Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence

2020 ◽  
Vol XVI ◽  
pp. 9-22
Author(s):  
Mariia Ivanchuk ◽  
Taisiia Tsurkan
Keyword(s):  
Three Dimensions ◽  
Learning Trajectories ◽  
Social Emotional ◽  
Emotional Literacy ◽  
Knowledge And Skills ◽  
Types Of Knowledge ◽  
Educational Trajectories ◽  
Ethical Learning ◽  
Civic Competence

The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.

scholarly journals ESTILOS DE ENSEÑANZA EN FUNCIÓN DEL GÉNERO EN MAESTROS DE EDUCACIÓN PRIMARIA

2016 ◽  
Vol 5 (1) ◽  
pp. 377
Author(s):  
Luis Jorge Martín Antón ◽  
Juan Antonio Valdivieso Burón ◽  
Mª del Valle Flores Lucas ◽  
Natalia Reoyo Serrano ◽  
Alvaci Freitas Resende
Keyword(s):  
Primary School ◽  
Rating Scale ◽  
Teaching Style ◽  
Three Dimensions ◽  
Social Emotional ◽  
Emotional Factor ◽  
Primary School Teachers ◽  
Social And Emotional ◽  
Teaching Competence ◽  
Educación Primaria

Abstract.TEACHING STYLES ACCORDING TO THE GENDER IN PRIMARY SCHOOL TEACHERSThis research aims to analyze the differences in self-perceived competence dimensions of Primary School teachers in Spain according the gender. A sample of N=388 teachers in schools throught Spain of this educational level, answered the Likert self-rating scale ECAD -EP (Valdivieso, Carbonero & Martín-Anton, 2013) for the measurement of teaching style with three dimensions (a. Social and Emotional , b. Communicative and Relationship and c. Instructional). The process of data analysis focused on descriptive statistical calculations, and comparison of means (Mann-Whithey and Wilcoxon tests). The results showed that there were hardly any differences in self-perceptions of teaching variables, except in the social-emotional factor, which is higher in women. Thus we can say that in the teacher training process it is necessary to include emotional skills in order to equalize attitudes and skills in this subject.Key words: Teaching Styles, gender, self-perceived teaching competence, instructional variables, psychological-instructional profile, Primary Education, social and emotional skills.Resumen.Esta investigación tiene como objetivo analizar las diferencias existentes en los estilos de enseñanza del profesorado de Educación Primaria en función del género. En una muestra de N=388 maestros en activo tomada de los centros educativos de toda España pertenecientes a la etapa de Primaria, se aplicó la escala de autovaloración tipo Likert ECAD-EP (Valdivieso, Carbonero y Martín-Antón, 2013) para la medición del estilo de enseñan za en tres dimensiones psicoinstruccionales (socioemocional, comunicativo-relacional e instruccional). Se hicieron cálculos estadísticos descriptivos y de comparación de medias (pruebas T y W), revelando los resultados obtenidos que apenas existen diferencias en las autopercepciones de dichas variables, salvo el factor socioemocional que es más alto en las docentes de género femenino. Se puede concluir afirmando que es necesaria una formación del profesorado en habilidades socioemocionales para equiponderar actitudes y aptitudes en esta dimensión.Palabras Clave: Estilos de Enseñanza, género, competencia docente autopercibida, variables instruccionales, perfil psicoinstruccional, Educación Primaria, habilidades socioemocionales.

scholarly journals IMPLEMENTASI KEGIATAN OUTBOUND DALAM UPAYA PEMBENTUKAN PERILAKU SOSIAL DAN EMOSIONAL ANAK USIA DINI

2016 ◽  
Vol 1 (02) ◽  
Author(s):  
Hermawati Dwi Susari
Keyword(s):  
Social Emotional ◽  
Knowledge And Skills ◽  
Social And Emotional ◽  
The Social ◽  
The Right

