scholarly journals FORMATION OF SOCIAL COMPETENCE OF TEACHING STAFF IN THE MODERN EDUCATIONAL SPACE

2021 ◽  
Vol 4 (51) ◽  
Author(s):  
Heorgii Finin
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Social Competence ◽  
Modern Society ◽  
Teaching Staff ◽  
Education Students ◽  
Know How ◽  
The Social

The article substantiates the importance of forming the social competence of teachers. It was found that modern society needs specialists who know how to socialize in a fleeting society, people who are creative, active, competitive, competent, capable of change, with flexible critical thinking, to provide socio-pedagogical support of socialization, to form key and subject competencies of general secondary and higher education students.

scholarly journals The Effect of Teacher's Social Competence on Increasing Human Resources at SMP Muhammadiyah 9 Tanggulangin Boarding School

2020 ◽  
Vol 6 ◽  
Author(s):  
Febbianti Widia Santoso ◽  
Nurdyansyah Nurdyansyah ◽  
Taufiq Churrahman
Keyword(s):  
Qualitative Research ◽  
Social Competence ◽  
Human Resources ◽  
Boarding School ◽  
Social Competency ◽  
Teaching Staff ◽  
Research Model ◽  
Social Competencies ◽  
Know How ◽  
The Social

The result of observations of social competence of teachers in SMP Muhammadiyah 9 Tanggulangin Boarding School is the rise of news that social competence of teachers is very influential on the development of each institution, here the author wants to know how social competencies possessed by teachers at SMP Muhammmadiyah 9 Tanggulangin Boarding School because schools This is an institution that is still relatively new and is still in the process of development. This is the background of this research. These problems are discussed through qualitative research conducted with the Grounded Research model. The subjects of this study were 25 teachers in SMP Muhammadiyah 9 BS Tanggulangin. The object of this study is the influence of teacher social competence on improving human resources at SMP Muhammadiyah 9 Tanggulangin Boarding School. Data collection techniques in this study used tests, observations, interviews and documentation. From the results of the study, showed that the social competence of teachers in SMP Muhammadiyah 9 Tanggulangin Boarding School has a pretty good value based on the results of the test of the teacher's social competency instrument which shows the value of each description is 4 with a total score of 100, and from the interviews it can be concluded that there is an influence which is significant from the social competence of teachers to increase human resources in SMP Muhammadiyah 9 Tanggulangin Boarding School with a focus on increasing the number of students and increasing teaching staff in the last 5 years since the foundation of this institution.

scholarly journals ALTERNANCE IN THE FORMATION OF COUNTRYSIDE EDUCATORS: LOOKING FOR MARKERS IN THE ACADEMIC PRODUCTIONS AND SOCIAL REPRESENTATIONS OF EDUCATION STUDENTS

2018 ◽  
Vol 11 (26) ◽  
pp. 339-350
Author(s):  
Josiane das Graças Carvalho ◽  
Lourdes Helena Da Silva
Keyword(s):  
Higher Education ◽  
Social Movements ◽  
Rural Education ◽  
Social Representations ◽  
Higher Education Institutions ◽  
Education Students ◽  
Academic Production ◽  
National Movement ◽  
The Social ◽  
Rural Teaching

The Education in the Countryside is part of a national movement that, starred by collective individuals of the countryside, has conquered several social, political and academic accomplishments. Among them, the Program of Support to Higher Education in Countryside Teaching – PROCAMPO, which has its origins in the fights and claims of social movements, allowed the creation of 42 new courses of Education in Rural Teaching in different Brazilian Higher Education Institutions. These courses work under Alternance training, between Time-School and Time-Community, contributing to the expansion, in our society, of the Formation by Alternance in the Higher Education, particularly in the Rural Education Graduation Courses, constituting a very recent phenomenon in the Brazilian Universities. Aiming to find a better comprehension about this educative phenomenon, the present paper has the purpose of presenting an overview of the national academic production about the alternance in the courses of formation of countryside educators, analyzing the social representations of alternance built by Rural Education students of the Federal University of Viçosa, looking for advance makers, challenges and perspectives in this pedagogical dynamic in the Higher Educaction.       

scholarly journals A posthumanist pedagogy using digital text analysis to enhance critical thinking in higher education

2019 ◽  
Vol 35 (4) ◽  
pp. 845-880
Author(s):  
Kieran O'Halloran
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Text Analysis ◽  
Status Quo ◽  
Analysis Software ◽  
Education Students ◽  
Digital Text ◽  
The Status ◽  
Project Assignment ◽  
Independent Thinking

