scholarly journals EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY

2021 ◽  
pp. 7-12
Author(s):  
Slushnyi O.M.
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Educational Innovation ◽  
Educational Environment ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Activity ◽  
Pedagogical Innovation ◽  
Pedagogical Innovations

The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.

scholarly journals APPLICATION OF ACTIVE AND INTERACTIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS OF HIGHER SCHOOL

2021 ◽  
pp. 177-188
Author(s):  
Gani Zhumabaevich Yelmuratov ◽  
Ainagul Balgauovna Kaliyeva ◽  
Botagoz Zhumabaevna Yelmuratova ◽  
Maisa Zhumabaevna Kulumbaeva
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Strategy ◽  
Strategy Use ◽  
Educational Process ◽  
Educational Technologies ◽  
Interactive Teaching

The article discusses the features of active and interactive teaching methods. The analysis of the application of these methods in the educational process of higher education is carried out, it is said that a teacher of a higher school must not only transfer scientific knowledge, but also be able to choose the optimal teaching strategy, use modern educational technologies, creating the prerequisites for creativity. The authors note that the educational process, based on the use of active and interactive teaching methods, is organized taking into account the inclusion in the learning process of all students in the group, without exception. The article also indicates the possibility in the process of teaching the teacher to choose both one method and use a combination of several. According to the authors, a successful application depends on the consistency and correlation of the selected methods and tasks.

scholarly journals MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION

2020 ◽  
pp. 97-104
Author(s):  
Kateryna Osadcha
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Environment ◽  
General Purpose ◽  
Learning Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teachers ◽  
Distance Learning Technologies

The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.

scholarly journals PSYCHOLOGICAL ASPECTS OF FORMATION OF A PRACTICE-ORIENTED ENVIRONMENT IN EDUCATIONAL INSTITUTIONS OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA

2018 ◽  
Vol 20 (10) ◽  
pp. 121-138
Author(s):  
O. A. Ulyanina
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Psychological Support ◽  
Theory And Practice ◽  
Practical Significance ◽  
Educational Institutions ◽  
Competency Based ◽  
Internal Affairs

Introduction.Modernisation of the Russian higher education system, change of conceptual paradigm and transition to competency-based approach to specialist training, which meets the urgent needs of informational technological society, make it necessary to study and develop methodological, content and procedural aspects of the implementation of this approach in practice.Theaimof the research was to study psychological and pedagogical features of the design of a practice-oriented environment, contributing to the formation of personal competency of cadets of educational institutions of the Ministry of Internal Affairs of Russia.Methodology and research methods.The methodological framework of the research was based on comparative analysis, synthesis and generalisation of the content of the Russian and foreign publications, which describe the theory and practice of environmental and competency-based approaches in higher education.Results and scientific novelty.The peculiarities of the implementation of the environmental approach to the training of future specialists were shown. The con tent and conceptual meaning of such categorical-conceptual units concerning “environment” and “educational environment” was defined. The category of practice and its varieties in educational institution was analysed. The specificity of practice-oriented environment of educational organisations of the Ministry of Internal Affairs of Russia was described. The importance of practical orientation of educational environment as a prerequisite for cadets’ education was shown. The criteria of efficiency of the practice-oriented environment were distinguished. The final purposes of education were formulated, including personal competency of future specialists as the main purpose of education. The author emphasises the significance of a complex programme realisation for cadets’ psychological support as an integral component of practice-oriented educational environment of ministerial higher education institutions. The following main blocks of the program were highlighted and characterised: target, deterministic, content, medium, technological, analytically monitored, organisational and procedural. On the basis of the allocated blocks and their substantial description the attention is focused on advantages of implementation of this program promoting continuous personal improvement and realization of potential of participants of educational process.Practical significance.The author is convinced that the implementation of a comprehensive programme of psychological support in educational establishments of the Ministry of Internal Affairs of Russia will contribute to the continuous personal development and realisation of students’ potential and, ultimately, will improve the efficiency of vocational education of graduates.

EDUCATIONAL PROCESS DESIGN IN A NEW INFORMATION EDUCATIONAL ENVIRONMENT: INNOVATIVE APPROACH TO RUSSIAN LANGUAGE TEACHING IN HIGHER EDUCATION INSTITUTION

10.12737/965 ◽  
2013 ◽  
Vol 1 (4) ◽  
pp. 14-18
Author(s):  
Бегаришева ◽  
Gulshara Begarisheva ◽  
Кадирова ◽  
Bibigul Kadirova
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Process Design ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Russian Language ◽  
Learning Activity ◽  
New Information ◽  
Teaching In Higher Education

An example related to design of learning process in a new information educational environment (using of opportunities, methods, forms and means of learning which are specifi c for this environment, as well as kinds of students’ learning activity, providing the obtaining of expected results) has been presented in this paper.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

scholarly journals On the issue of subject factors of conflictogenity in the field of higher education

