The formation of a polylingual personality in the school system of Kazakhstan

Understanding the role of languages ​​in the modern world poses before us the question of teaching languages ​​and raising the level of language teaching. Polylingual education in the Republic of Kazakhstan today is one of the main directions in the secondary education system. The aim of our study was to theoretically substantiate, develop and experimentally test the methodology for the formation of the polylingual personality of pupils in the process of organizing extracurricular work in a general education school. The research conducted an experimental and pedagogical work and analysed the collected data using comparative analysis and statisticalmethods such as percentages. The results of the research proved that the proposed theoretical foundations and methods of organizing extracurricular activities are useful in the formation of the polylingual personality of pupils. Keywords: multilingualism, polylingual education, formation of a polylingual personality, pupil, general secondary school, extracurricular work

Assessment of teachers' readiness for the implementation of personalized teaching in a general education school

Статья посвящена проблеме выявления состояния готовности педагогов школ к реализации идеи персонификации образования. Выявлена типология персонифицированного обучения как феномена гуманитарной парадигмы. Прояснен феномен готовности педагогов. На основании достигнутых пониманий раскрыта сущность готовности педагогов к реализации персонифицированного обучения. Охарактеризованы типологии такой готовности исходя из возможного наличия или отсутствия каждого из ее компонентов. Разработана комплексная система оценки, которая позволяет осуществлять как внешнюю оценку, например, администрацией школы, так и самооценку педагогом исследуемой готовности. Описаны первые результаты, полученные при применении этой системы. Охарактеризованы модули повышения квалификации учителей, позволяющие корректировать каждый из компонентов готовности педагогов к реализации персонифицированного обучения. The article is devoted to the problem of identifying the state of readiness of school teachers to implement the idea of personification of education. The typology of personified teaching as a phenomenon of the humanitarian paradigm is revealed. The phenomenon of teachers' readiness has been clarified. On the basis of the achieved understandings, the essence of the teachers' readiness for the implementation of personalized training is revealed. The typologies of such readiness are characterized based on the possible presence or absence of each of its components. A comprehensive assessment system has been developed, which allows for both external assessment, for example, by the school administration, and the teacher's self-assessment of the studied readiness. The first results obtained using this system are described. The modules for improving the qualifications of teachers, which make it possible to correct each of the components of the readiness of teachers for the implementation of personalized learning, are characterized.

O Projeto Político Pedagógico da Escola Municipal Professora Cleuzemi Pereira do Nascimento Silva e sua contribuição na formação inicial dos residentes pedagógicos / The Municipal School's Political Pedagogical Project Professor Cleuzemi Pereira do Nascimento Silva and its contributions to the initial training of pedagogical residents

No Programa Residência Pedagógica os participantes são inseridos numa escola de Educação Básica, objetivando aproximar o futuro docente com a profissão, proporcionando-lhes a prática do cotidiano escolar. Parte-se do pressuposto de que, os estudos sobre o documento normativo da escola, na formação docente, contribuíram para superar fragmentos do trabalho pedagógico aproximando os residentes do ideal de efetivação do PPP. O objetivo desta pesquisa é a reflexão acerca das contribuições do PPP da escola-campo na formação acadêmica dos residentes pedagógicos da Faculdade de Ciências Humanas do Sertão Central. Justifica-se pela necessidade de atuar na escola de forma efetiva a partir da imersão no contexto escolar baseado no Projeto Político Pedagógico da escola. Conclui-se que, tanto o Programa de Residência Pedagógica, como o documento normativo da Escola Professora Cleuzemi Pereira do Nascimento Silva contribuem para o aperfeiçoamento de uma prática mais qualitativa, com base em sua teoria, buscando-se respeito às singularidades, as diferenças. Através da teoria e da prática deseja-se romper com modelos ineficazes de ensino, com isso objetiva-se assegurar aos residentes, habilidades e competências que lhes permitirão realizar um ensino de qualidade nas escolas de Educação Básica em que futuramente forem atuar. Tendo utilizado o método qualitativo, este estudo contempla as teorias de autores que abordam o tema para fundamentar a narrativa dos residentes. De acordo com (LIBANEO, 1990), (NÓVOA, 2009), (VASCONCELOS, 2014) e outros, foi possível confrontar conceitos elucidando questionamentos fundamentais para a realização deste artigo. In the Pedagogical Residency Program, participants are inserted in a Basic Education school, aiming to bring the future teacher closer to the profession, providing them with the practice of everyday school life. It is assumed that studies on the school's normative document, in teacher education, contributed to overcoming fragments of the pedagogical work, bringing residents closer to the ideal of implementing the PPP. The objective of this research is to reflect on the contributions of the PPP of the field-school in the academic training of pedagogical residents at the Faculty of Human Sciences of Sertão Central. It is justified by the need to work effectively in the school from the immersion in the school context based on the School's Pedagogical Political Project. It is concluded that both the Pedagogical Residency Program and the normative document of the School Professor Cleuzemi Pereira do Nascimento Silva contribute to the improvement of a more qualitative practice, based on its theory, seeking respect for singularities and differences. Through theory and practice, the intention is to break with ineffective teaching models, with this aim to assure residents, skills and competences that will allow them to carry out quality teaching in Basic Education schools in which they will work in the future. Having used the qualitative method, this study contemplates the theories of authors who approach the theme to support the residents' narrative. According to (LIBANEO, 1990), (NÓVOA, 2009), (VASCONCELOS, 2014) and others, it was possible to confront concepts elucidating fundamental questions

