scholarly journals Education of managers in the area of accountancy

2017 ◽  
pp. 0-0
Author(s):  
Michał Mijal ◽  
Adam Chmielewski
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Basic Education ◽  
Educational Process ◽  
Financial Situation ◽  
Primary And Secondary Education ◽  
General Conditions

Education of managers in the area of accountancy The paper highlights the most important factors in the process of passing on knowledge about a compa-ny’s financial situation, or accountancy in general. Those factors are general conditions relevant for every educational process, as well as specific ones characteristic of a particular field of knowledge. The article also describes an innovative game created by one of the authors for the purpose of basic education, and it analyzes the possibilities and limitations of that tool in the educational process. The conclusions were made based on a series of tests of the game which are described in this article, and which were conducted among professors and students of accountancy, as well as active businesspeople. In the last section of the paper, the authors suggest possible uses of the game in higher education, in the research of accountancy, as well as in primary and secondary education.

scholarly journals Business Faculty Perceptions Of Positive And Negative Student Behaviors

2008 ◽  
Vol 5 (6) ◽  
Author(s):  
C. David Shepherd ◽  
Kathy Shepherd ◽  
Sheb True
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Secondary Education ◽  
Faculty Perceptions ◽  
Future Research ◽  
Student Behaviors ◽  
Business Faculty ◽  
Classroom Experience ◽  
Negative Behaviors ◽  
Primary And Secondary Education

The behavior of students can enhance or degrade the classroom experience for students and faculty alike. While a stream of research has focused on student behaviors in primary and secondary education, little attention has been directed at student behaviors in the higher education setting.  The qualitative research presented in this manuscript identifies student behaviors that business faculty perceive to be examples of unusually positive or negative behaviors.  Research implications and suggestions for future research are also presented. 

scholarly journals Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

2021 ◽  
Vol 11 (9) ◽  
pp. 542
Author(s):  
Susana Henriques ◽  
Joana Duarte Correia ◽  
Sara Dias-Trindade
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Online Social Networks ◽  
Educational Process ◽  
Added Value ◽  
Online Questionnaire ◽  
Digital Resources ◽  
Face To Face ◽  
Primary And Secondary Education ◽  
Analysis Methodology

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.

scholarly journals 3D КАРТУВАННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ В СИСТЕМІ ОСВІТИ УКРАЇНИ

2019 ◽  
Vol 70 (2) ◽  
pp. 28 ◽  
Author(s):  
Nataliia V. Morze ◽  
Viktoriia P. Vember ◽  
Mariia A. Gladun
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Digital Literacy ◽  
The United States ◽  
Educational Process ◽  
Competency Framework ◽  
Institutions Of Higher Education ◽  
3D Mapping ◽  
Educational Trends ◽  
Digital Competency

The article introduces the developed 3D mapping of digital competency. The necessity of radical changes aimed at improving the quality and competitiveness of education, changing the role of scientific and pedagogical staff in Ukraine in accordance with world requirements is substantiated. The analysis of the state policy and regulatory framework in the field of digital skills and competencies in Ukraine, research on information and communication competency in the European educational space, in particular UNESCO recommendations, the digital competency framework for citizens DigComp 2.0 and the digital competency framework for educators DigCompEdu, requirements for digital literacy in the United States, in particular the standards of the International Society of Technology in Education (ISTE), as well as development of digital competency in Ukraine. As a result of the analysis of these documents, questionnaires were developed for three groups of respondents – pedagogical staff and students of institutions of higher education and teachers of general secondary education institutions - and questionnaires were conducted in six Ukrainian universities within the framework of the international project Erasmus + MoPED. The developed 3D mapping reflects the trends of understanding by pedagogical staff and students of institutions of higher education and teachers of secondary education institutions of the main modern educational trends, the use of innovative pedagogical technologies and digital instruments in the educational process. The attitude of the three groups of respondents to the actual educational trends, innovative pedagogical technologies and the level of interest in mastering digital tools and their ability to use them effectively in the educational process according to the results of the questionnaire has been highlighted, which made it possible to compare the attitude of pedagogical staff of institutions of higher education, teachers and students to the above categories at the present stage.

scholarly journals Metodologi Pengembangan Ilmu Pendidikan Islam Prespektif Al-Qur’an Surat Fushilat ayat 53

2019 ◽  
Vol 17 (1) ◽  
pp. 37
Author(s):  
Fahim Tharaba
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Basic Education ◽  
Islamic Education ◽  
Education Curriculum ◽  
Theoretical Concepts ◽  
Education Levels ◽  
Practical Level

