THE CONCEPT «CHILDHOOD» IN THE PARADIGM OF MODERN PEDAGOGICAL KNOWLEDGE: SEMANTIC-COGNITIVE AND LINGUISTIC CULTURAL ANALYZES

2019 ◽  
pp. 45-56
Author(s):  
Anna Kyryliuk
Keyword(s):  
Social Relations ◽  
Historical Context ◽  
Pedagogical Knowledge ◽  
Historical Period ◽  
Pedagogical Content ◽  
The Real ◽  
Scientific Discussion ◽  
Linguistic Unit ◽  
Adult World ◽  
Cultural Component

The article deals with analysis of the term «concept» as one of the most important notions of modernpedagogical science. On the basis of analysis and generalizationof the term «concept», whichpresented in the scientific discussion, it was distinguished invariant signs of this linguistic unit in a pedagogical plane by the author. It should be stressed that the author is proving the expedience to differentiate the terms «concept» and «notion»in pedagogical content concerning to the sociocultural context of scientific discussion. Analyzing the socio-cultural component of the concept of "childhood", the researcher proceeds from the assumptions made about "understanding childhood" in a certain historical period. Among these assumptions, we should note the following: the components of the concept were formed under the influence of the real state of the child in society, the concepts of childhood, which were developed scientifically and ideologically, and were «convenient» for a particular society; understanding of childhood is determined by existing contradictions in society: between the real and desirable social status of the child in the system of social relations; between the bases of social and family upbringing; between the social and psychological limits of the age of the child, etc., understanding of childhood included predictable ways of solving socially important problems related to the development of society, as well as personally significant tasks related to the development of the child; The semantic elements of the concept of «childhood» were determined predominantly by the educational effect of the adult world, fitting into a certain social, cultural and historical context, and shaping its pedagogical paradigm of childhood, understood as a set of attitudes, values-characteristic of members of this society at a certain historical stage and mechanisms of their practical realization in the sphere of pedagogical support of education and upbringing of children. Also the author tries to describe the notional and conceptual loading of the term «childhood» as a discrete unit of human consciousness in the paradigm of modern pedagogical knowledge. This was made possible by the application of complex methodology that combines elements ofsemantic-cognitive and linguistic cultural analyzes.The author comes to the conclusion that theunderstanding of pedagogical terms through the prism of «concepts»allows to find out and use information in not only objective knowledge form, but also in a form, that can be clear and interiorize by the participants of the process of the constructing of a pedagogical reality.

scholarly journals Historical Context of the Conceptual Foundations of Economic Systems (In the Context of «Capital» by Karl Marx)

2018 ◽  
Vol 19 (2) ◽  
pp. 167-181
Author(s):  
Andrey Atanov
Keyword(s):  
Social Relations ◽  
Western Europe ◽  
Karl Marx ◽  
Historical Context ◽  
Economic Systems ◽  
Conceptual System ◽  
The Real ◽  
The World ◽  
Conceptual Foundations ◽  
Mode Of Production

The article considers the conceptual constructions of K. Marx brought in accordance with the conceptual system of G. Hegel. The author stresses that such concepts such as value, commodity, wealth, etc. are understood quite differently in Russia and Western Europe. Therefore, the semantic mismatch between these concepts in the context of civilizational approach expressed in the system of logical analysis occurs. As a result, the description of the traditional for Russia structures of economy, social relations, and historical development began to distort. This description is based on the methodology of Marx, bringing the real structures in accordance with his theory, but further the author states that the concepts of Marx are general, but not universal (at the outside, they are based on the theme of community - but the basis of community is a different system of values). In the course of the study, it was found that there is no object of Marxist methodology in Russian capitalism, as well as in history and social relations, since there were no equivalent to Marxism structures in the world of the real things of Russia. This kind of structures belongs to the capitalist mode of production in Western Europe. In Russia, they were placed in the structure of ideology, replacing the real object with the imaginary one. Thus, in this case, there is the category of formation, but it only generates an effect - existential and ontological foundations exist as real and true in a completely different social system.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Historical Context of Agricultural Commercialisation in Ghana: Changes in Land and Labour Relations

2016 ◽  
Vol 53 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Joseph Awetori Yaro ◽  
Joseph Kofi Teye ◽  
Gertrude Dzifa Torvikey
Keyword(s):  
Social Relations ◽  
Land Tenure ◽  
Production Systems ◽  
Historical Context ◽  
Colonial Period ◽  
Agrarian Change ◽  
Wealth Accumulation ◽  
Colonial Era ◽  
Labour Relations ◽  
Global Capital

