scholarly journals Pedagogical Innovations as a Part of Educational Policy in Poland – Trends and Prospects

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dorota Zdybel
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Educational Practice ◽  
Learning Potential ◽  
Self Regulated Learning ◽  
School Practice ◽  
The Social ◽  
Teachers And Students ◽  
Educational Sciences ◽  
Pedagogical Innovations

The last 20 years in Polish educational policy has been marked by radical but positive change in the social perception of new, innovative ideas in educational practice. This change, however, came along with important misconceptions, including: superficial/or insubstantial understanding of the very concept of “innovation”, “staging” innovations to fulfill bureaucratic demands. The article explores popular barriers and veiled threats in the process of introducing innovative ideas into schools, searching for potential means of overcoming these barriers. How to bridge the gap between the educational sciences and the school practice? How to prevent the decline in the quality in teacher training? What changes in teacher training are necessary to create the culture of enquiry, self-regulated learning, building learning potential of both, teachers and students? Can innovative teacher training be the answer to bureaucracy, politicization and fake reforms in the Polish educational system? These are the main questions addressed in the presentation.

scholarly journals The Creation of Technological Interactive Cerdik BM Series 1 as an Innovation of Pedagogical Tool to Support Malay Language Skills

2019 ◽  
Vol 8 (12) ◽  
pp. 33-42
Keyword(s):  
Literacy Skills ◽  
Game Based Learning ◽  
Primary School Students ◽  
School Students ◽  
Pedagogical Tool ◽  
Individual Interaction ◽  
The Social ◽  
Teachers And Students ◽  
Pedagogical Innovations ◽  
Mainstream Students

Education is a process of growth and development as a result of individual interaction with the social and physical spheres. Basic skills such as reading and writing skills are important to children in the world including Malaysia. Therefore, the Literacy and Numeracy Screening (LINUS) program was introduced to help children achieve these two skills. LINUS children can be as successful as the mainstream students but they need some kind of pedagogical innovations to help, motivate and engage them in learning. As such, interactive pedagogical tool innovation helps in the dissemination of information by teachers to students. In this study, qualitative research method was used to gain LINUS teachers' and students' insights into the innovative application of Cerdik BM Series 1. Interviews with semi-structured protocols were conducted on ten LINUS teachers and six Linus students in Northern Malaysia. The results showed that LINUS teachers and students responded positively to the Cerdik BM Series 1. The application of virtual game-based learning approach can create an entertainment learning environment to stimulate LINUS students which helps to improve their literacy skills. Per se, an innovative pedagogical tool that integrates technology can increase the interest of students, especially primary school students.

scholarly journals Indicators of Sustainability in Educational Practice: Perception of Teachers and Students of UAGro-Mexico

2018 ◽  
Vol 10 (10) ◽  
pp. 3733 ◽  
Author(s):  
Rosa Brito ◽  
Columba Rodríguez ◽  
José Aparicio ◽  
Jerome Paolacci ◽  
María Sampedro ◽  
...  
Keyword(s):  
Environmental Concern ◽  
Educational Practice ◽  
Educational Programs ◽  
Bachelor's Degree ◽  
Relevant Research ◽  
Educational Levels ◽  
Postgraduate Study ◽  
The Social ◽  
Teachers And Students ◽  
The University

Teachers and university students require knowledge to generate positive changes and to overcome environmental challenges through innovative and relevant research. The Autonomous University of Guerrero lacks reliable methodologies and instruments required to evaluate progress towards sustainable development. This research proposes sustainability indicators as substantive functions at the educational levels of high school, bachelor’s degree, and postgraduate study. Indicators were developed via two surveys of 63 teachers and 511 students from four educational programs. Data processing was undertaken using SPSS 21 and Excel 2011. The results show that the environment was ranked more highly than the social and economic indicators. In terms of the participants, the functions of extension (61%), research (58%), teaching (45%), and management (43%) were ranked higher for students; in relation to teachers, research (15%), extension (18%), and teaching (43%) were ranked lower. It was concluded that students show greater socio-environmental concern, while teachers focus more on teaching rather than on the other substantive functions. These results represent relevant and well-founded information that can be used to make decisions that lead the university toward sustainability.

scholarly journals SABERES E AUTONOMIA DOCENTE: UM DIÁLOGO ENTRE ELEMENTOS IMPRESCINDÍVEIS À FORMAÇÃO DO PROFESSOR

2021 ◽  
Vol 14 (23) ◽  
pp. 25
Author(s):  
Nilce Pantoja do CARMO (UFPA) ◽  
Waldir Ferreira de ABREU (UFPA)
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Knowledge ◽  
Graduate Program ◽  
School Context ◽  
Educational Practice ◽  
Evaluation Criterion ◽  
Training Process ◽  
Theoretical Contribution ◽  
Educational Sciences

