scholarly journals Features of students ’ vision of teachers

2019 ◽  
Vol 70 ◽  
pp. 08012
Author(s):  
Gokkajan Chomaeva ◽  
Marina Kubanova
Keyword(s):  
Positive Emotions ◽  
Positive Attitude ◽  
Cognitive Activity ◽  
Educational Process ◽  
The Real ◽  
Projective Techniques ◽  
Communication Partner ◽  
The Future ◽  
Teachers And Students ◽  
The Ideal

The article is devoted to the analysis of an important aspect of pedagogical interaction between teachers and students as the idea/vision of each other, in particular the image of the teacher through the eyes of the student. The vision of a communication partner is the basis for the formation of an attitude towards him and the activities performed by him. A positive attitude to the teacher motivates cognitive activity of students, stimulates interest in the future profession, i.e. is a factor of productive interaction in the educational process. The study is based on the use of projective techniques, which revealed the differences in students ’ ideas about the ideal and the real teacher. Assessing the overall results of the study, we can say that there is a clear difference in the assessments of teachers in comparison with the student’s ideas about the ideal teachers. Students negatively characterize the real pedagogical interaction and want more softness, joy, positive emotions from interesting teachers. Taking into account the data obtained will help to improve the efficiency of the pedagogical process.

scholarly journals Al-Farabi’s creative heritage and his scientific-pedagogical ideas

2021 ◽  
Vol 54 (6) ◽  
pp. 434-442
Author(s):  
Nurfer Tercan ◽  
◽  
Gulzhikhan Nurysheva ◽  
Keyword(s):  
Middle Ages ◽  
Teaching Methods ◽  
Cognitive Activity ◽  
Educational Process ◽  
Social Significance ◽  
Learning Content ◽  
The Social ◽  
Teachers And Students ◽  
Scientific Pedagogical ◽  
The Ideal

Introduction. The study of Al-Farabi’s pedagogical heritage is relevant, since it allows forming a scientific idea of the level of progressive experience in teaching and upbringing in the conditions of the early Middle Ages, in the era of the flourishing and rise of culture in the East. Research purpose is to consider Al-Farabi’s creative heritage and give an overview of his scientific-pedagogical ideas. Materials and methods. The authors used Al-Farabi’s treatises, reflecting his pedagogical ideas, as well as the works of modern teachers, historians and philosophers. Research methods: analysis, synthesis and historical-pedagogical interpretation of the data contained in the sources; systematization and generalization of materials obtained as a result of studying open Internet sources and modern scientific literature. Research results. Despite the fact that Al-Farabi’s ideas were based on the works by Plato and Aristotle on the cognizability of the world, the scholar has developed original applications of this theory in relation to the needs of that time, taking into account the state religious policy. According to the thinker, the ideal of upbringing and education includes the mastery of scientific knowledge, moral and aesthetic perfection of both the student and the teacher. The rules proposed by Al-Farabi asserted the social significance of teaching and upbringing based on mutual respect of teachers and students. The educational system and teaching methods proposed by Al-Farabi made it possible to activate the students’ creative and cognitive activity, contributed to the development of logical thinking and comprehension of the information they receive. Discussion and conclusion. The study and analysis of Al-Farabi’s treatises show that the thinker considered all aspects of the educational process: educational goal, learning content, teaching methods and tools, the duties of the student and the teacher. The thinker’s entire creative heritage is imbued with the ideas of humanizing and democratizing society through its improvement by upbringing and educational tools.

scholarly journals Personality of the Teacher as an Important Element in the Educational Process of the Child

2015 ◽  
Vol 5 (2) ◽  
pp. 79-88
Author(s):  
Ireneusz Jurczak ◽  
Elwira Jurczak
Keyword(s):  
Positive Attitude ◽  
Teacher Educator ◽  
Cognitive Activity ◽  
Educational Process ◽  
Emotional Involvement ◽  
Children And Young People ◽  
Organization Of Care ◽  
Care And Support ◽  
Educational Establishment ◽  
Moral Attitudes