This paper provides a broad review of agrarian change in Ghana by highlighting the major developments in the agrarian political economy and their implications for agricultural commercialisation and its modifying influence on land tenure systems, livelihoods, production systems, social relations, and labour relations. While current land tenure arrangements and labour relations in Africa are often explained in terms of globalisation, we argue that the historical context of agricultural commercialisation in Ghana shows continuities and discontinuities in agrarian relations from the colonial period to the present. We also argue that changes over the years have blended with globalisation to produce the distinct forms of labour relations that we see today. The commercialisation of agriculture in Ghana has evolved progressively from the colonial era aided by policies of coercion, persuasion and incentives to its current globalised form. The expansion in the range of commodities over time necessarily increased the demand for more land and labour. The article contributes to the literature by providing great insights into changes in land and labour relations due to increasing commercialisation, and how these enhanced wealth accumulation for the richer segments of society and global capital to the detriment of the poor throughout Ghana’s agrarian history.

Commercial Banks Credit and the Performance of Real Sector in Nigeria: 1990-2017

2020 ◽  
pp. 1-15
Keyword(s):  
Central Bank ◽  
Commercial Banks ◽  
Agricultural Sector ◽  
Manufacturing Sector ◽  
Bank Lending ◽  
Real Sector ◽  
Agricultural Credit ◽  
The Real ◽  
Scientific Discussion ◽  
The Cost

The study examined the arguments and counterarguments within the scientific discussion on commercial banks credit and the performance of real sector in Nigeria. The main objective of the study is to examine the effect of commercial banks credit on the performance of the real sector in Nigeria.Data was sourced from Central Bank of Nigeria Statistical Bulletin. A systematization literary approach for data analysis was Regression Analysis. Findings revealed that bank credit and bank lending rate does not have significant impact on real sector performance in Nigeria. It was showed that there was a positive and significant relationship between agricultural credit guarantee scheme fund and agricultural production in Nigeria. The study therefore recommends that banks should be directed to channel their credits towards the real sector to facilitate overall economic growth and development in Nigeria. It was recommended that there is the need policies that will favor the revamp of the agricultural sector in Nigeria should be given pride of place. Also, monetary authority through the Central Bank of Nigeria should create adequate policies and strategies towards deepening of the financial sector and reducing the cost of credit/loans so as to enhance productivity and consequently enhance the growth of the key sectors of economy such as manufacturing sector.

scholarly journals Kompetensi Teknologi, Pedagogi, dan Konten Guru SD Negeri dan Swasta di Kota Cimahi, Jawa Barat

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Endi Rochaendi ◽  
Andi Wahyudi ◽  
Riki Perdana
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Partial Least Square ◽  
Least Square ◽  
Pedagogical Content ◽  
Knowledge Content

<p class="abstrak"><em>Guru SD dituntut untuk memiliki pengetahuan konten (content) mata pelajaran, pengetahuan pedagogi (pedagogy), dan pengetahuan teknologi (technology) dalam bentuk pengetahuan yang integratif dalam pengelolaan pembelajaran. Penelitian ini bertujuan melihat dan menganalisis faktor-faktor apa saja yang paling dominan dalam membentuk kompetensi guru tersebut dalam aspek pengetahuan konten, pengetahuan pedagogi dan pengetahuan teknologi yang pada gilirannya dapat mengembangkan model pengembangan Technological Pedagogical and Content Knowledge (TPACK) yang sesuai untuk guru SD. Penelitian ini dirancang menggunakan pendekatan kuantitatif, dengan metode deskriptif dan verifikasi. Data dianalisis menggunakan statistik deskriptif dan analisis faktor konfirmatori (CFA) berdasarkan Partial Least Square (PLS). Hasil penelitian menunjukan bahwa </em><em>faktor-faktor yang pengaruhnya paling dominan adalah pedagogical knowledge (0,944), technological content knowledge (0,942), dan technological pedagogical knowledge (0,935). Sedangkan,  pedagogical content knowledge, content knowledge, dan technological knowledge  tidak sepenuhnya membentuk TPACK guru SD tersebut.</em></p>

scholarly journals DIGITAL HUMANISTIC PEDAGOGY: RELEVANT PROBLEMS OF SCIENTIFIC RESEARCH IN THE FIELD OF USING ICT IN EDUCATION

2016 ◽  
Vol 53 (3) ◽  
pp. 1 ◽  
Author(s):  
Valeriy Yu. Bykov ◽  
Mariya P. Leshchenko
Keyword(s):  
Research Methods ◽  
Digital Humanities ◽  
Scientific Research ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Learning Activity ◽  
Ict In Education ◽  
The Real ◽  
Methodological Principles ◽  
Ict Training

In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT) training spaces (environments) are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal) is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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