scholarly journals The Role of a Pedagogical University in the System of Mentoring Young Teachers: the Results of Approbation of Model of Double Full-Time and Distance Mentoring and Methodological Support of Young Teachers of Moscow City University in 2017–2020

2020 ◽  
pp. 135-141
Author(s):  
Tatyana Vladimirovna Sherbakova
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Full Time ◽  
Face To Face ◽  
University Teachers ◽  
State Pedagogical ◽  
Distance Model ◽  
Moscow City ◽  
Young Teacher ◽  
Young Teachers

This paper reveals the results of the research “Im-plementation models of mentoring and methodolog-ical support for young teachers in the practice of Moscow schools of the State Autonomous Educa-tional Institution of Higher Education of Moscow State Pedagogical University (MCU) in 2019–2020”. This article presents a description of a dual face-to-face and distance model of mentoring for a young teacher with the participation of a pedagogical uni-versity as a platform and organizer of mentoring. This model ensures the integration of a novice spe-cialist into the educational environment of the me-tropolis as a whole, not limited to intra-school men-toring. The elements of the model are the digital platform “MGPU-your mentor”, personal mentoring, full-time system of thematic meetings and discus-sions of young teachers with experts of the modern education system, master classes of university teachers, a club of young teachers, methodological and thematic consulting, refresher courses. The methodological foundations of the mentoring model are determined. The study was carried out as part of the organizational and methodological work “Im-plementation of models of mentoring and methodo-logical support for young teachers in the practice of Moscow schools in the Main Educational Institution of Higher Education MSPU in 2019–2020”. The basis for the work is the Moscow state program “Devel-opment of education in the city of Moscow (“Capital education”)” for 2012–2020.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals HUMANISTIC CONCEPT OF IVAN ZIAZIUN IN CURRENT AND FUTURE PROSPECTS

2018 ◽  
pp. 20-31
Author(s):  
Mykola Stepanenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Institutions ◽  
Significant Feature ◽  
Higher Educational Institutions ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
State Pedagogical Institute ◽  
Higher Educational

The article describes the humanistic paradigm of Ivan Ziaziun on the harmonious synthesis of art and pedagogy in teacher training. In particular, the philosophical and pedagogical and organizational and managerial ideas of a scientist- philosopher and teacher, a long-time rector of Poltava V. G. Korolenko State Pedagogical Institute have been discovered. Pedagogy of humanity of Academician I.   Ziaziun through the system of professional training in Poltava V. G. Korolenko State Pedagogical Institute – the formation of a person, the formation of a strategy for person’s development and self-development, the basis of which is the value-semantic constituency of a man have been estimated from the diachronic-synchronous positions. A significant feature in the research is given to the ideas of the personal subject-subject and environment approaches to the training of the future teacher, the idea of forming the image of a higher educational institution as a leader of the region, self-management and autonomy of higher education institutions. Moreover, the system of professional training (careful selection and individual work with young people who show a tendency to pedagogical activity) through the establishment (on the initiative and with the direct participation of Ivan Ziaziun) a comprehensive target program «Teacher» (School – teacher – school), and its implementation into schools with the help of introduction of an optional course «Young teacher», with the help of selecting institutions that interviewed university entrants, and recommended those who are capable to study in higher educational institutions. The constituents of Ivan Ziaziun's humanistic conception are presented in the projection on the basis of the continuity of education postulates: formal, nonformal, and informal. In this aspect, the following priorities were determined such as training at Poltava Pedagogical Institute, first of all through the introduction of the special course «Fundamentals of Pedagogical Teaching Excellence», the opening of blended majors, additional qualifications at the Faculty of Public Professions, through the development of informal artistic and educational activities in higher education, which has its contemporary creative sustainable development. Exclusive attention was paid to Poltava Pedagogical Institute as a leader of higher educational institutions during the rectorship of Ivan Ziaziun and the rector himself.

scholarly journals University Teachers and Their Reflections on Their Pedagogical Development

