scholarly journals Pedagogical discourse of curriculum development based on the orientation of educational practice

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 57-76
Author(s):  
Šejla Bjelopoljak ◽  
Arijana Midžić
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Pedagogical Discourse ◽  
Teaching Goals ◽  
Teaching Content

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

scholarly journals Evaluating the Predominant Attitudes of Teachers and Principals Towards Educational Programs for Gifted Students in Elementary Schools: تقييم المواقف السائدة من المعلمين ومديري المدارس نحو البرامج التعليمية للطلاب الموهوبين في المدارس الابتدائية

2021 ◽  
Vol 5 (45) ◽  
pp. 121-103
Author(s):  
Yahya Ali Hamdi Yahya Ali Hamdi
Keyword(s):  
Primary Schools ◽  
School Administrators ◽  
Gifted Students ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Gifted Children ◽  
Discussion Section ◽  
Talented People ◽  
Current Systematic Review

The current systematic review of the literature (SLR) is divided into different sections starting with the introduction section. That being said, there is a discussion section that broadly evaluates different topics in addition to the summary findings that emerge from the study by discussion, there are mixed results about teachers' prevailing attitudes toward gifted students, and there are programs developed in order to promote the special needs of gifted children that teachers and school administrators are aware of. The study methodology depends on conducting tests and examining opinions about the subject and the guidance that it applied, and concluded that the gifted show distinctive qualities that differ from other students, and therefore they need special intervention programs to achieve the best educational results, and there are some school principals and talented people who support the programs that It aims to help the gifted, and there are others who do not support these programs, and various governments support programs that help Gifted students in the educational process and dealing with them in a way that supports their talents, and there are recommendations that were deduced from the study, which is that attention should be paid to identifying gifted students in educational institutions to work on their involvement in educational programs for the gifted, especially in primary schools, and there must be a positive response towards gifted education programs by Teachers and school administrators, work to develop these programs.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

CHILD DEVELOPMENT OPPORTUNITIES IN PRESCHOOL PEDAGOGICAL EDUCATIONAL PROCESS

2015 ◽  
pp. 33
Author(s):  
Anna Līduma
Keyword(s):  
Child Development ◽  
Preschool Education ◽  
Further Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Health Staff ◽  
Educational Work ◽  
Education Development ◽  
Insight Into

The article analyzes the preschool educational work. The preschool education dynamics in 5 – 7 olds‟ compulsory preparation opportunities for school in preschool institutions and schools are compared. The opportunities of the holistic child development facilitation at the preschool educational institutions and in the preschool classes at the interests education institutions are characterized. An insight into development of the preschool education content is provided. Responsibility for the child readiness for school by teachers, parents and medical health staff is focused on. An insight into the preschool pedagogical process at x primary school is provided. The necessity for balance in theory and practice is pointed out for the accomplishment of mobile work at teachers‟ further education development at preschool. Conclusion is drawn that the adult support is significant in promotion of the child development

System of prevention of deviant behavior of students in professional educational organizations using means of physical recreation

2020 ◽  
pp. 65-71
Author(s):  
Sergey I. Sylka
Keyword(s):  
Deviant Behavior ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Constructive Development ◽  
Prevention System ◽  
Physical Recreation ◽  
Operational Criteria ◽  
High Level

We raise the problem of preventing deviant behavior of students in secondary professional educational organizations. The relevance of the research topic is due to the need to resolve the contradiction between the society’s need for training healthy specialists in physical, mental and moral aspects and the high level of deviant prevalence among adolescents and students, as well as insufficient study of the potential of physical and recreational activities as a way to prevent students’ deviant behavior. The purpose of the study is the justification of the prevention system of deviant behavior of students in secondary professional educational institutions using means of physical recreation. We use theoretical and empirical research methods, the leading place among which is occupied by the analysis of the state of the problem in pedagogical theory and practice, as well as a pedagogical experiment. It is established that the proposed system should include tar-geted, substantive, operational, criteria and evaluative, resultative components and be implemented with the inclusion of the main participants in the educational process. All forms of motor activity of students in the educational process, contributing to the constructive development of their personality, were classified as means of physical recreation. A significant place in the developed system is reserved for training complexes, differentially used depending on the level of manifestation of students’ deviation. It is proved that the effectiveness of the prevention system of deviant behavior of students in secondary vocational educational institutions using means of physical recreation is achieved by implementing a set of pedagogical conditions: organizational, stimulating, methodic and the conditions of the theoretical, psychological and technological preparedness of teachers for this kind of activity.

