scholarly journals The Education of Informal Educators

2021 ◽  
Vol 11 (9) ◽  
pp. 488
Author(s):  
Tony Jeffs ◽  
Mark K. Smith
Keyword(s):  
Professional Education ◽  
Informal Education ◽  
Informal Educators

No undergraduate or postgraduate programmes currently exist for the professional education of informal educators. The authors outline the development of previous programmes and consider the emergence of informal education as a discrete concept. The article then highlights some key failings in the professional education of informal educators and outlines some changes in the orientation and content of programmes.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

Aquatic Stewardship Education in Theory and Practice

2007 ◽  
Keyword(s):  
Instructional Design ◽  
Informal Education ◽  
Formative Evaluation ◽  
Theory And Practice ◽  
Educational Outreach ◽  
Biological Information ◽  
Aquatic Resources ◽  
Evaluative Feedback ◽  
Informal Educators ◽  
Two Stages

<i>Abstract</i>.—MinnAqua, a program of the Minnesota Department of Natural Resources’ (DNR) Division of Fish and Wildlife, educates the state’s youth about angling and aquatic resources. In 2001, MinnAqua began developing a leaders’ guide so educators could carry out MinnAqua activities in their own setting. As part of the development process, a formative evaluation was undertaken to answer two questions: (a) to what extent are MinnAqua’s rewrite guidelines addressed in individual lessons and the leaders’ guide as a whole?, and (b) to what extent does the leaders’ guide meet the educational needs of intended users in both formal and informal education settings? Evaluative feedback was gathered from a variety of individuals over two stages of data collection, with revisions occurring after each stage. During stage one, formal and informal educators pilot tested lessons in their respective educational settings and provided input through surveys, critiques, and focus groups. DNR Fisheries staff also critiqued lessons to ensure the scientific accuracy of the biological information. Stage two involved instructional design experts verifying educational content in the lessons, educational outreach partners commenting on how the leaders’ guide could be used to support their outreach efforts, and an accessibility expert determining how to adapt MinnAqua lessons for use with individuals with physical disabilities. The evaluation results were used to verify the incorporation of the rewrite guidelines, identify ways to strengthen the extent to which the guidelines were addressed, and modify the leaders’ guide to more fully meet educators’ needs.

scholarly journals Studying the potential of urban professional communities in the field of engineering-technological education of schoolchildren

2021 ◽  
Vol 54 (6) ◽  
pp. 576-591
Author(s):  
Yulia Yu. Bocharova ◽  
◽  
Anna V. Bagachuk ◽  
Polina A. Sergeeva ◽  
◽  
...  
Keyword(s):  
Social Capital ◽  
Professional Education ◽  
Informal Education ◽  
Technological Development ◽  
Structured Interview ◽  
Practical Significance ◽  
Professional Communities ◽  
Technological Education ◽  
Urban Network ◽  
The Social

Introduction. Achieving the strategic goals of scientific-technological development, corresponding to the modern technological mode, is impossible without increasing the competitiveness of the education system, which is ensured by new continuous professional education models for school teachers of an engineering-technological profile, among which urban educational formats are increasingly used, as well as communities of experts, formed around groups of masters and relying on co-creation, transfer of experience and technology. The research purpose is to assess the potential of urban professional communities and the conditions for the formation of an informal pedagogical education ecosystem in the field of engineering-technological education of schoolchildren. Materials and methods. To study the structure of professional contacts of the urban network of teachers engaged in engineering-technological education of schoolchildren, the sample was constructed using the "snowball" method. The content analysis of a semi-structured interview was used to identify professional roles and professional contacts, to assess the density of networks using the method of network analysis of an educational organization according to K. Ushakov. Results. On the basis of a semi-structured interview with working teachers engaged in engineering-technology education, the links between the accepted roles (teacher, mentor, expert) and the network density were revealed, a great potential for the network development was revealed (84% of new links can still be formed, 53% of participants are ready to master new roles). The leading roles of leaders, “network nodes”, are “an expert” and “a mentor”. The authors highlight the characteristics of urban forms of interaction between teachers that enhance the social capital of a territory: co-existence format, heterogeneity of participants, reliance on experience and taking into account the ambitions to accept roles, distributed leadership, support of professional reflection, joint design of events. Practical significance. The presented method for assessing the social capital of a territory on the example of an informal education network of teachers engaged in engineering-technological education can be used in the management of local educational ecosystems.

scholarly journals APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS

2018 ◽  
Vol 76 (3) ◽  
pp. 406-414
Author(s):  
Sara Zamir
Keyword(s):  
Education System ◽  
Research Methodology ◽  
Informal Education ◽  
Professional Training ◽  
Formal Education ◽  
Structured Interview ◽  
Semiotic Analysis ◽  
Strongly Connected ◽  
Informal Educators ◽  
Set Up

Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. The aim of this research was to evaluate the perception of formal education by informal education educators. The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that participants were asked to provide that they felt represented the formal education system. The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom. Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. Keywords: formal education, informal education, informal code, semiotics.

scholarly journals FROM PERSONALIZED EDUCATION OF ADULTS TO PERSONALIZED EDUCATION OF CHILDREN

2020 ◽  
pp. 23-30
Author(s):  
Алевтина Владимировна Вилкова ◽  
Светлана Александровна Фадеева ◽  
Ольга Вячеславовна Алексеева ◽  
Наталья Викторовна Александрова
Keyword(s):  
Professional Education ◽  
Informal Education ◽  
Maximum Activity ◽  
Educational Process ◽  
Personal Learning ◽  
Self Development ◽  
Personalized Education ◽  
On Line ◽  
Pedagogical Analysis ◽  
Training Courses

Рассмотрена проблема, связанная с выявлением особенностей персонифицированного подхода в педагогическом процессе детей и взрослых. На основе историко-педагогического анализа характеризуется феномен персонификации, выявляются его особенности. Доказывается, что персонификация в образовании как педагогический принцип обусловливает возможность самоорганизации личностного образовательного пространства, так как связана, прежде всего, с максимальной активностью обучающегося. Определены основные пути персонификации в дополнительном профессиональном образовании взрослых. Представлены ориентиры организации персонифицированного образовательного процесса: восприятие образовательной ситуации педагогом-слушателем курсовой подготовки как проективной ситуации; обеспечение возможности внесения педагогами корректив в программу повышения своей квалификации; фокус внимания – на персонификацию обучения, саморазвитие, самовоспитание педагогов; обеспечение возможности индивидуального консалтинга преподавателей, экспертов и кураторов курсов в любых форматах; доступность всех учебных онлайн- и офлайн-ресурсов; возможность прохождения учебных курсов и модулей в удобном для обучающегося темпе; организация неформальной образовательной среды и поддержки в информальном образовании; стимулирование мотивации к самообучению; актуализация перехода на проблемно и проектно-ориентированные модели формирования знаний, умений и компетенций; «опредмечивание» (и проявленность) личностных результатов обучения педагогов. Показана взаимообусловленность опыта педагогической персонификации и персонификации обучающегося. Персонифицированный подход в образовании, заложенный в трудах А. В. Петровского и А. Б. Орлова, в настоящее время предполагает смещение акцента на личность обучающегося, его интересы и потребности и построение на этой основе траекторий его развития с опорой на субъектный опыт самого ребенка. The article raises the problem of identifying the features of the personified approach in the pedagogical process of children and adults; on the basis of historical and pedagogical analysis, the phenomenon of personification is characterized, its features are revealed. It is proved that personification in education as a pedagogical principle determines the possibility of selforganization of the personal educational space, as it is associated, first of all, with the maximum activity of the student. The main ways of personification in additional professional education for adults have been determined. The guidelines for organizing a personified educational process are presented: the perception of the educational situation by the teacherstudent of course training as a projective situation; providing the opportunity for teachers to make adjustments to the training program; focus of attention – on the personification of teaching, self-development, self-education of teachers; providing the possibility of individual consulting for teachers, experts and course curators in any format; availability of all educational on-line and off-line resources; the possibility of completing training courses and modules at a pace convenient for the student; organization of an informal educational environment and support in informal education; stimulating motivation for self-learning; actualization of the transition to problem- and project-oriented models of the formation of knowledge, skills and competencies; «Objectification» (and manifestation) of the personal learning outcomes of teachers. The interdependence of the experience of pedagogical personification and personification of the student is shown.

scholarly journals Features of Digital Education Mentors’ Innovations

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Elena E. Merzon ◽  
Irene Sibgatullina-Denis ◽  
Alica Vančová ◽  
Snezhana G. Ushakova
Keyword(s):  
International Education ◽  
Professional Education ◽  
Informal Education ◽  
Management Strategies ◽  
Research Management ◽  
Traditional Learning ◽  
Educational Management ◽  
Digital Education ◽  
European Universities ◽  
Research Findings

Introduction. The strategy for the development of international education 20.30 stimulates the study of the issues in the implementation of digital education around the world. The article discusses current applied and practical issues of digital education that educational management specialists came across. Materials and Methods. The authors research management of digital education through mentoring, mentoring pedagogy and mentoring innovations in traditional learning environments and during the time of crisis. The study presents an applied comparative analysis of the questions of targeted intensities, digital footprint, the SELFIE portal usage features, objectives and technologies for training digital mentors. Results. The research findings show an underutilisation of informal education ideas and technologies in the in the process of training digital mentors. The predominance and stable efficiency in the use of informal education takes place at leading European universities. From the standpoint of a humanistic view, exactly informal education is able to balance and regulate the need for knowledge of technologies of an innovative digital economy and its own individual resource for preserving itself, basic life values, and form digital education informal mentors. Discussion and Conclusion. Why does the mentor of a targeted digital educational intensive have a psychological advantage? Can everyone become a mentor in network communication for the rest, and what are the digital education mentor’s competencies? What contribution can everyone make to the training of the others? The discussion these issues in the context of management strategies for the development of international education, and the implementation of the European plan for the quality of digital education will be useful to for heads of educational organizations, departments of continuing professional education and academic mobility of educators.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