Development of professional competence of students of pedagogical university for work in conditions of inclusion

Актуальность статьи обусловлена в рассмотрении проблемы формирования профессиональной компетентности студентов педагогического вуза для работы в условиях инклюзивного образования. Цель статьи заключается в анализе необходимости формирования профессиональной компетентности через комплексное включение студентов педагогического вуза в образовательный процесс и внеучебную деятельность. В статье проведен анализ подходов к определению понятия «профессиональная компетентность». Автором приведено описание опыта практической работы по формированию профессиональной компетентности в работе в условиях инклюзии у студентов Филиала ОмГПУ в г. Таре. Представленные данные проведенной диагностики показывают результативность комплексного подхода в решении проблемы формирования профессиональной компетентности у студентов педагогического вуза для работы в общеобразовательной школе в условиях инклюзии. Статья предназначена для работников системы образования, педагогов, учителей и студентов высших учебных заведений. The relevance of the article is due to the consideration of the problem of forming the professional competence of students of a pedagogical university to work in an inclusive education. The purpose of the article is to analyze the need to form professional competence through the comprehensive inclusion of students of a pedagogical university in the educational process and extracurricular activities. The article analyses approaches to the definition of "professional competence." The author describes the experience of practical work on the formation of professional competence in work in the conditions of inclusion with students of the Branch of the OmSPU in Tara. The presented diagnostic data show the effectiveness of a comprehensive approach in solving the problem of developing professional competence among students of a pedagogical university to work in a general education school in conditions of inclusion. Article is intended for workers of an education system, teachers, teachers and students of higher educational institutions.