scholarly journals PROBLEMS RELATED WITH IMPLEMENTATION OF ECONOMIC SPECIALTY PROGRAMS IN PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 54 (4) ◽  
pp. 39-49
Author(s):  
O.N. VLADIMIROVA ◽  
◽  
G.S. GAVRILCHENKO ◽  
O.V. CHASHCHINA ◽  
Keyword(s):  
Secondary School ◽  
Career Guidance ◽  
Economic Education ◽  
Educational Process ◽  
Theory And Practice ◽  
School Level ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
State And Local

Statement of the problem. The highest degree of relevance of economic education in the dynamics of the development of the “new economy” in the country requires modern approaches to the formation of a creative personality, both teachers and students who are able to understand the depth of relations among economic entities. Reference to bibliographic sources shows that the problems of teaching economic disciplines in the preparation of bachelors in pedagogical universities are practically not covered in scientific and periodical literature. The purpose of the article is to identify and systematize the problems of organizing and implementing career guidance activities and the educational process of training bachelors in the direction of 44.03.01 Pedagogical education, Economic specialty. The methodological basis of the research is represented by a combination of general scientific and special methods. As a theoretical basis, the provisions of economic theory and psychological theories are used. Research results. The authors focus on the role and importance of economic education, highlighting blocks of system-wide and specific problems in the preparation of bachelors, show the need to improve the relationship between theory and practice, increase the requirements for teaching economic disciplines through improving organization of the educational process at the secondary school level, and improving the quality of methodological components. The results of the analysis of a teaching process allow us to state that in general, the status of a teacher in the country is underestimated, there is no unity of interests between the labor market and higher education, and the practical orientation of economic education is insufficient. Conclusion. It is possible to solve the problems of implementing economic programs in pedagogical higher educational institutions at the state and local levels. It is necessary to develop a unified concept of economic education, covering the triad of preschool institutions-secondary school-university, to coordinate and use the capabilities of the administrative building.

scholarly journals Innovations in the educational process of primary school on the example of the subject «The Surrounding World»

2019 ◽  
pp. 22-29
Author(s):  
A. Marchenko ◽  
E. Evdokimova
Keyword(s):  
Primary School ◽  
Work Experience ◽  
Primary Schools ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Aids ◽  
Literary Sources ◽  
Innovative Environment ◽  
The Subject ◽  
Pedagogical Innovations

The  article analyzes the  problems of  introducing new theoretical and methodological approaches in  the  educational process of  primary school. The authors consider the changes that occur in learning as a result of the creation and application of  pedagogical innovations  – ideas, principles, technologies, methods and teaching aids. Unfortunately, the analysis of the literary sources and work experience of  teachers in  primary schools of  the  Moscow Region indicate a  lack of  activity of  teachers in  this direction. One of  the  main  reasons for this problem is the lack of an innovative environment in educational institutions, which is  manifested in  the  methodological unpreparedness of  teachers, in  their poor awareness of the essence of pedagogical innovations.

scholarly journals Development patterns of the idea of personal agency and its implementation in the domestic educational practice of the XXth century

2021 ◽  
pp. 82-99
Author(s):  
Halian O.I.
Keyword(s):  
Social Role ◽  
Educational Practice ◽  
Psychological Type ◽  
Educational Process ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Cultural Dimension ◽  
Personal Agency ◽  
Xxth Century ◽  
Development Patterns

