scholarly journals Development of Intercultural Competence during Pedagogical Practice of Ukrainian Students in Vocational Schools in Slovakia

2018 ◽  
Vol 8 (3) ◽  
pp. 109-117 ◽  
Author(s):  
Kateryna Ryabchikova
Keyword(s):  
Intercultural Competence ◽  
Teaching Practice ◽  
Educational Practice ◽  
Vocational Schools ◽  
Practical Training ◽  
Intercultural Training ◽  
Pedagogical Practice ◽  
Communication Practice ◽  
Intercultural Competencies ◽  
Four Levels

AbstractIntroduction: In the presented paper, the role of practical training in the formation of intercultural competencies is considered in terms of Dublin descriptors on the basis of educational intercultural practice.Methods: For the purposes of the study, a multi-stage model of intercultural practice was developed. The method of comparative analysis showed the correspondence of the model to the main descriptors. The study is based on the results of intercultural practice of Ukrainian students in vocational schools in Slovakia.Results: It has been shown that the four levels of practice in the form of short-term introductory intercultural practice, ethno-cultural educational practice, scientific and pedagogical communication practice abroad, as well as long-term intercultural training correspond to the Dublin competence descriptors in the form of knowledge, skills, communication, autonomy and responsibility.Discussion: The results of the research show the directions in the formation of intercultural competencies of students. Close cultures such as the Ukrainian and the Slovak can be a launching pad for building deeper competencies. The pedagogical practice of Slovak and Ukrainian students develops the intercultural competencies of both the trainees and the students.Limitations: The study was conducted in a limited number of educational institutions in Ukraine and Slovakia. It is expected to increase their number on the principles of reciprocity in order to develop intercultural competencies in the students of the two countries.Conclusions: The model is practically implemented in the process of the teaching practice of Ukrainian students in selected schools in Slovakia. An increase in the level of intercultural competencies was observed both in the Ukrainian students and in the students of Slovak schools.

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 APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS

2007 ◽  
Vol 4 (3) ◽  
pp. 5-12
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Natural Science ◽  
Teaching Practice ◽  
Learning Experience ◽  
Educational Practice ◽  
Present Situation ◽  
Natural Sciences ◽  
Pedagogical Practice ◽  
Natural Science Education

Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.

O ЗНAЧЕНИИ ПРAКТИКИ В ПРOФЕССИOНAЛЬНOМ СТAНOВЛЕНИИ БAКAЛAВРOВ ПЕДAГOГИЧЕСКOГO OБРAЗOВAНИЯ

2020 ◽  
pp. 99-101
Author(s):  
Гулнара Нурманбетова
Keyword(s):  
Professional Education ◽  
Teaching Practice ◽  
Point Of View ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Educational Standard ◽  
Higher Professional Education ◽  
Scientific Practical ◽  
State Educational

Аннотация: Стaтья пoсвященa знaчению прaктики в прoфессиoнaльнoм стaнoвлении бaкaлaврoв педaгoгическoгo oбрaзования. Показаны роль и цели, учебно-педагогической практики с точки зрения научно-практического, компетентностного подхода; мнения студентов о роли практики в подготовке студентов к будущей профессиональной деятельности. Практика показана, как главный связующий компонент между теоретической и практической подготовкой будущих специалистов, первостепенным условием повышения качества их обучения, максимально приближенных к будущей профессиональной деятельности, в ходе которой формируются педагогические умения и навыки. В статье на конкретных примерах, на основе фактического материала проанализировано проведение практики у бакалавров педагогического образования на факультете Славяноведения БГУ им. К.Карасаева. Ключевые слова: педагогическая практика, Государственный образовательный стандарт высшего профессионального образования, роль, цель педагогической практики, компетентностный подход, бакалавр. Аннотация: Макала билим берүүдө бакалаврлардын кесипкөйлүгүнүн; студенттерди келечектеги кесипкөйлүк ишмердүүлүккө даярдоодо практиканын ролу жөнүндө студенттердин ойлору камтылган. Макалада окуу-педагогикалык практикасында компетенттүүлүктүн мааниси, ролу жана максаты көрсөтүлгөн. Педагогикалык практикада көндүмдөрүн пайда болуусу анын келечектеги адистерге, теориялык жана практикалык окутуусунда негизи билимди түзөт. Аларды даярдоонун сапатын жогорулатуу үчүн маанилүү шарт түзүү өтө абзел. Келечектеги кесиптик ишмердүүлүккө зор мүмкүнчүлүктү түзөт. Макалада окутуу материалдардын негизинде БМУнун аларды К.Карасаевдин Славянтаануу факультетиндеги студенттерин даярдоо ыкмалары көрсөтүлөт. Түйүндүү сөздөр: педагогикалык практика, жогорку кесиптик билим берүүнүн мамлекеттик билим берүү стандарты, педагогикалык практиканын ролу, максаты, компетенттүүлүк мамиле, бакалавр. Annotation: The article is devoted to the importance of practice in the professional development of bachelors of pedagogical education. The role and goals of teaching and teaching practice from the point of view of the scientific, practical and competence-based approach; opinions of students on the role of practice in preparing students for future professional activities are demonstarted. Practice is show as the main binding component between the theoretical and practical training of future specialists, the paramounty condition for improving their quality training, as close as possible to future professional activities, during which pedagogical skills are formed. The article, using concrete examples, based on factual material, analyzes the practice of bachelors in teacher education at the faculty of Slavic studies of BSU named after K. Karasaev. Key words: Pedagogical practice, State educational standard of higher professional education, role, purpose of pedagogical practice, competence based approach, bachelor.

