scholarly journals Designing a Platform for Additional Subject Training of Schoolchildren Based on Professional Requests of Teachers

2021 ◽  
Vol 25 (5) ◽  
pp. 15-30
Author(s):  
P. S. Lomasko ◽  
A. L. Simonova ◽  
D. A. Barkhatova ◽  
L. B. Khegay
Keyword(s):  
Online Education ◽  
General Education ◽  
Educational Practice ◽  
Structure Design ◽  
Educational Process ◽  
Rigid Fixation ◽  
Digital Society ◽  
Krasnoyarsk Region ◽  
Effective Organization ◽  
Procedural Components

The purpose of the research is to determine the needs of teachers and concretize the structural, content, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren in the Krasnoyarsk region, functioning in a digital society. Despite the fact that today online education resources are gaining more and more popularity, providing unlimited access to sources of knowledge for all segments of the population, their use in the real educational process, including additional subject training of schoolchildren, is not gaining such popularity as among the adult contingent of students. This fact is due to the characteristics of the younger generation, as well as such characteristics of existing platforms as rigid fixation of content and procedural components, mass character without the possibility of adjusting to the needs of a particular student, school, program or the author’s position of a real teacher. In this regard, there is a need to develop such a platform that will meet the needs of school teachers, and innovative teachers, interested in the development and productive use of digital educational resources in the multilevel training of schoolchildren in the context of distance education will participate in its development and filling. It seems that such an environment will increase the innovative potential of the Krasnoyarsk region in the field of general education, positively affect the image and competitiveness among other regions of the Russian Federation.Materials and methods. The paper analyzes psychological, pedagogical, methodological literature and scientific works devoted to the research topic. The results of a questionnaire survey conducted by the authors are analyzed in order to determine the attitude of teachers of the Krasnoyarsk region to the idea of developing a new regional platform for additional subject training of schoolchildren and identifying the requests of its potential users in the field of structure, design, functional and technological characteristics.Results. The empirical data obtained in the course of the study confirmed the fact that the search for new ways and means of effective organization and implementation of additional subject training of schoolchildren is today an urgent and significant task for both pedagogical theory and educational practice. As the main characteristics of the educational platform, requested by the respondents, such as the ability to transform content according to the needs of the teacher and the student, clustering of content according to didactic tasks and subject content, the use of cognitive visualization, activation of independent activity of students, visualization of learning progress and an intuitive interface, meeting the main focus and the needs of the target audience were identified.Conclusion. The results of the research made it possible to determine the needs of teachers and to concretize the structural, substantive, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren of the Krasnoyarsk region, functioning in a digital society. The data obtained are the basis for the development of training courses-transformers with open access to informative units for innovative teachers.

scholarly journals LIFELONG PROFESSIONAL EDUCATION: CHARACTERISTICS AND CHALLENGES OF THE MODERN

2020 ◽  
Vol 1 (190) ◽  
pp. 109-113
Author(s):  
Natalia Malanyuk ◽  
Keyword(s):  
General Education ◽  
Professional Education ◽  
Developmental Stages ◽  
Social Systems ◽  
Educational Practice ◽  
Social Institutions ◽  
Educational Process ◽  
Educational Services ◽  
Modern Trend ◽  
Lifelong Education

The article reveals the essence of the definitions «lifelong education», «lifelong professional education», «system of lifelong education». An urgent problem today is to search ways to modernize and improve the system of lifelong professional education in order to make education meet the needs of society as a whole and each individual in particular at each level. The variability of surrounding reality is the basis for change in society and social institutions. Lifelong professional education cannot exist in isolation from other social systems. Education is the engine for the development of society (economic, political, social, etc.). The interpretation of the concept of «lifelong education» by different authors is analyzed, various contexts are considered (as a concept, as an aspect of educational practice, as a principle of educational organization, as a principle of state policy implementation, as modern trend, as a paradigm of scientific and pedagogical thinking). The roles of lifelong education (for an individual, for society, for the state, for the world community) are considered. Developmental stages of lifelong education (V. Onushkina, O. Tonkonoga, T. Desyatova, N. Nychkalo) are investigated. The problems of modern professional education are considered (subject education, elemental approach, separation of the subjects of the educational process from its results, the absence of quality requirements at each stage, etc.) and suggested ways to eliminate them. The characteristics of lifelong learning (duration, motivation, goals and objectives, network of educational services) are analyzed. The functions of lifelong professional education are considered: socio-cultural (developmental), general education (compensatory), adaptive and economic. The priority directions of lifelong professional education development are analyzed: intellectualization of education; personality-oriented approach; educational services market; modernization of all types of support; social partnership; international cooperation. The requirements for lifelong professional education at present stage of society development are formulated and characterized. The system of lifelong professional education is considered as a dynamic system that is in constant development.

