About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Pre-Service Teachers’ Competences in Applying Knowledge of Mathematics and Language in Mathematical Fiction

2020 ◽  
pp. 247-261
Author(s):  
Vaiva Grabauskienė ◽  
Vaiva Schoroškienė
Keyword(s):  
University Students ◽  
Language Learning ◽  
Target Audience ◽  
Primary Students ◽  
Subject Knowledge ◽  
Specific Target ◽  
Mathematical Fiction ◽  
Subject Integration

The article explores possibilities of integrating mathematics and language learning. The language of mathematics differs remarkably from everyday speech, which may cause some difficulties not only for primary students, but also for pre-service teachers. One of the methods to resolve this issue is integrating mathematics and language learning. This method also develops university students’ skills to apply didactic and subject knowledge. The article examines skills of pre-service teachers that are revealed in their fictional stories on a chosen mathematical subject. The analysis of mathematical fiction demonstrates that subject integration emphasizes students’ abilities to distinguish essential aspects of the chosen mathematical phenomenon, as well as how students are able to apply and explain concepts, and to adjust to age-specific target audience.

scholarly journals A COVID-19 Lockdown Tabletop Exercise in New Taipei City, Taiwan

2021 ◽  
pp. 1-19
Author(s):  
I-Tien Lo ◽  
Ching-Yuan Lin ◽  
Ming-Tai Cheng
Keyword(s):  
Policy Making ◽  
Large City ◽  
Strategic Plan ◽  
Government Control ◽  
Subject Knowledge ◽  
All Solutions ◽  
Taipei City ◽  
Returning To Work ◽  
Three Stages ◽  
Stage 1

Abstract Objectives: This exercise aimed to validate New Taipei City’s strategic plan for a city lockdown in response to COVID-19. The main goal of all solutions was the principle of “reducing citizen activity and strengthening government control”. Methods: We created a suitable exercise, and creating 15 hypothetical situations for three stages. All participating units designed and proposed policy plans and execution protocols according to each situation. Results: In the course of the exercise, many existing policies and execution protocols were validated to address. Situations occurring in Stage 1, when the epidemic was spreading to the point of lockdown preparations, approaches to curb the continued spread of the epidemic in Stage 2, and returning to work after the epidemic is controlled and lockdown is lifted in Stage 3. Twenty response units participated in the exercise. Although favourable outcomes were obtained, the evaluators provided comments suggesting further improvements. Conclusions: Our exercise demonstrated a successful example to help policy making and revision in a large city over 4 million population during COVID-19 pandemic. It also enhanced participants’ subject knowledge and familiarity with the implementation of a city lockdown. For locations intending to go into lockdown, similar tabletop exercises are an effective verification option.

scholarly journals User engagement with political “facts” in the context of the fake news phenomenon

2019 ◽  
Vol 75 (5) ◽  
pp. 1082-1099 ◽  
Author(s):  
Rita Marcella ◽  
Graeme Baxter ◽  
Agnieszka Walicka
Keyword(s):  
Political Parties ◽  
Information Quality ◽  
User Engagement ◽  
Government Information ◽  
Content Type ◽  
Subject Knowledge ◽  
Perceived Credibility ◽  
North East ◽  
Run Up ◽  
Quality Awareness

Purpose The purpose of this paper is to present the results of a study that explored human behaviour in response to political “facts” presented online by political parties in Scotland. Design/methodology/approach The study consisted of interactive online interviews with 23 citizens in North-East Scotland, in the run-up to the 2017 UK General Election. Findings Participants demonstrated cognitive and critical responses to facts but little affective reaction. They judged facts swiftly and largely intuitively, providing evidence that facts are frequently consumed, accepted or rejected without further verification processes. Users demonstrated varying levels of engagement with the information they consume, and subject knowledge may influence the extent to which respondents trust facts, in previously unanticipated ways. Users tended to notice facts with which they disagreed and, in terms of prominence, particularly noted and responded to facts which painted extremely negative or positive pictures. Most acknowledged limitations in capacity to interrogate facts, but some were delusionally confident. Originality/value Relatively little empirical research has been conducted exploring the perceived credibility of political or government information online. It is believed that this and a companion study are the first to have specifically investigated the Scottish political arena. This paper presents a new, exploratory fact interrogation model, alongside an expanded information quality awareness model.

scholarly journals Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

2017 ◽  
Vol 41 (3) ◽  
pp. 472-477 ◽  
Author(s):  
Khurshid Anwar ◽  
Muhammad Raihan Sajid ◽  
Peter Cahusac ◽  
Abdul Ahad Shaikh ◽  
Ahmad Elgammal ◽  
...  
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
General Interest ◽  
Multiple Choice Questions ◽  
Student Responses ◽  
Subject Knowledge ◽  
Exam Preparation ◽  
Summative Assessments ◽  
Study Results ◽  
Facebook Pages

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.

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