ORGANIZATION OF PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF CULTURAL COMPETENCE FORMATION

2020 ◽  
pp. 7-19
Author(s):  
Nataliia Grechanyk
Keyword(s):  
Primary School ◽  
Educational Practice ◽  
First Grade ◽  
The United States ◽  
Pedagogical Practices ◽  
Practical Training ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Uk

The author examines the types and duration of pedagogical practices in the UK, characterizes the main objectives of pedagogical practice in the United States in the context of the national objective to train an “effective multicultural teacher”. Based on the analysis of educational and professional programs of higher education institutions of Ukraine, the author characterizes such types of pedagogical practice of future primary school teachers as: the extra-curricular and out-of-school educational practice, the pedagogical practice in children's recreation camps, the educational and nurturing practice in the first grade, the teaching and educational practice.

scholarly journals O Projeto Político Pedagógico e sua Importância na Prática Pedagógica no Ambiente Escolar / The Pedagogical Political Project and its Importance in the Pedagogical Practice in the School Environment

2021 ◽  
Vol 15 (57) ◽  
pp. 665-674
Author(s):  
Ana Claudia Rodrigues ◽  
Mirelly Rejane Dos Santos Gomes ◽  
Marizélia Barros de Carvalho e Sá
Keyword(s):  
School Environment ◽  
Teaching Practice ◽  
Educational Institution ◽  
Educational Practice ◽  
School Community ◽  
Pedagogical Practice ◽  
National Education ◽  
Field School ◽  
Legal Document ◽  
Political Project

Resumo: O presente artigo busca discorrer sobre a construção do Projeto Político Pedagógico e sua importância na prática pedagógica no ambiente escolar, tendo em vista que o mesmo define o funcionamento da escola regulamentada por leis que orientam a Educação Nacional Brasileira. As metas que a escola pretende atingir devem estar descritas no documento legal, ele é de total relevância para o trabalho docente e de toda comunidade escolar. O Programa de Residência Pedagógica então propôs que os residentes fizessem análise do PPP de cada instituição assim, a prática pedagógica seria explorada com mais precisão, uma vez que a finalidade da Residência Pedagógica é promover experiência de regência em sala de aula.   O objetivo desta pesquisa é compreender qual a importância do documento na prática docente. Dessa forma, investigou-se a elaboração do Projeto Político Pedagógico e sua participação nos fazeres docentes, e a prática educativa da Escola-campo. Tendo em vista que toda instituição de ensino deve ser pautada em um documento legal que possibilite um norte para as ações a serem exercidas no decorrer do ano letivo, conduzida para comunidade escolar, refletindo assim sobre as atribuições do Projeto, apontado para sala de aula. Assim, justifica-se a importância de analisar a prática pedagógica a partir das orientações do Projeto Político Pedagógico, considerando sua eficiência no processo de ensino aprendizagem conforme a proposta educativa a ser realizada, como também as ações pedagógicas precisam estar alinhadas a esse documento. Este artigo foi desenvolvido com base em estudos dos teóricos: Vasconcellos (2014), Veiga (2013), Dias (2011), usando como método o estudo qualitativo de caráter bibliográfico. O Projeto Político Pedagógico da escola campo está bem elaborado e é notório a participação da comunidade escolar e todos que compõe a instituição. O mesmo atende a todos as exigências pertinentes para um bom Projeto.Palavras-Chave: Ações Pedagógicas, Escola, Prática Pedagógica, Projeto Pedagógico.  Abstract: The present article seeks to discourse about the construction of the Pedagogical Political Project and its importance in the pedagogical practice in the school environment, in view of that it defines the functioning of the school regulated by laws that guide the Brazilian National Education. The goals that the school intends to achieve must be described in the legal document, it is of total relevance for the teaching work and for the entire school community. The Pedagogical Residency Program then proposed that residents analyze the PPP of each institution so the pedagogical practice would be explored more precision once the purpose of Residencia Pedagogica is to promote conducting experience in the classroom. The objective of this research is to understand the importance of the document in teaching practice. Thus, it was investigated the elaboration of the Pedagogical Political Project and its participation in the teaching activities, and the educational practice of the field school. In view of in that every educational institution must be guided by a legal document that provides guidance for the actions to be exercised during the school year, conducted for the school community, thus reflecting on the Project's attributions, pointed at the classroom. Thus, justifies the importance of analyzing the pedagogical practice from the guidelines of the Pedagogical Political Project, considering its efficiency in the teaching-learning process according to the educational proposal to be performed, as well as the pedagogical actions need to be aligned with this document. This article was developed based on studies by theorists: Vasconcellos (2014), Veiga (2013), Dias (2011), using as a method, the qualitative study of bibliographic character. The Political Pedagogical Project of the field school is well elaborated and the participation of the school community and everyone who makes up the institution is notorious. It meets all relevant requirements for a good Project. Keywords: Pedagogical Actions, School, Pedagogical Practice, Pedagogical Project.

