scholarly journals DE QUEM É A RESPONSABILIDADE PELO FRACASSO ESCOLAR?

polemica ◽  
2018 ◽  
Vol 18 (3) ◽  
pp. 054-072
Author(s):  
Simoni Jacomini de Souza ◽  
Karina Barreto da Silva
Keyword(s):  
Professional Practice ◽  
Educational Process ◽  
School Evaluation ◽  
Educational Work ◽  
Pedagogical Strategies ◽  
School Work ◽  
Teachers And Students ◽  
Education And Law ◽  
Coordination Team

Resumo: O presente estudo se constitui de uma reflexão sobre o percurso desenvolvido por professores e alunos de cinco turmas do 6º ano do Ensino Fundamental de BH, no ano de 2017. A partir da discussão dos processos avaliativos e estratégias pedagógicas desenvolvidas pelos professores, buscou-se problematizar o trabalho escolar efetivamente realizado, tendo em vista a necessidade de identificar aspectos que incidem sobre a qualidade do processo educativo. Foi feita a análise dos parâmetros de aprovação e reprovação adotados pelos professores, bem como dos elementos que subsidiaram a decisão do Colegiado Escolar sobre o futuro escolar dos alunos selecionados, confrontando-os com as observações da equipe de coordenação pedagógica. Fundamentando-se nas contribuições de Bernard Charlot, Miguel Arroyo e Maria Helena Souza Patto sobre o fracasso escolar e nas discussões desenvolvidas por Cipriano Luckesi, Philippe Perrenoud e Edgar Morin acerca dos processos de avaliação escolar e da complexidade do processo educativo, espera-se despertar inquietações e explicitar os limites das diferenças ideológicas percebidas no trabalho educativo e contribuir para a construção de uma proposta de trabalho que explicite as diferenças e se comprometa profundamente com a reflexão crítica sobre a própria prática. Os resultados demonstram que a prática profissional ainda está calcada em vícios históricos e culturais que excluem os segmentos mais vulnerabilizados da sociedade e denunciam a irracionalidade de um sistema excludente, classificador, opressor e individualista, contrapondo-se ao discurso da universalização do ensino e do direito a uma educação pública de qualidade.Palavras-chave: Avaliação escolar. Complexidade. Prática profissional.Abstract: The present study consists of a reflection on the course developed by teachers and students of five groups of the 6th grade of BH Elementary School in the year 2017. From the discussion of the evaluation processes and pedagogical strategies developed by the teachers, to problematize the adequacy of the school work effectively carried out, considering the need to identify aspects that affect the quality of the educational process. The analysis of the approval and disapproval parameters adopted by the teachers, as well as the elements that subsidized the decision of the School Collegiate about the students' school future, were compared with the observations of the pedagogical coordination team. Based on the contributions of Bernard Charlot, Miguel Arroyo and Maria Helena Souza Patto on school failure and in the discussions developed by Cipriano Luckesi, Philippe Perrenoud and Edgar Morin on school evaluation processes and the complexity of the educational process, it is expected to arouse uneasiness and to explain the limits of the ideological differences perceived in the educational work and to contribute to the construction of a proposal of work that explains the differences and is deeply committed to the critical reflection on the practice itself. The results show that professional practice is still based on historical and cultural vices that exclude the most vulnerable segments of society and denounce the irrationality of an exclusionary, classifying, oppressive and individualistic system, in opposition to the discourse of universalization of education and law to a quality public educationKeywords: School evaluation. Complexity. Practice.

Samo(procena) nastavnika o kvalitetu onlajn nastave tokom pandemije kovid-19

2021 ◽  
Author(s):  
Jelena Maksimović ◽  
◽  
Nedeljko Milanović ◽  
Jelena Osmanović Zajić ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Educational Work ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Republic ◽  
Teachers Attitudes