Abstrak: Islamic Education as an important scientific building to always be developed so that there is improvement in the concept and practical level. In this paper the science of Islamic education will be seen from the perspective of the letter Fushilat 53 to develop its theoretical concepts. For this reason, the contents of the Islamic education curriculum can be seen in three orientations, namely the development of science oriented on: (1) The concept of divinity (Divine). (2) The concept of humanity (anfusion) (3) The concept of experience (afaqi). Furthermore, the approach to presenting an Islamic education curriculum can be formulated as follows: (1) the level of basic education is based on a psychological-religious approach; (2) secondary education levels (first and top) are based on scientific psychological approaches; and (3) higher education levels are based on religious-scientific and philosophical approaches. So that all the development of knowledge in Islamic Education based on and based on the main and main sources of the Qur’an and as-Sunnah, and in its implementation always cannot be separated from its history. In this discussion, the main objective was to find the methodology of the development of the Islamic education in the perspective of the Al-Qur’an Surat Fushilatayat 53. ملخّص: التربية الإسلامية كمبنى علمي هام يتم تطويره باستمرار حتى يكون هناك تحسن في المفهوم والمستوى العملي. في هذا البحث سيتم النظر إلى علم التربية الإسلامية من منظور الحرف فصلت : 53 تطوير مفاهيمه النظرية. لهذا) السبب ، يمكن رؤية محتويات منهج التربية الإسلامية في ثلاثة اتجاهات ، وهي تطوير العلوم الموجهة نحو: ) 1مفهوم الألوهية ) 2( مفهوم الإنسانية ) 3( مفهوم الخبرة . علاوة على ذلك ، يمكن صياغة نهج تقديم منهج التربية الإسلامية على النحو التالي: ) 1( يعتمد مستوى التعليم الأساسي على النهج النفسي الديني ؛ ) 2( تستند مستويات التعليم الثانوي )الأول والأعلى( إلى المقاربات النفسية العلمية ؛ و ) 3( تستند مستويات التعليم العالي على المناهج الدينية والعلمية والفلسفية. بحيث لا يمكن فصل كل تطور المعرفة في التربية الإسلامية المبني على أساس المصادر الرئيسية والرائدة للقرآن والسنة ، وعلى تنفيذه على الدوام عن تاريخه. في هذه المناقشة ، كان الهدف الرئيسي هو العثور على منهجية تطوير التربية الإسلامية في منظور القرآن الكريم سورة فصلت :53

From Pedagogy to Andragogy

2010 ◽  
pp. 63-81
Author(s):  
Steven W. Schmidt ◽  
Jeremy Dickerson ◽  
Eric Kisling
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Secondary Education ◽  
Self Directed Learning ◽  
Student Centered ◽  
Primary And Secondary Education ◽  
Technology Classroom ◽  
Directed Learning ◽  
Pedagogical Philosophies ◽  
The Individual

It is generally accepted that there are differences in the way children and adults learn. Pedagogical philosophies and practices about classroom instruction, activities, and the roles of both the educator and learner are typically associated with primary and secondary education. The concept of andragogy, however, deals with the art and science of the adult learner. The andragogical classroom looks quite different than the pedagogical, and features more student-centered instruction, self-directed learning, and emphasis on the needs of the individual learner. Many adult learners are familiar with the pedagogical approaches used in primary and secondary education. Those learners may find principles of pedagogy employed in higher education as well, which may not be effective. Is a pedagogical approach appropriate in higher education? What role does content play in pedagogical versus andragogical decisions? Most importantly, what approach results in student learning? Using the information technology classroom as an example, pedagogical and andragogical approaches to instruction are compared, and strategies for transitioning from pedagogical to andragogical approaches are illustrated. An empirical research study on preferred ways of learning is also included in this chapter. While the examples discussed in this chapter relate to the information technology classroom, the material presented is applicable in a variety of learning situations.

scholarly journals USING E-COURSES TO ENHANCE THE FUTURE TEACHERS` DIGITAL COMPETENCE

2018 ◽  
pp. 44-62
Author(s):  
Oksana Buinytska ◽  
Svitlana Vasylenko
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Joint Research ◽  
Scientific Publications ◽  
Laboratory Staff ◽  
Steam Education ◽  
E Learning