Abstract The teacher is an employee of the educational establishment, having qualified for the teaching and education of their students. In addition, in accordance with the Teacher Card, he is obliged to conscientiously carry out the tasks of teaching and educational and charitable. Teacher will call the person responsible for the conduct and coordination of work in the classroom. His job is to get to know the students and their social conditions, cooperation with parents, ensuring socio-moral attitudes, health and the organization of care and support in individual cases. The teacher educator could feel the satisfaction of relevant professional work, enjoy his progress in many areas of development, as well as the appropriate contact with parents and legal guardians must meet specific conditions relating to his personality. Emotional involvement of the teacher, his serenity, creativity and openness to children and young people, as well as their parents, triggers analogous reactions, that is, a positive attitude and the need for cognitive activity.

scholarly journals TECNOLOGIAS ACESSÍVEIS PARA DEFICIENTES VISUAIS NO AMBIENTE ESCOLAR

2021 ◽  
Vol 11 ◽  
pp. 191-207
Author(s):  
Marilisi C. PIVETA ◽  
◽  
Nicoli MENEGUESSO ◽  
Taís F. TRENTINI ◽  
Eliane CHAINÇA ◽  
...  
Keyword(s):  
School Environment ◽  
Visually Impaired ◽  
Public Policies ◽  
Educational Process ◽  
Academic Environment ◽  
The Real ◽  
The Future

The educational process has always had an important gap in terms of inclusion. Several laws and public policies have contributed to extinguishing this process, but no tool has been more effective than technology, as long as it is applied in combination with specific methods for learning. It justifies the realization of this study, the relevance of the theme “inclusion” for society, for the academic environment and for the future of new generations. The present work has as a general objective to understand the importance of accessible technologies for the visually impaired in the school environment. The method used was based on theoretical-bibliographic research, based on authors such as Carvalho (2008), Sonza (2004) and Oliveira (2015). As a result, it can be seen that it was possible to identify the real collaboration of technology vis-à-vis students who have some type of disability, proposing technology as a tool to bring students closer to their own reality.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals РОЛЬ ЕТНОПЕДАГОГІЧНОГО ПІДХОДУ У ПРАКТИЦІ ПІДГОТОВКИ ВЧИТЕЛЯМУЗИКАНТА ДО МИСТЕЦЬКО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ШКОЛІ

2020 ◽  
pp. 334-347
Author(s):  
Світлана Крамська ◽  
◽  
Тетяна Матвієнко ◽  
Keyword(s):  
Secondary Schools ◽  
Professional Training ◽  
Cognitive Activity ◽  
Art Teachers ◽  
Educational Process ◽  
Personal Traits ◽  
Effective Work ◽  
Moral Beliefs ◽  
The Future ◽  
Further Development

The paper outlines the importance of ethnopedagogical approach in the practice of training musical art teachers in a higher art institution, highlights the need for deep modernization of Ukrainian ethnopedagogy achievements in modern conditions. The article defines the purpose and significance of this phenomenon, introduction of which into the educational process of the HEI can ensure successful artistic development of future teachersmusicians and their readiness for further music-pedagogical activities with elements of ethnopedagogical direction in conditions of the educational process of the secondary schools. Implementation of the ethnopedagogical approach in the process of professional training of musical art teachers will ensure successful realization of the Ukrainian national idea, will contribute to the formation of students’ national consciousness, will help them to learn universal values. Through the feeling of the richness of the sound palette of his people’s art, the personal traits of the future teacher-musician (sensitivity and intelligence, emotionality) will be nurtured, which in turn will improve his professional level. This will intensify cognitive activity of the future teachers-musicians, develop their musical and aesthetic representations, increase the overall level of musical and aesthetic culture, guide their moral beliefs accordingly. Introduction of the ethnopedagogical approach in the process of professional training of students of music-pedagogical specialties is closely related to the further development of the system of music and aesthetic education of our students, where the teacher is a kind of a mediator for the child to learn about the world. Therefore, to ensure the effective work of graduates of higher art institutions, the issue of using material from the national musical and musical-pedagogical heritage is relevant not only in the process of ethnopedagogical training in universities, but also directly in the educational process in secondary schools.