Thepurposeof the article is to represent changes in the understanding and implementation of the idea of personal agency of schoolchildren inherent in Ukrain-ian pedagogical discourse and actual practice of educa-tion institutions in the XXth century. The above has for-warded the research to the following areas of concern: to establish the dynamics of a cognitive-creative pro-cess of generating and implementing the idea of agency given its philosophical, psychological, educational-po-litical and pedagogical-technological context; to create a general infographic periodization of the development of the idea of agency based on comparing profiles of agency of schoolchildren of the studied period in a particular territory. Methods: To solve the research tasks, the author has used interpretational methods, particularly genesis one, that has made it possible to conclude about the development patterns of the ideaof personal agency in the scientific-pedagogical dis-course and introduced models of schoolchildren’s edu-cation and upbringing; the modelling of the pro-gress of the idea contributes to finding out the logic of its generating and transformation; a discourse-anal-ysis for the identification of a socio-cultural dimension of the agency-related issues in the pedagogical ideas of the XXth century; a comparative analysis to com-pare agency profiles in the defined periods. Results.Development patterns and introduction of the idea of a pupil’s personal agency are studied within three dimensions: philosophical-psychological (methodolog-ical), the coordinate system of which is a civilizational type of personality (classical, modern, postmodern), and society (monarchical, industrial, democratic, infor-mation technology); educational and political, which is rendered on the axes of state reforms and pedagogical (including innovative) schools; pedagogical-techno-logical covering, on the one hand, the content-process aspect of educational, developmental and pedagogical effect of a teacher and, on the other hand, an effec-tive-evaluation aspect of the pedagogical influence represented by new formations of a pupil and changes in the pedagogical situation. Conclusions.A logic of the development of a child’s agency in the domes-tic educational theory and practice of the XXth century is rendered under the framework of shaping visions of agency as a cultural demand of the socio-histori-cal formation, a generic feature of a representative of the civilization, a component of pedagogical ideal, competencies and a specified level of a child’s devel-opment (a social demand for education), a note on his social role as a means of involving the child into the educational process, an opportunity for his self-re-alization. The key trends of the development of the idea of a pupil’s agency concern the changes in socio-his-torical formations and cultural-psychological type of community and psychological type of a personality belonging to a specific epoch, worldviews and educa-tional paradigms, theoretical substantiation of a new pedagogical thesaurus and technology innovations in education institutions. Keyw ords:agency, theoretical-applied knowledge, logic of idea development, determination and transfor-mation of idea, agency profile, educational process. Метою статті є репрезентація закономірних для українського педагогічного дискурсу і реальноїпрактики діяльності закладів освіти ХХ століття змін в осмисленні та втіленні ідеї суб’єктності особистості учнів. Означене зорієнтувало дослідження на такі проблемні напрямки: встановити динаміку когнітивно-креативного процесу генерування та впровадження ідеї суб’єктності з урахуванням її філософського, психологічного, освітньо-політичного та педагогічно-технологіч-ного контексту; створити загальну інфографіку періодизації розвитку ідеї суб’єктності на основі зіставлення профілів суб’єктності учнів досліджу-ваного періоду на окресленій території. Методи.Розв’язування дослідницьких завдань передбачало використання інтерпретаційних методів, зокрема, генезного, що уможливило висновки про закономірності розвитку ідеї суб’єктності особистості в науково-педагогічному дискурсі та впроваджених моделях навчання і виховання учнів; моде-лювання розвитку ідеї, щоб встановити логіку їїгенерування та трансформації; дискурс-аналізу для виявлення соціокультурного виміру суб’єк-тнісної проблематики в педагогічних ідеях ХХ століття; порівняльного аналізу з метою зіставлення профілів суб’єктності у виокремлених періодах. Результати. Закономірності розвитку та впро-вадження ідеї суб’єктності особистості школяра розглянуто в трьох площинах: філософсько-пси-хологічній (методологічній), системою координат якої є цивілізаційний тип особистості (класична, модерна, постмодерна) та суспільства (монархічне, індустріальне, демократичне, інформаційно-тех-нологічне); освітньо-політичній, розгорнутій на осях державних реформ та педагогічних (зокрема, і новаторських) шкіл; педагогічно-технологічній, яка охоплює, з одного боку, змістово-процесний бік навчального, розвивального та виховного впливів педагога, та з іншого – результатно-оцінний бік педагогічного впливу, представлений новоутво-реннями учня та змінами педагогічної ситуації. Висновки. Логіка розвитку ідеї суб’єктності учня у вітчизняній освітній теорії та практиці ХХ століття представлена в межах формування уявлень про суб’єктність як культурну вимогу суспільно-історичної формації, типову ознаку представника цивілізації, складову виховного ідеалу, компетентностей і нормативного рівня розвитку школяра (суспільний запит освіті), припис щодо його соціальної ролі, як засіб залучення учня до освітнього процесу, можливість його особистісної самореалізації. Провідні тенденції розвитку ідеї суб’єктності учня стосуються змін суспільно-історичних формацій і культурно-психологічного типу спільноти та психологічного типу особистості відповідноїепохи, світоглядних позицій та освітніх парадигм, теоретичного обґрунтування нового педагогічного тезаурусу та технологічних інновацій у закладах освіти.Ключовіслова: суб’єктність, теоретико-прикладне знання, логіка розвитку ідеї, детермінація та трансформація ідеї, профіль суб’єктності, освітній процес.