The article presents the experience of developing the digital competence level as one of the main components of future teachers’ success, including the implementation of STEAM education in the educational process of secondary education institutions. An overview of modern scientific publications was performed, mainly published by foreign researchers and also by researchers from Ukraine, which define the concept of digital competence, reveal different approaches to determine the level of digital competence of future specialists using the digital competence wheel; STEAM education and digital competence communication, formed enough to integrate STEAM principles into the educational process of secondary education institutions. The author presents the results of the implementation e-learning courses, that were developed for key disciplines in the specialization «Management of e-learning in the intercultural space» and joint research of IT in Education Laboratory staff, teachers of the Department of Computer Science and Mathematics and students of the Pedagogical Institute of Borys Grinchenko Kyiv University on training courses to enhance the digital competence of future teachers. The description of the two key disciplines of the e-learning course presents information on the development of integrated, professional and digital competences. While updating the content and selection of teaching methods, the recommendations and articles issued in the framework of the project «Modernization of Pedagogical Higher Education through the Use of Innovative Teaching Instruments» (MoPED) of the EU program Erasmus + KA2 – Development of Higher Education Capacity, No. 586098-EPP- 1-2017-1-UA-EPPKA2-CBHE-JP, JP, which is affiliated with Borys Grinchenko Kyiv University, are included.

scholarly journals Entre a escola e a universidade: os múltiplos sentidos do trabalho de campo como mediação didática

GeoTextos ◽  
2017 ◽  
Vol 13 (2) ◽  
Author(s):  
Eduardo Donizeti Girotto ◽  
Beatriz Campos Moretto
Keyword(s):  
Higher Education ◽  
Basic Education ◽  
Educational Process ◽  
School Of Education ◽  
Multiple Meanings ◽  
Field Works ◽  
Teaching Learning ◽  
Work Done ◽  
Elementary And Middle School

Neste artigo, discutimos a importância do trabalho de campo no desenvolvimento de processos de ensino-aprendizagem em geografia na educação básica e no ensino superior. Para tanto, analisamos duas experiências, com foco na análise da mediação desempenhada pelos cadernos de campo neste processo. A primeira se refere aos trabalhos realizados com turmas do Ensino Fundamental e Médio na Escola de Aplicação da Faculdade de Educação da USP. A segunda trata de trabalho de campo realizado na disciplina de Geografia Regional do Brasil I – Sul, do Departamento de Geografia da USP. A análise foi construída a partir do acompanhamento das diferentes etapas de elaboração e execução dos trabalhos de campo, discutindo e problematizando os sentidos dos cadernos de campo em cada uma delas. Ao final da investigação, foi possível perceber a importância do caderno de campo nos trabalhos analisados, uma vez que, construídos de forma coletiva e colaborativa, reforçam o caráter interdisciplinar do conhecimento e do processo educativo. Além disso, na experiência desenvolvida no ensino superior, foi possível verificar a importância de que os futuros docentes se apropriem desta metodologia para que assim possam defendê-la, política e epistemologicamente, na educação básica. Abstract BETWEEN SCHOOL AND UNIVERSITY: THE MULTIPLE MEANINGS OF FIELDWORK AS A DIDACTIC MEDIATION In this article, we discuss the importance of fieldwork in the development of teaching-learning processes in geography in basic education and in higher education. For this, we analyze two experiments, focusing on the analysis of the mediation performed by the field notebooks in this process. The first one refers to the work done with classes of Elementary and Middle School in the School of Application of the School of Education of USP. The second one deals with fieldwork carried out in the discipline of Regional Geography of Brazil I - Sul, of the Department of Geography of USP. The analysis was built from the follow-up of the different stages of elaboration and execution of the field works, discussing and problematizing the senses of the field notebooks in each of them. At the end of the research, it was possible to perceive the importance of the field notebook in the analyzed works, since, constructed in a collective and collaborative way, they reinforce the interdisciplinary character of knowledge and the educational process. Moreover, in the experience developed in higher education, it was possible to verify the importance of future teachers to appropriate this methodology so that they can defend it, both politically and epistemologically, in basic education.

scholarly journals Soils in the Slovenian educational system

2018 ◽  
Vol 14 (1) ◽  
pp. 99-108 ◽  
Author(s):  
Blaž Repe
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Educational System ◽  
Fundamental Problem ◽  
Soil Classification ◽  
Soil Types ◽  
Natural Phenomenon ◽  
Primary And Secondary Education ◽  
Current State ◽  
The World

Abstract There is a considerable amount of confusion in soil-related topics at all levels of Slovenian education. The fundamental problem is the use of the term “soil”. We use several different terms for more or less the same natural phenomenon. Other problems include the lack of an official Slovenian soil classification, the occasional use of out-of-date soil topics in primary and secondary education, the inexpert use of soil names for soil types of the World, and very few higher education soil specialisations. There are a lot of existing initiatives to improve the current state, but there are still a lot of obstacles impeding this process.

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