From Pedagogy to Politeness: Aspects Regarding Feedback in Online Learning Context

The online learning environment has challenged the educational relationships over the last years. The medical safety has hidden us behind some monitors, devices or platforms that allowed us to continue our studies and our professional activities. From faces with or without associated names, we turned into names that accompany empty icons on the wall. Most often, we had to keep our cameras off. When we turned them on and shared our faces with the audience, we offered and received feedback much easier. The feedback has an important role in any human communication. More than that, in the educational field, the feedback contributes to the adjustments of the teaching – learning – evaluating process. On the positive side, the teacher gives feedback in order to reinforce the appropriate learning behaviour of the student and the student offers feedback to ensure the proper adjustment of the teaching behaviour. The pattern of giving and receiving feedback is simple and visible in all face-to-face communication that develops an educational activity. What happens in the online mediated education? What happens when faces see no faces? Our study investigates the feedback from the perspective of the online mediated educational relationships. Thus, we analyzed the responses of the students to some seminar tasks regarding the use of educational platforms and the role of feedback in the learning process. The target population consisted in 135 students enrolled in the certification program for teaching career. Our findings show that feedback as reinforcement communicative behaviour upgrades the politeness strategy and feedback as a pedagogical principle helps to replace the missing face-to-face interaction in online mediated learning.

PRE-SERVICE TEACHERS TRAINING FOR THE FORMATION OF SUBJECT-SUBJECT EDUCATIONAL RELATIONS WITH STUDENTS

The article, based on the methodological and theoretical analysis of scientific works, deals with the essence and specifics of professional training of pre-service teachers to form subject-subject educational relationships with students.It was found that the main tendency of study the willingness of the pre-service teacher to form subject-subject relations is to define their training as a holistic complex multilevel personal development. It is established that the integrity of the professional training of pre-service teachers in the development of the educational relationships should be considered in the unity of interdependent and interdependent components: scientific-theoretical, methodological and practical-activity.Criteria and indicators of future teacher’s willingness to form subject-subject relations with students are defined and systematized: critical type of thinking (personal flexibility, knowledge of the specifics of humane interaction, educational position in relations with students); creative and professional activity (knowledge of technologies of humane education, demonstration of own pedagogical skill, use of system of methods of pedagogical and psychotherapeutic influence); formation of practical skills and abilities (reflexive-perceptual skills, diagnostic skills, ability to create educational situations, skills of dialogical-humane communication).

Are (were) important educational relations possible in distance education?

The text focuses on the issue of important educational relationships during crisis distance education conducted due to COVID-19 pandemic. It presents the significance of teacher-students and peer relations and their specifity during this period. Additionally, it focuses on selected research results of big scale Polish studies that explored that particular aspects of distance education and computer mediated communication. The texts concludes with analysis of crucial aspects that influence the potential of building crucial educational relations in distance education both in crisis context as well as in “normal” times.

El arte en la promoción de la educación intercultural en contextos escolares

Las sociedades contemporáneas son más que lugares de diversidad cultural y multiculturalismo; son espacios que buscan la convivencia armónica de sus ciudadanos, en una sana interacción de diferentes culturas y construcción de expresiones culturales compartidas a través del diálogo y el respeto mutuo. En otras palabras, las sociedades actuales, en su modo de existencia, buscan la interculturalidad. En todo este proceso, la educación intercultural se destaca como parte integral de la educación para la ciudadanía y para los valores y principios de los derechos humanos. Ante esta situación, la Escuela está llamada a jugar un papel preponderante, ya que constituye un espacio privilegiado para prácticas de aprendizaje y perspectivas del enfoque intercultural. En este sentido, las artes emergen como herramientas competentes en la construcción de estos procesos educativos, promoviendo la acción ciudadana de todos los involucrados, a través de metodologías pedagógicas más acordes con las relaciones educativas interculturales. Para construir contextos escolares cada vez más interculturales e inclusivos, surge en Portugal el Plan Nacional de las Artes, que reitera la importancia de las artes en la promoción de prácticas educativas más igualitarias, ricas e innovadoras. En vista de lo anterior, en este trabajo se realiza una reflexión teórica que, cruzada con un análisis de carácter más práctico, nos permite darnos cuenta de que las artes son parte central de la experiencia humana y que, como tales, constituyen oportunidades para la construcción de procesos de interculturalidad y educación intercultural, es decir, en contextos escolares. Contemporary societies are more than places of cultural diversity and multiculturalism; they are spaces that seek the harmonious coexistence of their citizens, in a healthy interaction of different cultures and the construction of shared cultural expressions through dialogue and mutual respect. In other words, today's societies, in their mode of existence, seek interculturality. In this whole process, intercultural education stands out as an integral part of education for citizenship and for the values and principles of human rights. In view of this situation, the School is called to play a predominant role, since it constitutes a privileged space for learning practices and perspectives of the intercultural approach. In this regard, the arts emerge as proficient tools in the construction of these educational processes, promoting the citizen action of all those involved, through pedagogical methodologies that are more in line with intercultural educational relationships. To build increasingly intercultural and inclusive school contexts, the National Plan of Arts emerges in Portugal, which reiterates the importance of the arts in promoting more egalitarian, rich and innovative educational practices. In view of the above, a theoretical reflection is carried out in this work, which, crossed with an analysis of a more practical nature, allows us to realize that the arts are a central part of the human experience and that, as such, constitute opportunities for the construction of interculturality and intercultural education processes, namely in school contexts.