2020 ◽  
Vol 10 (2) ◽  
pp. 209-229
Author(s):  
Barbora Nekardová
Keyword(s):  
Higher Education ◽  
Qualitative Analysis ◽  
Educational Program ◽  
Time Course ◽  
Educational Opportunities ◽  
Full Time ◽  
Structured Interviews ◽  
University Teachers ◽  
Pedagogical Development ◽  
The University

In this paper, I deal with the question of how university teachers perceive and evaluate their pedagogical development. I originate from a qualitative analysis of 9 in-depth semi-structured interviews with teachers from different faculties of Masaryk University who participated in a two-semester educational program aimed at increasing pedagogical competencies organized by the university. The respondents draw attention to the lack of educational opportunities to support pedagogical competencies, identifying several areas in which they would like to develop. That is why they had applied for a program organized by the University. As a part of this program, it wasn‘t the intensive full-time course led by experienced lecturers that teachers evaluated as the best, but a collaboration with a mentor they chose from their colleagues on their own. These findings are discussed in the context of current efforts of higher education institutions to achieve excellence in teaching.

scholarly journals Value system of female students studying at pedagogical universities with different levels of antisocial creativity

2021 ◽  
Vol 51 (3) ◽  
pp. 375-389
Author(s):  
Iliya V. Egorov ◽  
◽  
Diana V. Naumova ◽  
Tatiana A. Pavlenko ◽  
Irina N. Rasskazova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Female Students ◽  
Male Students ◽  
Future Teachers ◽  
Individual Values ◽  
Low Level ◽  
State Pedagogical ◽  
Moscow City ◽  
Student’S T ◽  
High Level

Introduction. The relevance of this research is due to the need to identify predictors of implementation of negative creative ideas in future teachers’ activity. The research purpose is to analyze the link between the level of antisocial creativity and values of two levels: as standardized ideals and individual priorities. Materials and methods. The study was conducted at the Moscow City Pedagogical University and in the State-Funded Educational Institution “Omsk State Pedagogical University” (N=109) using the following methods: a questionnaire “Behavioral Features of Antisocial Creativity” (by M. Ranko as adapted by N.V. Meshkova, S.N. Enikolopova, O.V. Mitina and others) and the Basic Individual Values Scale by Sh. Schwartz. Student’s t-test was conducted to compare data in each group and two polar (contrast) groups. Research results. It was revealed that with a similar set of values, both standardized ideals and individual priorities, among female students with a high level of antisocial creativity, at the level of standardized ideals, the value of “tradition” is the most insignificant value (2.56), among female students with a low level of antisocial creativity – “power” (3.1), the most significant value in both groups is the value of “independence” (5.41 and 5.29). At the level of values as individual priorities among students with a high level of antisocial creativity, the most significant value is “hedonism” (2.92), the most insignificant one is “tradition” (0.72); among students with a low level of antisocial creativity, the most significant value is “independence” (2.7), the most insignificant one is “power” (0.58). Female students of pedagogical specialties with a high level of antisocial creativity have significantly lower values related to social focus (the value of tradition – 2.56, while in the group of students with a low level of antisocial creativity – 3.56; temp = 2.2, p≤0.05; safety – 4.36, in the group of students with a low level of antisocial creativity – 5.05, temp = 2.3, p≤0.05), and the values of personal focus are significantly higher (“power” – 1.85, in the group of female students with a low level of antisocial creativity – 0.58; temp = 2.9, p≤0.05). At the level of values, both standardized ideals and individual priorities among female students with a high level of antisocial creativity, the most insignificant values are the values of social focus – “tradition”, among female students with a low level of antisocial creativity – an individual focus on “power”. Research prospects. The identification of personal predictors of antisocial creativity in future teachers, both female and male students, as well as environmental factors contributing to the manifestation and overcoming of antisocial creativity in the pedagogical activity, is of particular importance.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2013 ◽  
pp. 330-353
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

scholarly journals Electronic information educational environment and modern student

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
O. V. Lebedeva ◽  
F. V. Povshednaya
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Negative Consequences ◽  
Electronic Information ◽  
E Learning

