scholarly journals STUDYING THE INFLUENCE OF CREATIVITY ON PEDAGOGICAL TOLERANCE AND LACK OF TOLERANCE OF TEACHERS AND STUDENTS

2020 ◽  
Vol 65 (4) ◽  
pp. 23-27
Author(s):  
G.Е. Botabaev ◽  
◽  
H.T. Naubaeva ◽  
U.Sh. Zhamirova ◽  
A.T. Mamekova ◽  
...  
Keyword(s):  
Education System ◽  
Teaching Practice ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Professional Competencies ◽  
Personal Quality ◽  
Teachers And Students ◽  
The Individual ◽  
The Impact

In this article, we examined the impact of creativity on pedagogical tolerance and lack of tolerance of teachers and students in the educational process. The psychological and social task of educating the individual is transferred to the pedagogical plan and in many ways sounds like the education of a tolerant consciousness. In fact, we see this as a model of the worldview problem that we solve in society and teachers. Addressing the problem of tolerance is now one of the principles of humanization of psychology. Pedagogical tolerance as a personal quality is an integral part of a number of professional competencies of employees of the education system. The lack of tolerance of teachers with an expressed authoritarian style of teaching and pedagogical communication consists of negative psychological characteristics that often manifest themselves in relation to students, which leads to extremely negative, and sometimes simply destructive consequences in teaching practice.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

scholarly journals (A296) Psychosocial Disaster Preparedness Program Form School Children

2011 ◽  
Vol 26 (S1) ◽  
pp. s83-s83 ◽  
Author(s):  
E.A. Raj ◽  
K. Sekar
Keyword(s):  
School Children ◽  
Disaster Preparedness ◽  
Tamil Nadu ◽  
Control Group ◽  
Care Givers ◽  
Effective Manner ◽  
Before And After ◽  
Teachers And Students ◽  
The Individual ◽  
The Impact

The impact of natural disasters on individuals is substantial. Among the affected population in any disaster, children are identified as the most vulnerable group along with women, aged and disabled people. An estimated 77 million children under 15, on average, had their lives severely disrupted by a natural disaster or an armed conflict, each year, between 1991 and 2000 (Plan UK, 2003). Children are most affected since they loose the familiar environment, loss of parents, witness death of their loved ones, fear of reoccurrence of the disaster event. The impact of disaster on children of different age group is multiple times greater than that of the adults. This leads to various psychological problems in children (Dave et al., 2003). Disaster preparedness, through care givers, is one among the ways to reduce the distress of individuals followed by any disaster because it reduces the vulnerability factor that minimizes the impact of any disaster on the individual. A disaster preparedness program with special reference to psychosocial aspects was developed and implemented among the school children through teachers in Kanniyakumari District, Tamil Nadu, India, one of the severely affected areas in Tsunami. The current attempt was to standardize a disaster preparedness module focusing on preparing children to deal with their psychosocial issues before and after disaster in an effective manner. The outcome of disaster preparedness input through teachers and its reach out to the students was determined through an experimental research. The results reveal that the teachers and students from the experimental group gained significantly more knowledge on psychosocial disaster preparedness after implementation of the program in comparison to control group where the program was not implemented. The implications of the study points out the need to integrate psychosocial component of disaster preparedness in to the broader Community Based Disaster Preparedness (CBDP) programs.

Site «MLESYS – multilevel education Internet-system for teachers and students»

2018 ◽  
Author(s):  
Artiom Gaponenko ◽  
Denis Sergeev
Keyword(s):  
Education System ◽  
Educational Process ◽  
Remote Communication ◽  
Teachers And Students ◽  
Educational Groups ◽  
Group 2 ◽  
Independent Work

Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.

Neurotechnology and development of students and teachers’subjectivity in inclusive education

2021 ◽  
pp. 73-87
Author(s):  
А.И. Тащёва ◽  
С.В. Гриднева ◽  
Р.И. Хотеева ◽  
Н.Н. Сетяева ◽  
М.Р. Арпентьева
Keyword(s):  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
High Culture ◽  
The World ◽  
Teachers And Students ◽  
Digital Competencies ◽  
The Impact ◽  
Development Of Students ◽  
Artificial Intelligence Systems

