scholarly journals The Role of Educational Practice in the Learning of Basic Psychological Concepts (Based on Practical Training of 1st year Master Students Studying “Cultural-Historical Psychology and Activity Approach in Education”)

2015 ◽  
Vol 20 (3) ◽  
pp. 102-120 ◽  
Author(s):  
I.M. Ulanovskaya
Keyword(s):  
Work Group ◽  
Educational Practice ◽  
Educational Environment ◽  
Learning Activity ◽  
Practical Training ◽  
Group Discussions ◽  
Moscow School ◽  
Cognitive Attitudes ◽  
Independent Work

The article describes experience of the practical training for 1st year master students studying «cultural-historical psychology and activity approach in education» entitled “Study of the educational environment of the school”. The basis for training was provided by Moscow school #91 which systematically implemented in the elementary school the program of developing training, developed in the framework of Elkonin-Davydov theory of learning activity. There are examples of tools proposed and developed by teams of master students to evaluate certain characteristics of the educational environment and the results of their use to solve diagnostic problems. It is shown how techniques of deep studying, setting difficult practically significant substantive issues, independent work, group discussions, group projects development and defence, the master students applied, contribute to the formation of the bases of professional critical thinking, reflection and cognitive attitudes.

USING QUALITY MANAGEMENT PROCEDURES IN EDUCATION: MANAGING THE LEARNER‐CENTERED EDUCATIONAL ENVIRONMENT / KOKYBĖS VALDYMO PROCEDŪROS TAIKYMAS MOKYMUI: Į MOKINĮ ORIENTUOTOS MOKYMO APLINKOS VALDYMAS

2010 ◽  
Vol 16 (1) ◽  
pp. 75-93 ◽  
Author(s):  
Yulia Stukalina
Keyword(s):  
Quality Management ◽  
Educational Practice ◽  
Educational Environment ◽  
Educational Organizations ◽  
Management Tools ◽  
Environment Quality ◽  
Management Procedures ◽  
Attention To Students ◽  
Education Managers

Now, the role of quality management in education is increasing. Managing for quality is now one of the major issues for educational organizations. One of the key tasks for education managers is to provide the learning process participants with an effective and motivating educational environment. Management of the educational environment presupposes giving a particular attention to students’ needs and requirements in order to improve educational practice and enhance educational quality. Among other things having their impact on the educational environment effectiveness is to what extent it motivates students for further studies. In this context, we regard student motivation as an essential factor for the educational environment quality improvement. This paper considers some quality management procedures that can be used by education managers to provide qualitative changes in the educational environment. To improve the quality of the educational environment we may use several management tools, regular educational environment evaluation being one of them. It includes collecting student feedback, which is a valuable source of analytical input in the process of the environment quality enhancement. Santrauka Kokybės valdymo svarba švietimui pastaruoju metu išaugo. Ji yra viena iš pagrindinių švietimo organizacijų uždavinių. Svarbiausia švietimo vadybininkų užduotis ‐ mokymo proceso dalyviams sudaryti veiksmingą ir motyvuotą mokymo aplinką. Remiantis mokymo aplinkos valdymu, manoma, kad norint pagerinti mokymą ir pakelti mokymo kokybę reikia atsižvelgti į studentų poreikius bei reikalavimus. Vienas iš svarbiausių veiksnių, darančių įtaką mokymo aplinkos efektyvumui, yra studentų skatinimo toliau mokytis lygis. Remiantis šiuo kontekstu studento motyvacija laikoma esminiu veiksniu, padedančių pagerinti mokymo aplinkos kokybę. Norint pagerinti mokymo aplinką, galima naudoti keletą valdymo priemonių. Viena iš jų yra įprastos mokymo aplinkos įvertinimas. Ją sudaro mokinių grižtamasis ryšys, kuris yra vertingas šaltinis mokymo aplinkos kokybės gerinimo procese.

scholarly journals The Technology of Media Culture usage in the Educational Environment: Development of Creative Self-Actualization

2019 ◽  
Vol 8 (10) ◽  
pp. 2819-2826
Keyword(s):  
Personal Characteristics ◽  
Pilot Project ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Media Culture ◽  
School Students ◽  
Self Actualization ◽  
Moscow School ◽  
Creative Self ◽  
Independent Work

The article looks at the experience of building a media environment at school as a system of self-education and self-development for modern teenagers. The authors present a model of development of teenagers’ creative self-actualization in the media educational environment, the technology of media culture use in the educational environment and an original diagnostic methodology for determination of the degree of development of school students’ creative self-actualization based on assessment of independent work carried out by teenagers (media projects creation) taking into account emotional and semantic visualization of information and the symbolism of associative-semantic connections to evaluate the quality of the conducted work. As a result of the performed experiment, the authors identified personal characteristics shown by school students in the course of their work on media projects and developed a typology of dominant activities that includes four types of individual characteristics observed in school students: analytical, informational, proactive and synthetic types. Based on this typology the authors have determined the relevance and necessity for differentiation of work with teenagers of different ages in various forms of media educational environment and development of their individual educational paths. Correspondingly, a four-stage mechanism of introduction of a teenager into a media educational environment has been suggested providing for the integration of art into the educational environment. The article presents the results of a pilot project that was carried out in state budgetary educational institutions located in Moscow: School no. 1253, School no. 171, School no. 89 and in the children's creative center Trubetskoy Estate in Khamovniki. The article is intended for scientists, teachers, pedagogues and methodological experts who deal with the issues of media education.

