Value-based orientations as a normative-regulatory mechanism for the formation of professional worldview of future music teachers

The transition period of modern society can be observed in various aspects, particularly in the value-normative one. The study of the Genesis of the formation of personality’s value-based orientations in the current conditions of reforming educational sector in Ukraine and its integration into the European Higher Education Area are becoming prioritized. The research methodology is complex, combining theoretical and empirical methods. Theoretical study of the problem of values in philosophical-historical and psychological-pedagogical discourses creates a methodological basis for expanding the subject field of interdisciplinary branches of scientific knowledge: pedagogical axiology and philosophy of music education. The interdisciplinary context of the conceptual range of these disciplines makes it possible to modernize the value-based orientation in the content of art education. The problem of spiritual and value-based formation of the personality by means of music is actualized, which creates the prerequisites for the formation of a phenomenon of holistic professional worldview of future music teachers. The analysis of structural components of the outlined phenomenon shows that the normative and regulatory basis of professional worldview is a system of value-based orientations of the individual.

Pedagogical theories and the process of internalization of moral values

The present article proposes to reflect on the process of internalization of moral values as the primary objective of Education, through historical and philosophical sources, analyzing, for this, theoretical frameworks of Pedagogy, such as: Comenius, Pestalozzi, Herbart and Durkheim. Our methodology was based on the bibliographic and authorial writings of these theorists and we try to question the logic established in pedagogical discourses, starting from the critic of moral values formulated by Friedrich Nietzsche, emphasizing aspects present in the referred theories and their reverberations in singularities and collectivities. The process of internalizing moral values had as its priority making education an instrument for the ordering of subjects, making it useful to the interests of state culture. It is understood that subjectivities are constituted inside and outside for the moral field and that the same is not alien or should be non-existent in school. However, it has been attempted to demonstrate in this article, how the moral field has been reduced to a process of disciplining and ordering, according to pre-determined models, virtues and values, which shows the limited pedagogical perspective in the vision of the moral field, which from its conception responds to interests and prioritizes the maintenance of the status quo.

He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

Reflection on Covid 19 Educational Contexts, Pedagogy of Hope, Self-efficacy and Effort: University of Eswatini

Towards the end of 2019 the world experienced the Coronavirus disease (Covid 19) pandemic which affected operations of education systems. This reflective study examines how a lecturer and students built hope and self-efficacy under Covid 19 educational contexts. Self-efficacy–hopeful thinking model and Bernstein Framework were used in this study. The sample consisted of 515 students and 1 lecturer and it was sampled through purposeful stratified sampling. Data was collected through the lecturer’s self-reflection on his ability to build hope, self-efficacy to meet academic demands. The lecturer also observed students’ behaviours. The data was analysed through content analysis. Findings indicated that Covid 19 educational contexts mediated on students’ levels of hope, acadmic investment and created false impression that University academic year had been lost. Some students developed low level of self-efficacy belief which forced them to approach educational problems without conviction and hopeful thinking. The findings indicated that lecturer’s behaviour towards students contributed to the improvement of a high sense of self-efficacy belief and effort investment in their work. The lecturer maintained hopefullness and confidence among students. The study concluded that educational processes under the uncertainties of Covid 19 were paradigm shift for the lecturer and students’ academic life. It provided opportunities to transform and reconstruct pedagogical discourses in relation to Covid 19 educational contexts. It may be recommended that lecturers and others within institutions may be urged to reflect on Covid 19 educational challenges and embrace them rather than avoid them. Key words: Covid 19, Hope, Self-efficacy, Effort, Empathy

Covid 19 Contexts Shaping Teaching Practice Discourses: University of Eswatini

This study examines how the Covid 19 Teaching practice contexts elicited the intended professional development principles among the PGCEs’ and BEDS’ four 2020 cohorts at the University of Eswatini. The pedagogical knowledge interaction scheme theoretical framework was used to unpack related concepts. The participants, 23 were sampled through purposive stratified sampling. The semi-semi structured questionnaires and classroom observations were used to collect data. Content analysis was used as a data collecting and analysing tool to analyse and describe the pedagogical discourses within the classroom and institutional contexts. The finding indicated that the mismatch subject arrangement undermined the production of specialised knowledge and alienated some students from their professional engagement and, stifled students’ capabilities to engage into self-reflection. Covid 19 pandemic created complex educational contexts in which incongruent messages related to the fundamental principles of teaching practices were communicated and reinforced. It is concluded that Covid 19 contexts presented a challenge of considerable complexity for the 2020 teaching practice and denied the Trainees the opportunity to learn from experienced teachers or mentors. It is recommended that Coordinators should embrace Covid 19 dynamics in their planning and implementation to protect the teaching practice principles. Key words: Covid 19 contexts, Teaching practice principles

EDUCATIONAL CONTEXT OF RELIGIOUS DISCOURSE

This paper deals with the educational orientation of religious discourse, which is the dominant feature of this type of communication. In this regard, the article provides a comparative analysis of religious and pedagogical discourses, which allows us to identify common constitutive features, show typological similarities based on a special type of relations between discourses that have developed in the process of their historical interaction at different stages of development. The socio-cultural characteristics of discourses demonstrate the unity of their goals, means and methods aimed at the formation of a spiritual and moral personality. The study uses theological, socio-cultural and discursive research methods.

“IMPORTANT” AS SUBJECTIVE MODALITY, ASSESSMENT AND ILLOCUTION (BASED ON SCIENTIFIC AND EDUCATIONAL TEXT)

The article considers the category of “important” in terms of the ways of its semantic and pragmatic representation in the Russian language. The expression of this category is realized in statements expressing a timiological assessment, deontic necessity and a motivational type of illocution. The research was carried out on the material of a text standing on the border of scientific and pedagogical discourses — N. S. Bolotnova’s textbook “Philological Analysis of the Text” (section IV). The specifics of the study consists in a consistent analysis of statements containing the category “important” and the allocation of lexical and grammatical means of its expression in Russian speech.

Using Vocabulary Activies for Improving Academic Communication Skills in English

The article looks at how vocabulary activities in English can contribute to developing communication skills that enable graduate and postgraduate students and young scholars to tackle various academic and professional communicative tasks. The article is aimed at finding the connection between major components of academic discourse, ways of their verbalizing and improvement of academic communication in English. Methodology and methods of the study. The study focused on a wide range of vocabulary activities offered by the textbooks that are specifically tailored to teach English for academic purposes. The author took into account the complex nature of academic discourse that is allegedly comprised of scientific, professional and pedagogical discourses. The analysis of the material relied on descriptive method, content analysis and contextual analysis. The results of the study include identification of the names of participants, situations and genres, inherent in the discourses of academic interaction, and ways of explication of the values and objectives of academic discourse. Vocabulary activities associated with these discourse elements enhance learning norms and convention of academic communication and developing communicative competence. In conclusion, the author highlights that vocabulary activities connected with explication of the discourses within academic discourse are interrelated and help to achieve common goals.