scholarly journals Reshaping the University Curriculum through the Visiting Lectureship

2020 ◽  
Vol 19 (12) ◽  
pp. 70-85
Author(s):  
Valentyna I. Bobrytska ◽  
Hanna V. Krasylnykova ◽  
Nina G. Batechko ◽  
Nataliia А. Beseda ◽  
Yevheniy S. Spitsyn
Keyword(s):  
Educational Policy ◽  
Educational Process ◽  
Self Directed Learning ◽  
Research Skills ◽  
University Curriculum ◽  
Self Development ◽  
Directed Learning ◽  
Professional Self ◽  
The University ◽  
Professional Socialisation

The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

Teaching Dictionary Skills to Elementary School Students

2020 ◽  
Vol 43 (2) ◽  
pp. 159-169
Author(s):  
G. Omarova ◽  
◽  
M. Kenzhegaliyeva ◽  
Keyword(s):  
Primary Schools ◽  
Educational Process ◽  
Present Stage ◽  
Self Directed Learning ◽  
School Students ◽  
Knowledge And Skills ◽  
Self Development ◽  
Directed Learning ◽  
Self Learning

At the present stage, the role of the student in learning is becoming more significant, since the educational process is increasingly turning into a process of self-learning and the students themselves choose their education path. For successful self-directed learning, students need various skills. This article focuses on the teaching dictionary skills in primary schools. Under changed conditions, elementary schools are required to provide their students with the knowledge and skills in using various types of dictionaries, both printed and electronic media as well as monolingual and bilingual. Therefore, a clearly designed and properly organized educational environment is of utmost importance. Didactic conditions contribute to the development of dictionary skills and, in general, to self-development of students.

scholarly journals IMPROVING THE SYSTEM OF FORMATION OF UNIVERSAL COMPETENCE OF STUDENTS IN THE IMPLEMENTATION OF ELECTIVE COURSES IN PHYSICAL CULTURE AND SPORTS AT THE UNIVERSITY

2021 ◽  
pp. 204-214
Author(s):  
Владимир Петрович Симень
Keyword(s):  
Theoretical Model ◽  
Physical Education ◽  
Educational Process ◽  
Physical Culture ◽  
Professional Activities ◽  
Self Development ◽  
Elective Course ◽  
Professional Self ◽  
Education Of Students ◽  
The University

В статье представлено содержательное и технологическое обеспечение реализации компетентностного подхода в обучении студентов вузов элективному курсу по физической культуре и спорту, включающее теоретическую модель обучения данному курсу. В содержании этой модели представлены и раскрываются целевой, содержательный, процессуальный и контрольный компоненты, которые во взаимодействии между собой обеспечивают существенное повышение эффективности обучения элективному курсу по физической культуре и спорту и достижение его результата в виде универсальной компетенции, обуславливающей готовность использовать средства и методы физической культуры и спорта для полноценной социальной и профессиональной деятельности. В работе описан комплекс педагогических условий эффективной реализации теоретической модели в процессе физического воспитания студентов. Результаты формирующего педагогического эксперимента, приведенные здесь, свидетельствуют о том, что применение авторского подхода к содержанию и организации учебного процесса по элективному курсу по физической культуре и спорту приводит к улучшению показателей физического здоровья, физической подготовленности, мотивации к занятиям физической культурой и спортом; повышению качества усвоения методических знаний, умений и навыков самостоятельного использования средств и методов физического воспитания и спортивной тренировки для личностного и профессионального развития. The article considers the content and technological provision for the implementation of the competence approach in teaching university students the elective course on physical culture and sports, including the theoretical model of training. The content of this model presents the target, content, process and testing components, which in the interaction of each other provide a significant increase in the efficiency of the elective course on physical culture and sports and achieving its result in the form of universal competence, which results in the readiness to use the means and methods of physical culture and sports for complete social and professional activities. The paper presents a complex of pedagogical conditions for the effective implementation of the theoretical model in the process of physical education of students. The results of the formative pedagogical experiment given here indicate that the use of the author’s approach to the content and organization of the educational process on the elective course on Physical culture and Sports leads to an improvement in the figures of physical health, physical fitness, motivation for physical culture and sports, improve quality of the methodological knowledge, skills and skills of self-use of the means and methods of physical education and sports training for personal and professional self-development.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals PEDAGOGICAL STIMULATION OF EDUCATIONAL ACTIVITY AS A FUNCTION OF A MODERN UNIVERSITY TEACHER