Introduction. The modern system of domestic higher education is designed to flexibly respond to the challenges of the modern world, one of which is the possibility of obtaining knowledge through distance learning. The use of electronic services in this process, acting as an online and offline learning tool, actualizes the urgent need to develop in a digital environment a high-quality content of academic disciplines that meets the requirements of educational standards in various areas of training of future subject teachers, primary school teachers, preschool educational institution teachers, psychologists, speech therapists, defectologists. At the same time, it is important to assess all the risks that can devalue the physical, moral and material costs of organizing the educational process in the e-learning system from both teachers and support service specialists and the university as a whole.Materials and Methods. The paper uses a descriptive method based on the study and systematization of survey data of pedagogical university students of different directions and training profiles for several years. The respondents were full-time and part-time students. The data collection tool was the e-learning service of Minin University.Results. The analysis of respondents' answers to questions about the pros and cons of distance learning in the system of electronic information educational environment of the pedagogical university allowed us to draw some conclusions about the existence of both positive and negative consequences of the implementation of distance learning, which threaten the psychological safety of participants in the educational process.Discussion and Conclusions. Taking into account the fact that the creation of an e-learning system at Minin University is a large-scale project of modernization of the higher education system, during the implementation of which, since 2012, some experience has already been accumulated that requires reflection, today we can talk about the possibility of considering this electronic information educational environment as minimizing the risks of distance learning through electronic services. Further work in the direction of optimizing the work of the e-learning system of the pedagogical university, including working out the strategy of the "individual educational route" of each student, including assistance to students with special educational needs, should certainly be carried out from the position of involving students in assessing the opportunities and difficulties of working in an electronic educational environment.

scholarly journals Sovremennoe pedagogicheskoe obrazovanie: analiz trendov razvitiia (po materialam luchshikh praktik raboty federal'nykh innovatsionnykh ploshchadok v 2021 godu)

2021 ◽  
pp. 15-31
Author(s):  
Tat'iana Aronovna Lavina ◽  
Anna Nikolaevna Zakharova ◽  
Tat'iana Igorevna Gritskevich
Keyword(s):  
Higher Education ◽  
Immanuel Kant ◽  
Professional Education ◽  
Educational Institution ◽  
Federal State ◽  
State University ◽  
Education Development ◽  
State Budget ◽  
State Pedagogical ◽  
The Republic

The chapter of the monograph highlights effective models of activities in the field of teacher education based on the best practices of federal innovation platforms. The authors discuss the projects of federal innovation platforms of higher education institutions aimed at achieving a new quality and formats of education. The paper analyzes the innovative experience of Federal Innovation Platforms: State Budgetary Educational Institution of Additional Professional Education «Institute of Education Development» of the Krasnodar Krai, State Autonomous Institution of Additional Professional Education Institute of Education Development «of the Republic of Bashkortostan, Federal State Budget Educational Institution of Higher Education «Kemerovo State University», Federal State Budget Educational Institution of Higher Education «Vladimir state university», Federal State Budget Educational Institution of Higher Education «Tomsk State Pedagogical University», FGAOU VO «Immanuel Kant Baltic Federal University», Federal State Budget Educational Institution of Higher Education «Naberezhnye Chelny State Pedagogical University», FGBOU VO «Russian State Pedagogical University named after A.I. Herzen», the Starooskolsk branch of the Belgorod State National Research University, Federal State Budget Educational Institution of Higher Education Altai State Pedagogical University, Federal State Budget Educational Institution of Higher Education «Ryazan State University named after S.А. Yesenin».

scholarly journals E-Learning in the Linguistic Disciplines Teaching: the Experience of Remote and Full-Time Learning

2021 ◽  
Vol 110 ◽  
pp. 03004
Author(s):  
Tatiana Isaeva
Keyword(s):  
Teaching Experience ◽  
Full Time ◽  
Learning Methods ◽  
Online Learning Communities ◽  
Face To Face ◽  
University Teachers ◽  
Empirical Survey ◽  
Teachers And Students ◽  
E Learning ◽  
Advanced Teaching