Abstract I model a critical posthumanist pedagogy that uses text analysis software and is aimed at higher education students. A key purpose of the pedagogy is to help students enhance empathetic, critical and independent thinking. For their project assignment, the student chooses an unfamiliar campaign seeking to eliminate suffering and extend rights. They gather all texts from the campaign website into a corpus, which thus represents the campaign writ large. Then they use appropriate software to ascertain, efficiently and rigorously, common campaign concerns across this corpus. This puts students in a position to discern any significant concerns in the campaign corpus that are not addressed in text(s) supporting the status quo which the campaign opposes. Should significant omissions be found, students critically evaluate the status quo text(s) from the campaign’s perspective. Since this perspective derives from the student identifying (at least temporarily) with software generated data, it is a posthuman subjectivity. Engaging digitally and empathetically with a campaign’s data at scale for creation of a posthuman subjectivity can broaden awareness of disadvantage, discrimination, and suffering as well as expand horizons. Moreover, at the end of the assignment, the student is expected to formulate their own position vis-à-vis the previously unfamiliar campaign. Conditions have been created then for the student to enhance independent thinking too.

Technology-Mediated Progressive Inquiry in Higher Education

2011 ◽  
pp. 3149-3156
Author(s):  
H. Muukkonen
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Information Sources ◽  
Academic Literacy ◽  
Education Students ◽  
Collaborative Processes ◽  
New Knowledge ◽  
Asking Questions ◽  
Use Of Knowledge ◽  
Progressive Inquiry

In higher education, students are often asked to demonstrate critical thinking, academic literacy (Geisler, 1994), expert-like use of knowledge, and creation of knowledge artifacts without ever having been guided or scaffolded in learning the relevant skills. Too frequently, universities teach the content, and it is assumed that the metaskills of taking part in expert-like activities are somehow acquired along the way. Several researchers have proposed that in order to facilitate higher level processes of inquiry in education, cultures of education and schooling should more closely correspond to cultures of scientific inquiry (Carey & Smith, 1995; Perkins, Crismond, Simmons & Under, 1995). Points of correspondence include contributing to collaborative processes of asking questions, producing theories and explanations, and using information sources critically to deepen one’s own conceptual understanding. In this way, students can adopt scientific ways of thinking and practices of producing new knowledge, not just exploit and assimilate given knowledge.

Documenting mobility

2017 ◽  
Author(s):  
Geoff Payne
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Early Life ◽  
Child Poverty ◽  
White Paper ◽  
Education Students ◽  
The Social ◽  
Conservative Policy ◽  
Cherry Picking ◽  
Independent Commission

While mobility was the sole concern of recent politics, its importance can be gauged from official documents. These include Labour’s White Paper New Opportunities (2009); the Liberal Democrats’ ‘Independent Commission on Social Mobility’ (2009); Conservative policy papers Building Skills, Transforming Lives (2008) and Through the Glass Ceiling(2008); the Coalition’s Opening Doors, Breaking Barriers: a strategy for social mobility (2011) and White Paper Higher Education: Students at the Heart of the System (2011), and the Conservatives’ Fulfilling Our Potential (2015); plus reports from the Social Mobility and Child Poverty Commission (‘SMCPC’), the All-party Parliamentary Group on Social Mobility (2012), and briefings like the Cabinet Office Strategy Unit’s Getting on, getting ahead (2008). A review of these reveals wrong technical definitions, cherry-picking of research evidence, and unwarranted assumptions about early life intervention as a mobility facilitator.

The Arkansas Lottery Scholarship Act

2016 ◽  
Vol 31 (1) ◽  
pp. 108-136
Author(s):  
Kristopher D. Copeland ◽  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Policy Design ◽  
Decision Makers ◽  
Social Constructions ◽  
Education Students ◽  
Target Populations ◽  
Socially Constructed ◽  
The Social ◽  
Lottery Scholarship

State lottery policies have been created to generate additional funds to support public initiatives, such as higher education scholarships. Through 18 participant interviews and document analysis, this study examined how decision makers in Arkansas socially constructed citizens while forming lottery policy. The social construction of target populations theory provides a framework for better understanding how social constructions became embedded into the policy design process. Participants noted that beneficiaries included higher education students and the retail and vendor community. In addition, discussion centered on burdens being placed on people who derive from low income and people who have gambling addiction.

