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

Author(s):  
Halian O.I.

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.

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 57-76
Author(s):  
Šejla Bjelopoljak ◽  
Arijana Midžić

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.


Author(s):  
C. Karagiannidis ◽  
S. Efraimidou ◽  
A. Koumpis

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.


2019 ◽  
pp. 65-78 ◽  
Author(s):  
Edyta Wolter

In the Second Republic of Poland, the education for the protection of nature was a part of an implicit didactic and educational process realized in primary and secondary schools – first of all as part of the education in natural science and geography (tourism). The kind of educational climate was created, connected with the establishment of protective care and sensibility for the natural environment, especially the indigenous nature. The article presents the analysis and interpretation of the printed sources, among others the publications by Maximilian Heilpern, Konrad Chmielewski, Hipolita Selmowiczówna-Gnoińska and Maria Lipska-Librachowa as well as Bronisław Gustawicz, Mieczysław Brzeziński, which were used in the didactic and educational practice in the period of the Second Republic of Poland in the process of shaping ecological attitudes. Many of them originated still in the years of Poland’s enslavement. They form valuable historical sources for studying, explaining and understanding the ecological education in the interwar period (1918–1939) – as an antecedence of the newest development trends in the educational theory and practice on ecology.


2016 ◽  
Vol 18 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Ausra Kazlauskiene ◽  
Ramute Gaucaite ◽  
Rasa Poceviciene

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


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


2009 ◽  
Vol 41 (2) ◽  
pp. 264-283
Author(s):  
Jovana Milutinovic

The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.


2015 ◽  
Vol 20 (3) ◽  
pp. 35-43 ◽  
Author(s):  
I.A. Burlakova

The author marked the most important theoretical principles of cultural-historical psychology and activity approach, which underlie the educational standard. The idea of inherent value of childhood, the position of the amplification and the need to take into account the child’s age are fundamental for preschool education. However, they often remain a theoretical thesis that teachers either do not own, or to act in a real educational practice, or they misunderstand. It is necessary to study conditions of development of methods and means for the effective implementation of the fundamental theoretical positions in real educational process. Statements that need to be developed in the theory as applied to the preschool are marked.


Author(s):  
Ju. M. Tsarapkina ◽  
N. V. Dunaeva ◽  
A. M. Kireicheva

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


2021 ◽  
Vol 13 (16) ◽  
pp. 8719
Author(s):  
Laura Tupenaite ◽  
Viktorija Zilenaite ◽  
Loreta Kanapeckiene ◽  
Tomas Gecys ◽  
Ineta Geipele

As woodworking and construction technologies improve, the construction of multi-storey timber buildings is gaining popularity worldwide. There is a need to look at the design of existing buildings and assess their sustainability. The aim of the present study is to assess the sustainability of modern high-rise timber buildings using multi-criteria assessment methods. The paper presents a hierarchical system of sustainability indicators and an assessment framework, developed by the authors. Based on this framework, the tallest timber buildings in different countries, i.e., Mjøstårnet in Norway, Brock Commons in Canada, Treet in Norway, Forte in Australia, Strandparken in Sweden and Stadthaus in UK, were compared across the three dimensions of sustainability (environmental, economic/technological, and social). Research has revealed that none of the buildings is leading in all dimensions of sustainability. However, each building is unique and has its own strengths. Overall multi-criteria assessment of the buildings revealed that the Brock Commons building in Canada has received the highest rank in all dimensions of sustainability. The paper contributes to the theory and practice of sustainability assessment and extends the knowledge about high-rise timber buildings. The proposed sustainability assessment framework can be used by both academics and practitioners for assessment of high-rise timber buildings.


Author(s):  
Lyudmyla PIDKAMINNA

The article is devoted to the study of the processes of formation of ICT competence of students of philology with the help of innovative teaching aids in the conditions of distance education. The peculiarities of innovative teaching aids in the process of remote work are clarified, their influence on the formation of ICT competence of students-philologists is studied, the interrelation between the processes of using innovative teaching aids in educational practice and formation of ICT competence of future teachers is analyzed. The study conducted a survey among students on the effectiveness of distance learning, the features of the introduction of information and communication technologies in the educational process and the use of related innovative learning tools, as well as on improving skills and abilities to work with Internet resources, learning platforms. The use of innovative tools for the training of teachers of philology significantly deepens the effectiveness of teaching, creates a ground for the disclosure of their creative potential, teaches to create original educational content, to interact effectively with others.


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