The period of forced remote learning has deepened university teachers’ and students’ experience in e-learning and developed a number of abilities, including ITC-competence and possession of various e-learning methods. This valuable experience should be used after resuming of full-time or face-to-face (F2F) learning in the universities. The purpose of the article is to determine the most promising areas of using e-learning in the linguistic disciplines teaching based on the analysis of the advanced teaching experience during the pandemic and after the resumption of traditional full-time education. Using the methods of theoretical analysis of the scientific works published within the period February 2020 – February 2021 and empirical study among Russian university teachers and students, the most efficient and promising areas of e-learning in the linguistic disciplines teaching were singled out. These areas include the use of the efficient e-learning methods and creation of lasting online learning communities. At the same time the empirical survey showed one more important area of research, namely, the characteristics of the teacher’s speech in distance education. In the result, the author suggests some ideas to preserve the valuable obtained teaching experience and to use it in both forms of learning: distance and F2F.

scholarly journals PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS IN CONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHER EDUCATION AREA

2020 ◽  
Vol 1 ◽  
pp. 397
Author(s):  
Olena Kirdan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Service Learning ◽  
Centers Of Excellence ◽  
University Teachers ◽  
State Pedagogical ◽  
E Learning ◽  
Research Goal ◽  
Culture Of Teaching ◽  
Teaching Learning

The purpose of the article is to substantiate the main directions of professional development of university teachers and to ensure the excellence of teaching. The achievement of the research goal made it possible to use general theoretical methods: analysis, synthesis, specification, generalization and empirical methods: surveys and questionnaires. Results of the research. The main directions of the professional development of university teachers and ensuring the excellence of teaching are outlined: mentoring and tutoring of young teachers; creation of centers of excellence, support and development of teaching skills; development of e-learning in the centers of educational and innovative technologies etc. The experience of the Center professional development of teachers of the Pavlo Tychyna Uman State Pedagogical University is analyzed. On the basis of the conducted questionnaire of the heads of departments the peculiarities of creating a culture of support and stimulation of quality teaching, creation of an environment of professional development, promotion and recognition of best practices, etc. were established. The importance of introducing the concept of service learning pedagogy at educational programs of all levels in higher education institutions of Ukraine is emphasized; the formation of the values social responsibility of universities; policies to enhance the culture of teaching, learning and assessment.

scholarly journals The Role of University Teachers in the Assistance to International Students

2019 ◽  
Vol 28 (4) ◽  
pp. 124-133 ◽  
Author(s):  
O. P. Marinenko
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Communication ◽  
Scientific Community ◽  
Educational Institution ◽  
University Teachers ◽  
Research Questions ◽  
Psychological Assistance ◽  
Scientific Degree

The idea of providing additional assistance and support to international students is being widely popularized in the global scientific community. This is due to the fact that the number of these students is constantly increasing and they have to encounter numerous problems. There are three main areas of international students’ assistance: didactic assistance focused on the learning process; psychological assistance as the prevention and solution of psychological and emotional problems; sociocultural assistance dealing with adaptation to new environment. This article presents the results of the study directed by the following research questions: whether university teachers are involved in assisting international students, what strategies they prioritize, and what categories of teachers are more focused on providing assistance. The group survey covering 24.2% of teachers of the Interstate Educational Institution of Higher Education “Belarusian-Russian University” resulted in the following conclusions. 1. Most of university teachers are aware of international students’ problems and provide them with additional assistance and support. 2. Teachers with little pedagogical experience, female respondents, and teachers without a scientific degree are more actively involved in assisting international students. 3. The most popular strategies of didactic assistance were explaining details of students’ self-directed work, using lecture presentations and encouraging participation in individual consultations. 4. In order to psychologically support international students, teachers strive to tolerate their speech errors, help them in speaking and create a positive atmosphere in the class. 5. Within the framework of sociocultural assistance, teachers may give students the opportunity to present their homeland, encourage intercultural communication in seminars and workshops, and speak about the country of study.

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