The COVID-19 virus pandemic also had a significant impact on the educational system. This article presents the results of a research aimed at examining teachers' attitudes about the quality of online teaching during the COVID-19 virus pandemic. A descriptive research method and survey technique were applied. The sample included 274 teachers from the territory of the Republic of Serbia. The presented results indicate that the largest number of teachers with online teaching met for the first time during the pandemic and that until then they had no experience with distance learning. The platforms most often used by teachers in working with students are: Google Classroom, Zoom, Edmodo, Google Meet and Microsoft Teams. Also, a large number of teachers answered that they will partially apply online teaching after the pandemic, emphasizing that contact teaching is irreplaceable and of much higher quality, because students are more engaged, prepared and committed to school obligations. Looking at it objectively, teachers most often rated the quality of online teaching during the pandemic as average, more precisely with a grade of three. Online teaching during the pandemic required great dedication and teacher engagement, as well as good management of information and communication technologies and developed digital competencies of both teachers and students. The realization of online teaching was a challenge for teachers, but also the only possibility and solution to continue and actively carry out educational work during the pandemic and emergency situation.

Educational work at the university as an element of the quality management system

2021 ◽  
pp. 3-12
Author(s):  
Ya.A. Vavilin ◽  
◽  
V.A. Soldatov ◽  
I.G. Mankevich ◽  
N.YU. Chistokletov ◽  
...  
Keyword(s):  
System Analysis ◽  
Quality Management System ◽  
Educational Process ◽  
Point Of View ◽  
Educational Work ◽  
Intercultural Interaction ◽  
The Russian Federation ◽  
The University ◽  
Formation Of Groups

The article deals with an important component of the learning process - educational work, in terms of the formation of a moral and patriotic portrait of a graduate, as well as the formation of groups of universal competencies related to intercultural interaction and civic position. The task of improving upbringing work at the university received particular urgency in connection with the implementation of the strategy for the development of education in the Russian Federation. The authors attempt to evaluate and analyze educational work from the point of view of the process approach and system analysis. A hierarchical model of educational work is proposed and the components of the process are highlighted, and a system of indicators for assessing the quality of educational work is developed. The proposed approach can be applied in the formation and evaluation of the strategy for the development of the educational process in higher education and the development of work programs for educational work, as an obligatory element of the main professional educational program.

Upbringing as an Educational Result: A Value-Based Approach to Assessment in the General Education System

2021 ◽  
Vol 25 (4) ◽  
pp. 574-588
Author(s):  
Elena V. Bryzgalina ◽  
Sergey V. Stanchenko
Keyword(s):  
General Education ◽  
Education System ◽  
Essential Element ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Reference Analysis ◽  
A Value ◽  
Oriented Approach

The aim of this article is to describe the basic parameters of a value-oriented approach to assessing the education results as a possible basis for the methodology for assessment of the educational work in the general system of education. The key methods we used were content analysis of text sources, cross-reference analysis, comparative analysis, and humanitarian examination of juristic documents. The interpretation of education as a unity of teaching and upbringing for the state as a key subject of education, which forms the requirements for the results and organization of the educational process, sets the task of assessing personal, subject and metasubject educational results. The philosophy of education faces a challenge regarding the determination of the expediency of assessing educational results, the conceptual basis of assessment, fixing the orientation of assessment on the conditions of educational organzations' activities, and (or) on the results achieved by students. A practical managerial task is to develop an attitude towards using formalized procedures and methods for assessing educational results. The article proposes a value-oriented approach to assessing the educational work in the general education system of the Russian Federation based on an analysis of key regulatory documents of the Russian education system, the interpretation of upbringing as a process of forming value-semantic attitudes. The approach is based on identifying three main groups of value orientations to build a possible system of indicators that fix educational results: "Value orientations related to life, health and safety"; "Value orientations of social interaction"; "Value orientations of personal development". Values are an essential element in regulating human behavior, which guides the process of defining goals and choosing the means to achieve them. Values acquire a functional character in value orientations and can serve as indicators of education results at the level of students as a collective subject. It seems impossible to single out the contribution of individual actors to the output of education and to avoid contradictions between the value-semantic attitudes that exist in the space of modern culture. For the education system, the subject of assessing the quality of upbringing as a purposeful process can be both the quality of the organization of upbringing work and the outcomes of upbringing efforts. The results of education as a manifestation of value orientations in the activities of students can be considered based on quantitative and qualitative indicators, which is significant for making managerial decisions at different levels.

