CONSISTENCY BETWEEN PEDAGOGICAL ASSESSMENT AND SELF-ASSESSMENT OF EDUCATIONAL RESULTS IN THE CONTEXT OF PROFESSIONAL AND PERSONAL DEVELOPMENT OF STUDENTS

2017 ◽  
Author(s):  
Nina Bordovskaia ◽  
Elena Koshkina ◽  
Marina Tikhomirova ◽  
Natalia Bochkina
Keyword(s):  
Personal Development ◽  
Self Assessment ◽  
Development Of Students

scholarly journals Educational Environment and Indicators of Child Development

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Vitaliy Rubtsov ◽  
Irina Ulanovskaya
Keyword(s):  
Cognitive Development ◽  
Activity Theory ◽  
Personal Development ◽  
Educational Environment ◽  
Learning Activity ◽  
Educational Content ◽  
Self Assessment ◽  
Educational Environments ◽  
Level Of Aspiration ◽  
Development Of Students

The article presents the author's approach to the interpretation of the concept of the educational environment of the school, based on the activity theory of A. N. Leontyev and on learning activity theory of D. B. Elkonin – V. V. Davydov. Significant features of two types of educational environments – the developing educational environment and the environment based on traditional educational content – are highlighted. A broad diagnostic research into the indicators of cognitive, social and personal development of students of these two types of educational environments was carried out. The study involved 2,304 students in the 5th and 9th grades from 24 schools. To assess cognitive development, data from two tests is used: CFT2 and the “Transposition” method (author A. Z. Zak). An original diagnostic procedure has been developed to distinguish the role of factors of biological maturation and the educational environment of a particular school in the process of cognitive development of students. Several sources were used to diagnose the social aspects of student development. This is a sociometric test, analysis of interactions in the system “students-teacher,” recorded in the course of observation at the lesson (based on the author's “scheme of lesson analysis” – authors I. M. Ulanovskaya, N. I. Polivanova, E. V. Vysotskaya) and content analysis of children's essays on the topic “My school.” Indicators of personal development of students were determined by the scale “self-assessment and level of aspiration” test and the test of school anxiety (A. Prihodjan). All data was subjected to statistical and qualitative analysis. The results obtained showed a high efficiency of the developing educational environment in the cognitive development of students. This is an expected result, since the programs used in developing educational environment are aimed at developing theoretical thinking based on the development of special educational content and appropriate forms of organization of the learning process. Our results showed that educational environment developing qualitatively changes the sociometric structure of the class, making it more psychologically comfortable for students, increases cognitive motivation and reduces educational anxiety, makes self-assessment and level of aspiration more differentiated.

Arts Education in Canadian Schools as a Tool for the Development of Students’ Key Competences

2018 ◽  
Author(s):  
Alona Bovt
Keyword(s):  
Academic Success ◽  
Personal Development ◽  
Arts Education ◽  
Quality Of Education ◽  
Cultural Participation ◽  
Right To Education ◽  
Technological Competence ◽  
Key Competences ◽  
Development Of Students

The article is about arts education in Canadian schools, used as a tool for the development of students’ key competences. It is proven that arts education fulfils a lot of functions (develops individual capabilities, provides right to education and cultural participation, improves quality of education and the expression of cultural diversity) and has various benefits (intrinsic and extrinsic) for people. It contributes to overall development of students (moral, physical, cognitive, emotional etc.), enhances their motivation and academic success. The article shows that arts education is a powerful tool for developing Essential Graduation Learning- some of the key competences for school graduates: aesthetic expression, citizenship, communication, personal development, problem solving, technological competence, spiritual/moral development.

Opportunities for the influence of humanitarian subjects on the spiritual and moral development of the cadets of higher educational organizations of the MIA of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 194-201
Author(s):  
Zlata Vasileva
Keyword(s):  
Moral Development ◽  
Experimental Work ◽  
Personal Development ◽  
University Education ◽  
Moral Foundations ◽  
Educational Organizations ◽  
Wide Range ◽  
Higher Educational ◽  
Interdisciplinary Interaction ◽  
Development Of Students

The relevance of the topic is related to the importance of humanitarian education for the formation of worldview and spiritual and moral foundations of the personality. The need for humanistic and humanitarian orientation of University education is justified by many pedagogues. Universities of the MIA of Russia provide students with the opportunity to master a wide range of Humanities. The article presents the results of a study that developed a system of Humanities that affect the spiritual and moral development of students. In the course of the analysis, the worldview and psychological and pedagogical blocks of Humanities were identified, and the number of hours for each course of study was indicated. In addition, the article shows the interdisciplinary connections of Humanities that integrate knowledge on the spiritual and moral sphere of personal development. There are four thematic modules of Humanities: “Man”, “Society”, “Activity”, “Universe”. The analysis of the interdisciplinary interaction of the selected thirteen Humanities is carried out. Examples of forms and methods of formative work are shown, according to the curricula for the mastering these disciplines. The topics, their content, forming competencies, forms and methods of experimental work are correlated, which allows us to clearly trace the interdisciplinary connections.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

scholarly journals The model of students’ cognitive activity in the context of interaction with the world

2019 ◽  
Vol 70 ◽  
pp. 08023
Author(s):  
Rimma Kumysheva
Keyword(s):  
Personal Development ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Professional Activity ◽  
Practical Activity ◽  
Problem Situations ◽  
Learning Tasks ◽  
The World ◽  
Personality Theories ◽  
Development Of Students

A model of students’ cognitive activity in the context of interaction with the world is presented. The model is based on cognitive and humanistic personality theories. The relevance of the model is confirmed by the need to increase personal activity in society in order to manage problem situations in it. The model includes levels of learning tasks, professional activity imitations and solving real problems, which allows consistent professional and personal development of students. The advantages of this model are the continuous students’ interaction with the world, which increases their social and practical activity, as well as the value of education in a changing world. The model will be able to form the students’ ability to correlate their knowledge and practical experience with problems in reality.