scholarly journals Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

2020 ◽  
Vol 5 ◽  
Author(s):  
Dimitri Molerov ◽  
Olga Zlatkin-Troitschanskaia ◽  
Marie-Theres Nagel ◽  
Sebastian Brückner ◽  
Susanne Schmidt ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
The United States ◽  
The Internet ◽  
Online Information ◽  
Special Role ◽  
Assessment Framework ◽  
Education Students ◽  
Ongoing Research ◽  
Preliminary Validation

Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

SYSTEM OF NATIONAL-PATRIOTIC EDUCATION OF STUDENTS AND CADETS YOUTH IN NEW SOCIOPOLITICAL CONDITIONS

2019 ◽  
Vol 1 ◽  
pp. 265
Author(s):  
Yuliia Korotkova ◽  
Viktoriia Romashenko
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Statistical Processing ◽  
Modern Society ◽  
Teaching Staff ◽  
Empirical Observation ◽  
Patriotic Education ◽  
Education Of Students ◽  
Theoretical Issues ◽  
Selection Of

The article deals with the implementation of the national-patriotic education of student and cadet youth that is especially important in the sociopolitical conditions of development of modern society. Due to this the purpose of the article is the disclosure of the objectives, purpose, principles, content, forms and methods of national-patriotic education, features of its implementation and improvement path in the system of higher education. In the article such research methods were used: theoretical – analysis, systematization, comparison of scientific approaches and definitions, generalization of the main characteristics of concept (to study the theoretical issues of the nature and structure of national-patriotic education, its implementation, the selection of criteria, indicators and levels of the studied education); empirical – observation, testing, questioning, experiment (to determine the level of national-patriotic education of students/cadets, the formulation of recommendations for its improvement); statistical – methods of statistical processing of results. The system of national-patriotic education of students/cadets development by the authors was experimentally verified and its effectiveness was proved. The main tasks that should be solved by higher education institutions with the aim of raising to a qualitatively new level the system of national-patriotic education of student and cadet youth, namely: development and planning of the concept of national-patriotic education for the entire period of study; preparation of methodological recommendation and didactic materials for the teaching staff, aimed at the national-patriotic education of students/cadets; unity of class and out-of-class work on national-patriotic education.  

scholarly journals WHAT CRITICAL THINKING AND FOR WHAT?

2019 ◽  
Vol 1 (9) ◽  
pp. 24
Author(s):  
Valdone Indrasiene ◽  
Violeta Jegeleviciene ◽  
Odeta Merfeldaitė ◽  
Daiva Penkauskiene ◽  
Jolanta Pivoriene ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Social Competence ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Social Aspects ◽  
Scientific Publications ◽  
Domain Specific ◽  
Research Questions ◽  
Concept Change

<p>The article discusses the construction of the critical thinking concept in higher education and its change in scientific publications between 1993 and 2017. Based on a systematic literature review, the following research questions are raised: <em>how does construction of critical thinking concept change in the context of higher education during time? How are personal, interpersonal, and social aspects expressed in the concept of critical thinking in the context of higher education? </em>The systematic literature review revealed significant grow of publications starting from 1998.  It is also disclosed slight change in treating critical thinking as purely general or domain-specific competence. The authors of the researched articles do not make clear division between critical thinking as a general and as a domain-specific competence. Researchers in different fields tend to associate critical thinking with the development of a person’s cognitive and intellectual capacities, including skills and attitudes. However, some authors reveal also interpersonal and social aspects of critical thinking. Alas, there are not so many publications in favour of such comprehensive approach. But there is still some hope that critical thinking will be treated and nurtured as personal, interpersonal and social competence.</p>

scholarly journals Higher Education Students’ Voice in Experiencing Problem Based Learning

2019 ◽  
Vol 7 (2) ◽  
pp. 87
Author(s):  
Intan Pradita ◽  
Safira Pelita Fadila
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Qualitative Analysis ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Discussion Session ◽  
Education Students ◽  
Materials Development ◽  
Development Course

This paper is aimed at describing the students’ perception of the implementation of problem-based learning during the Materials Development course in the eve semester 2018. The participants were 58 students of English pre-service teachers.  The data were collected through the 58 reflective writings at the end of the course, and the observation recording during the group discussion. Through qualitative analysis, there are five positive themes, and two negative themes found in the reflective writings. This study found that among three characteristics of Problem based learning, most of the students perceived positively in stimulating critical thinking and devoting authentic experiences. Whereas, there are also some students who perceived problem-based learning as challenging, especially in technical obstacles such as; the appearing of the lecturer’s stress during discussion session; not engaging friends in a group.

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