Prática leitora-formativa com crianças e poesia na educação infantil

Resumo Este artigo reflete sobre a prática leitora-formativa com crianças e poesia na Educação Infantil no desenvolvimento de possibilidades desafiadoras na escola em praticar na infância o vínculo da leitura de poemas com sua potência enquanto possível realização da experiência poética. Objetiva refletir sobre práticas leitoras-formativas com poesias com as crianças em momentos lúdicos de interação, de desenvolvimento da oralidade, de amplificação de seu vocabulário, com os quais podem expressar seus desejos, sentimentos em consonância com o brincar com as palavras. Justifica-se a reflexão destas práticas no processo de ensino para aprendizagem com a poesia para as crianças no desenvolvimento da imaginação, expressão e sensibilidade, que suscitam nelas novas percepções cognitivas. Como metodologia, a prática foi de abordagem qualitativa na interpretação dos dados e bibliográfica na construção do Referencial Teórico foi realizada com crianças de 5 e 6 anos em Escola de Educação Infantil, com uma turma do jardim B, com os quais foram trabalhados poemas infantis de Caio Ritter. Como Referencial Teórico foram parceiros Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006), Reyes (2010). Estas reflexões colaboram com os/as educadores/as para que desenvolvam, através da poesia na Literatura Infantil, o prazer nas leituras e audições de poemas e contação de histórias para que, no exercício da docência, se apropriem do conhecimento tanto literário quanto linguístico, a fim de fazer uso da palavra poética em espaços complexos de linguagem e de questionamentos acerca de suas próprias constituições como seres humanos. Palavras-chave: Prática-leitora-formativa; poesia; criança. Abstract This paper reflects on the reading-formative practice with children and poetry in Early Childhood Education in the development of challenging possibilities at school to practice in childhood the link of reading poems with its power as a possible realization of poetic experience. It aims to reflect on reading-formative practices with poetry with children in playful moments of interaction, oral development, expansion of their vocabulary, with which they can express their wishes, feelings in line with playing with words. It is justified to reflect on these practices in the teaching-learning process with poetry for children to develop their imagination, expression, and sensitivity, which raise new cognitive perceptions in them. As a methodology, the practice was of qualitative approach in the interpretation of data and bibliographic in the construction of the theoretical framework. The search was carried out with children of 5 and 6 years old in an Early Childhood Education School, with a group of Garden B, where children’s poems by Caio Ritter were studied. Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006), Reyes (2010) were partners as theoretical framework. These reflections collaborate with educators to develop, through poetry in Children's Literature, the pleasure of reading and listening to poems and storytelling so that, in the exercise of teaching, they appropriate both literary and linguistic knowledge. In order to make use of the poetic word in complex spaces of language and questions about their own constitutions as human beings. Keywords: Reading-formative practice; poetry; kids. Resumen Este articulo reflexiona sobre la práctica lectora-formativa con niños/as y poesía en la Educación Infantil en el desarrollo de las posibilidades desafiadoras en la escuela para practicar en la niñez el vínculo con la lectura de poemas y con la experiencia poética. Objetiva reflexionar sobre las prácticas lectoras-formativas con poesías con niños y niñas en momentos lúdicos de integración, para el desarrollo de la oralidad, de la ampliación de su vocabulario, con los cuales pueden expresar sus deseos, sentimientos en consonancia con el juego con las palabras. Se justifica reflexionar sobre estas prácticas en el proceso de la enseñanza para el aprendizaje con la poesía para los niños y niñas en el desarrollo de la imaginación, expresión y sensibilidad, que dan lugar a nuevas percepciones cognitivas. La metodología fue el abordaje cualitativo en la interpretación de los datos y la revisión bibliográfica en la construcción del referencial teórico. La actividad se realizó con niños y niñas de 5 y 6 años de una escuela de Educación Infantil, con un grupo del jardín B, con los cuales fueron trabajados poemas infantiles de Caio Ritter. Con el referencial teórico colaboraron Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006) y Reyes (2010). Estas reflexiones colaboraron con los/las profesores/as para que desarrollen, a través de la poesía en la literatura infantil, el placer en las lecturas, audiciones de poemas y “contar cuentos” de historias para que, en el ejercicio de la docencia, se apropien del conocimiento tanto literario como lingüístico, a fin de hacer uso de la palabra poética en espacios complejos de lenguaje y de cuestionamientos sobre sus propias constituciones como seres humanos. Palabras-claves: Práctica-habilidad lectora; niños/niñas; poesía.

Underutilization of workers: an analysis according to the lean management philosophy in basic education

One of the eight wastes that Lean production, inspired by the Toyota Production System, proposes to study is the underutilization of workers, that is, the inadequate use of their intelligence. The sense is to provide listening and participation in improvement projects, of professionals who have experience in daily life and, in many cases, consistent academic qualifications. The objective of this work is to study the importance of the participation of teachers and employees of a basic education school in the construction of new routines and work methods, in the context of the Lean management philosophy, justified by the scarcity of scientific literature on the subject. Brazil has about 184,000 basic education schools with one million four hundred thousand teachers working from kindergarten to the ninth grade of elementary school, and of these, 83.2% have a college degree, a percentage that grows every year. About the schools, 21.7% are private, 61.3% municipal, 16.6% state, and 0.4% are federal schools. As a research methodology, a systematic review of the literature was adopted, based on the PRISMA protocol, allowing the identification of 53 records, 14 of which were included in the literature review, due to their adherence to the researched subject. The main contribution of this paper is the identification of a research gap involving the underutilization of workers and adoption of the Lean management philosophy in the education sector, as well as a conceptual proposal of the positive impact on the educational organization results by not underutilizing workers, without wasting their intelligence.