Knowledge of microbiology in the system of training the students of medical specialties

2018 ◽  
Vol 22 (2) ◽  
pp. 381-384
Author(s):  
O.I. Karbovanets ◽  
H.М. Кoval ◽  
Y.S. Hasynets ◽  
N.V. Kuruts
Keyword(s):  
Group Learning ◽  
Educational Practice ◽  
Practical Training ◽  
Medical Specialties ◽  
Project Method ◽  
Scientific Circle ◽  
The Subject ◽  
Knowledge Content ◽  
Independent Work

Actuality of the material set forth in the article is caused by the significance of microbiological knowledge in the system of medical students training of such medical specialties as “Medical service”, “Stomatology”, “Pharmacy”. The aim — to determine the content of knowledge of microbiological material, the organization of the process of their formation, effective assimilation in the system of training students of medical specialties. In this work the content, forms of formation and mastering of knowledge on microbiology by students of medical specialties are analyzed; applied theoretical, empirical methods of data analysis. It is determined that microbiological knowledge is an important component of the students competence to secure their naturally scientific and professionally practical training. It is proved that the knowledge content educational branch of the science “Microbiology” are scientific knowledge, facts, principles, ideas, laws, consistent patterns, and theories demanding students thorough study and comprehension. Structure of the knowledge the students should master, is expressed in the system of concepts, skills, skills and experience embodied info educational practice with the help of various forms, methods means and methodological ways. It was established that the organization of the process of formation and assimilation of knowledge received by students in the study of the subject “Microbiology” is fully determined by a variety of factors (group learning activities, project method, developed structure of organization and conducting independent work, scientific circle), which in the complex contribute to effective mastering of microbiological knowledge. The training of microbiology, which is expressed in this system, is an important component of the subject competence of the students, ensures their high natural-scientific and professional-practical training, which leads to the formation and qualitative assimilation of the integral system of knowledge, conditioned by the requirements of the program. Gaining and mastering knowledge is a purposeful, step-by-step and long-term process. The prospects for further research are seen in the improvement and use of certain materials in the system of training students of other educational fields of knowledge.

scholarly journals Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions

2022 ◽  
Vol 12 ◽  
Author(s):  
Xuejiao Cheng ◽  
Han Xie ◽  
Jianzhong Hong ◽  
Guanghua Bao ◽  
Zhiqiang Liu
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Practice ◽  
Group Discussions ◽  
Emotional Displays ◽  
Emotional Display ◽  
Small Group Discussions ◽  
Realistic Problem

Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.

scholarly journals USE OF DIKW METHODOLOGY FOR EDUCATIONAL PROPOSALS IN THE FRAMEWORK OF INNOVATIVE LEARNING IMPLEMENTATION

2020 ◽  
Vol 2020 (4) ◽  
pp. 48-53
Author(s):  
Krugliy Dmitriy
Keyword(s):  
Higher Education ◽  
Information Flow ◽  
Real Life ◽  
Educational Environment ◽  
Innovative Learning ◽  
The Subject ◽  
Basic Concepts ◽  
Independent Work ◽  
Multiple Processing

The article analyzes the possibilities of using the DIKW-model in relation to educational proposals. The analysis brings us back to understanding the concepts of "data", "information", "knowledge" and wisdom, where the goal of teaching is to obtain knowledge, and the learning process itself leads to wisdom. The definitions of these basic concepts are considered, which will prevent their misinterpretation and substitution. It will give an opportunity to develop a model of training, which in the future will form the required specialist. The structure of this model is considered, the connections between its components are highlighted, which are of paramount importance for the development of an effective educational proposal within the framework of innovative education and increase of independent work of the higher education seeker, where the role of the teacher changes. The preparedness for real life, forming the necessary competences and teaching the student as a specialist and personality become one of the primary tasks. First, to move to the concept of "learning", it is necessary to specify the definitions of "information" and "knowledge" to understand in which case the presentation of information on the subject will lead to the formation of knowledge and in which it will remain information. We understand the need to form a future specialist’s "knowledge" and opportunities related to the category of "wisdom" under the introduction of the DIKW methodology in the educational environment. "Knowledge" cannot be replaced by an information flow or a data flow. This is a process of multiple processing of information, data, related knowledge and the copyright of the studied information is not an indicator of effectiveness. The indicator of effectiveness was defining as the ability to make the decision that is most appropriate in a given situation.