Enactment of the Vet Curricula in the Work Process

2016 ◽  
Vol 27 (1) ◽  
pp. 27-41
Author(s):  
Laimutė Anužienė ◽  
Vidmantas Tūtlys
Keyword(s):  
Personal Development ◽  
Holistic Approach ◽  
Competence Development ◽  
Sociology Of Education ◽  
Work Processes ◽  
Work Process ◽  
Methodological Approaches ◽  
Development Of Students

Abstract The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania aimed to disclose applied methodological approaches and their implications for the professional and personal development of students. Research provides evidence that effective and sustainable enactment of the initial VET curricula requires to apply the integrated and holistic approach to competence development and implementation of VET curriculum.

scholarly journals Unconditional Self-Acceptance and Perfectionistic Cognitions as Predictors of Psychological Well-Being

2018 ◽  
Vol 7 (1) ◽  
pp. 67 ◽  
Author(s):  
Tuğba Yılmaz Bingöl ◽  
Meryem Vural Batık
Keyword(s):  
Prospective Teachers ◽  
Personal Development ◽  
Well Being ◽  
Income Level ◽  
Psychological Well Being ◽  
Income Levels ◽  
Healthy Development ◽  
Screening Model ◽  
Self Acceptance ◽  
Development Of Students

Psychological well-being which is an important concept for individual mental health involves maintaining meaningful aims in life, developing quality relationships with others and struggling with life to ensure personal development. Based on the importance of the concept of psychological well-being, in this study, it is aimed to determine the predictors of psychological well-being of prospective teachers who are expected to make a contribution in the healthy development of students. A total of 378 prospective teachers have participated to the study which was conducted according to the general screening model. Path analysis was used in the analysis of the data to test the predictive roles of unconditional self-acceptance, perfectionistic cognitions and perceived income levels of prospective teachers on their psychological well-being level. Results indicated that psychological well-being has a positive significance but low correlation with unconditional self-acceptance and perfectionistic cognitions. In addition, it was found that of unconditional self-acceptance, perfectionistic cognitions and perceived income level accounted for 16% of the total variance of psychological well-being. It was also determined that female participants’ psychological well-being scores were higher than males’ and psychological well-being levels of participants who perceived their income level as good were higher than those perceived their income level as medium and low.

scholarly journals Research on the development of aesthetic education in primary and middle schools

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Lei Wang
Keyword(s):  
Economic Development ◽  
Middle Schools ◽  
Liberal Education ◽  
Personal Development ◽  
Aesthetic Education ◽  
Education For All ◽  
Social And Economic Development ◽  
The Status ◽  
The Law ◽  
Development Of Students

In recent years, social and economic development has been tremendous, but the people’s spiritual quality, especially the development of aesthetic ability has been very poor. The exploration of aesthetic education has become an important node of liberal education and Education. For All, for the law and characteristics of aesthetic education in education and the development of campus aesthetic education put forward higher requirements and we need to continue to explore the process of aesthetic education and expand the status of education and aesthetic education. From the angle of aesthetics and pedagogy, following the characteristics of aesthetic education, this paper studies the development of aesthetic education and campus aesthetic education, aiming at improving the teaching of aesthetic education. With a view to improving the personal development of students, as well as the spirit of the whole society.

scholarly journals SELF-ASSESSMENT OF PHYSICAL DEVELOPMENT OF STUDENTS WITH DIFFERENT LEVELS OF PHYSICAL PREPAREDNESS

2021 ◽  
Vol 6 (2) ◽  
pp. 87-98
Author(s):  
Biletska Viktoriia ◽  
Semenenko Viacheslav ◽  
Zavalniuk Viktoriia
Keyword(s):  
Physical Fitness ◽  
Physical Development ◽  
Diagnostic Methods ◽  
The Self ◽  
Physical Culture ◽  
Self Assessment ◽  
Education Of Students ◽  
Generalization Of Data ◽  
Different Levels ◽  
Development Of Students

Introduction. The process of physical education of students in higher education institutions is organized depending on the state of health, level of physical development and readiness of students. Research by many authors shows that the decline in physical activity of young people reduces their level of physical health and physical fitness. Therefore, it is important to study the self-assessment of physical development of students with different levels of physical fitness. The aim is to study the self-assessment of physical development of students of 1-3 courses with different levels of physical fitness in the process of forming individual physical culture. Materials and methods: analysis and generalization of data of scientific and methodical literature and sources of the Internet; sociological methods; psychological and diagnostic methods; pedagogical methods; methods of statistical data processing.

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