Kultura ma znaczenie – implikacje dla strategii budowania rzeczywistości wychowawczej i kultury pedagogicznej

The considerations presented are an attempt to search for analogies between the influence of culture on the wellbeing of nations and the influence of pedagogical culture on the well-being of growing up generations. Raising the level of pedagogical culture, especially of parents, should be an important task of the Polish school. A somewhat forgotten tool for its realization is the pedagogization of parents, the rank of which should be systemically raised to a level ensuring its universal application. Therefore there is a need for a new, educational paradigm of school.

Formation of professional-pedagogical culture of future specialists of physical culture and sports specialties

The article is devoted to the need to form a professional-pedagogical culture of future specialists of physical culture and sports specialties in the process of professional training in a higher education institution. The purpose of the article is to study the problem of the formation of a professional-pedagogical culture of future specialists of physical culture and sports specialties. The article substantiates the importance of professional-pedagogical culture in the formation of future specialists of physical culture and sports specialties as a basis for improving the level of general culture (physical, spiritual-moral, intellectual, legal, economic, and others) and as a carrier of professional competence, that is, the basis for the formation of a high professional-pedagogical level. The results of the research showed the need to organize in the institution of higher education conditions and a set of measures aimed at the formation of a professional-pedagogical culture of future specialists, which makes it possible to strengthen educational work with them based on the translation of the values of the cultural and sports heritage of the subject of the state, the effective formation of their professionalism and pedagogical culture.

Professional culture of a teacher as a condition for organizing of effective pedagogical interaction

The article is devoted to the consideration of various aspects of the formation and development of the professional culture of teachers. The first part of the publication reveals the concepts of "pedagogical culture", "professional culture of a teacher", "professional pedagogical culture", highlights the axiological, technological and personal and creative components of culture, which are structural components of professional and pedagogical culture. The authors give a step-by-step description of the process of forming a professional pedagogical culture. It is noted that pedagogical culture is an integral component of a pedagogical worker; describes a model of a modern teacher who has the necessary level of professional culture for the implementation of pedagogical activity, consisting of value, activity and personal components. The characteristics of the main components of pedagogical culture made it possible to present the process of formation of pedagogical culture as a gradual change of the following levels: adaptation, reproduction and creative search. On the basis of the essential, functional and structural analysis of the teacher's professional culture, the second part of the publication presents the results of an empirical study of the group of authors on the research topic, identifies the levels of the formed teacher's pedagogical culture. The study was conducted from 2017 to 2019 on the basis of three regional institutes for the development of additional professional education in the Volga Federal District; the sample consisted of 370 people. Based on the results of the research work, a program for the development of pedagogical culture was developed. The content of the program is determined by the diagnostic block represented by diagnostic techniques; a developmental block aimed at the formation of the value and activity components of the teacher's pedagogical culture and consisting of activities that stimulate the professional activity of teachers and improve pedagogical skills and a correctional block aimed at designing and implementing a system of measures to analyze and correct real or potential problems of teachers in the personal sphere.

MODERN APPROACHES TO RAISING THE PEDAGOGICAL CULTURE OF PARENTS IN AN INFORMAL ENVIRONMENT

This article analyzes and summarizes the results of a study conducted through a survey of parents and interviews with teachers interacting with each other through innovative forms (trainings, team building, workshops) in an informal environment and sought a correlation with the quality of student-parent-teacher communication, in terms of online learning. The researched innovative solutions and activities are presented to the future pedagogues in order to improve the pedagogical preparation of the pedagogical students from the Faculty of Pedagogy of Sofia University „St. Kliment Ohridski “and their motivation for the realization of fully- fledged relationships, a two-way relationship with parents as a major factor in increasing the effectiveness of the educational process.

The Aesthetics of ‘Speaking Objects’ in Aniki-Bóbó’s Anthropo-cosmo-morphic Material

The surface of the things which make up the pro-filmic constitutes the shell/ signifier chosen to shape the soul of the filmic world or its anthropo-cosmo-morphic image rendered by the techniques of film language. The result is the creation of a complex and multi-layered “possible world”, consisting of discursive parts that speak through the dramaturgy and aesthetics of the film, a socio-semantics which transfigures the matter of bodies and objects through the mechanisms of filmic re-signification. Amongst these, the intellectual montage as well as all the graphic and audio signs that appear on the scene can be identified. These signs stand out because of their metaphorical-discursive capacity, as will be analysed in the film Aniki-Bóbó (1942) by Manoel de Oliveira: the written words that serve to give voice to inanimate matter (Carlitos’ bag); the modelled forms which reproduce material allegories or doubles of the human body (the doll); the fragile materials that refer to the children’s fragility itself; the steel and iron of mechanised infrastructures showing the modernisation of the country; the classical architecture, the nature of the place and the free, open-air spaces of games, as opposed to closed spaces that recall underdeveloped pedagogical institutions; and among the latter, the liminal place par excellence, symbolised by the ‘Shop of Temptations’. In the filmic whole, bodies, places and objects are thus configured as interconnected parts of a single compact world, in which the cosmos is reflected in the anthropo, and the anthropo in the cosmos, in order to transfigure, in a metaphorical key, the immaterial culture referring to the changes in national identity. This allegorical fable of Portuguese pedagogical culture ultimately proposes the possibility of a social (and political) change, projected into a ‘just’ future without dictatorship (victory of good over evil).

