of the formed competencies in the Pedagogical systems and technologies course. As a result of the pedagogical experiment, it was confirmed that this technology allowed managing the educational and cognitive activities of modern students, helping to deal with mosaic thinking which is a specific feature of modern youth and that it was an effective technology for the general pedagogical preparation of a future teacher.
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Martyn, Oksana. "PEDAGOGICAL TEACHER TRAINING IN THE SCANDINAVIAN COUNTRIES AS AN OBJECT OF PEDAGOGICAL RESEARCH." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 254–58. http://dx.doi.org/10.24144/2524-0609.2021.48.254-258.
Повний текст джерелаАнотація:
The urgency of the problem is that the preparation of teachers for the national education system at the present stage of society is a special aspect, because the teacher is responsible for the formation of a free personality, which must not only have a certain stock of knowledge and professional competence, but also combine intellectual potential with moral consciousness and civic responsibility. The purpose of the article: to carry out a bibliographic analysis of the problem of pedagogical training of teachers in the Scandinavian countries. To identify areas of research on the problem of pedagogical training of teachers in the Scandinavian countries, we used analysis, synthesis and abstraction, comparative pedagogical analysis – to clarify the features of pedagogical training in European countries; prognostic – to identify research prospects. The article analyzes scientific works and documentary sources on the problem of pedagogicalteacher training in the Scandinavian countries. The directions of studying the problem of pedagogicalteacher training in the Scandinavian countries are singled out: pedagogical education in the European dimension, conceptual approaches to the development of pedagogical education, actualization of problems of professional training, in particular pedagogical. It is emphasized that the national systems of pedagogical training in Western Europe are original systems with their own organizational structures, forms and content, which are due to the specific features of their historical development and priorities of pressing problems of our time. In scientific research, attention is paid to the study of requirements for the modern teacher, which require a deep knowledge of the subject, mastery of advanced pedagogical methods and his ability to build a professional activity on a reflective basis.Professional pedagogical training is aimed at a specific area of practice. It is determined that the development of pedagogical education in European countries is based on the values of a rapidly developing society towards a multicultural community.
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Gruzdev, Mikhail V., Irina Y. Tarkhanova, and Inga G. Kharisova. "Analysis of value-sense orientations of students in psychological and pedagogical classes." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 8–17. http://dx.doi.org/10.20323/1813-145x-2021-5-122-8-17.
Повний текст джерелаАнотація:
The relevance of the problem chosen for study by the authors of the article is due to the importance of implementing the principles of steadiness and continuity in the training of pedagogical personnel. The article resolves the contradiction between the social order to create a single educational space for the training of teachers and the lack of targeted guidelines for each stage, taking into account the professionally significant qualities, meanings and values of students. The purpose of the article is a comparative analysis of the value-meaning guidelines of future teachers’ professional pedagogical activity at the stage of pre-professional training. The methodological basis of the study was the provisions of the value-sense approach and the concept of systemogenesis, which determine personal meanings as fundamental guidelines for pedagogical activity, which have a key influence on its goals, content and means of implementation. Basing on methods of analysis of professional and educational standards that regulate the basic guidelines for professional pedagogical activity and determine the requirements for the teacher's general professional competencies, the authors formed a list of values that determine the value-meaning component of pedagogical activity and key guidelines for the pedagogical profession. With the help of a questionnaire developed by the authors and a modified MAST test, empirical data were collected and processed using methods of primary descriptive statistics, correlation, system-structural, factor analysis. The analysis of empirical data revealed a number of trends in the formation of a system of value orientations of future teachers. It was determined that at the professional stage, the value system is focused mainly on values and knowledge that characterize the professional activities of the teacher. The article broadcasts scientific results that provide the basis for a new research and development of mechanisms to ensure the continuity of pedagogical education at all its levels. The conclusions outlined in the article set a single methodological basis for synchronizing the results of pedagogical education at the level of pre-professional, non-university and higher pedagogical education.
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Honcharenko, Olha. "Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education." Kultura-Społeczeństwo-Edukacja 12, no. 2 (February 19, 2019): 313–27. http://dx.doi.org/10.14746/kse.2017.12.15.
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In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.
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Tursynay, Imasheva, Toleubekova Rymshash, Imashev Askar, Kaziyev Karas, and Kazhgaliyeva Azhar. "Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1947–55. http://dx.doi.org/10.18844/cjes.v16i4.6062.
Повний текст джерелаАнотація:
The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues.
Keywords: professional self-development, social pedagogue, self-development trajectory;
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Tursynay, Imasheva, Toleubekova Rymshash, Imashev Askar, Kaziyev Karas, and Kazhgaliyeva Azhar. "Scientific comparative analysis of professional self-development of future social pedagogue In Kazakstan and abroad." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2575–85. http://dx.doi.org/10.18844/cjes.v16i5.6339.