THE POSITION OF THE EDUCATIONAL INSTITUTIONS NETWORK IN THE SMOLENSK REGION ON THE EVE OF THE REFORM IMPLEMENTATION IN THE EDUCATION FIELD BY ALEXANDER II

2019 ◽  
pp. 323-338
Author(s):  
Oleg Kozlov
Keyword(s):  
Education Reform ◽  
Primary Schools ◽  
Statistical Data ◽  
Provincial Government ◽  
Educational Institutions ◽  
Full Time ◽  
School Superintendents ◽  
Reform Implementation ◽  
Fold Reduction ◽  
Before And After

The article examines the position of educational institutions of the Smolensk region in the period preceding the educational reform of Alexander II. On the basis of archival sources of the State Archive of the Smolensk region (GASO), statistical data and materials from publications of «Smolensk Province Records», the author considers the situation in Smolensk gymnasium, eight districts, as well as parish, rural, private, including women’s, educational institutions located in the province. The article analyzes the most significant materials of reports, statements and finance records compiled by Smolensk school directorate, administrations of gymnasiums, parish and district schools, as well as full-time school superintendents who were accountable to different departments. The data obtained as a result of the study suggests that the number of existing schools on the eve and at the very beginning of the Great Reforms tended to be seriously reduced. This decrease particularly affected primary schools owned by the landowners or the schools for which peasant societies were responsible. The research materials provide data on the quantity and class of students in Smolensk gymnasium, district, parish and rural schools, as well as the quantity of teachers conducting classes in the above educational institutions. In the article statistics are presented for the period before and after the start of the reform of the educational institutions network. Ultimately, the author of the article concludes that the education reform observed a rather painful process of a significant (almost two-fold) reduction in the number of primary schools and the quantity of students. This situation was clearly not in line with the aspirations of the provincial government and the pedagogical community, they were aimed at further developing and improving the work of the educational institutions network in the Smolensk region

System Design as a Factor in the Development of Modern Professional Education

2021 ◽  
pp. 89-98
Author(s):  
Mikhail Konstantinovich Romanchenko ◽  
Keyword(s):  
Vocational Education ◽  
System Design ◽  
Educational Process ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Educational Institutions ◽  
Design Activity ◽  
Educational Activities ◽  
Secondary Vocational Education

The article discusses the possibilities of the formation of system design and organization of educational activities in educational institutions of the system of secondary vocational education. The substantiation of a systematic approach to the design activity of a pedagogical worker is proposed, a procedural scheme for the system design of the educational process in the context of modern changes in production requirements is proposed. The conducted studies allow us to conclude that it is necessary to divide the design process into three stages, which differ in priority determining goals. The structure of the system design of educational and methodological activities in the system of secondary vocational education is given. The purpose of the article is to identification and formation of the theory of system design, which is the need for the formation of teachers’ understanding of the essence of system design educational and methodological activities, its features, development prospects in the context of the renewing system of secondary vocational education. Methodology. The research is carried out on the basis of practical methodology, focuses on solving practical problems and purposefully solving the issues of organizing educational activities in professional educational institutions of the region. The article discusses the issue of the formation of the theory of system design and the organization of educational and methodological activities, in the conditions of timely, advanced updating and changes in curricula, which guarantee the training of a specialist with the necessary set of competencies. Results The results are in the significance of theoretical research: identifying the links between the educational activities of students with the stages of educational and methodological activities of pedagogical workers; the introduction of an educationally developed system of principles for system design of educational and methodological activities; formation of the system design structure; determining the level of readiness of open source software for the implementation of system design of educational and methodological activities to achieve goals to improve the quality of education. The drawbacks of the existing theory and practice of systemic pedagogical design are revealed in relation to the developed theory of systemic design of educational and methodological activities in the system of secondary vocational education, the elimination of which will ensure an increase in the effectiveness of the educational process. In conclusion, the demand for system design is noted as a necessary element of the activity of a pedagogical worker, who, within the framework of this project, should act as a creator of everything necessary to ensure the educational process aimed at achieving a predictable and predictable result. The work is an analysis of the potential for improving the quality of training students of secondary vocational education, as a priority task of modern society.

Multi-Vocality and Post-Processualism as Methodological Assets of the ’Collaboration Game’

2011 ◽  
pp. 10-22
Author(s):  
C. Karagiannidis ◽  
S. Efraimidou ◽  
A. Koumpis
Keyword(s):  
Research Work ◽  
Educational Practice ◽  
Educational Theory ◽  
Educational Process ◽  
Theory And Practice ◽  
Learning System ◽  
Critical Examination ◽  
E Learning ◽  
Theoretical Considerations

In recent years the gap between educational theory and practice has been closing, but although there have been calls for ‘reflexivity’, there has been little critical examination of its meanings. Proposed reflexive methodologies still perpetuate many traditional hierarchies, and fail to consider the creative nature of the educational process as such. Much research work also takes place within the commercial sphere, and post-processual ideas cannot advance educational practice unless they can be implemented in some type of an e-learning system. In our Chapter we examine theoretical considerations of reflexivity, representation, subjectivity and experiential engagement to highlight their relevance to everyday educational practice, and their potential to undermine existing suboptimalities in the classroom.

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