scholarly journals Education in the context of an interdisciplinary paradigm in the transitional period

2019 ◽  
Vol 1 (I) ◽  
pp. 74-88
Author(s):  
Тетяна ДЯК
Keyword(s):  
Educational Process ◽  
Transitional Period ◽  
Pedagogical Practices ◽  
Educational Goals ◽  
Educational Processes ◽  
Interdisciplinary Approaches ◽  
Self Development ◽  
Human Need ◽  
Personal Qualities ◽  
Favorable Conditions

The article “Education in the Context of Interdisciplinary Paradigm in the Transitional Period” by Т. Dyak deals with the issues of interdisciplinary approaches in education in the transitional period. The problems of the essence and distinguishing features of education in the transitional period are defined. The role and place of interdisciplinary bonds as well the requirements for the educational process to meet the needs of the person, society and state are substantiated. The transitional period is revealed to be characterized by the emergence of a set of pedagogical practices caused by the pluralism of cultures, and, consequently, different requirements to education. The formulation of the educational goals and content should take place in a synergistic atmosphere. Intensification of education and the formation of personal qualities appear to be a universal human need nowadays. The problem of creativity as a manifestation of spirituality is emphasized to become the main criterion for the effectiveness of educational processes. Thus, the creation of the necessary, most favorable conditions for self-realization and self-development of a particular person by means of intellectual, emotional, moral, cultural, informational and other vectors of personality formation are found to be the most important tasks.  

scholarly journals Management of educational and cognitive activity of students within the framework of psychological and pedagogical aspect

2019 ◽  
Vol 70 ◽  
pp. 07003 ◽  
Author(s):  
Tatyana Micheeva ◽  
Elena Murugova
Keyword(s):  
General Theory ◽  
Cognitive Processes ◽  
Learning Process ◽  
Process Management ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Goals ◽  
Effective Learning ◽  
Pedagogical Aspect ◽  
Personal Qualities

Educational and cognitive activity of students is the key component of the modern educational process. Management of the learning process becomes effective when it is grounded on the basic laws of general theory of management and knowledge of the psychological foundations and cognitive processes patterns, the development and consolidation of certain personal qualities and mental formations that ensure the achievement of educational goals. In this article the main psychological and pedagogical review of management problems is presented; the general requirements for effective learning process management are identified. Particular attention is paid to monitoring the learning process and its correction as a necessary managerial component of the educational and cognitive activity of students.

scholarly journals Analysis of Students' Views of the Quality of Pedagogical Education in Russia

2021 ◽  
Vol 9 (3) ◽  
pp. 462-481
Author(s):  
Oksana Makarova ◽  
Galiya Ldokova ◽  
Rimma Egorova
Keyword(s):  
Teaching Quality ◽  
Educational Process ◽  
Quality Of Education ◽  
Value System ◽  
Quality Of Teaching ◽  
Self Development ◽  
Weak Points ◽  
Personal Qualities ◽  
The University

All participants in educational relations are worried about the problem how to improve the quality of education, with everyone representing it through the prism of their value system. In this connection there is a need to structure these representations. It is necessary to begin with bringing into a unified system the representations of education direct customers – students. The aim of our article is to analyze how pedagogical university students perceive the quality of their education. On the basis of the survey involving 117 respondents from Elabuga Institute of Kazan Federal University (Elabuga, Republic of Tatarstan) and the Northeast Federal University named after M.K. Ammosov (Yakutsk, Republic of Sakha (Yakutia)) we analyzed such criteria as quality of teaching, quality of learning, formation of universal competencies, personal qualities necessary for modern teachers and the creation of appropriate conditions by a university (digitalization of the educational environment, academic mobility) for students’ self-development. The t-Student criterion was used to determine the differences between the respondents’ competencies, knowledge, abilities, skills and qualities that they had possessed before entering the university and those that were formed during the university study. The obtained data indicate a high assessment of the quality of education by the students. The results also showed the educational process strong and weak points that students of the two federal universities face. Thus, focusing on one of the customers’ (students’) views will allow teachers to manage the educational process effectively and improve its quality.

