Pedagogy of cooperation of the 1980s as an innovative practice

Introduction. The relevance of the research topic lies in the possibility of using the axiological and didactic potential of the pedagogy of cooperation in modern domestic educational practice. The purpose of the article is to give a scientific assessment of the movement of innovative teachers that arose in the second half of the 1980s in the USSR on the wave of "perestroika" and the reform of the domestic general educational and vocational schools. Materials and methods. The author uses an axiological approach that allows identifying the most valuable content in the studied phenomenon that can enter the main fund of science. Methods – a retrospective and comparative historical analysis of the works of innovative teachers, a method of analytical grouping of the studied material, as well as a historical and typological method that allows you to define the main content lines of the pedagogical phenomenon under consideration. Results. The socio-political reasons that led to the emergence of the movement of innovative teachers in the 1980s are characterized. The most important of them were state resolutions that proclaimed the mandatory nature of general secondary education, which, in turn, stimulated the research search of the best teachers in the country in the direction of finding new forms and methods of educational practice. The main ideas of the pedagogy of cooperation are briefly described. These include the ideas of the content of the child's personality and personal approach to him, the development of his creative and performing abilities, the ideas of a difficult goal, support in learning, quick assessment of student work, free choice of the type of task by the child. The innovative teachers attached great importance to the implementation in practice of their work of the ideas of "reincarnation of a child into a teacher", advance in the study of educational material, teaching in large blocks, as well as the ideas of the children's half of the day, the selection of the appropriate form of the lesson, introspection, creating an intellectual background of the class, collective creative education, creative productive work, creative self-management, self-respect and self-regulation, the uniqueness of each child, teacher-student dialogue, cooperation with parents and colleagues. Conclusion. The scientific and practical heritage of the founders of the pedagogy of cooperation is of considerable value for education and pedagogy, and deserves further study.

When the Walls Come Down: Evidence on Charter Schools’ Ability to Keep Their Best Teachers Without Unions and Certification Rules

Theories of market-based school reform suggest that teacher labor markets may be inefficient because schools lack autonomy to incentivize performance in hiring, retention, and compensation. We test this empirically by comparing teacher exits in the deregulated market of New Orleans with neighboring traditional school districts. We find that the relationship between teacher performance and retention is stronger in the deregulated market. We also find positive associations between salary and performance, but only when teachers transfer from one charter school to another. While teacher retention is more closely tied to performance in New Orleans, this did not yield a net gain in teacher quality, because new teachers in New Orleans were of lower average quality than their peers in neighboring districts.

Restructuring Perceptions of Geographical Knowledge and Experience Among Learners Under a Concept Mapping Domain

Alexandra k Transfer quoted, “The best teachers are those who show you where to look, but don’t tell you what to see”. While teaching merely rests on art but it connotes into science wherein imaginative minds are ignited for knowledge. Pedagogy and enriched content are dependable solutions for effective teaching and learning. Real meaningful learning is the focus of modern teaching which follows a constructivist approach. Bygone are the days when the traditional lecture method was sufficient to teach the pupils. Advanced technologies have been the replacement of the monotonous lecture method in Geographic studies. The pupil now constructs their knowledge by engagement, exploration, explanation, elaboration and evaluation methods. Different pedagogical practices are involved, like the enquiry approach, reflective strategy, collaborative learning, etc., among which concept mapping is one of the important strategies applied in Geography teaching. It is a graphical organiser which connects links between the two or more concepts in some logical, sequential flows. Concept Mapping effectively assists in achieving the learning outcomes. Learning outcomes are the assessment standard that indicates the expected level of learning that learners should achieve for that particular class. Many concepts of Geography dealing with exhaustive knowledge about nature and processes in nature are prudently taught with the concept mapping approach. These maps make a vivid picture of illustrated concepts in learners minds assuring thus, a rigorous and long-lasting rationalisation of content knowledge. The paper highlights one of the robust, innovative strategy of modern pedagogy in Geographic studies where the chain linkages in concept mapping provide an enriching experience of learning nature and natural phenomena.