Social pedagogy, social education and social work in Spain: Convergent paths

The rise of social pedagogy in recent years has led to a revival of discourses and practices in the fields of social work and pedagogy. Both fields have seen a renewed way of interpreting social and educational relationships and professional practice. This, in turn, has resulted in ongoing analysis and debate regarding the academic and professional affiliation of social pedagogy in recent decades. The aim of this article is to provide an outline of how these disciplines and practices have evolved in Spain. This study adopts a comparative perspective to present a descriptive analysis of the history, training and areas of professional intervention of social pedagogy, social education and social work. The first section discusses the complexity of the relationships between them. In the following two sections, the historical evolution of these disciplines is analysed, highlighting their fundamental milestones. This is followed by a comparison of their respective professional profiles and initial training. The next section then reveals shared professional intervention areas and those that are specific to each professional practice. By way of conclusion, a critical reflection is provided on the way in which the relationship between social pedagogy and social work is usually approached, and also the positioning of the relationship between these disciplines and practices.

Calculating Coloniality in Higher Education

This keynote explores the idea that coloniality describes the emergent and future state of higher education. Coloniality refers to the ongoing systems, practices and patterns of power that echo and repeat colonial forms of engagement, in which we are all participants. Through dominant digitally-mediated extractive business models, these practices are becoming the default terms of social and educational relationships and are being internalised, normal and lived. The talk will consider the key ongoing colonial characteristics which echo historically, and which are being re-enacted and reinscribed in the present. The characteristics which will be elaborated on are : 1) central goals of profit making and market expansion, enabled by technology 2) the exploitation of natural resources and of human beings 3) the promise of improvement and progress through shared belief systems 4) premised on, amplifying and engendering inequality 5) Assimilation as a central strategy of buy-in and 6) a homogenised culture and filtered world view. To conclude, there will be some thoughts on responding to this state of coloniality given that it is the dominant reality for scholars, educators and students in higher education, even more deeply entrenched due to the pandemic. References https://czernie.weebly.com

Organization of work of education volunteers online

This article explorers the concept of online volunteering, the historical background of its emergence and distribution, the current state of this phenomenon. The essence of the project “Online Education Volunteers”, which is being implemented on the basis of the IKBFU (Kaliningrad, Russia), is revealed. The project is based on the ideas of the cluster approach in education. The stages of project organization are described in detail. The results of a survey of volunteers regarding their attitude to online education are presented. As a result, risks were foreseen that hinder the introduction of online volunteering. The features of testing the program and the organization of reflexive practices based on the results of the project are revealed. As a result, the general goals of online education were identified, contributing to productive interaction and the main areas of training online volunteers. It is concluded that the implementation of the project makes it possible to create an information-rich educational online environment based on the principles of network interaction and social partnership, to implement a cluster approach to build a new educational space, including further joint development of developmental programs, practices and educational relationships with an emphasis on personal development and self-realization of both schoolchildren and students. The tools proposed in the article stimulated the emergence of some pedagogical precedents, which can become the basis for further research and methodological development.