scholarly journals JUSTIFYING THE TECHNOLOGY STAGE CONTENT OF PREPARING FUTURE TEACHERS FOR PEDAGOGICAL FACILITATION IN THEIR PROFESSIONAL ACTIVITY

2021 ◽  
pp. 117-122
Author(s):  
Рopova O.V. ◽  
Tsapko A.M.
Keyword(s):  
Professional Training ◽  
Cognitive Activity ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Internal Resources ◽  
Age Related ◽  
Self Development ◽  
Personal Qualities ◽  
Favorable Conditions

The article proves the relevance of special training of future teachers for pedagogical facilitation, which is defined as a type of pedagogical interaction that provides conscious, intensive and productive development and self-development of its participants and which aims to create favorable conditions for the implementation of internal resources of each student.The result of professional training of future teachers for pedagogical facilitation is the appropriate training, which is defined as a stable integrative personal formation, that includes professional motives, goals, general and professional knowledge and skills, personal qualities of the future teacher, that provide productive interaction with students and effective pedagogical support with them.The structure of the readiness of future teachers for pedagogical facilitation includes the following components: motivational-intentional (stable professional motives, needs, interests, values and attitudes; pedagogical orientation to facilitative pedagogical activity; positive attitude to the student as the highest value; desire for professional and personal self-satisfaction); cognitive-positional (knowledge of facilitation: the essence and mechanisms of facilitation interaction; ideas and provisions of personality-oriented learning, ways of its implementation; principles of education; age-related and psychological characteristics of students; knowledge of pedagogical conflictology); procedural and experimental (the presence of groups of skills that are necessary for the implementation of pedagogical facilitation); personality-reflexive: (the presence of professional and personal qualities necessary for the implementation of pedagogical facilitation). The pedagogical technology of preparation of future teachers for pedagogical facilitation is developed and substantiated, which provides realization of organizational-preparatory, stimulating-instructive, cognitive-activity, praxeological-experimental and reflexive-corrective stages.Key words: future teacher, pedagogical facilitation, professional training, readiness for pedagogical facil-itation, pedagogical technology. У статті доведено актуальність спеціальної підготовки майбутніх учителів до педагогічної фасилітації, яку визначено як вид педагогічної взаємодії, що забезпечує усвідомлений, інтенсивний і продуктивний розвиток і саморозвиток її учасників, ставить за головну мету діяльності створення сприятливих передумов для реалізації внутрішніх ресурсів кожного учня.Результатом професійної підготовки майбутніх учителів до педагогічної фасилітації є відповідна підготовленість, яку визначено як стійке інтегративне особистісне утворення, що включає професійні мотиви, цілі, загальнонаукові та професійні знання й уміння, особистісні якості майбутнього педагога, що забезпечують продуктивну взаємодію з учнями й надання їм ефективної педагогічної підтримки.У структурі підготовленості майбутніх учителів до педагогічної фасилітації виокремлено такі ком-поненти: мотиваційно-інтенційний (стійкі професійні мотиви, потреби, інтереси, цінності та установки; педагогічна спрямованість на фасилітаційну педагогічну діяльність; позитивне ставлення до учня як найвищої цінності; прагнення до професійного й особистісного самовдосконалення); когнітивно-по-зиційний (знання про фасилітацію: суті й механізмів фасилітаційної взаємодії; ідей і положень особистісно орієнтованого навчання, шляхів його здійснення; принципів виховання; вікових і психоло-гічних особливостей учнів; знання з педагогічної конфліктології); процесуально-досвідний (наявність груп умінь, необхідних для здійснення педагогічної фасилітації); особистісно-рефлексивний (наявність професійно-особистісних якостей, необхідних для здійснення педагогічної фасилітації). Розроблено й обґрунтовано педагогічну технологію підготовки майбутніх учителів до педагогічної фасилітації, що передбачає реалізацію організаційно-підготовчого, стимулювально-настановчого, когнітивно-діяльніс-ного, праксеологічно-досвідного та рефлексивно-корегувального етапів.Ключові слова: майбутній учитель, педагогічна фасилітація, професійна підготовка, підготовленість до педагогічної фасилітації, педагогічна технологія

scholarly journals Embracing Vulnerability and Risk in the Classroom: The Four-Folder Approach to Discussion-Based Community Learning

