PROFESSIONAL-ORIENTED APPROACH IN UNIVERSITY PEDAGOGY ON THE EXAMPLE OF PHYSICAL CULTURE AND SPORTS

2021 ◽  
pp. 214-217
Author(s):  
P. G. Vorontsov ◽  
Keyword(s):  
Higher Education ◽  
Practical Knowledge ◽  
Academic Discipline ◽  
Academic Disciplines ◽  
Physical Culture ◽  
Art Teacher ◽  
The One ◽  
The University ◽  
Professional Guidelines ◽  
Oriented Approach

The author of the article proposes the development and implementation of a professionally oriented approach in higher education into the pedagogy of higher education. The professionally oriented approach provides for such a specialization of the general humanitarian, physical culture and natural science training of students, in which professional guidelines, theoretical and practical knowledge constructs, necessary for a future specialist in the field of activity being mastered, will be laid in the corresponding academic disciplines. A professionally oriented approach, on the one hand, based on general knowledge, gives a number of skills necessary in a future profession, and on the other hand, develops an additional interest in general educational disciplines in students due to the understanding that, in addition to the general outlook and development of the person, they they are also needed in their future profession. In the article, the professionally-oriented approach proposed by the author is considered on the example of physical culture and sports training of future teachers and coaches in physical culture and sports on the basis of pedagogical and physical education universities, which requires an art teacher to link his own academic discipline with the work profile of the university in which the teaching is conducted.

scholarly journals “Antiquity” and “Archeology”: the Evolution of Concepts and its Using in an Educational Process (on the Example of Kharkiv University 1805–1884)

2019 ◽  
Keyword(s):  
Cultural Values ◽  
Academic Discipline ◽  
Educational Process ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Historical Education ◽  
The Russian Empire ◽  
The University ◽  
Qualitative Changes ◽  
Scientific Achievements

The article is devoted to the formation of historical education at Kharkiv Сlassic University especially such academic discipline as «Archeology». The author aims to discover the terminology of educational courses and the development of its concept for tracing the process of beginning teaching the elements of archeology and its formation as a separate discipline in the educational courses of the University. It is mentioned that from the first half of the ХІХ century the term «Archeology» was only appeared in scientific turnover and rarely appeared in the names of an educational courses. The term «antiquity» was used for the academic disciplines which were connected with the distant past. In this period the courses with the similar names had literary-philological and historical character and nearly connected with the archeology in its modern meaning. From the second half of the ХІХ century the situation changed. The question about the development of archeology was sharply rose in the Russian Empire, Archeological Congresses were conducted. Systematic archaeological excavations began, so qualified specialists were needed. But there were not such separate academic discipline as «Archeology» because of the lack of the specialists and teaching staff. The basis for archeology knowledge was the teaching of the disciplines of philological profile. Particular attention to the ancient languages oriented students to the acquisition of ancient social and cultural values. In the second half of the ХІХ century, there were qualitative changes in the archeological science itself. The first generalizations appear, but teaching has fallen short of scientific achievements. The author points that professor M. Aristov (1834–1882) was the first who taught the courses which had archeological specialization, but there were no term «archeology» in its name.

HIGHER EDUCATION INSTITUTIONS SUBORDINATE TO THE MINISTRY OF AGRICULTURE-A FORGE OF PERSONNEL FOR THE AGRO-INDUSTRIAL COMPLEX

2020 ◽  
Author(s):  
Ирина Ивановна Широкорад ◽  
Олеся Михайловна Фадеева ◽  
Елена Геннадьевна Пафнутова
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Complex ◽  
Higher Education System ◽  
Productive Labor ◽  
Level Of Knowledge ◽  
The One ◽  
The University

Система высшего образования развивается не в изоляции. Она находится в непосредственной зависимости от школьной системы и от рынка труда. С одной стороны, образовательные результаты, полученные в университете, зависят от уровня знаний и навыков, которые получили студенты на предыдущем этапе образования, с другой стороны, ожидаемое высокое качество жизни, которое является ключевой мотивацией для поступления в вуз для большинства населения, определяется состоянием и структурой рынка труда. Именно наличие спроса на продуктивную рабочую силу определяет результативность системы высшего образования. The higher education system does not develop in isolation. It is directly dependent on the school system and the labor market. On the one hand, the educational results obtained at the University depend on the level of knowledge and skills that students received at the previous stage of education, on the other hand, the expected high quality of life, which is a key motivation for entering the University for the majority of the population, is determined by the state and structure of the labor market. It is the demand for productive labor that determines the effectiveness of the higher education system.

Like It

2016 ◽  
pp. 426-445
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

Sustainability in higher education: Implications for the disciplines

2008 ◽  
Vol 6 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Jennifer Everett
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Practical Action ◽  
The One ◽  
Traditional Norms ◽  
Pedagogical Goal

Academic disciplines have a critical role to play in higher education's response to the planetary challenges of the 21st century. Many academics have embraced the call for a fundamental reorientation of higher education around the goal of education for sustainable development. Individual faculty members who prioritize such a pedagogical goal, however, may find themselves caught between claims of social responsibility on the one hand and traditional norms of their disciplines on the other. This predicament, I suggest, does not require resolution of theoretical debates over interdisciplinarity, but does require concrete practical action on the part of academics for institutional change in the disciplines. I highlight strategies currently being adopted by academic disciplinary associations to advance the mission of the UN Decade on Education for Sustainable Development.

scholarly journals Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University