scholarly journals Personal interest in the formation of the subjective position of the future pre-school teachers

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 159-165
Author(s):  
Julia Kosenko
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Personal Interest ◽  
The Future

The article reveals the essence of the subjective position of future preschool teachers in the process of vocational training. The content of the concepts such as «subject», «subjectivity», «subjective position» is characterized; the essence of the concept of «personal interest» is clarified. The author’s understanding of the student’s subjective position is a well-established system of his attitude to professional education, personal self-expression in the educational process of higher educational institution, to his own «Self» – his abilities, potential opportunities, individual peculiarities of mental processes (thinking, speaking, memory, imagination, etc.). As a quality of personality, the subjective position of the student is the manifestation of his positive and active attitude to his own professional training at university, cognitive activity, own efforts, specific actions, concrete acts, independence in determining the individual path of theoretical and practical learning, personal responsibility for formation of professional competence. The student’s personal interest in professional training is characterized as his aspiration, focus on deep knowledge of the future profession, manifested in cognitive needs, professional orientation, a conscious understanding of the purpose of future professional activities, responsible attitude to the tasks and content of professional training. The role and main ways of development of personal interest of the student to professional training and formation of a subjective position of the future teacher of preschool education in this process are defined.

scholarly journals Student-centered learning: concepts, requirements, ways of implementation

2021 ◽  
Vol 10 ◽  
pp. 55-63
Author(s):  
Liliia RIABOVOL ◽  
Keyword(s):  
Higher Education ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Legislation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers And Students ◽  
Innovative Learning ◽  
The Creation

The article establishes that the student-centered approach is a requirement of time, a response to the educational needs of higher education seekers, as well as employers. The purpose of the article is to generalize the concepts, determine the basic properties and requirements of student-centered education on the basis of the analysis of the national legislation and scientific works of domestic scientists. It was found that the essence of the corresponding paradigm is that the applicant for higher education is a conscious, active, full-fledged, responsible subject of his studies and his own life. It is revealed that the main requirements of the student-centered approach are the creation of an educational environment that takes into account the needs, interests, abilities, general characteristics of applicants, focused on them, as well as establishing between teachers and students as the main subjects of the educational process. mutual respect and trust. It is stated that the full implementation of the student-centered approach is possible only by providing a set of organizational and normative (relevant provisions of educational legislation and local regulations) and psychological and pedagogical, including methodological, (forms, methods and technologies of teaching) to enhance cognitive activity VO, therefore, should provide for solving problems, discussing them in a group, forming and justifying their position) conditions. Emphasis is placed on the fact that student-centered learning is learning that requires the creation of opportunities for higher education to build an individual educational trajectory. As a result of the analysis of the domestic educational legislation it is revealed that ways of realization of an individual educational trajectory are a choice by applicants of educational disciplines of not less than 25% of volume of ECTS credits on OP, and also a possibility of a choice of forms, methods, technologies of training. research, etc. Key words: human-centeredness, academic freedom, higher education, educational program, subject of study, innovative learning technologies, individual educational trajectory.

COMPLEX USE OF ARTSIN PROCESS OF FORMATION OF ARTISTIC-AESTHETIC INTERESTS OF SCHOOLS WITH MENTAL MENTAL DEVELOPMENT

2019 ◽  
pp. 36-44
Author(s):  
Oleksandr Demianchuk
Keyword(s):  
Fine Arts ◽  
Cognitive Activity ◽  
Integrated Approach ◽  
Emotional Reaction ◽  
Aesthetic Education ◽  
Mental Development ◽  
Educational Process ◽  
Teachers And Students ◽  
The Aesthetic ◽  
The Individual