2018 ◽  
Vol 18 (2) ◽  
pp. 136-157
Author(s):  
Elizabeth Whittenburg Ozment
Keyword(s):  
Higher Education ◽  
Power Systems ◽  
Women's Studies ◽  
Instructional Strategy ◽  
Vocal Learning ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Educational Goals ◽  
Women’S Studies ◽  
Favorable Conditions

In recognition of various power systems within and surrounding their classrooms, US women’s studies instructors have for several decades worked to reconfigure the college classroom as an environment that enables all students to testify, thus creating empowered communities and ultimately inspiring the next generation of leaders. As some of the most repeated mantras of feminist pedagogy, these educational goals embody the liberating power of feminist theory and practice. The pedagogical practices employed in attaining these goals typically value experiential knowledge and encourage students to be attuned to various forms of speech and knowledge construction, which are framed through a politics of power and difference. As part of an ongoing conversation about the perils of cooperative learning, independent problem-solving, and peer leadership in higher education, this reflective essay describes one strategy, which I call the four-folder system. This instructional strategy troubles the promises of safety and implied instructor surveillance that so many feminist instructors adhere to, while simultaneously creating a multi-vocal learning environment. The techniques and rationale described may be applied to a range of courses and are not necessarily bound to introductory women’s studies surveys. I propose that given favorable conditions, embracing vulnerability and risk in the classroom better frees our students from the confines of conventional pedagogies used in higher education.

GIVE ME A HAND

2020 ◽  
Vol 11 (2) ◽  
pp. 329-331
Author(s):  
Ivanka Kirova ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Interactive Methods ◽  
Good Practices ◽  
Working Models ◽  
Learning Practices ◽  
Self Development ◽  
Modern Methods ◽  
Job Shadowing ◽  
Personal Qualities

The project „Give me а hand“ promotes transnational staff mobility and exchange of experience between Radost Kindergarten with filial in Kraimorie and Dječji vrtić Iskrica – Zagreb, Croatia. The project implements job shadowing to observe good practices in the Kindergarten-partner, studing and applying interactive methods, techniques and approaches of pedagogical interaction in inclusive education. The achieved main objectives: Increasing the effectiveness of pedagogical work, self-development and development of teachers’ professional competences in modern methods in inclusive education by introducing, comparing and applying European learning practices and interactive methods of pedagogical interaction; Stimulating the development of personal qualities, social and creative skills and expressions of children’s abilities by participating in additional pedagogical forms of creativity; Enhancement of interaction and creation of conditions for cooperation and effective communication between the participants in the educational process (children, pedagogical specialists, parents and institutions) by organising open practices, meetings, seminars, practices; Promoting good European practices and working models and technologies of pedagogical interaction for inclusive pre-school education by issuing and disseminating a handbook and e-handbook and media dissemination.

scholarly journals HUBUNGAN PENGEMBANGAN DIRI DAN MINAT KERJA DENGAN KESIAPAN KERJA

2021 ◽  
Vol 10 (1) ◽  
pp. 114
Author(s):  
Yuniyanti Yuniyanti
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Educational Goals ◽  
Work Readiness ◽  
Student Work ◽  
Self Development ◽  
Maximum Work ◽  
The Right ◽  
High Level ◽  
Level Of Importance

<p><em>In an effort to increase maximum work readiness, students do not only fulfill the input and output aspects, but what is more important is the process aspect, the process in question is self-development and work interest processes. Both of these things have a high level of importance compared to other processes. The right educational process will be carried out by educational institutions in order to produce valuable and work-ready human resources, so that every student who graduates will be able to develop a career according to their competencies. Based on this, educational institutions must be able to provide confidence to stakeholders that their institutions are qualified in carrying out real educational goals. The implementation of self-development and work interest is a real solution in fulfilling expectations to synergize with each other in an effort to increase student work readiness. Students have harmony between physical, mental and experience abilities with individual capacities in preparing themselves for the work industry so that in the end they are able to carry out certain activities related to work according to the targets that have been set with full responsibility and professionalism.</em></p><p><em></em><strong><em>Key words:</em></strong><em>  Self Development, Work Interest and Work Readiness</em></p>

scholarly journals PROMISING DIRECTIONS OF DEVELOPMENT OF PRESCHOOL EDUCATIONAL INSTITUTIONS