Training Master Students of "Education and Pedagogy" Enlarged Profession Group: Testing the Module "Personalization and Differentiation

2015 ◽  
Vol 7 (4) ◽  
pp. 42-50 ◽  
Author(s):  
V.M. Postavnev ◽  
I.V. Postavneva
Keyword(s):  
Professional Practice ◽  
Educational Program ◽  
Group Testing ◽  
Educational Process ◽  
Educational Work ◽  
Target Groups ◽  
Pedagogical Training ◽  
The Individual ◽  
Professional Teaching

The article presents the main characteristics of the module "Individualization and differentiation of educational work with students of different categories of" innovative educational program of professional (teaching) graduate. It provides an educational discipline module focused on two target groups of students who have significant differences in psycho-pedagogical training. It offers the option of building the interdisciplinary evaluation of students upon completion of the module and uncovered testing peculiarities of the module in terms of networking. We presented the role of the teacher-supervisor, the content and organization of advanced professional practice, of the potentialities of the individual blocks of practice in enriching the content and forms of the educational process in the magistracy. Based on the analysis results of the module there are conclusions about the capabilities of the module being tested in preparation of masters of pedagogical and psycho-pedagogical directions.

scholarly journals Implementation of the program of valeological service «Сenter for healthy child development» at school

2020 ◽  
Vol 26 (4) ◽  
pp. 76-81
Author(s):  
S. A. Pavlova
Keyword(s):  
Child Development ◽  
Healthy Child ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Institutions ◽  
Educational Work ◽  
Teachers And Students ◽  
Mechanisms Of Formation ◽  
The Creation ◽  
Psychological Educational

The article is devoted to an actual pedagogical problem the creation of new valeological directions and services in the organization and content of education in educational institutions. The creation and establishment of the valeological service in educational institutions significantly expands the opportunities for continuing education of valeopedagogics. The modern education system needs qualified specialists who are prepared to work in the valeological service, which can be divided into medical, psychological, educational and social. The content of the activities of the valeological service may include preventive, correctional, diagnostic, educational, coordination, experimental, scientific and methodological, information and educational work. A modern educational institution is obliged to help every child maintain and develop health this is a priority and urgent problem of pedagogy. The proposed program of the valeological service Сenter for healthy child development, experimentally created and implemented in the work of schools in Ulan-Ude by teachers and students of the Pedagogical Institute of the Buryat State University, will help solve this problem. Considerable attention is paid to the mechanisms of formation, preservation, and health promotion of participants in the educational process. This view will be of interest to teachers of higher and secondary schools, students, and specialists in the field of valeological education

scholarly journals Training of future specialists in economics with the help of online service LearningApps

2019 ◽  
Vol 7 (3) ◽  
pp. 42-56
Author(s):  
Roman Gorbatuc ◽  
Uliana Dudka
Keyword(s):  
Maximum Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Online Service ◽  
Learning And Development ◽  
Optimal Learning ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Interactive Exercises

Increasing the motivation of students, involving them in interaction within the educational process allows to improve the quality of learning, to form the necessary competences. It is proved that interactive learning technologies have a great potential of learning and development, provide maximum activity of participants of the educational process, optimal learning time and its effectiveness. The article introduces the use of interactive exercises developed through the online service LearningApps. LearningApps is a Web 2.0 application, to support learning and teaching processes with small interactive modules. Those modules can be used directly in learning materials, but also for self studying. LearningApps is a constructor for creating interactive tasks using a variety of templates that can be used in student learning. The LearningApps interactive environment has the ability to receive and embed HTML code to place interactive tasks on site pages, teachers 'and students' blogs. Using LearningApps allows a teacher to prepare a variety of didactic materials on the Internet that can be used on smartphones, multimedia boards, computers and other devices. The article presents interactive exercises in economic disciplines that encourage students to actively study, gain knowledge, skills and experience. A brief description of the use of LearningApps online tasks such as Find Words, First Million, Find Pairs, Puzzles, Fill in the Gaps, Crossword, and Race for Future Economics Professionals. The main benefits of using interactive exercises developed with LearningApps are outlined.