<div style="text-align: JUSTIFY;"><p>As social beings, egocentrism which is a character of preschoolers needs to be encouraged and guided in order not to hinder their future socialization in their community. In that perspective, this research aims to investigate how to use outbond activity as a means to build social-emotional behaviors of preschoolers. The results show that the social and emotional behaviors of the preschoolers at the kindergarten Sekolah Alam Bandung developed fairly well. Their emotion showed their ability to identify and understand the emotion they were experiencing but not able to control it. The plan and the application were already on the right track. However, there should be improvement. Problems encountered involved teacher’s restriction of knowledge, and the skill to serve as a preschool educator as well as the outbond facilitator. It was shown that the outbond activity affected less signifacntly their social and emotional behaviors. Accordingly, it is recommended the significance of enhancing teachers’ knowledge and skills in designing, applying and evaluating the outbond activity in order to better build preschoolers’ social and emotional behaviors.</p></div>

scholarly journals Enacted Pedagogical Content Knowledge Profiles of Chemistry Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 565
Author(s):  
Hatice Belge Can
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Strategies ◽  
Evaluation Criteria ◽  
Real Life ◽  
Three Dimensions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Conceptual Teaching

This research focuses on chemistry teachers’ enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCKP, ePCKT, and ePCKR. While ePCKP and ePCKR represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCKT is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers’ ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.

scholarly journals EDUCATIONAL LANDSCAPES IN THE CONTEXT OF THE DIGITAL EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 5 ◽  
pp. 295-307
Author(s):  
Dmitry Boyarinov
Keyword(s):  
Group Dynamics ◽  
Knowledge Structure ◽  
Educational Environment ◽  
Learning Trajectories ◽  
Specific Point ◽  
Knowledge And Skills ◽  
Aggregation Of Information ◽  
The Subject ◽  
Main Factors

The concept of "educational map", as well as a number of related concepts such as "concept map", have been the subject of numerous studies in the field of pedagogy over the years. They are a tool for describing and analyzing the knowledge of a specific student at a specific point in time. Recently, there has been interest in the problem of generalization and aggregation of information contained in separate individual maps. The concept of "Concept Landscape" was proposed as an approach to solving this problem (Mühling, 2017). However, this concept is focused exclusively on the analysis of the knowledge structure of a group of students. Accordingly, the problem arises of finding a more general and more universal tool that allows us to organically fit aggregated educational maps into the structure of the digital educational environment. We propose to consider this environment as a context that unites all possible educational maps. In accordance with the proposed approach, by the educational landscape we mean the result of the aggregation of several educational maps, united by the digital educational environment as a common context. We also set ourselves the task of identifying technologies for the aggregation of educational maps. We consider superposition, inclusion and absorption as such technologies and disclose the content of these operations in our article. We also establish the main form of the formal description of the educational landscape - a graph with colored vertices and edges. We propose a five-component algorithm for constructing and processing an educational landscape and describe the content of all its stages in the article. In our study, we also give an answer to the question about the role of the educational landscape within the digital educational environment. This role is, in our opinion, multifactorial. The main factors include: the formation of a space of possible individual learning trajectories; analysis and forecasting of the group dynamics of knowledge and skills of students; creation of a tool for supporting the design of an digital educational environment.  

scholarly journals Using the QI Maturity Tool – Modified Ontario Version to assess the state of QI maturity in Ontario’s public health units

2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Madelyn P. Law ◽  
Alex Berry ◽  
Nicole Clarke ◽  
Graham Hay ◽  
Caitlin Muhl ◽  
...  
Keyword(s):  
Public Health ◽  
Organizational Culture ◽  
Quality Improvement ◽  
Perceived Value ◽  
Organizational Structures ◽  
The State ◽  
Three Dimensions ◽  
Knowledge And Skills ◽  
Continuous Quality ◽  
Maturity Score

Abstract Background Implementation of quality improvement (QI) practices varies considerably among public health units (PHUs) in Ontario. With the emphasis on continuous quality improvement (CQI) in the revised Ontario Public Health Standards (OPHS), there is a need to understand the level of QI maturity in Ontario’s PHUs. The objective of this research was to establish a baseline understanding of QI maturity in Ontario’s PHUs. Methods The QI Maturity Tool - Modified Ontario Version was used to assess the state of QI maturity in 34 PHUs across Ontario. QI maturity was assessed through 23 questions across three dimensions: QI Organizational Culture; QI Capacity and Competency; and QI Perceived Value. QI maturity scores were classified into five stages: Beginning; Emerging; Progressing; Achieving; and Excelling. QI maturity scores were calculated for each of the 34 participating PHUs to determine their stage of QI maturity. Each PHU’s score was then used to determine the provincial average for QI maturity. Participants were also asked to answer three questions related to core CQI organizational structures. Results Across the 34 PHUs, 3503 staff participated in the survey. A review of individual PHU scores indicates that Ontario’s PHUs are at varying stages of QI maturity. The average QI maturity score of 4.94 for the 34 participating PHUs places the provincial average in the “Emerging” stage of QI maturity. By QI dimensions, the participating PHUs scored in the “Emerging” stage for QI Organizational Culture (5.09), the “Beginning” stage for QI Competency and Capacity (4.58), and the “Achieving” stage for QI Perceived Value (6.00). Conclusion There is an urgent need for Ontario’s PHUs to progress to higher stages of QI maturity. Participants place a high value on QI, but collectively are at less “mature” stages of QI in relation to QI organizational culture and the competency and capacity to engage in QI activities. PHUs should leverage the value that staff place on QI to foster the development of a culture of QI and provide staff with relevant knowledge and skills to engage in QI activities.