Rancang Bangun Sistem Informasi Penilaian Pencapaian Materi dan Absensi Murid di Taman Pendidikan Al-Quran (TPA) DPD Lembaga Dakwah Islam Indonesia Kabupaten Manokwari menggunakan Metode Prototype

The Regional Representative Council of Indonesia Institute of Islamic Dakwah of Manokwari Regency has four departments from Al-Quran Education School which are required to report the attendance and achievements of students each month in their respective departments. This report will be presented to the parents and to the Head of the school for evaluation. Both of these assessments are still carried out manually so it is inefficient because the data will be easily lost or scattered. With these problems, the author did some researches to carry out the Design and Development of Information System for Assessment of Material Achievement and Student Attendance at Al-Quran Education School - Regional Representative Council of Indonesia Institute of Islamic Dakwah in Manokwari Regency. This research was conducted by creating an assessment input information system and responsive web-based data recap, using the Laravel framework, MySQL database and the research method used was the Prototype Method. At the final stage of this research is testing the system with the Black Box Method. The final result of this research is the formation of the Information System for Assessment of Material Achievement and Student Attendance for the Al-Quran Education School - Regional Representative Council of Indonesia Institute of Islamic Dakwah in Manokwari Regency. The test results show that the Prototype Method can be used in building the information system in question.

FORMATION OF CREATIVE THINKING OF STUDENTS ON THE BASIS OF SOCIAL AND PEDAGOGICAL DESIGN

The article is devoted to the problem of researching the creative abilities of junior schoolchildren, the specificity of the formation of which has long been central to the problems of pedagogical science, and today does not lose its relevance. This problem with the emergence of education as a specific form of human interaction, the purpose of which is to transfer the experience of previous generations. Thinking, as one of the mental processes, manifests itself in different forms. Creative thinking is defined as the ability to find solutions and analyze a problem in non-standard circumstances. Creative thinking of junior schoolchildren is an intense thought process that promotes the activation of the cognitive activity of junior schoolchildren, the manifestation of independence, the development of the ability to come to the necessary conclusions by oneself in the process of active creative search. Speaking about the current state of the national primary school, it should be noted that the pivotal place in it is still occupied by the cognitive activity of students at the level of reproductive perception and reproduction of educational material, and not creative activity based on the productive transformation of the learned knowledge and skills. The article proves the thesis that the implementation of socio-pedagogical design, as a means of forming the creative thinking of younger schoolchildren, should be based on the integration of design, research and play activities carried out in a general education school under the guidance of a teacher.

Peran Ilmu Manajemen Sarana Dan Prasarana Dalam Upaya Meningkatkan Kreativitas Generasi Milenial

Management science in facilitating the millennial generation in creativity, to get authentic and in-depth results using triangulation methods and using qualitative analysis with a case study approach that optimizes the role of the researcher as a key instrument, in this study, it was found that creativity of the millennial generation develops along with the availability of infrastructure, in the field of education, school management makes the science of infrastructure management as a stimulus for the creativity of students who are actually millennial groups.

The use of musical interactions to collaborate with teaching staff and specialist services at a special education school.

<p>This research aimed to investigate how a student music therapist used musical interactions to collaborate with teaching staff and specialist services at a special education school in New Zealand. Music therapists in this context are able to collaborate by assisting and supporting other therapy professionals and staff. I was particularly interested in how the ‘music’ served as a collaborative tool within the school and what was meaningful that developed from these musical interactions between school members. Through secondary analysis of my reflective clinical journal notes I was able to explore how I used musical interactions to collaborate. Data was coded, sorted into meaning units, and themes were then drawn out using thematic analysis. The findings suggested that musical interactions promoted staff experiences of music making with others as well as supporting student goals, by corresponding to the classroom learning agenda. Musical interactions gave support in resourcing staff to become facilitators of music in the classroom, as well as supporting the little moments when life at a special education setting can be challenging. Lastly, musical interactions were perceived to build a sense of community within the school. Music-making and facilitation of music in mostly informal settings seemed to support connecting and relationship building between students and staff.</p>