Higher School Teacher’s Competences and “Electronic” Pedagogical Culture in the Post-Pandemic World

During the period of the forced remote learning caused by the threat of the coronavirus infection spread, Russian university teachers, as well as their foreign colleagues, had to acquire quickly new skills in the field of information technologies and organization of classes exclusively in electronic mode. However, the changes in the structure of the teachers’ personality were not limited only to informational and methodological competences. The relevance of this research is to test the hypothesis about the emergence of a new type of teacher’s pedagogical culture, characterized by a special awareness of the humanistic and social role of a teacher in the course of e-learning. The aim is to study the content of a new type of pedagogical culture, as well as its structural components performed by the competences, the presence of which was actualized during the pandemic. The theoretical research methods (study and analysis of scientific publications on the teachers’ competences, especially in demand during the pandemic, synthesis, systematization, comparison, etc.) and empirical methods (conversation, questioning, observation) were used in the study. The conducted empirical research, as well as the analysis of domestic and foreign publications show that, despite a short-term nature of remote learning, the transformations in pedagogical culture have the character of a qualitative leap and are global in nature, as they have affected the teachers in all countries. This allows us to declare the emergence of a new type of pedagogical culture, namely the “electronic” pedagogical culture of a higher school teacher, which is a natural result of the development of “basic” culture and is characterized by a change in priorities in the structure and in the content of its constituent blocks of competences. The article compares real changes in the structure of a teacher’s personality with forecasts regarding the “competences of the future”, as well as with the “information pedagogical culture”, which is believed to have arisen in the process of information technologies penetration into the educational process. The scientific novelty of the research consists in substantiating the possibility of transforming the “basic” pedagogical culture of the teacher under the influence of external and internal factors. In theoretical terms, the study expands the scientific understanding of the essence of the teacher’s pedagogical culture, the patterns of its development and transformation, as well as its competence-based structural organization.

CHRISTIAN-ANTHROPOLOGY IDEA OF EDUCATION IN MODERN RESEARCHES

Обоснована христианско-антропологическая идея воспитания как приоритетная научно-педагогическая проблема. Фундаментальные положения христианского учения о человеке в современных исследованиях выполняют миссию антропологического основания православной педагогики. Православная антропология в научной литературе рассматривается в качестве методологической и аксиологической основы православной педагогической культуры. Представлены взаимосвязи христианской антропологии и гуманитарно-антропологического подхода в образовании, православной антропологии и педагогической антропологии. The Christian-anthropological idea of education is substantiated as a priority scientific and pedagogical problem. In modern researches the fundamental ideas of the Christian teaching on the human person fulfill the mission the anthropological foundation of Orthodox pedagogy. Orthodox anthropology is considered as the methodological and axiological basis of Orthodox pedagogical culture in scientific literature. The connections are presented: between Christian anthropology and the humanitarian-anthropological approach in education and between Orthodox anthropology and pedagogical anthropology.

About the approach to the formation of the model of the pedagogical culture of the officer

В настоящее время внимание к проблемам формирования системы профессионально–важных качеств командного состава получило широкое распространение во всем мире, в том числе и в Российской Федерации. Формирование современного офицера – как самодостаточного педагога задача сложная и многогранная, и решение ее возможно путем моделирования педагогической культуры офицера, для формирования актуальных квалификационных требований к его подготовке. Эффективное формирование профессиональной культуры офицеров в условиях служебной деятельности дало возможность предложить комплекс методических рекомендаций, направленных на повышение качества профессиональной культуры офицеров–пограничников в современных условиях и на перспективу относительно культуры служебного общения, культуры телефонного разговора, руководителю занятия, который выступает в роли ведущего, проведение дискуссии. Их реализация предполагает характер тактических и стратегических мероприятий. Решение сложных задач интеграции отечественного образования в мировое образовательное пространство требует обоснования теоретико–методологических и организационных концепций, систем и технологий обучения, ведущее место среди которых в современных реалиях занимают педагогические технологии, которые должны обеспечивать личностное развитие и саморазвитие учителя, его профессиональную и социальную мобильность, конкурентоспособность на рынке труда, адаптационную гибкость. В статье приведен один из подходов к формированию модели педагогической культуры современного офицера. At present, attention to the problems of forming a system of professionally important qualities of the command staff has become widespread all over the world, including in the Russian Federation. The formation of a modern officer as a self-sufficient teacher is a complex and multifaceted task, and its solution is possible by modeling the pedagogical culture of an officer, for the formation of actual qualification requirements for his training. Effective formation of professional culture of officers in the conditions of official activity made it possible to offer a set of methodological recommendations aimed at improving the quality of professional culture of border guards officers in modern conditions and for the future regarding the culture of official communication, the culture of telephone conversation, to the head of the class, who acts as a moderator, holding a discussion. Their implementation assumes the nature of tactical and strategic measures. The solution of complex problems of integration of domestic education into the world educational space requires the substantiation of theoretical, methodological and organizational concepts, systems and technologies of training, the leading place among which in modern realities is occupied by pedagogical technologies that should ensure the personal development and self-development of the teacher, his professional and social mobility, competitiveness in the labor market, adaptive flexibility. The article presents one of the approaches to the formation of a model of pedagogical culture of a modern officer.

SOME CRITERIA OF PROFESSIONAL TEACHING

Lesson is the main form of organization of the educational process. At the same time, it is a mirror of the general pedagogical culture of a teacher, a measure of his intellectual wealth, an indicator of his worldview and erudition. In our article the key terms and definitions concerning questions of "lesson", "modern lesson", "professional teaching" as important pedagogical phenomena and key forms of the organization of educational process are presented. A description of possible criteria for professional teaching and recommendations for teachers on the organization, construction and conduct of effective training were analyzed. According to the evidence of empirical teaching research on the central characteristics of professional teaching, it can be argued that practical training remains a key form of organization and is the educational place where the very processes of learning, education and personal development take place.