pedagogical framework
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2022 ◽  
pp. 782-806
Author(s):  
Ioannis Kyriazopoulos ◽  
George Koutromanos ◽  
Aggeliki Voudouri ◽  
Apostolia Galani

The purpose of this chapter is to review the literature referring to the utilization of educational robotics (ER) in primary education. Keyword-based search in particular bibliographic databases returned 21 journal papers for the eight-year period of 2012-2019. The factors that were studied in each of them are as follows: learning environment, area of knowledge/course subjects, pedagogical framework, learning activities, robotic equipment, research methodology, and main findings. The outcomes, among other things, showed that the majority of ER activities took place in a formal learning environment and that ER is appropriate for teaching subjects of STEM education. Though many researches took into account various learning theories that support collaboration, problem-solving, discovery, and construction of knowledge, there were some researches that lacked any pedagogical framework. In spite of the positive cognitive and affective outcomes of ER in learning, there are aspects that require further investigation.


Author(s):  
Олеся Николаевна Ежова ◽  
Светлана Станиславовна Пиюкова

Статья посвящена рассмотрению педагогических аспектов исправительного воздействия в отношении осужденных, совершивших особо опасный рецидив, как сложного социального феномена, детерминирующего эффективность реализации уголовно-правовых отношений. Раскрывается сущность и содержание понятия исправительного воздействия в отношении осужденных, рассматривается педагогический потенциал мер исправительного воздействия, которые в большей степени носят воспитательный характер, не связаны непосредственно с преступлением и не имеют характера возмездия. Авторами статьи анализируется сложившаяся практика реализации исправительного воздействия в отношении осужденных, совершивших особо опасный рецидив, на примере ФКУ ИК-29 УФСИН России по Самарской области, являющегося исправительной колонией особого режима, в которой отбывают наказание осужденные, неоднократно совершавшие тяжкие и особо тяжкие преступления. На основании результатов опроса сотрудников ФКУ ИК-29 УФСИН России по Самарской области и осужденных, отбывающих наказания в указанном исправительном учреждении, делается вывод об эффективности отдельных мер исправительного воздействия, в том числе «встреч с родными и близкими» и «встреч со священнослужителями». Формулируются рекомендации по повышению эффективности мер исправительного воздействия в отношении осужденных, совершивших особо опасный рецидив преступления. The article is devoted to the consideration of the pedagogical aspects of corrective treatment in relation to prisoners committed especially dangerous repeated offences, as a complex social phenomenon that determines the effectiveness of the implementation of criminal law relations. The essence and content of the concept of corrective treatment in relation to prisoners is revealed, the pedagogical potential of corrective treatment measures that are not directly related to the crime, do not have the nature of retribution, and, to a greater extent, are of an educational nature, are considered. The authors of the article analyze the existing practice of implementing corrective treatment in relation to prisoners committed especially dangerous repeated offences, using the example of a correctional colony with special regime № 29 of the Federal Penitentiary Service of Russia in Samara Region, where prisoners committed repeated felonies and especially serious crimes are held. Based on the results of a survey of employees of the correctional colony № 29 of the Federal Penitentiary Service of Russia in Samara region and prisoners serving sentences in this correctional institution, a conclusion is drawn about the effectiveness of certain corrective measures, including «visits relatives and friends» and «visits priests». Recommendations are formulated to improve the effectiveness of corrective measures in relation to prisoners committed especially dangerous repeated offences.


2021 ◽  
Vol 5 (3) ◽  
pp. 605-616
Author(s):  
Oksana Chaika ◽  
Nataliya Chahrak ◽  
Marianna Zhumbei ◽  
Halyna Apelt ◽  
Yurii Kopchak

The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly-/multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly-/multicultural competence.  To this end, poly-/multicultural competence is seen prerequisite of a foreign language teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys/questionnaires, conducted in stages, along with observation as a method applied. The obtained data confirmed the key research hypothesis: the pedagogical framework for the formation of poly-/ multicultural competence with students seeking their bachelor’s degree to become teachers of a foreign language connects with mastering two or more foreign languages while intensifying the poly-/multicultural component of education. The main findings result in the contemporary need for formation of a FL teacher’s poly-/multicultural competence regarded as the improvement in foreign language proficiency, basic communication skills in a poly-/multiethnic environment, following the proactive positioning of such teacher.


2021 ◽  
Vol 5 (S1) ◽  
Author(s):  
Oksana Chaika ◽  
Nataliya Chahrak ◽  
Marianna Zhumbei ◽  
Halyna Apelt ◽  
Liliya Kopchak

The present paper deals with the pedagogical framework of poly- / multicultural education as a factor that significantly influences the formation of poly- / multicultural competence of a foreign language (FL) teacher. The relevance of addressing poly- / multiculturalism in the pedagogical plane is due to the current need of societies to bring up a young professional, who would become aware that today poly- / multiculturalism and polyethnicity make an integral part of the modern global world in general and the educational process, in particular. The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly- / multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language (FL) instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly- / multicultural competence.  To this end, poly- / multicultural competence is seen prerequisite of a FL teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys / questionnaires, conducted in stages, along with observation as a method applied.


2021 ◽  
Vol 55 (1) ◽  
Author(s):  
Brian A. DeVries

The field of contextualisation is broad, with a vast diversity of definitions, models and methodologies. There are now many useful models of contextualisation from which to choose. But clearly, there is no one-size-fits-all solution – the diverse collection of options are not equally valid or useful or effective in all ministry contexts. How should one choose the best method for his or her ministry and context? This article argued that the ministry ‘context’ – the area, actors and activity of ministry – is the key determining factor for choosing the most effective contextualisation method for each ministry situation. The various contextualisation models and methods are based on the ministry context for which they are designed, as the constraints of each specific ministry context significantly influence the ideal contextualisation methodology. This article considered six distinct ministry contexts, each of which requires a different contextualisation methodology.Contribution: This article contributed to the discussion of contextualisation methodologies. While there are many settled theories and methods in this area, there remains considerable divergence and disagreement around various contextualisation concepts and practices. This article provides a useful pedagogical framework for organising the various methods in order to aid the academic discussion as well as the practical application of these methods.


Author(s):  
Oksana Chaika ◽  

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.


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