2017 ◽  
pp. 58-63
Author(s):  
E. B. Ermishina
Keyword(s):  
Educational Process ◽  
Individual Development ◽  
Educational Institutions ◽  
Search Mode ◽  
Modern Education ◽  
Parents And Children ◽  
Self Development ◽  
Model Of Management ◽  
Adults And Children ◽  
Personal Qualities

Before modern education in the sphere of preschool educational institutions the task of organization of the integrated educational process. The preschool must move in his work towards innovative forms, based on Federal requirements and the proposed approximate basic educational programs. Education of the creative personality involves the recognition of the importance of processes of self-development of the child, his status as a subject of their own development. For that you need to balance initiatives adults and children to consider the motives and needs of participants in the educational process. New approaches to management to be the driving force, which can translate a pre-school establishment from operating in developing. Developing preschool is constantly working in the search mode. The child realizes their right to individual development in accordance with their needs, abilities and capabilities, the teacher develops their professional and personal qualities, the head ensures the success of children and teachers, the team organizes a variety of educational activities and creates conditions for preserving the health of the child. Thus, the model of management of pedagogical process brings together a team of educators, parents and children in a single educational space.

ОСОБИСТІСНІ ДЕТЕРМІНАНТИ СТАНОВЛЕННЯ ПЕДАГОГА СУЧАСНОЇ ШКОЛИ

1970 ◽  
Vol 8 (1) ◽  
pp. 177-183
Author(s):  
Ігор Галян
Keyword(s):  
Self Regulation ◽  
Educational Process ◽  
Theoretical Research ◽  
Modern World ◽  
Scientific Methods ◽  
Educational Processes ◽  
Self Development ◽  
Professional Self ◽  
General Scientific ◽  
Discrete Values

У   статті   представлено   авторське   бачення   професійного   становлення   педагога   в   умовах  українського освітнього сьогодення. Метою публікації є аналіз особистісних детермінант становлення  професіоналізму   педагога.   Для   її   досягнення   застосовувалися   загальнонаукові   методи   теоретичного  дослідження,  з  поміж  інших,  теоретичний  аналіз,  зіставлення  й  узагальнення,  інтерпретація  сучасних  теоретико-емпіричних досліджень у вітчизняній і зарубіжній психології. Висвітлено сутність та змістову  відмінність   таких   засадничих  категорій   освіти,   як   «педагогічна   діяльність»  і   «освітній   процес».  Зазначається, що сучасний педагог повинен бути суб’єктом педагогічної діяльності, орієнтуватися на  цінність розвитку; прагнути особистісного та професійного саморозвитку; вміти практично працювати з  освітніми процесами, будувати розвивальні освітні ситуації, показувати школярам ціннісні образи, що  презентують  моделі  життєвого  й  особистісного  успіху;  володіти  психолого-педагогічною  культурою  поведінки  у  складних,  невизначених  ситуаціях,  позначених  різноманітністю  і  складністю.  Зроблено  висновок, що професіоналізм педагога виявляється у його здатності реалізувати ідею цінності розвитку  школяра,  яка  наділена  вищим  пріоритетом  порівняно  з  педагогічною  діяльністю  та  приймається  ним  (педагогом)  як  особистісно  значуща.  Акцентується  на  важливості  ціннісно-смислової  та  моральної  саморегуляції. Констатовано, що пріоритетною в школі повинна стати смислова освіта, яка передає не  дискретні значення, а симультанні цілісні простори смислів і мотивації, готуючи молодих людей до змін у  сучасному світі The article presents the author's vision of the professional formation of the teacher in the Ukrainian  educational conditions nowadays. The aim of the publication is to analyze personality determinants of professional  development of the teacher. To achieve it there have been applied general scientific methods of theoretical research among  others,  theoretical  analysis,  comparison  and  generalization,  interpretation  of  modern  theoretical  and  empirical research in Ukrainian and foreign psychology. There has been highlighted the essence and the content  difference in such basic categories of education as “pedagogical activity” and “educational process”. It is noted  that the modern teacher should be the agent of pedagogical activity, should focus on the value of development;  strive for personal and professional self-development; be able to work practically with educational processes, to  build developmental educational situations, to show students the value images representing models of life and  personality success; to assimilate the psychological and pedagogical culture of behaviour in complex, uncertain  situations characterized by diversity and complexity. It is concluded that the professionalism of the teacher is  manifested in his/her ability to realize the value of the pupil's development that is endowed with a higher priority  compared to the pedagogical activity and is accepted by the teacher as personally significant. The emphasis is on  the importance of the value-sense and moral self-regulation. It is stated that the priority in school should be the  sense education which conveys not discrete values, but the coherent holistic spaces of sense and motivation,  preparing young people for changes in the modern world.