scholarly journals ҐЕНЕЗА ТА СУЧАСНИЙ ЗМІСТ ПОНЯТТЯ ЗМІШАНОГО НАВЧАННЯ В ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ТЕОРІЇ І ПРАКТИЦІ

2018 ◽  
Vol 65 (3) ◽  
pp. 1
Author(s):  
Oksana V. Danysko ◽  
Larysa A. Semenovska
Keyword(s):  
Online Education ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Educational Practice ◽  
Educational Programme ◽  
Educational Process ◽  
Full Time ◽  
Adaptive Models ◽  
Information And Communication ◽  
E Learning

Genesis and modern content of the concept «blended learning» in the foreign pedagogical theory are grounded in the article based on modern approaches. The components (traditional full-time education, distance learning (independent and collaborative) and e-learning (synchronous and asynchronous) education) are distinguished. The levels (activity, course, educational programme, university) of practical realization of the blended learning in educational practice are defined. It was determined, that the concept evolved from understanding blended learning as combination of traditional education elements, distance and e-learning with facilities of information and communication technologies to its awareness as synergetic concept of enriching educational experience of educational process subjects. It is realized by means of integration of different strategies and levels of direct and computer-mediated pedagogical cooperation. Conceptual principles of blended learning are distinguished based on generalization and systematization of foreign researchers’ scientific works. First, it can be realized only within the frames of the formal educational programme. Second, it is done under teacher’s control in conditions when one part of educational cooperation takes place in the training room in the process of direct communication (face-to-face); the other part is realized in the mediated virtual environment. It can be individual or group work in the training room, or independent distant work with educational materials, for example, at home; in its turn, it creates possibility for the students of determining time, place, way and/or their pace of learning. Third, such educational cooperation results in forming student’s individual cognitive experience where components of traditional and interactive online-education supplement each other, and are characterized by differentiated, integrative, open, accessible, flexible and adaptive models of physical and virtual interaction.

scholarly journals The use of blended learning technology in the training for students of pedagogical specialties

2021 ◽  
Author(s):  
Larysa Udovychenko ◽  
Nataliia Kuzminets ◽  
Olena Stadnik ◽  
Natalia Кosharna ◽  
Lada Petryk
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Blended Learning ◽  
Educational Practice ◽  
Educational Process ◽  
University Education ◽  
Theoretical Research ◽  
Learning Technology ◽  
Main Hypothesis ◽  
Innovative Concept

This article discusses the prerequisites for the implementation and ways of using blended learning technology in higher education institutions, with special attention to the sphere of training of students of pedagogical specialties in Eastern Europe. The innovative concept of blended learning requires thoroughness in preparation, the right attitude to the educational process, and the correctness of all participants in the educational process. That is why practical developments in this direction are relevant in modern education, where pandemic changes have contributed to the development of online education technologies. This study aims to establish the effectiveness of the use of blended learning technology, its impact on the success of higher education applicants, and the quality of education in general. Additionally, was evaluated the pedagogical technology by the participants of the educational process. The main methods are the method of pedagogical experiment and interviewing for theoretical research are used descriptive method, synthesis, and analysis. The main hypothesis is that blended learning is an effective, convenient, and efficient pedagogical technology, which is a necessary component of modern university education. The result of the pedagogical experiment should establish the level of blended education technology effectiveness for students of pedagogical specialties in the conditions of the modern educational paradigm. In the future, it is worth continuing to develop the innovative concept of blended learning in educational practice in a harmonious combination of online and offline learning.

scholarly journals Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

2016 ◽  
Vol 18 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Ausra Kazlauskiene ◽  
Ramute Gaucaite ◽  
Rasa Poceviciene
Keyword(s):  
Content Analysis ◽  
General Education ◽  
Educational Practice ◽  
Process Research ◽  
Educational Process ◽  
Theory And Practice ◽  
Self Directed Learning ◽  
Education School ◽  
Directed Learning ◽  
Practical Experiences

Abstract Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

scholarly journals Methods of determining nomenclature of topographic maps: theory and practice

2020 ◽  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Topographic Maps ◽  
Practical Implementation ◽  
Topographic Map ◽  
Empirical Observation ◽  
Geographical Education