В статье рассматриваются результаты и последствия внедрения смарти нейротехнологий в инклюзивное образование. Цель работы — изучить их влияние на развитие субъектности студентов и преподавателей, применяющих цифровые технологии. Новизна исследования заключается в попытке интегративно осмыслить социально-психологические проблемы нейрообразования, связанные с внедрением и применением систем искусственного интеллекта в инклюзивном образовательном процессе, в рамках которого формируется и развивается субъектность. Изучение подводных камней нейрообразования необходимо для осмысления результатов воздействия цифровых технологий на становление и развитие обучающихся и педагогов как субъектов воспитательно-образовательного процесса. Варианты преобразования инклюзивного образования и его субъектов должны рассматриваться в контексте изменения ценностей, целей, концептов и концепций, которые определяют и трансформируют взаимоотношения человека с собой и окружающим миром. Результаты исследования показали, что нейротехнологии вызывают серьезные изменения в инклюзивном образовании, влияют на отношение человека к себе и окружающему миру и в конечном итоге могут привести к потере субъектности. Соответственно, их использование подразумевает высокую культуру инклюзивного образовательного процесса, развитие человеческих и профессиональных качеств педагогов и обучающихся. Нейрообразование может сыграть существенную роль в становлении и совершенствовании человека как субъекта при условии формирования нейросреды в контексте цифровой и общечеловеческой культуры. The article focuses on the results and consequences of the introduction of smart and neurotechnologies in inclusive education. The purpose of the study is to analyze the development of the subjectivity of students and teachers using digital technologies. The novelty of the research lies in the desire to integratively reflect on socio-psychological problems related to the introduction and application of artificial intelligence systems in an inclusive educational process, within which subjectivity is formed and developed. The study of the problems of neuroeducation is necessary for understanding the results of the impact of digital technologies on the formation and development of students and teachers as subjects of the educational process. Options for the transformation of inclusive education and its subjects should be considered in terms of changing values, goals, concepts that define and transform a person’s relationship with themselves and the world around them. Research results showed that neurotechnologies bring serious changes in inclusive education; they affect a person’s attitude towards himself or herself and the world around him or her and can eventually lead to a loss of subjectivity.They can be introduced only on the basis of a high culture of the educational process, highly developed human and digital competencies of teachers and students. Neuroeducation can play an essential role in a person’s formation and improvement as a subject provided the neuro-environment is created on the basis of digital and human culture.

THE IMPACT OF SOCIETAL CHANGES ON INDIVIDUAL AND SOCIAL BEHAVIOR

Moldoscopie ◽  
2021 ◽  
pp. 112-118
Author(s):  
Elena Railean ◽  
Keyword(s):  
Social Behavior ◽  
Global Education ◽  
Teaching Method ◽  
Educational Process ◽  
Social Changes ◽  
Online Questionnaire ◽  
Societal Changes ◽  
The Individual ◽  
Audio Video ◽  
The Impact

The social changes are the result of societal challenges and are related to profound, sustainable, and non-linear actions and their result on the environment, society, and the individual. The impact of societal changes on human and social behavior is not unequivocal, and its understanding depends on the research methodology. For this paper is applied the phenomenological description - a method that refers to the experience lived in the immediate existential from the perspective of the essence of phenomena. The research data is the result of applying an online questionnaire developed with Google Form on a sample of 158 respondents. The results obtained allow us to describe the impact of societal changes on human and social behavior through the specifics of the phenomenon of “global education”: the diversification of the forms of organization of the educational process; interactive discourse - effective teaching method; prioritization of action methods; the use of audio / video sequences in the teacher’s message; the issue of computerized evaluation; the theme of continuing education courses and the importance of the interactive portal for in-service teachers.

scholarly journals The Impact of COVID-19 Pandemic on the Instructive-educational Process in Kindergarten

2021 ◽  
Vol 66 (1) ◽  
pp. 111-134
Author(s):  
Adela-Simina Câmpan ◽  
Mușata Bocoș
Keyword(s):  
Health Professional ◽  
Education System ◽  
Preschool Education ◽  
Educational Process ◽  
Professional Life ◽  
Personal Life ◽  
Educational Activity ◽  
Teaching Activities ◽  
The Impact

"We are all going through a difficult period, called into question by so many questions: the COVID 19 pandemic. Without a doubt, this pandemic has had and still has many implications both in the personal life of each of us and in our professional life. In addition to the fact that this virus affects our health, professional life has also been put to the test. The education system was not bypassed by challenges, therefore this period proved to be extremely demanding, with many implications on the instructive-educational activity. Preschool education has not been exempted from the impact of the changes that have occurred as a result of the outbreak of the pandemic. Teachers in the preschool education system have faced many difficulties in terms of teaching in the group. The instructive-educational process suffered in the context of the pandemic, being many variables to consider: the age peculiarities of preschoolers, the ways in which the teaching activities can be carried out through the platforms, the quality of the educational act through them, the lack of training of the teachers in this respect, the availability of parents to be able to supervise the preschooler during the synchronous online activities, etc. The present study presents the results of the application of a questionnaire addressed to teachers in preschool education, on the territory of Romania, which highlights the implications of the pandemic on the instructive-educational process in kindergarten. Keywords: “COVID 19 pandemic”, “instructive-educational process”, “kindergarten” "

scholarly journals A Comparative Analysis of Job Satisfaction Among Public and Private Sector College / University Teachers in Lahore

2003 ◽  
Vol 8 (1) ◽  
pp. 91-118
Author(s):  
Aamir Ali Chughtai
Keyword(s):  
Job Satisfaction ◽  
Education System ◽  
Teaching Quality ◽  
Educational Process ◽  
Teaching Staff ◽  
Quality Teachers ◽  
High Quality ◽  
Public And Private ◽  
Teachers And Students ◽  
Public And Private Sector