Analysis of David Kolb's Learning Style According to Mathematical Representation Ability

The purpose of this study was to describe David Kolb's learning style according to the mathematical representation of students. This research is qualitative. The subjects of this study were students of class VIII SMP Agus Salim Semarang. The data were obtained by using the test method of the mathematical representation ability instrument, questionnaire of KLSI (Kolb Learning Style Inventory), interviews, and documentation. The results of this study are: (1). Students with High Mathematical Representation Ability tend to have an assimilator type of learning style, (2). Students with Medium Mathematical Representation Ability tend to have a converger learning style type, and (3). Students with Low Mathematical Representation Ability tend to have a divergent learning style. Teachers are suggested to identify students’ learning styles to be the best teachers for students. It is also recommended to collect mathematical representation-based problems to improve students' mathematical representation skills. Keywords: David Kolb, Mathematics Representation, Assimilator, Converger, Diverger

Dynamics of perception of higher education applicants of the educational process organization features at the Kharkiv State Academy of Culture in 2019–2021

The aim of the article is to study the dynamics of the perception of higher education students of the Department of Cultural Studies of the organization of the educational process in the Kharkiv State Academy of Culture. The article highlights the main directions of further work of the administration and teachers of the Department of Cultural Studies to coordinate actions to optimize the educational process. The methodology. To study the opinion of higher education students of the Department of Cultural Studies on the organization of the educational process at the Kharkiv State Academy of Culture, a survey was conducted in May 2020 and March 2021. The survey belongs to the type of “Mass common correspondence online survey”. The questionnaire “Applicants for higher education about the organization of the educational process at the Kharkiv State Academy of Culture” has 21 questions, 20 of which are closed questions. An additional open-ended question was added to allow respondents to express their views on the educational process. The questionnaire allowed for the omission of the question if the respondent did not have information. The answers were collected online, in Google forms. To achieve relative anonymity, only the year and specialty were recorded. No other personal data was registered. For questionnaires, a restriction on the period of recording results was introduced. The collection of answers to each questionnaire lasted 2 weeks. The results. The results of the analysis of the dynamics of perception allow us to conclude that during the year there was a significant increase in positive perception — 9 positions have changed significantly for the better in the perception of higher education students of the Department of Cultural Studies. However, there is an increase in the negative perception of several items in the survey — 3 positions have changed significantly for the worse in the perception of higher education students of the Department of Cultural Studies. 7 positions according to the perception of higher education students of the Department of Cultural Studies remained without significant changes. The scientific topicality. The article deals with the issues of the dynamics of perception of the organization of the educational process by higher education students of the Department of Cultural Studies of the Kharkiv State Academy of Culture. To research the opinion of higher education students of the Department of Cultural Studies on the organization of the educational process, a survey was conducted in May 2020 and March 2021. The practical significance. According to the results of the study of the dynamics of perception of the organization of the educational process at the Kharkiv State Academy of Culture, it is possible to offer to pay more attention to the proposals for higher education students to study separate programs abroad. It is also necessary to pay more attention to measures to attract the best teachers, to involve professional practitioners, experts, and representatives of employers in teaching and organizing the educational process.

Competitions of Professional Skills as a Factor in the Development of Professional Competencies and Increasing the Motivation to Master the New Requirements of the Professional Standard “Teacher-Psychologist (Psychologist in the Field of Education)”

The article is devoted to the issues of improving the professional competencies of teachers-psychologists through the organization of their participation in regional competitions of professional skills. The article describes the experience of organizing professional skills competitions for specialists of psychological and pedagogical support in the Kaluga region. Consistent changes in the organizational and progressive changes of the regional competition of professional skills among teachers of the Kaluga region “I found my vocation in pedagogy...” are reflected. The expediency of approving and holding the regional contest “Mastery without Borders” is analyzed. The competition is held in order to identify talented teachers working with children with disabilities, to encourage the best teachers, to increase their status and prestige, to spread the experience of working with children with disabilities. Examples of competitive tasks are given. The positive dynamics of the development of professional competencies, increased motivation for creative professional activity, mastering the requirements of the professional standard “Teacher-psychologist (psychologist in the field of education)” among the contestants are reflected.