O presente trabalho faz-se como um desdobramento da dissertação “Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano”, apresentada em 2019 como critério avaliativo do título de Mestre em Educação ao Programa de Pós-Graduação em Educação (do Instituto de Ciências da Educação da Universidade Federal do Pará). Neste ínterim, “Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor”, caracteriza-se como uma pesquisa bibliográfica, que objetiva compreender as relações peculiares aos saberes e à autonomia, discorrendo sobre como essa interação vem se constituindo no processo de formação do professor. Para tanto, buscou-se aporte nos trabalhos de Freire (1996), Contreras (2002) e Tardif (2014), autores que se debruçaram na abordagem de tais categorias (saberes e autonomia) vinculadas ao contexto formativo daqueles que estão afrente da prática educativa formal dos sujeitos. Os resultados do estudo apontam que a constituição da autonomia se associa diretamente ao aguçar dos saberes. Assim, a formação do professor deve considerar a relevância dos saberes como basilares ao fomento da autonomia docente.Palavras-chave: Saberes; Autonomia; Formação do Professor.KNOWLEDGE AND TEACHING AUTONOMY: A DIALOGUE BETWEEN COMPREHENSIVE ELEMENTS FOR TEACHER TRAININGThe present work unfolds from the dissertation “A river on the way: schooling processes of riverside students in an urban school context”, presented in 2019 as an evaluation criterion for the title of Master in Education to the Graduate Program in Education (from the Institute of Educational Sciences of the Federal University of Pará). In the interim, “Teacher knowledge and autonomy: a dialogue between elements essential to teacher education”, is characterized as bibliographic research, which aims to understand the peculiar relations to knowledge and autonomy, discussing how this interaction has been constituted in the teacher training process. Therefore, we sought theoretical contribution in the works of Freire (1996), Contreras (2002), and Tardif (2014), authors who focused on the apprehension and approach of such categories (knowledge and autonomy) linked to the formative context of those who are responsible for the formal educational practice of the subjects. The results of the study show that the constitution of autonomy is directly associated with the improvement of knowledge. Thus, teacher education must consider the relevance of knowledge as fundamental to the promotion of teacher autonomy.Keywords: Knowledge; Autonomy; Teacher Education 

scholarly journals The contextual method of Academician Verbitsky: is a revolution in didactics possible?

2021 ◽  
Vol 23 (4) ◽  
pp. 108-125
Author(s):  
I. P. Smirnov
Keyword(s):  
Intelligent Systems ◽  
Teaching Practice ◽  
Educational Practice ◽  
Practical Significance ◽  
Scientific School ◽  
Russian Society ◽  
State University ◽  
Project Method ◽  
The Social ◽  
Pedagogical Innovations

Introduction. The article provides an overview of the most notable pedagogical innovations (project method, programmed teaching, pedagogy of cooperation), mastered at the scientific level, but not widely used in educational practice. Special attention is paid to the paradigm of contextual education developed by the Academician of the Russian Academy of Education, Head of the Department of Social and Pedagogical Psychology in Sholokhov Moscow State University for the Humanities, A. A. Verbitsky and his scientific school. This paradigm accumulates many effective forms, methods and means, substantiated within the framework of various innovative approaches; however, it finds application only on the experimental sites of individual creative teachers of Russia.The aim of the present publication is to investigate the reasons for the rejection by educational practice to apply pedagogical innovations, conditions and prospects.Methodology and research methods. The author analyses the works of A. A. Verbitsky's scientific school, consistently developing the paradigm of contextual education in monographic and dissertation research, mastering it in the long-term teaching practice of the leading Russian university in the field of intelligent systems in humanities and applied humanities.Results and scientific novelty. The author rejects the widespread opinion about the inhibition of innovations by the conservative pedagogical environment and shows their ideological incompatibility between the centralised management of education and the autocracy of Russian society as a whole. It is proved that the imperative of the perception of pedagogical innovations by education is a change in the social environment.Practical significance. The author's assessments and conclusions create methodological prerequisites for developing a discussion about the mission of pedagogical science and the conditions for its development in modern Russian society. Thus, it could explain why the “didactocentrism”, proclaimed by John Amos Comenius, prevails in Russian education.