2020 ◽  
pp. 98-104
Author(s):  
Екатерина Александровна Лихачева
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Subject Position ◽  
Educational Activity ◽  
Practical Training ◽  
Educational Activities ◽  
Self Development ◽  
Sufficient Degree ◽  
The University ◽  
Stimulation Of

Обосновывается важность педагогического стимулирования учебной деятельности студентов, что обусловлено тенденциями современного высшего образования. Несмотря на достаточную степень разработанности вопросов педагогического стимулирования и активизации учебной деятельности, применительно к высшей школе данная проблема не находит комплексного решения. В деятельности преподавателя стимулирующая функция занимает особое место. Изучение опыта передовых ученых и анализ результатов собственной педагогической деятельности позволили предложить комплексный подход к педагогическому стимулированию учебной деятельности студента вуза: применение соответствующих методов и технологий обучения, реализация стимулирующих действий и системы педагогических стимулов. Определены стимулирующие действия преподавателя и применяемые им педагогические стимулы на каждом этапе практического занятия в вузе. Все это будет способствовать становлению субъектной позиции студентов, формированию у них положительного эмоционально-ценностного отношения к процессу обучения, повышению качества образования, выступит фактором развития способности к саморазвитию и самообразованию. The article substantiates the importance of pedagogical stimulation educational activities of students, which is due to the trends of modern higher education, namely the idea of continuing education. Despite the sufficient degree of development of issues of pedagogical stimulation and activation of educational activities, this problem does not find a comprehensive solution in relation to higher education. In the activity of a teacher, in addition to the implementation of educational, educational, and developmental functions, a special place is occupied by a stimulating function. This is evidenced by the theoretical analysis of the works of classics of Russian pedagogy. The study of the experiences of scientists and analysis of own pedagogical activity allowed us to offer a comprehensive approach to the pedagogical stimulation of educational activity of student: application of enabling methods and technologies of training, the implementation of stimulating activities and educational incentives. The article defines the stimulating actions of the teacher at each stage of practical training at the University (introductory, main, final) and the pedagogical incentives used by them. Stimulating actions of the teacher encourage productive joint educational process of students and teachers. Comprehensive stimulation of educational activities will contribute to the formation of the subject position of students, the formation of a positive emotional and value attitude to the learning process, improve the quality of education, and act as a factor in the development of the ability to self-development and self-education.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals Self-determination impact on motivation in the conditions of professional education.

2021 ◽  
Vol 13 (1) ◽  
pp. 123-133
Author(s):  
Alla G. Mikhailova ◽  
Keyword(s):  
Professional Education ◽  
Self Regulation ◽  
Psychological Needs ◽  
Educational Process ◽  
Self Determination ◽  
Self Organization ◽  
Self Awareness ◽  
Social Self ◽  
Self Development ◽  
The University