Online Learning Methods for Effective Communication Between Teachers and Students

2022 ◽  
pp. 289-309
Author(s):  
Tatyana Strelkova ◽  
Yuliya Soroka ◽  
Olesia Tieliezhkina ◽  
Viktor Kauk ◽  
Aleksandr Kalmykov ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Educational Process ◽  
Learning System ◽  
Technical Aspects ◽  
Distance Learning System ◽  
Teachers And Students ◽  
Effectiveness Assessment ◽  
Analysis Of Teaching

The issues of organization and effectiveness assessment of the educational process in the distance learning system are discussed. The action research methodology is used for analysis of teaching and to assess the quality of communications between teachers and students in the process of online learning. The technical aspects of using distance technologies based on the Moodle platform are considered. The advantages and disadvantage of distance learning are analyzed in the opinion of students and teachers. Recommendations for improving the quality of education in the context of blended and distance learning are presented.

Distant learning in extreme conditions: problems of readiness and pedagogical interaction among the subjects of the educational process

2020 ◽  
pp. 38-49
Author(s):  
Tatiana Evgenevna Isaeva
Keyword(s):  
Legal Regulation ◽  
Educational Process ◽  
Extreme Conditions ◽  
University Teachers ◽  
Distant Learning ◽  
Teachers And Students ◽  
Degree Of Satisfaction ◽  
New Form ◽  
Russian Universities

The transition of all Russian universities to distant learning at the end of March, 2020 revealed a number of organizational and pedagogical problems associated with identifying the readiness of university teachers and students for a new form of interaction. The purpose of the study is to determine the degree of readiness of the subjects of the educational process for the implementation of distant learning at the level of legal regulation, pedagogical qualifcations and pedagogical interaction. The research hypothesis is based on the assumption that pedagogical interaction in the course of distant learning has special properties that make increased demands on the professional qualifcations of university teachers, as well as on the competencies of both subjects of the educational process.The article analyses the degree of elaboration of the issue of pedagogical interaction in the legal and scientifc literature. The results of the empirical study conducted in order to identify the degree of readiness of university teachers and students to use distance learning are described and analysed. Recommendations are suggested to improve the quality of distant learning and the degree of satisfaction of participants in pedagogical interaction.

scholarly journals Monitoring the quality of e-learning implementation in educational institutions

2021 ◽  
Vol 107 ◽  
pp. 10003
Author(s):  
Valerii Habrusiev ◽  
Hryhoriy Tereshchuk ◽  
Ivan Tsidylo ◽  
Serhii Martyniuk ◽  
Olena Kulyanda
Keyword(s):  
Process Analysis ◽  
Educational Institution ◽  
Educational Process ◽  
Third Party ◽  
Educational Institutions ◽  
Advantages And Disadvantages ◽  
Monitoring Tools ◽  
Teachers And Students ◽  
E Learning

The article analyzes some aspects of quality control and efficiency of electronic educational and methodological complexes of educational disciplines usage in the educational process. Analysis of the implementation of e-learning and of user work allows to build a model of student’s work, identify the disadvantages of both organizational and technological plan and take timely steps to eliminate them. The solution to this problem should include a comprehensive approach to ensure an objective result. Google Analytics tools, Moodle Learning Management System (LMS) tools, the teacher’s surveys to monitor the quality of e-learning in an institution proves its efficiency and allows to see the full advantages and disadvantages of ongoing e-learning in an institution, plan and implement further development and improving e-learning. The analysis of the effectiveness of e-courses usage should be carried out in a comprehensive manner, using the monitoring tools of the educational process adopted in the educational institution. Such as surveys for teachers and students, analysis of success, etc. The specifics of e-learning, the Moodle LMS tools and third-party services for collecting statistics and analyzing user activity in the LMS should be taken into account.

scholarly journals PROSPECTS OF PRODUCTION (PEDAGOGICAL) PRACTICE OF HIGHER EDUCATION

2021 ◽  
pp. 34-41
Author(s):  
Perminova L.A. ◽  
Yurkova T.F.
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Self Control ◽  
Teaching Staff ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Management Skills ◽  
Future Teachers ◽  
Educational Work