In this article peculiarities of cognitive activity of the pupils with development arrest are revealed; working procedure regarding development of aesthetic outlook of the pupils, mentioned above is highlighted in the article.The attention is focused on the issues of education of artistic and aesthetic interests by means of an integrated combination of arts. Much attention is paid to the aesthetic education of children, world outlook, interests, tastes, which feelings are of concern to all who are not indifferent to the future destiny of our society. The researcher notes that the essence of aesthetic education is the organization of diverse artistic and aesthetic activities of students, aimed at forming their ability to fully perceive and correctly understand the beauty in art and life, to develop aesthetic concepts, concepts and tastes, as well as to develop them artistic and aesthetic interests. Main conditions for the full development of artistic and aesthetic interests are: the appropriate level of artistic development of the child and understanding of her works of art; creating a positive emotional attitude to the objects of the aesthetic cycle. The presence of these conditions creates the basis for the emergence of artistic and aesthetic interest, which will further contribute to the correction of mental development of students of this category. Analyzing scientific works on this problem, the main indicators, which characterize the artistic and aesthetic interests of junior pupils, are determined. Among them: a conscious desire and ability of students to distinguish from the surrounding aesthetic objects or their aesthetic properties; emotional perception of aesthetic and artistic values ​​(depth and power of emotional reaction), the presence of empathy; a tendency to engage in aesthetic and artistic activity, the nature of their occurrence (interest or indifference, manifestation of autonomy in activity). Proceeding from the analysis of the state of development of the problem and relying on the noted theoretical generalizations, the author determines the artistic and aesthetic interest as a selective orientation of the individual to the knowledge of art precisely under the influence of his emotional attractiveness, which is expressed in the emotional pursuit of artistic and creative activity and the need for aesthetic pleasure. At the present stage, the use of integrated interaction of arts in music lessons is connected with the reorientation of the educational process to the student's personality in terms of her artistic and aesthetic improvement. It is envisaged that the use of integrated interaction of arts in the classroom will enable to intensify and intensify the aesthetic development of junior pupils with the LRR in the process of teaching them music, literature, fine arts, and will provide the necessary pedagogical conditions for him. Prospects of an integrated approach to the lessons of artistic disciplines in expanding the scope of its application, in the organization of a unified pedagogical system for the formation of artistic and aesthetic interests, built on the cooperation of teachers and students.

scholarly journals Training of the future vocational education teachers in the conditions of student-centred learning and teaching

2019 ◽  
pp. 143-157
Author(s):  
Taras Melnyk ◽  
Iryna Dobroskok
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Positive Impact ◽  
Training System ◽  
Educational Process ◽  
Learning And Teaching ◽  
The Future ◽  
Teachers And Students ◽  
Student Centred Learning ◽  
Teachers Training

The article reveals the theoretical aspects of the future vocational education teachers' training in the conditions of student-centred learning and teaching, which is based on the principles of the flexibility of individual educational trajectories and different methods usage, students' autonomy support, mutual respect of teachers and students and the respect to the diversity of students and their needs. The purpose of the article is to highlight and analyze the peculiarities of preparation of future vocational education teachers in the conditions of student-centred learning and teaching. In accordance with the purpose and the set objectives, such theoretical methods of research were applied as an analysis, a synthesis and the generalization of scientific-pedagogical literature and normative-legal documents. The author believes that the future vocational education teachers’ training in a student-centred setting is a complex task according to the ESG recommendations. The study identifies the positive features of a student-centred approach, as well as the possible risks; characterizes and analyzes the key principles of the European Standards and Guidelines (ESG) on Quality Assurance in the European Higher Education Area (EHEA) in terms of the specificities of the training system for future vocational education teachers. Moreover, it defines that providing sufficient feedback from students, forming assessment criteria based on the creative display of acquired knowledge and skills, rational lesson planning, adherence to the “lifelong learning” principle, and promoting self-examination among teachers and students are the key components of implementing the student-centred learning and teaching principles. The author made a conclusion that student-centred learning and teaching contributes to the realization of intellectual, cultural and emotional potential, creates the conditions for students’ self-expression and self-identification, promotes the democratic and humanistic values of institutions of higher education (IHE) as important public institutions and, having a positive impact on the quality of training, creates a springboard for realizing the educational process participants’ potential on the basis of proactivity and common opinion.

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