scholarly journals Development of preschool teachers’ gaming competence

2021 ◽  
Vol 113 ◽  
pp. 00088
Author(s):  
T.G. Khanova ◽  
N.V. Belinova ◽  
N.V. Vyalova
Keyword(s):  
Professional Competence ◽  
Preschool Teachers ◽  
Educational Process ◽  
Educational Technologies ◽  
Optimal Conditions ◽  
Unified Approach ◽  
Game Development ◽  
Developmental Potential ◽  
Self Development ◽  
Personal Qualities

The creative game has its history, but it remains one of the urgent problems of modern pedagogy. Being the leading activity, containing the prerequisites for the formation of the most important psychological growths, the game is lagging, giving priority to educational activities. According to the authors, there is no unified approach to understanding the essence of the game, its motives, miscomprehension of its importance and enormous developmental potential, the attitude of adults to game as an unnecessary activity. The authors see the solution to this problem in the development of teachers’ professional competence in pedagogical support of children’s game, or gaming competence. The teacher, as a key subject of the educational process, needs to have a system of professional knowledge, game experience, personal qualities to make optimal conditions for the children’s game development, as well as the strive for self-development and creative growth. The article presents a project of methodological support for teachers, including four thematic modules, and implemented based on modern educational technologies. The probe results of this project drove to the conclusion about the effectiveness of improving the gaming competence of teachers by competently building the content and technologies of methodological work in a kindergarten.

scholarly journals THE RELATIONSHIP BETWEEN COMMUNICATION AND EDUCATION THROUGH THE CREATIVE PERSONALITY OF THE TEACHER

2019 ◽  
Vol 12 (1) ◽  
pp. 49-60
Author(s):  
Vida Navickienė ◽  
Živilė Sederevičiūtė-Pačiauskienė ◽  
Ilona Valantinaitė ◽  
Viktorija Žilinskaitė-Vytienė
Keyword(s):  
Higher Education ◽  
Continuous Improvement ◽  
Quantitative Research ◽  
Close Relationships ◽  
Personal Communication ◽  
Educational Process ◽  
Educational Processes ◽  
Creative Personality ◽  
Personal Qualities ◽  
The Relationship

The article focuses on the relationships of communication and educational processes, creativity aspects in the context of higher education. A creative personality of the teacher determines how smooth and efficient these relationships are. The results of the quantitative research (sample – 124 teachers) conducted at Lithuanian higher education institutions and coprehensively presented in the article reveal the attitude of Lithuanian higher education teachers towards the significance of communication in the educational process. Though higher education teachers have to possess various competences such as personal, communication, social, lifelong learning, methodological, planning, organisational, leadership and assessment ones, the respondents distinguished several most significant to them. The research revealed that teachers see personal and communication competences as the most important ones, which also reveal and substantiate close relationships of communication and educational processes. The relationship is enhanced by a creative personality of the teacher, his or her positive personal qualities and values. Higher education teachers not only perceive the significance of communication and educational competences in the educational process but also express a need for their continuous improvement.

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