An important component of the educational process in higher education institutions is the practical training of students, in particular the passage of industrial pedagogical practice, which is a mandatory component and the result of mastering the psychological and pedagogical component of higher education.The analytical materials of the organization of industrial (pedagogical) practice are presented in the work. Arguments of expediency of effective ways of formation of competitiveness of future teachers in the conditions of school practice are resulted. During the formation of practical skills, future professionals gain experience working with students, teaching staff, parents. The ability to identify acute issues, to organize correctional classes on the problems of student education, to act as a class teacher for future teachers is an important aspect of becoming a professional.The urgency of the problem is primarily determined by the task of reforming the content and forms of training of future teachers, which requires appropriate adjustments in the process of mastering practical professional competencies.The authors present the comments of stakeholders, which are analyzed and the corresponding conclusions are made. In particular, the introduction into the curriculum of the educational component “Theory and methods of educational work in educational institutions”. The practice of industrial (pedagogical) practice shows that the quality of performance indicators increases significantly in accordance with the success of higher education seekers in self-realization during practice.Among the leading competencies that are formed during practice are the development of skills to analyze educational activities, skills of self-control and self-assessment of the process and outcome of pedagogical activities and the ability to analyze difficulties in pedagogical activities and solve them. Stakeholders noted an insufficient level of self-management skills, which should be noted by the organizers of industrial practice.The purpose of the article is to substantiate the significant contribution of industrial practice in the formation of professionalism of future teachers.Research methods. During the study of the organization of psychological and pedagogical practice we used such general scientific methods as theoretical, empirical (analysis, synthesis, observation, comparison, systematization, generalization).Key words: psychological and pedagogical component of educational process, pedagogical (production) practice, influence of practice on quality of future profession. Важливою складовою частиною освітнього процесу в закладах вищої освіти є практична підготов-ка студентів, зокрема проходження виробничої педагогічної практики, яка є обов’язковим компонентом і результатом опанування психолого-педагогічної складової частини підготовки здобувачів вищої освіти.У роботі представлено аналітичні матеріали організації виробничої (педагогічної) практики. Наведено аргументи доцільності ефективних способів формування конкурентоздатності майбутніх учителів в умовах шкільної практики. Під час формування практичних навичок майбутні фахівці набувають досвід роботи з учнями, педагогічним колективом, батьками. Уміння виявляти гострі питання, організовувати корекційні заняття з проблем виховання учнів, виступати в ролі класного керівника для майбутніх учителів є важливим аспектом становлення професіонала.Актуальність висунутої проблеми в першу чергу визначається завданням реформування змісту та форм навчання майбутніх учителів, що потребує внесення відповідних корективів у процес опанування практичними професійними компетентностями.Авторами наведено зауваження стейкхолдерів, які проаналізовано та зроблено відповідні висновки. Зокрема, введення в навчальні плани освітньої компоненти «Теорія та методика виховної роботи в закладах освіти». Практика проведення виробничої (педагогічної) практики засвідчує, що якісні показники результативності значно зростають відповідно до успішності здобувачів вищої освіти в самореалізації під час практики. Серед провідних компетентностей, які формуються під час практики, є вироблення умінь здійснювати аналіз виховних заходів, навичок самоконтролю й самооцінки процесу і результату педагогічної діяльності та умінь аналізувати труднощі, які виникають у педагогічній діяльності й вирішувати їх. Стейкхолдерами відмічено недостатній рівень сформованості навичок само менеджменту, на що слід звертати увагу організаторам виробничої практики. Метою статті статі є обґрунтування вагомого внеску виробничої практики у становлення професіоналізму майбутніх учителів.Методи дослідження. Під час вивчення питання організації психолого-педагогічної практики нами використані теоретичні та емпіричні загальнонаукові методи (аналіз, синтез, спостереження, порівняння, систематизація, узагальнення). Ключові слова: психолого-педагогічна складова частина освітнього процесу, педагогічна (виробнича) практика, вплив практики на якість майбутньої професії.

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