scholarly journals THE IDEAS OF PRACTICAL TRAINING OF FUTURE EDUCATORS IN ANALYSIS OF UKRAINIAN SCHOLARS-PEDAGOGUES

2019 ◽  
pp. 38-41
Author(s):  
А. Marushkevych
Keyword(s):  
Educational Practice ◽  
Scientific Work ◽  
Correct Choice ◽  
University Education ◽  
Practical Training ◽  
Educational Work ◽  
The People ◽  
Moral Qualities ◽  
Level Of Training ◽  
Independent Work

The article presents some ideas about the practical training of future educators in the analysis of Ukrainian scholars-pedagogues whose names are known in Ukraine and abroad. The emphasis is placed on the importance of accepting some ideas as relevant to the implementation under modern conditions of the development of domestic education. It has been pointed out that there are actual I. Ogienko's ideas concerning the importance of the self-criticism of the people of science to their work, the attitude of society to the scientists' scientific work, which is not sufficiently appreciated, but is the basis of the spiritual culture. M. Pirogov's ideas about importance of university education, the formation of students' need for independent reading of scientific literature and the preparation of lectures in this way have been considered. G. Vaskovych's position on the level of training of pedagogical staff, providing them with the necessary methodical assistance, publishing periodical scientific and educational publications, which would facilitate implementing the most advanced ideas into educational practice and informing the readers about the ways of their implementation have been revealed. The analysis of a number of educational ideals by Ukrainian teacher G. Vashchenko and the vision of the importance of correct choice in the education of Ukrainian youth has been presented, because the quality of the formation of the moral qualities of young people depends on the adoption of the educational ideal. The importance of the S. Chavdarov's ideas concerning the textbook creation has been proved. In his opinion, the false practice of annual creating text-books negatively affects teaching, leads to neglecting of the theory. The author substantiates M.Gryshchenko's important views on raising the level of pedagogical preparation of students, educational work with freshmen, didactic counseling for young teachers. The attention has been paid to A. Aleksyuk's analysis of independent work of students, because, in his opinion, independence in obtaining knowledge helps to acquire skills and abilities to see the purpose and content of work, to ensure selfeducation. O. Dukhnovich's thoughts about a mentor as a person gifted with special qualities, among which is the true challenge, respect for order, and the possession of a clear way of teaching have been considered. The scientific and pedagogical staff of higher educational institutions has been oriented to enriching their experience with knowledge about the providing of training and education of future specialists with the help of the heritage of outstanding personalities of the past.

Monitoring the Formation of Competences of Students of Economic Special Field As a Result of Work Placement

2019 ◽  
Vol 7 (3) ◽  
pp. 13-17
Author(s):  
Т. Логинова ◽  
T. Loginova ◽  
Н. Титова ◽  
N. Titova ◽  
Т. Смирнова ◽  
...  
Keyword(s):  
Teaching Practice ◽  
Educational Practice ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Sociological Study ◽  
Work Placement ◽  
Research And Teaching ◽  
Independent Work

The article summarizes the experience of organizing, conducting and evaluating the results of educational and teaching practice. Practice is a tool for intermediate verifi cation of students’ readiness for independent work, allows the student to assess his level in achieving certain competencies and set himself the task of working on shortcomings and further progress in the educational process. The authors of the article conducted a sociological study, the purpose of which was to monitor students’ assessment of the degree of competence development as a result of undergoing educational practice at the undergraduate and pedagogical practice in the magistracy. The results of a study conducted among students on the eff ectiveness of educational and pedagogical practices in the acquisition of competences and skills of research and teaching work are presented in the form of comparative tables and diagrams. The article analyzes the problems faced by students during practical training. Such monitoring allowed to reveal the bottlenecks of the organization of the practice, the directions of the methodical support of students, to improve the tasks for the practice.

scholarly journals Simulation Training is the Main Stage in the Formation of Professional Competencies of a Dentist

2021 ◽  
Vol 1 (3) ◽  
pp. 174-176
Author(s):  
O. S. Tereshchuk ◽  
A. V. Kuligin ◽  
L. N. Kazakova
Keyword(s):  
Simulation Training ◽  
Self Esteem ◽  
Educational Environment ◽  
Professional Competencies ◽  
Main Stage ◽  
Specialist Training ◽  
Independent Work

The study conducted a survey of 168 students of the 5th year of the Faculty of Dentistry, aimed at assessing the psychological readiness for independent work. The data obtained indicate that simulation training contributes to an increase in the level of self-esteem of students of the dental faculty, which indicates the role of simulation centers in the formation of professional competencies of a dentist and changes in the educational environment in the practice-oriented side of specialist training.

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

THE ROLE OF A MENTOR IN THE PROCESS OF TRAINING STUDENTS IN THE SPECIALTY MIDWIFE

2020 ◽  
Vol 1 (8(77)) ◽  
pp. 23-32
Author(s):  
S. Radeva ◽  
L. Georgieva
Keyword(s):  
Clinical Practice ◽  
Practical Training ◽  
Internal Factors ◽  
Professional Orientation ◽  
Young Professionals ◽  
Motivation For Learning ◽  
Obstetric Services ◽  
Professional Self ◽  
Legislative Changes

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.

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