Background & Objectives A high quality teaching staff is the cornerstone of a successful education system. Daily interaction between teachers and students is at the center of the educational process. Attracting and retaining high quality teachers is thus a primary necessity for a strong education system. One step in developing a high quality faculty is to understand the factors associated with teaching quality and retention. One of these factors is job satisfaction. Very often, it is not merely satisfaction with the job, but with the career in general, that is important. With teachers, satisfaction with their careers may have strong implications for student learning. Specifically, a teacher’s satisfaction with his or her career may influence the quality and stability of instruction given to the students. Some researchers argue that teachers who do not feel supported in their work may be less motivated to do their best work in the class- room (Ostroff, 1992; & Ashton & Web, 1986).

scholarly journals THE ROLE ОF SCIENCE EDUCATION ІN THE FORMATION ОF ECOLOGICAL CULTURE ОF THE PERSONALITY

2021 ◽  
pp. 54-58
Author(s):  
Olga Plakhotnik ◽  
Viktoriia Kiptenko
Keyword(s):  
Science Education ◽  
Education System ◽  
Educational Process ◽  
Natural Ecosystems ◽  
New Paradigm ◽  
Economic Interests ◽  
Depth Study ◽  
Ecological Culture ◽  
The One ◽  
The Individual

One of the main reasons for the priority of science education is the change of priorities in relation to person with his environment, the transition from anthropocentric to ecocentric environmental consciousness. Construction of the content of ecological education, formation of ecological culture is determined on the basis of a set of principles: philosophical and methodological, methodical and didactic and organizational and pedagogical. The new paradigm of higher education is organizationally embodied in multilevel and diversification. The semantic and technological components of the restoration of education have not yet been fully worked out, and therefore require in-depth study and psychological and pedagogical justification, without which new initiatives risk remaining more or less successful empirical inclusions in the traditional education system. The basic principles of innovative education can and should be the basis for the analysis of new functions and new content of science education. Within the new paradigm, science education can and should become a socially and personally significant factor, thanks to the huge content, cognitive, ideological and methodological potential of its foundations. The new paradigm of science education, based on its conceptually new principles, should, at the same time, contributes to reaching a qualitatively new level of the most important characteristic of modern education – its integrity. Preservation of the integrity and diversity of natural ecosystems is a condition for maintaining the spiritual and physical health of man, its biological existence. Therefore, there is a need to create a stable balance between human economic interests, on the one hand, and the preservation of its environment – on the other. A person must change himself to eliminate the existing priorities of the economy over the environment. To do this, it is necessary to fill the education system with new content, to form a knowledge base through which the individual and society as a whole could come to balance. The supra-subject and integrative nature of ecology and economy in many aspects determines their system-forming role in the educational process.

scholarly journals Current Trends in Digital Education Reform

2021 ◽  
pp. 5-20
Author(s):  
G. G. Goloventchik
Keyword(s):  
Education Reform ◽  
Teaching Methods ◽  
Rapid Change ◽  
Educational Process ◽  
University Education ◽  
Digital Education ◽  
Modern School ◽  
Current Trends ◽  
Teachers And Students ◽  
The Impact

The article analyzes current trends in the digital transformation of education in order to train personnel for the digital economy. The article considers the impact of digitalization on modern school and University education and analyzes its positive and negative aspects for the modern educational environment. It is shown how the rapid change in teaching methods and forms during the COVID-19 pandemic outbreak led to the accumulation of experience in virtual contacts between teachers and students, as well as between students. The advantages of personification and personalization of the educational process are presented. The idea of creating educational clusters as a new model for integrating education and business is analyzed. Attention is paid to the features of training of generations Z and Alpha.

scholarly journals Krise of quality education in the digital economy

2020 ◽  
Vol 36 (2) ◽  
pp. 214-226
Author(s):  
Sergei I. Dudnik ◽  
◽  
Вoris V. Маrkov ◽  
Keyword(s):  
Interpersonal Communication ◽  
Online Courses ◽  
Educational Process ◽  
Long Run ◽  
Educational Spaces ◽  
And Performance ◽  
The One ◽  
The Individual ◽  
Control And Management ◽  
The Impact

Today in the market of educational services, the winner is the one who wins in the fight for ratings.The question of cost and performance must be discussed in a broader context, namely to take into account that education is an essential part of social capital, which ensures success in international competition. Therefore, the savings on education in the long run leads to delays and loss of influence. Management, based on the digital divide is not a panacea. The article sets the task of analyzing the transformation of education in the digital age: 1) The identification of the causes of the crisis in the education system; secondly, the analysis of online courses as tools of modern educational spaces; 2) The impact of electronic educational technologies on the actors of the educational process; fourthly, the updating of teaching practices of meaning, based on understanding the individual learner and teacher; 3) For the development of the reflective experience of new educational programs they must be supplemented with hermeneutic and semiotic teaching techniques that contribute to understanding the meaning and provide live interpersonal communication; 4) Enhancement of the productivity of education through the introduction of digital technologies is accompanied by the strengthening of electronic control and management; 5) It is necessary to create a pedagogical atmosphere in which freedom, responsibility, trust, and friendship is cultivated.

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