The Involvement of School Teachers in the Prosess of Practice-Oriented Training of Students at Pedagogical University

2021 ◽  
pp. 69-80
Author(s):  
Inga Yurievna Stepanova ◽  
◽  
Vladimir Alexandrovich Adolf ◽  
Julia Alexandrovna Nikitenko ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Vocational Training ◽  
Semantic Description ◽  
Literature Study ◽  
Search Activity ◽  
School Teachers ◽  
Modern System ◽  
Teachers And Students ◽  
Potential Possibility ◽  
Experience Survey

The requirements of the modern system of general education determine the need to give the training of a studying pedagogical university a practical-oriented nature. Thus, the issue of how to involve teachers of general education organizations in the training process is updated. The purpose of the article is to substantiate the identified prerequisites for involving teachers of general education organizations in practical-oriented training of students in pedagogical areas, as well as to reveal the potential possibility of implementing the plan. Research methodology and methods. The foundations are a practical-oriented approach to the implementation of educational programs in the direction of «Pedagogical Education», a problematic approach that involves targeted search activity of new solutions, research in action. Applied methods: analysis of special literature, study of experience, survey, pedagogical modeling. Conclusion. A method of structuring the content of training in a task form is justified, which allows you to control the process of conscious mastery by students of pedagogical activities, to constructively approach the mastery of professional actions. It is shown in various ways that the implementation of the proposed method requires the involvement of teachers. Based on the survey data, the potential of teachers to be involved in the training of students in pedagogical fields is analyzed and conclusions are drawn about the existing reserves of motivation. A proposal is made to create vocational training platforms as new forms of vocational and educational cooperation between teachers, teachers and students, their model-semantic description is given.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

OPINION OF PARENTS OF SCHOOLCHILDREN AND TEACHERS OF SCHOOLS ON THE EXPEDIENCY OF CARRYING OUT MEASURES TO PROMOTE A HEALTHY LIFESTYLE OF SCHOOLCHILDREN

2021 ◽  
pp. 204-209
Author(s):  
Khikhlich O.S. ◽  
Bortsov V.A. ◽  
Gurinovich E.G.
Keyword(s):  
General Education ◽  
Healthy Lifestyle ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Sociological Study ◽  
School Teachers ◽  
Primary Health ◽  
Sociological Studies ◽  
To Receive

Currently, the organization of primary health prevention in secondary schools is a complex interaction between the health and education systems. In order to determine the need and scope of optimizing the organization of primary medical prevention for school-age children and develop measures to increase its availability, sociological studies were conducted of 400 parents of children studying in secondary educational schools and 403 teaching staff of secondary general education schools. According to the results of a survey of parents of school-age children, the following conclusions can be drawn: parents with children visit polyclinics for the treatment of diseases or for preventive examinations, and they do not have enough time and opportunity to solve issues related to the formation of a healthy lifestyle and have to get the necessary information on their own. The majority (77.8±2.1%) of respondents believe that school teachers can conduct conversations with schoolchildren on the formation of a healthy lifestyle and the prevention of diseases in school-age children. Parents also pointed out that school teachers with varying frequency already conduct conversations with students on the formation of a healthy lifestyle and the prevention of diseases in children. When analyzing the results of a sociological study of teachers, it was revealed that the majority (80.6±2.0%) of respondents consider it appropriate to conduct work with the population on the formation of a healthy lifestyle. More than half (54.8±2.5%) of the respondents consider it appropriate to receive training on healthy lifestyle issues in the future, and 19.5±2.0% - at the first opportunity.

scholarly journals Teacher and Student Evaluations of Project-Based Instruction

2002 ◽  
Vol 19 (2) ◽  
pp. 52 ◽  
Author(s):  
Gulbahar Beckett
Keyword(s):  
Second Language ◽  
General Education ◽  
Matter Content ◽  
Systematic Research ◽  
Esl Teachers ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Student Independence ◽  
Subject Matter Content

Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals The Use of Integrated Lessons in Professional Educational Organizations for the Formation of Skills to Solve Applied Problems

2019 ◽  
Vol 5 (4) ◽  
pp. 476-482
Author(s):  
O. Sursyakova
Keyword(s):  
General Education ◽  
Vocational Education ◽  
Daily Practice ◽  
Mathematical Education ◽  
Educational Organizations ◽  
School Teachers ◽  
Secondary Vocational Education ◽  
Professional Activities ◽  
Positive Results

In the professional educational organizations implementing the educational program of secondary General education within the development of professional educational on the basis of the main General education, studying of mathematics has the features depending on a profile of secondary vocational education. Profiling goals of mathematical education are reflected in the choice of priorities in the organization of educational activities of students. The scientific and technological revolution in all areas of human activity imposes new requirements on knowledge, technical culture, General and applied nature of education. This poses new challenges for the professional educational to improve education. The applied orientation of the school course of mathematics is carried out in order to improve the quality of mathematical education of student’s, the application of their mathematical knowledge to solve problems of daily practice and further professional activities. The article is devoted to the peculiarities and importance of integrated classes ‘Mathematics and Chemistry’ for obtaining professional skills in secondary vocational education. Experimental work has yielded positive results. The significance of the research: the materials of the article can be useful for school teachers of mathematics.

scholarly journals EDU-GARDEN TRAINING FOR SUPPORTING ISLAMIC BASIC EDUCATION IN MEDAN

2019 ◽  
Vol 3 (2) ◽  
pp. 155-158
Author(s):  
Hajar Suwantoro ◽  
Nurman Achmad
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Household Waste ◽  
Practical Training ◽  
School Teachers ◽  
Urban Green ◽  
National Education ◽  
Sustainable Environment ◽  
Teachers And Students ◽  
Land Recycling

Community service activities are focused on the problem of enriching the understanding and practice of making governance a simple garden, edu-garden, which can be done by the students of primary school in Medan city rural areas, with the conditions of the lack of urban green areas as well as the mandate of the national education, 2013 to make education sustainable environment-based vocational called as Adiwiyata school. Partnering with school teachers MIS Al Hidayah Medan Johor and Medan Selayang, be forming edu-garden as an alternative to the procurement of the garden utilizing household waste. Minimal conditions to the availability of land recycling infrastructure can be used for urban green movement through practical training programs edu-garden forming by utilizing waste for gardening activities. The result is the creation of edu-garden forming by teachers and students as teaching materials module based educational environment. The results of the simulation training and edu-garden forming this a viable alternative layout creation of urban green neighborhoods in order to achieve environmental health and public welfare.

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