Повний текст джерелаАнотація:
The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues.
Keywords: professional self-development, social pedagogue, self-development trajectory;
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Mirsolieva, Mukhabbat, Umida Giyasova, and Anvar Sultanov. "Modern Tendencies Indevelopment of Pedagogical Staff's Professional Development System." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 265. http://dx.doi.org/10.17770/sie2015vol1.323.
Повний текст джерелаАнотація:
<p><em>The article considers the essence of the training as the basis for teachers’ professional competence development. The comparative analysis of organization of teachers’ professional developmentin foreign countries</em><em>.The efficient ways, methods and main types of organizing higher educational institution teachers’ professional developmentin different countries of the worldare described there.</em><em></em></p>
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Smirnaya, A. A., and A. V. Smirnova. "Development of the teachers’ creative competence by means of the development and implementation of an individual project." SHS Web of Conferences 113 (2021): 00082. http://dx.doi.org/10.1051/shsconf/202111300082.
Повний текст джерелаАнотація:
This article reveals the problem of the development of the teacher’s creative competence. It also describes the pedagogical support for the development of the teacher’s pedagogical creativity. A brief overview of issues related to the definition of the essence of pedagogical creativity, its specificity, and indicators is given. The study presents the substantiation of the problem proves its relevance for the development of the teacher’s creative competence. The article presents the results of a comparative analysis of the development of the teacher’s creative competence on the basis of Reshetnev Siberian State University of Science & Technology (Krasnoyarsk) and Krasnoyarsk State Pedagogical University named after V.P. Astafyev (Krasnoyarsk).
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Overby, Megan S., and Annette Baft-Neff. "Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis." Journal of Telemedicine and Telecare 23, no. 5 (June 30, 2016): 550–57. http://dx.doi.org/10.1177/1357633x16655939.
Повний текст джерелаАнотація:
Introduction Despite the growth of telecommunication applications to provide clinical healthcare services, there has been little attention to the pedagogical framework needed to train healthcare students to deliver these services. Methods In this exploratory investigation, perceptions of speech-language pathology/therapy (SLP/SLT) faculty ( n = 31), graduate students ( n = 16), and telehealth (“telepractice”) clinicians ( n = 16) were examined with a 15-item survey regarding the 1) comparative pedagogical importance of four skills common to telepractice and face-to-face service (f2f) delivery, and 2) relative pedagogical value of seven skills and competencies unique to telepractice. Results Statistical analyses revealed nonverbal communication skills and knowledge of the literature related to service delivery methods were more important in telepractice than in f2f service delivery. Among seven skills unique to telepractice, participants believed the most important was solving problems related to the Internet and recommended at least two hours of instruction each in telepractice technology, patient confidentiality, and role-playing telepractice. Results suggest that SLP/SLT students may need additional and/or focused academic training in nonverbal communication, telepractice literature, and in solving connectivity issues to enter the telepractice marketplace with sufficient preparation. Discussion Further study is needed to compare the relative importance of additional SLP/SLT skills and competencies, describe components of effective healthcare training telepractice programs, and explore effective pedagogical strategies for healthcare telepractice instruction.
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Henningsson-Yousif, Anna, and Solveig Fredriksen Aasen. "Making teachers ' pedagogical capital visible and useful." Journal of Workplace Learning 27, no. 5 (July 13, 2015): 332–44. http://dx.doi.org/10.1108/jwl-10-2013-0090.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The authors make an account of the development of the concept of pedagogical capital and relate it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers ' pedagogical capital. Design/methodology/approach – Comparative analyses of the authors ' research and empirical data were undertaken. Findings – Three dimensions of pedagogical capital have been identified: an experience content dimension, an analysis dimension and an acting dimension. Research limitations/implications – The authors find potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts. Practical implications – The authors ' methods could be used for school development purposes as well as in teacher education. Social implications – The aim of the paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work. Originality/value – The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.
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Watson, Kevin E. "A Comparative Analysis of Method Books for Class Jazz Instruction." Update: Applications of Research in Music Education 36, no. 1 (February 16, 2017): 5–11. http://dx.doi.org/10.1177/8755123317692640.
Повний текст джерелаАнотація:
The purpose of this study was to analyze and compare instructional topics and teaching approaches included in selected class method books for jazz pedagogy through content analysis methodology. Frequency counts for the number of pages devoted to each defined instructional content category were compiled and percentages of pages allotted to each category were calculated. Analyses of supplementary media consisted of noting the duration in seconds that each excerpt devoted to illustrating concepts in each instructional content category. Results indicated that the largest amount of content was devoted to arrangements of tunes for group performance (34%), rhythm section pedagogy (13%), and suggested rehearsal techniques (10%). Of note, the categories of improvisation and aural training each comprised only 3% of the surveyed content. Pedagogical approaches to the emphasized instructional areas were identified and discussed within the context of prior research in jazz pedagogy.