The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

2014 ◽  
Vol 610 ◽  
pp. 667-672 ◽  
Author(s):  
Xiang Min Li ◽  
Yuan Ge Wang
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Communication Competence ◽  
Cross Cultural ◽  
Internet Technology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Positive Effects ◽  
Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Efficiency of working memory: Theoretical concept and practical application

2008 ◽  
Vol 40 (1) ◽  
pp. 84-100
Author(s):  
Dejan Lalovic
Keyword(s):  
Working Memory ◽  
Teaching Practice ◽  
Short Term Memory ◽  
Theoretical Concept ◽  
Pedagogical Practice ◽  
Applied Psychology ◽  
Personality Variables ◽  
Psychological Phenomena ◽  
History Of ◽  
The Individual

Efficiency of working memory is the concept which connects psychology of memory with different fields of cognitive, differential and applied psychology. In this paper, the history of interest for the assessment of the capacity of short-term memory is presented in brief, as well as the different methods used nowadays to assess the individual differences in the efficiency of working memory. What follows is the consideration of studies that indicate the existence of significant links between the efficiency of working memory and general intelligence, the ability of reasoning, personality variables, as well as some socio-psychological phenomena. Special emphasis is placed on the links between the efficiency of working memory and certain aspects of pedagogical practice: acquiring the skill of reading, learning arithmetic and shedding light on the cause of general failure in learning at school. What is also provided are the suggestions that, in the light of knowledge about the development and limitations of working memory at school age, can be useful for teaching practice.

scholarly journals Professional orality as a special field of knowledge in teacher education – a position paper

2019 ◽  
Vol 13 (1) ◽  
pp. 111-132
Author(s):  
Anna-Lena Østern ◽  
Kristin Solli Schøien
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Position Paper ◽  
Pedagogical Practice ◽  
Daily Work ◽  
Communication Practice ◽  
Decisive Importance ◽  
Communicative Practice ◽  
Ethics Teaching

An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

scholarly journals Innovative teaching methods applicable at the classes of percussion instruments

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 14-22
Author(s):  
Ganna Ralo
Keyword(s):  
Teaching Methods ◽  
Professional Training ◽  
Teaching Practice ◽  
Free Access ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Percussion Instruments ◽  
Teaching Learning

About 100 years have passed since the first classes of percussion instruments appeared. In the early days, when professional training intended for percussion performers dated to, teachers faced a large number of problems, in particular, lack of a full set of percussion instruments in the classroom, the availability of instructive, educational, pedagogical and concert repertoire alongside scientific and methodological literature. As a result, the work of the first educators was based, first of all, on their personal pedagogical experience and many years of performing practice. In this regard, the appearance of the first teaching aids was a milestone in the development of professional training in playing percussion instruments. For a century-long period, not so much educational and methodological literature has appeared, which was conditioned by a number of objective and subjective factors. At the same time, each methodological manual has taken its rightful place in the development of teaching methods for playing the percussion instruments. However, time is relentlessly moving forward and, unfortunately, today, they have become less in demand, as they do not always meet the modern requirements and approaches to teaching how to play the percussion instruments. Today, Ukrainian scientists and teachers have free access to a large amount of information. Therefore, they have an opportunity to familiarise themselves with interesting developments of our foreign colleagues. However, in most cases, they cannot be used in domestic pedagogical practice, as they are not adapted to the current realities of the educational system of Ukraine due to various socio-economic and cultural factors. Thus, the issues related to the need to search for the most effective forms, methods, and approaches to teaching how to play the percussion instruments is of particular importance and relevance. The article is devoted to the methods based on the playing form of instructions which are used in schools of aesthetic education and, in particular, at the classes of percussion instruments. The purpose of the work is to present new promising areas in teaching percussion playing, based on the author’s pedagogical practice. These methods were used in the study: analysis, observation, deduction and induction. The following issues are considered in the article: the influence of learners’ age characteristics on the choice of teaching methods, the essence of the group form of training and its importance for activating the pedagogical process, traditional and non-traditional approaches to teaching / learning, as well as the analysis of the methods that are widely used in the author’s teaching practice at the classes of the percussion instruments playing. As a result of the study, some new ideas were proposed related to the training at the initial stage and the ways of their implementation by introducing the methods of collective listening, imitation, “playing with the ball”, “sweet tooth”, etc. into the pedagogical practice.

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