Self-regulated learning in online learning environments: strategies for remote learning

2020 ◽  
Vol 121 (5/6) ◽  
pp. 321-329
Author(s):  
Richard Allen Carter Jr ◽  
Mary Rice ◽  
Sohyun Yang ◽  
Haidee A. Jackson
Keyword(s):  
Online Learning ◽  
Future Research ◽  
Content Type ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Usa ◽  
K 12 ◽  
Remote Learning

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

scholarly journals Kompetencje w zakresie komunikacji interpersonalnej w dobie postępujących procesów globalizacji

2011 ◽  
Vol 7 ◽  
pp. 333-346
Author(s):  
Wiktor Osuch
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Training Process ◽  
School Practice ◽  
Teacher Trainees ◽  
Teachers And Students ◽  
The Subject ◽  
Is Evaluation ◽  
Competence Acquisition ◽  
Interpersonal Competencies

The subject of the research presented in this article is evaluation of competence of Geography and Entrepreneurship teachers and students who are teachers-to-be. In the teacher training process the crucial role is played by competences, developed mainly in the course of studies and during school practice. The author of this article has for over ten years conducted research on the students’ development of subject competence and didactic competence including the research on Geography teacher-trainees. Personal and interpersonal competencies of graduates of higher education significantly affect their chances on the ever-changing labour market. The presented research results should become an impulse for further analyses and reflection concerning the development of competence in teacher-trainees. Research in this area should successfully contribute to optimization of the teacher-training process, including Geography and Entrepreneurship teachers (not only in Poland), and to the development of an effective and efficient model of education and competence acquisition by graduates.

scholarly journals O osobliwościach dyskursów w edukacji

2018 ◽  
pp. 427-436
Author(s):  
Radosław Nawrocki
Keyword(s):  
Educational Policy ◽  
Educational Practice ◽  
Discursive Practices ◽  
Playing Field ◽  
Educational Processes ◽  
The Social ◽  
Basic Goal ◽  
Basic Concepts ◽  
Internal Struggle ◽  
Educational Imagination

The basic goal of the text is to follow the work strategy on selected pedagogical concepts as part of  educational discourses. I assume that within the framework of the functioning of discursive practices in education, a certain work is done, which flattens the conceptual grid regarding education. Thus, these concepts are unambiguous, boil down to the most direct, superficial and obvious meaning. The way of thinking about education, present in the dominant discourses located in the social circulation, causes that educational processes are devoid of meaning wealth. This is how it sets the playing field in thinking about education, designing educational policy and educational practice. The treatment, which is to restore the educational discourses to depth, aporethism, internal struggle, the element of contradiction is to launch a specific etymological work that reveals the fuller meaning of the basic concepts that build the educational imagination. Thanks to this, a certain contrast will also be created between the extracted meaning and those meanings that are promoted in the most varied discursive practices launched in the field of education

scholarly journals Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
María Auxiliadora Robles-Bello ◽  
David Sánchez-Teruel ◽  
Nieves Valalencia-Naranjo ◽  
Francisca Barba Colmenero
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Skills Training ◽  
Learning Potential ◽  
The Social ◽  
Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

scholarly journals An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Douglas McHugh ◽  
Andrew J. Yanik ◽  
Michael R. Mancini
Keyword(s):  
Medical Students ◽  
Higher Order ◽  
Sources Of Information ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Constructive Feedback ◽  
Social Pedagogy ◽  
Learner Centered ◽  
External Expert ◽  
The Social

Abstract Background Ongoing developments in medical education recognize the move to curricula that support self-regulated learning processes, skills of thinking, and the ability to adapt and navigate uncertain situations as much as the knowledge base of learners. Difficulties encountered in pursuing this reform, especially for pharmacology, include the tendency of beginner learners not to ask higher-order questions and the potential incongruency between creating authentic spaces for self-directed learning and providing external expert guidance. We tested the feasibility of developing, implementing, and sustaining an innovative model of social pedagogy as a strategy to address these challenges. Methods Constructivism, communities of practice, and networked learning theory were selected as lenses for development of the model. Three hundred sixty-five first-year medical students participated between 2014 and 2018; they were introduced to pharmacodynamics and pharmacokinetics via 15 online modules that each included: learning objectives, a clinical vignette, teaching video, cumulative concept map, and small group wiki assignment. Five-person communities organized around the 15 wiki assignments were a key component where learners answered asynchronous, case-based questions that touched iteratively on Bloom’s cognitive taxonomy levels. The social pedagogy model’s wiki assignments were explored using abductive qualitative data analysis. Results Qualitative analysis revealed that learners acquired and applied a conceptual framework for approaching pharmacology as a discipline, and demonstrated adaptive mastery by evaluating and interacting competently with unfamiliar drug information. Learners and faculty acquired habits of self-directed assessment seeking and learner-centered coaching, respectively; specifically, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement. 82–94% of learners rated the social pedagogy-based curriculum valuable. Conclusions This social pedagogy model is agnostic with regard to pharmacology and type of health professional learner; therefore, we anticipate its benefits to be transferable to other disciplines.

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