The cartographic method is the main method of teaching geography in the institutions of general education in the New Ukrainian School, the basis for the formation of skills of each citizen. Aim of the research: to reveal the theoretical aspects of the methodology for determining the nomenclature of topographic maps for teachers and methodologists of geography of general secondary education institutions, students of higher education institutions and to provide appropriate methodological recommendations for their practical implementation. Main material. To achieve this goal, the following research methods were used: the method of comparative-historical analysis, which allowed to establish the causal and historical conditionality of the formation the methodology for determining the nomenclature of topographic maps; empirical (observation of the pedagogical process, conversations with students and teachers of geography, generalization of personal pedagogical experience, questioning of teachers and methodologists), which contributed to the substantiation of the need to develop and implement in the geography of the New Ukrainian School (NUS) effective methodology for determining the nomenclature of geographers nomenclature The pedagogical experiment made it possible to identify not only the links between the studied components of the nomenclature of topographic maps, but also to carry out qualitative analysis and accurate quantitative measurement of both changes made in the educational process and the results of the whole process. The analysis of curricula in geography involves mastering the concepts and terms «topographic map», «map layout», «map nomenclature», evaluation of certain types of nomenclature definition of topographic maps; encourages the theoretical substantiation of such a methodology based on the pedagogical experience of the teacher of geography in modern school. The main focus of the article is on the practical aspect of the methodology for determining the nomenclature of a topographic map; methodological recommendations are given regarding approaches to the evaluation of particular types of their definition. For the first time, methodological recommendations on the educational practice of determining the nomenclature of topographic maps for institutions of general secondary education, in particular the concept of «map layout» and «map nomenclature» and the like, are introduced into scientific use. They significantly influence the achievement of new socio-economic results of geographical education. Conclusions. The results of the experimental study confirm the importance of theoretical and practical aspects of the methods development for determining the nomenclature of topographic maps in educational practice, its content and methodological basis. The developed guidelines for practical implementation of the methodology for determining the nomenclature of topographic maps in institutions of General secondary education of the New Ukrainian school will contribute to improving the quality of knowledge on geography and the Ukrainian educational system as a whole.

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.

Application of BYOD technology in education on the example of Lecture Racing mobile application

2019 ◽  
pp. 56-64 ◽  
Author(s):  
Ju. M. Tsarapkina ◽  
N. V. Dunaeva ◽  
A. M. Kireicheva
Keyword(s):  
Theoretical Analysis ◽  
Mobile Application ◽  
Educational Practice ◽  
Educational Material ◽  
Educational Process ◽  
Bring Your Own Device ◽  
Technology In Education ◽  
Information Culture ◽  
Current State ◽  
Independent Assessment

The article describes the use of BYOD technology (Bring Your Own Device) in educational practice using the Lecture Racing mobile application. This application provides feedback between the teacher and students both in the classroom and during distance learning, contributes to the visualization of educational material and, in general, the informatization of the educational process. The purpose of the study is to conduct a theoretical analysis of the current state and prospects for the development of BYOD technology in Russia and abroad, and to test the benefits of using this technology in educational practice using the specific mobile application. During the study, an analysis of scientific, theoretical and practical literature on BYOD technology was carried out. In the process of experimental work, test tasks were the instrument of measuring knowledge and skills of students. As a result of a theoretical analysis and study of the practical possibilities of using BYOD technology (using the Lecture Racing mobile application as an example), it was found that this technology allows you to visualize information that is displayed in real time on the screen of each student's mobile device, regardless of its location. This technology also allows both the student and the teacher to quickly work with information, provide feedback, receive an independent assessment (since the assessment is set automatically), saves time, and develops the information culture of students.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Country study commentary as one of the forms of implementation of interdisciplinary relations

2020 ◽  
Vol 60 (11) ◽  
pp. 61-64
Author(s):  
Lala Mustafa Akhundzadeh ◽  
◽  
Nailya Agaguseyin Orujeva ◽  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Effective Means ◽  
Educational Process ◽  
Educational Institutions ◽  
Regional Studies ◽  
Highly Qualified ◽  
English History ◽  
Language Classes ◽  
Country Study

This article deals with the method of using regional studies in foreign language classes in a non-linguistic university. It speaks about the realization of interdisciplinary relations as one of the effective means of professsionalizing the educational process. The paper also considers some variants of activities at the English lessons. Combinations of such subjects as Geography and English, History and English are presented. The interests of students in the field of their specialty are revealed. The interdisciplinary relations as a means of increasing general education and cultural potential of higher educational institutions are also highlighted. The necessity for highly qualified specialists in various specialities is emphasized in this article. Key words: interdisciplinary relations, integration, didactic principles, linguistic and country studies, differentiation of sciences, the emergence of fringe sciences

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

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