scholarly journals Higher Education under the Conditions of Complexity and Uncertainty of the World: Post-non-classical Development Strategies and Personal Dimension

2020 ◽  
pp. 62-77
Author(s):  
Iurii Mielkov
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Cultural Development ◽  
Educational Process ◽  
Classical Type ◽  
Student Centered ◽  
Student Centered Learning ◽  
Knowledge And Skills ◽  
Contemporary World ◽  
Educational Trajectories

The situation of the contemporary world possesses such features that can be denoted by the acronym VUCA: volatility, uncertainty, complexity and ambiguity. The fundamental nonlinearity of the development of both nature and society turns into the inconsistency of the future with the usual and anticipated ideas of the humankind – and into changes in the philosophical understanding of the essence and strategies of higher education. Under the conditions of instability and unpredictability, any «ready-made» knowledge is irrelevant, it is quickly becoming obsolete; subsequently, the knowledge and skills acquired by a graduate of a higher education institution are no longer decisive for his or her competence: their place is rather being taken by the ability to create new forms of knowledge and skills in accordance with rapidly changing circumstances. In other words, in obedience to the human-dimensionality of the post-classical type of rationality, in a situation of uncertainty and risk, the human personality, the level of his or her general cultural development becomes especially valuable, – and the task of higher education becomes to educate a person capable of living in a world of complexity and uncertainty, capable of evaluating all the risks in a much wider perspective than any one single discipline or professional field. An important factor in this task is the transition to student-centered learning, i.e., focusing the educational process on student personality, but on teacher personality as well – contrary to the linear-modern orientation on the formality of learning, on standard, stable and constant educational trajectories. And it is philosophy that now possesses particular importance in the structure of the educational process, as a factor of successful formation of a full-fledged personality of a HEI graduate, able to deal with new, unusual things and phenomena - in other words, able to think creatively, critically and independently.

scholarly journals Civic Competence as a Target Component of Education Content

2019 ◽  
Vol 2 (4) ◽  
pp. 64-67
Author(s):  
Gayane Poghosyan
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Democratic Society ◽  
Living Conditions ◽  
The Other ◽  
Target Component ◽  
Significant Activity ◽  
Knowledge And Skills ◽  
The Subject ◽  
Civic Competence

Nowadays it is a necessity to include the competence to the target component of education content.An individual and socially significant activity of real-world objects should be interconnected with the other target components of content and based on experience as a social requirement/Khutorskoy A.V, 2013. Civic competence is represented as: the unity of civil competence of the subject (Zimnyaya I.A.,2006), the unity of readiness and abilities, which allows the active, effective and responsible control of the rights and duties of a member of a democratic society, applying the knowledge and skills and civic qualities.The issue of development of civil competence was always faced teachers almost in all countries and was considered only as a pedagogical activity, and not as the educational problem.For the formation of civic competence, it is necessary first of all to form the abilities of both students and teachers who can make decisions in different living conditions - in different training situations (self-education) they can make decisions, identify problems and give solutions, as well as purposeful and responsible actions, at the same time developing creative and critical thinking.

Teachers’ experiences: social emotional engagement – knowledge and skills

2021 ◽  
pp. 1-19
Author(s):  
Lindee Morgan ◽  
Sharron Close ◽  
Michael Siller ◽  
Elizabeth Kushner ◽  
Susan Brasher
Keyword(s):  
Emotional Engagement ◽  
Social Emotional ◽  
Knowledge And Skills ◽  
Teachers Experiences
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