HUMANITARIAN SELF-DETERMINATION OF A PERSONALITY: REGIONAL AND AXIOLOGICAL ASPECTS

2021 ◽  
Vol 55 (3) ◽  
pp. 27-34
Author(s):  
N.E. Bulankina ◽  
◽  
K.B. Umbrashko ◽  
Keyword(s):  
Professional Education ◽  
Informal Education ◽  
Teaching And Learning ◽  
Longitudinal Research ◽  
Training Strategy ◽  
Public School Education ◽  
Model Of Management ◽  
Management Techniques ◽  
Knowledge Content

Problem statement of this study links with the relevance of the authors’ longitudinal research in-tended to meet the pedagogues’ interests, possibilities, and their motives for recurrent education based on personalized training strategy and tactics in the frameworks of current university edu-cation and additional professional programmes of the In-Service Institute. The purpose of this paper is to stand back from the surface details of formal and informal education of teachers and to provide some of the prospects on creating axiological priorities of professional education spaces in line with innovative approaches to teaching and learning the ways of interpretation of database on the «difficult» issues of National History and Culture. Methodology and materials of the research reflect on the main concepts of acculturation of the educational environment, harmonious interaction of both educators and learners, historical memo, national and language consciousness which constitute the basis for the comprehensive value dominant model, and are focused on transforming the socio-cultural atmosphere of a particular region and the country where the dominant values of national and cultural identity have sharply worsened during the past twenty years. Results and their discussion based on scientific exposition that concern the axiology of the problem statements distinguished via three main groups of scholarship, method-ology and pedagogy of civil education and national public school education in the frameworks of the problem issues of what to teach (Knowledge Content) and the issue of how to establish for training and learning of students innovation educational practices (Technological Aspects) for efficacy (Personality ConceptSphere of Dominant Values). In conclusion, there come some of the authors’ findings on personalized training and learning that compose the axiological model of «management techniques» on the solution of «difficult» questions of Russian history integrat-ed into the concept sphere of the learner via the Thesaurus and Knowledge Content efficacy of additional professional programmes.

scholarly journals PENGARUH PENGELOLAAN SISTEM INFORMASI MANAJEMEN TERHADAP TUGAS GURU SMK NEGERI SE-KABUPATEN MALANG

2020 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Tri Firman Syah
Keyword(s):  
Staff Development ◽  
Community Involvement ◽  
Professional Education ◽  
Informal Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Learning Tools ◽  
Management Information ◽  
Laboratory Equipment ◽  
Global Era

The existence of the role and function of teachers is one of the most important factors in education, both formal and informal education. Problems faced by teachers in Indonesia are: (1) the problem of teacher quality; (2) the problem of the number of teachers who are still lacking; (3) the problem of teacher distribution; (4) the problem of teacher welfare. Data from PSG Rayon 115 of 2012 and Teacher Competency Test (UKG) from 2012 to 2015 shows that there are still many teachers in  Malang Regency who have not been able to develop their productivity in teaching. Education in the global era requires the management of modern and professional education with an educational nuance. Educational institutions are expected to be able to realize their role effectively with excellence in leadership, staff, teaching and learning processes, staff development, curriculum, goals and expectations, school climate, self-assessment, communication, and parent / community involvement. Management Information Systems have a role in improving the work of teachers because it can accelerate the work of teachers to deliver material to students making learning tools and student reports. Management information system cannot be separated from the support of facilities and infrastructure used in conveying information and the process of delivering information. The application of a MIS, makes school management neat so as to improve the performance of employees and teachers. In addition the school also cooperates with the company by providing laboratory equipment, instructors, and teacher training for work standards and standards of learning materials needed by the company. So that it can improve the task of the teacher in providing subject matter that has been adapted between the national curriculum and the company.

scholarly journals Considerations when Using Informal Education Centers to Promote Learning

2018 ◽  
Vol 41 (1) ◽  
pp. 37-43
Author(s):  
James E Hollenbeck
Keyword(s):  
Informal Education ◽  
Informal Educators

Recommendations are provided regarding why informal education programming should be included in our schools.  Eight recommendations are provided to help informal educators connect to individuals and organized groups.

Sign in / Sign up

Export Citation Format

Share Document