2021 ◽  
Author(s):  
М.Н. Свинцова ◽  
Д.Ю. Кушнир
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education System ◽  
Negative Impact ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Organizations ◽  
The Relationship

Актуальность статьи обусловлена возрастанием напряженности и конфликтогености образовательной среды в сфере современного высшего образования. Цель статьи заключается в определении факторов, повышающих уровень конфликтогенности в высшем образовании, обусловленных ролями и интересами субъектов образовательной среды и образовательного процесса в высшей школе. Авторами классифицированы группы факторов, выявлены причины их активизации, влияние колебаний психологической напряженности на отношения между субъектами образовательной среды, возможности регулирования их негативного воздействия на процесс обучения. Раскрыта сущность их возникновения, заключающаяся в расхождении интересов и ожиданий субъектов. Показана значимость регулирования факторов конфликтогенности для эффективного, комфортного и бесконфликтного функционирования образовательной среды. Статья предназначена для работников системы образования, руководителей образовательных организаций, преподавателей, исследователей. The relevance of the article is due to the increasing tension and conflict potential of the educational environment in the field of modern higher education. The purpose of the article is to determine the factors that increase the level of conflictogenity in higher education, conditioned by the roles and interests of the subjects of the educational environment and the educational process in higher education. The authors classified groups of factors, identified the reasons for their activation, the influence of fluctuations in psychological tension on the relationship between the subjects of the educational environment, the possibility of regulating their negative impact on the learning process. The essence of their origin is revealed, which consists in the divergence of interests and expectations of subjects. The importance of regulating factors of conflictogenity for the effective, comfortable and conflict-free functioning of the educational environment is shown. The article is intended for employees of the education system, heads of educational organizations, teachers, researchers.

UNIVERSITY DEVELOPMENT STRATEGIES: COMMERCIALIZATION AND RESPONSES TO NEW CHALLENGES

2020 ◽  
Vol 1 (10) ◽  
pp. 155-162
Author(s):  
Z. F. MAMEDOV ◽  
◽  
Kh. BAYRAMOVA ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Global Market ◽  
Educational Process ◽  
Social Progress ◽  
State University ◽  
The University ◽  
Education Science

Education like others spheres of life of modern society is in the state of dynamic changes. New formats of universities as well as their missions and roles in the social and economic development are actively discussed by professional environment. A number of external and internal factors that determine the depth and scale of transformation have effects on the development of the system of higher education. The system of higher education is under the influence of the system and institutional dynamics, which dictate the need for changes. The activity of universities as centers of education, science and culture is one of the most important bases of social progress. This role becomes especially important in XXI century, which is based on new knowledge and principles of technological development. First of all a university takes new features in the current conditions of globalization. The fundamental task that needs to be solved in order to achieve the goals of a modern University is the change of meanings, goals and content of education by active participation in the internationalization processes of the system of higher education and by introducing reforms in educational process. Of course new economic conditions (global market and information technologies) require modifications. It was stated that the commercialization of University innovations in Azerbaijan is a relatively new direction, since the country is just adopts the path of an innovative economy. In this regard the transformation of a scientific idea to a product or a service faces a number of difficulties. It was investigated the problem of commercialization of the results of scientific activities of higher educational institutions in Azerbaijan. For the first time Azerbaijan State University of Economics has implemented its rebranding in the educational system of the country in order to strengthen the market position of the educational institution and realization of innovative marketing strategies. The University’s strategic goals were defined under the UNEC brand, and the brand development was successfully continued with the support of the scientific and expert community. An integrative educational environment is created in Azerbaijan State University of Economics and such environment ensures the unity of the “education – science – innovation – commercialization – production system”. It is important to note that UNEC strategy also provides for clustering of economical education and so that it provides for increasing the integration pace of the University into the world scientific and educational space. The article presents the innovative infrastructure of Azerbaijan State University of Economics connected with its integration into the global scientific and educational environment. The paper studies the matters of the international cooperation issues of the University with universities of such countries as USA, EU, Russia, Turkey, which expands the academic potential of the University and increases its competitiveness. The article substantiates the conclusion that the globalization of higher education increases the importance of commercialization of higher education institutions in the field of education and science. The article reveals the successful experience of UNEC University in the creation and implementation of joint educational programs, expanding academic mobility, attracting foreign applicants, conducting joint researches and international scientific events in partnership with universities in the EU, Russia and Turkey.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

2014 ◽  
Vol 4 (2) ◽  
pp. 104-109
Author(s):  
Iryna Yankovych
Keyword(s):  
Moral Education ◽  
Scientific Knowledge ◽  
Education Technology ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Diagnostic Tools ◽  
Moral Environment ◽  
Project Model ◽  
Procedural Components ◽  
Education Process

Abstract The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils), diagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education - forming, searching and open - have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.

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