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Burai, Renata, and Rona Bušljeta Krdum. "Lifelong education programmes for the acquisition of pedagogical competencies in the republic of croatia – an analysis workload in compulsory subjects." Život i škola 67, no. 1 (October 3, 2021): 99–119. http://dx.doi.org/10.32903/zs.67.1.6.
Повний текст джерелаАнотація:
Quality of teaching process requires from the teacher completion of a certain master study program and good content knowledge as well as the acquisition of pedagogical competencies. Most often, teacher education programs are offered at universities, but in the Republic of Croatia there are also programs that provide pedagogical-psychological-didactic-methodological education to all of those who did not acquire pedagogical competencies during their university education. Unlike most of the other European countries, the method of acquiring pedagogical competencies in the Republic of Croatia is regulated by law, which explicitly states mandatory areas and the total workload for those who want to acquire pedagogical competencies as a necessary condition for working in the educational system. The aim of this paper is a comparative analysis of the structure and content of programmes for the acquisition of pedagogical competencies of teachers in primary and secondary schools that are performed at higher education institutions in Croatia as additional programmes in lifelong learning The aim of this paper is also to identify similarities and differences between programmes with regard to the workload of students expressed in ECTS credits in the compulsory part of the programme, and to determine whether there is a need for harmonization of these programs at a national level. The results showed differences between analysed programmes with regard to ECTS credits and raised the idea that training in acquiring pedagogical competencies should be uniformed.
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Jones, Brian, and Norma Iredale. "Enterprise and entrepreneurship education: towards a comparative analysis." Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 1 (March 4, 2014): 34–50. http://dx.doi.org/10.1108/jec-08-2012-0042.
Повний текст джерелаАнотація:
Purpose – This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy. Design/methodology/approach – This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, cross-country, historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison. Findings – This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes. Originality/value – The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices.
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Mishina, Anastasia V., Zilia M. Yavgildina, Rufina Ildarovna Samigullina, and Tamara Yu Melnik. "Comparative analysis of musical-enlightenment concepts of L. Bernstein and D. Kabalevsky in Russian music education." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 625–30. http://dx.doi.org/10.18844/cjes.v13i4.3894.
Повний текст джерелаАнотація:
The aim of this study is to compare the activities of Kabalevsky and Bernstein—two musicians who made a significant contribution to the musical education of the younger generation, reveals the principles, methods, forms of educational work and covers the subject of television programmes. In particular, the pedagogical and musical-enlightenment concept of the outstanding composer, scientist Dmitry Kabalevsky was widely spread in our country. Also, the achievements of American composer, lecturer, teacher Leonard Bernstein in the field of musical enlightenment differ in originality and are rarely used in Russian musical pedagogical practice. In accordance with the aim of the study, the following theoretical methods were used: analysis of the literature, epistolary texts, the repertoire of the concert programmes of the New York Philharmonic orchestra; generalisation of historical data on musical and educational activities of Kabalevsky and Bernstein, comparison of methods and techniques of music education, biographical method.
Keywords: Conversation, enlightenment, Dmitry Kabalevsky, Leonard Bernstein, TV
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Siegień, Wojciech. "Wyjść poza krąg. O przywracaniu pedagogiki Marii Rogowskiej-Falskiej i Wiery Schmidt." Problemy Wczesnej Edukacji 46, no. 3 (September 30, 2019): 91–100. http://dx.doi.org/10.26881/pwe.2019.46.09.
Повний текст джерелаАнотація:
In the article, based on theoretical assumptions about framing mechanisms taken from the work of Georg Lakoff and the Polish tradition of post-dependence research, the author conducts a comparative analysis of cases of reframing the hegemonic and strongly patriarchal narratives regarding the pedagogical legacy of Janusz Korczak and Ivan Jermakov. As a result of systemic changes after 1989, narratives so far suppressed have come to the fore. It applies to minority voices, especially female voices. The comparative analysis took into account the voices of female educators from Poland and the Soviet Union – Maria Rogowska-Falska and Vera Schmidt. The main questions concern how hegemonic pedagogical discourses may erode and whether the processes of redefining pedagogical thought in Poland are analogous to trends in other countries of Central and Eastern Europe? The study points to far-reaching analogies of the processes of reframing in Poland and Russia. This has its consequences for our understanding of the achievements of Janusz Korczak in Poland and the roots of psychoanalysis in the Soviet Union.