Introduction: Self-determination theory plays a crucial role in self-awareness forming. It suggests that people are motivated to grow and change as well as to be able to become self-determined by three universal psychological needs: for fulfillment of competence, connection, and autonomy. The article examines the main criteria and indicators of self-determination. Socio-pedagogical conditions are pro-posed which provide the effectiveness of the process of forming social self-determination among students. Materials and methods: the methodological basis is the ideas of personal and pro-fessional development as the basis the foundation of achieving a professional “acme” in the works of such scientists as A.S. Anisimov, A.A. Bodalev, A.A. Derkach, V.G. Zazykin, A.K. Markova, N.V. Kuzmina and others. Scientists focused on interdiscipli-nary connections and integration approaches in the study of the problems of personality self-determination. Results: recommendations are given for the design of activating methods of self-determination. The research hypothesis is based on the assumption that the for-mation of self-determination in the educational process of the university will be effective if proposed conditions are realized: providing the interconnection of formation processes and person’s self-development; inclusion of students in a variety of activities in order to acquire social experience and a system of social roles for further self-development; trainings for motivational growth and classes aimed at developing skills of self-organization and self-regulation in stressful situations. Discussion and Conclusions: according to these conclusions, a set of recommenda-tions were developed: external and internal factors of social self-determination should be considered in the system, with its inherent connection with the environ-ment, since changes in the social environment entail changes in the system of factors; in order to study personal properties, develop mutual understanding and determine ways of development and correction, one should use high-quality psychodiagnostic techniques, trainings for motivational growth, aimed at developing skills of self-organization and self-regulation in stressful situations; it is necessary to ensure the activity of students in a variety of activities.

scholarly journals Professional Self-Development of a Teacher of a Higher Education Institution: Interdisciplinary Aspect

2020 ◽  
Vol 7 (1) ◽  
pp. 41-47
Author(s):  
Olesia Smolinska ◽  
Khrystyna Dzyubynska
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Historical Context ◽  
Education Institution ◽  
Dual Nature ◽  
Self Development ◽  
Generalized Patterns ◽  
Professional Self ◽  
The University ◽  
The Given

This article deals with the urgent problem of teacher’s professional self-development at a higher educational institution, based on normative and acmeological aspects. In the process of achieving this goal – which is the study of the peculiarities of professional self-development in the terms of Ukrainian higher education in its cultural and historical context – the analysis of such problems, as the transformation of forms of consciousness into educational interactions; professional archetype of a teacher; the transformation of the content of professional self-development, was conducted. The given problem has practical meaning. It means that there are a number of objective factors, which influence the essence of a teacher's professional self-development, as a process, connected with the concept of lifelong education, and turn it into a component of the creation of professional identity. We came to the following conclusions: firstly, concerning the dual nature of professional and personal identity (real and imaginary, virtual), which is objectified in the cultural and educational space of the university; secondly, studying the peculiarities of the teacher's self-development,special attention should be paid to appropriate archetypes as culturally conditioned generalized patterns; thirdly, a change in the type of teacher’s professional self-development is caused by both the transformation of the character of the person’s identity and the change of archetype 

scholarly journals Psychosocial Wellbeing of the Students with Limited Opportunities of Health Studying at the University

2019 ◽  
Vol 11 (3) ◽  
pp. 84-94
Author(s):  
L.A. Osmuk ◽  
M.S. Melnikova
Keyword(s):  
Inclusive Education ◽  
Educational Environment ◽  
Educational Process ◽  
Self Determination ◽  
Dynamic State ◽  
Psychological Wellbeing ◽  
Psychosocial Wellbeing ◽  
Professional Self ◽  
The University

In article being considered the problem of psychosocial wellbeing of students with limited opportunities of health connected with development of inclusive education at the higher school. It is offered to consider psychosocial wellbeing of students in the context of process of their professional self-determination and to consider features of psychosocial wellbeing of the students with limited opportunities of health getting to educational space of the university. The psychosocial wellbeing is considered as a dynamic state, need of development of a technique of its research, taking into account stages of educational process is stated. The flight base for development of a technique offers tools of the realized monitoring of social and psychological wellbeing (n=846, the students of 10 universities studying in inclusive groups). In order, that the student with limited opportunities of health steadily experienced feeling of psychosocial wellbeing, it is necessary that the inclusive group and the educational environment were safe, comfortable and having all necessary resources for self-realization.

Sign in / Sign up

Export Citation Format

Share Document