2017 ◽  
Vol 11 (4) ◽  
pp. 770
Author(s):  
Mahmoud AlQuraan ◽  
Ahmed AL Kuwaiti
Keyword(s):  
Higher Education ◽  
Differential Item Functioning ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Academic Discipline ◽  
Teaching Quality ◽  
Academic Disciplines ◽  
Scale Model ◽  
Item Functioning ◽  
Teaching In Higher Education

This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.

scholarly journals Professional legal mobility of graduates of univesities of the Ministry of Internal Affairs of Russian Federation: myth or reality

2021 ◽  
pp. 115-120
Author(s):  
Vyacheslav Vasiliev ◽  
Aleksandr Suprunov ◽  
Vladimir Gorbachev
Keyword(s):  
Higher Education ◽  
Law Enforcement ◽  
Young Professionals ◽  
Professional Mobility ◽  
Professional Law ◽  
Internal Affairs ◽  
The Many ◽  
The One ◽  
High Level ◽  
The University

Modern conditions of service for graduates of higher education institutions of the Ministry of Internal Affairs of Russia in the territorial bodies of internal Affairs, among the many law enforcement requirements imposed on young professionals, additionally indicate that it is not necessary to form a sufficiently high level of professional legal mobility, the ability to easily start professional law enforcement activities in a different direction from the one in which his training was carried out at the university of the Ministry of Internal Affairs of Russia. In this article, in addition to studying the concept and content of professional mobility, the reasons for its insufficient level among graduates of the Ministry of Internal Affairs of Russia, proposals are formulated for its improvement, transformation from a semi-mythical category into the reality of the service of an employee of the territorial body of the Ministry of Internal Affairs of Russia.

scholarly journals “What’s in a Name?”

Ad Americam ◽  
2020 ◽  
Vol 21 ◽  
pp. 31-48
Author(s):  
Diana Benea
Keyword(s):  
American Literature ◽  
American Studies ◽  
Academic Discipline ◽  
Communist Regime ◽  
Higher Education System ◽  
The 1960S ◽  
The One ◽  
New Research ◽  
The University

The present article sets out to analyze the emergence and institutionalization of American Studies as an academic discipline in Romania, with a focus on the specific contexts and factors that influenced this process, and the ways in which its practitioners defined, constructed, and focused their endeavors. Taking the University of Bucharest as a case study and adding insights from other Romanian universities, the paper seeks to give an account of: 1) the ways in which the several decades-long tradition of teaching American literature in the Communist period (sporadically until the 1960s, but ever more substantially in the following decades) prepared the ground for the institutionalization of American Studies programs; 2) the “conditions of possibility” that enabled this institutionalization after the collapse of the Communist regime in 1989, with an emphasis on the restructuring of the Romanian higher education system, on the one hand, and the specific renegotiations of the field of American Studies, on the other; 3) American Studies curriculum development and its impact on Romanian academia as an example of curricular reform in the spirit of interdisciplinarity; 4) the situated contributions that Romanian Americanists have made to international scholarship in American Studies by bringing new research agendas to the fore.

scholarly journals Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile

2020 ◽  
Vol 28 ◽  
pp. 136
Author(s):  
Jocelyn Briones ◽  
Daniel Leyton
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Working Class ◽  
Admission Policy ◽  
Affirmative Action Policy ◽  
Discursive Formation ◽  
Working Class Students ◽  
The One ◽  
The Right ◽  
The University

Based on Foucauldian notions such as discourse, regime of subjectification, and governmentality, the article analyzes one of the dominant discourses constituting the affirmative action policy in higher education in Chile. Our analysis is based principally on main documents associated to the discursive formation of the Support and Effective Access into Higher Education Program (PACE by its acronyms in Spanish), the main affirmative action program in that country. We argue that this program deploys a meritocratic exceptionality subjectification regime that governs inclusion and right to HE through a discursive chain that articulates notions of selectivity, excellence, quality, talent, sacrifice, responsibilization and critique against the dominant admission policy. This articulation is inscribed and mobilized in the discourses about working-class students, their families and schools, and the university. This makes possible, on the one hand, the legitimacy of the program as well as of their students as new constituencies with the right to HE, and on the other hand, the strategic foreclosure and invisibilisation of the structures of inequality that sustain the majority of working-class students and their knowledges excluded from HE.

Like It

2016 ◽  
pp. 530-550
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

Optimization of computer testing of students: Minimizing the impact of Internet on responses

2020 ◽  
pp. 50-55
Author(s):  
A. S. Sidorenko
Keyword(s):  
Objective Assessment ◽  
Academic Disciplines ◽  
The Internet ◽  
Physical Culture ◽  
Search Queries ◽  
Computer Testing ◽  
Lecture Material ◽  
The One ◽  
The Impact ◽  
The Relationship

The purpose of the work described in the article was to study the principles of forming control questions for distance testing of students in LMS Moodle and Blackboard in such a way as to minimize the ability of test takers to use the help of search queries on the Internet. The main trends in the responses of university students are analyzed depending on the types of control questions, their wording and the relationship with the availability of lecture material. The distance electronic testing of 3rd year students of university in the discipline “Physical Culture” revealed that the greatest problems for test takers arise with questions on logic, and not on exact knowledge, the answers to which are easily found in lecture material. It was revealed that the vast majority of students when searching for answers to questions of a time-limited test are guided not by their own knowledge, but by marker words in the question text, which they create their own search queries in the text of the lecture or on the Internet. At the same time, a part of the respondents is clearly distinguished, which does not analyze the information provided, but looks at it rather superficially and tries to choose the one that is closer to the marker word from the possible answers. Based on the research and experience in the LMS environment, the article gives practical recommendations for teachers on the competent creation of control tasks and the effective management of response statistics, which will allow more objective assessment of students’ knowledge in various academic disciplines.

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