Monimateriaalisuus perusopetuksen käsityössä

Peruskoulun käsityö on monimateriaalinen oppiaine, jonka sisältöjä ja toimintaa tukevat sekä teknisen työn että tekstiilityön työtavat. Perusopetuksen opetussuunnitelman perusteiden mukaan käsityön tehtävänä on ohjata oppilaita kokonaisen käsityöprosessin hallintaan. Kokonaista käsityöprosessia ja monimateriaalisuutta toteuttava käsityö on kuitenkin koettu epäselväksi ja vaikeaksi toteuttaa. Ongelmalliseksi on koettu resurssien rajallisuus sekä se, että teknisen työn ja tekstiilityön työtapojen oppimisympäristöt sijaitsevat usein erillään toisistaan. Lisäksi käsityötä opettavien koulutustausta ja perehtyneisyys eri käsityön työtapoihin on vaihteleva riippuen opintojen sisällöistä ja harrastuneisuudesta. Tämän kuvailevan kirjallisuuskatsauksen tavoitteena on konkretisoida esimerkein pedagogisia lähtökohtia käsityön monimateriaalisuuteen. Näiden lähtökohtien taustoittamiseksi kuvataan myös käsityöoppiaineen opetuksen organisoinnissa tapahtuneita muutoksia ja avataan monimateriaalisuuden käsitettä sekä siihen liittyviä reunaehtoja. Monimateriaalisuutta kuvaavissa pedagogisissa esimerkeissä on nostettu esiin, miten monimateriaalisuus näyttäytyy opiskeltavana sisältönä ja miten se välittyy oppilaille yksin tai yhdessä työskenneltäessä. Multi-materiality in Basic education Craft education Abstract Craft education is a multi-material-based school subject in basic education, the contents, and activities of which are supported by the working methods of both technical work and textiles. According to the National Core Curriculum, the role of craft teaching is to guide students in mastering the entire holistic craft process. However, the concept of multi-material-based holistic craft has been found to be unclear and difficult to implement. Furthermore, the different learning environments for teaching technical work and textiles have caused problems. Craft has generally been taught by two different teachers, who have studied either technical work or textiles. The aim of this literature review is to describe different pedagogical solutions that can be utilized in the implementation of multi-material handicraft. To illustrate these examples, changes in the teaching of craft subject are also described and the concept of multi-materiality and the related boundary conditions are opened. The description of each pedagogical orientation illustrates how multi-materiality is seen as a learning content and how it is conveyed to pupils when working alone or together. Keywords: Multi-material, holistic craft process, craft education, basic education

Specialized Class of Creation Psychological and Pedagogical Direction with Profile Training at the Secondary School

The article is devoted to the description of the experience of creating a specialized class of psychological and pedagogical orientation in a secondary school. The article outlines the organizational directions of its gradual formation, outlines the content component of each stage of the functioning of the psychological and pedagogical class, and determines the theoretical ideas of its creation. The purpose of the article is to describe the experience of creating a specialized class of psychological and pedagogical orientation in a secondary school. Methodology and methods of research. The theoretical basis of the process of organizing a specialized class of psychological and pedagogical direction is the ideas of P. K. Engelmeer, L. S. Vygotsky, B. M. Teplov, Yu. Z. Gilbukh. The main research methods are the analysis of scientific literature, generalization and modeling. The results of the study. In the course of the work carried out, the organizational directions of the phased formation of a specialized class of psychological and pedagogical direction in a comprehensive school are outlined. In conclusion, it is concluded that the creation of a specialized psychological and pedagogical class contributes to an increase in the proportion of graduates who have chosen professional psychological and pedagogical education programs; an increase in the number of students involved in continuing education; the organization of a psychological and pedagogical service to support the learning process in a specialized class; the creation of systemic links with universities.

Methods of using non-traditional types of physical exercises when working with pathologies that have arisen under the influence of environmental degradation

The article presents an experimental method of using game forms of classes aimed at improving the level of physical development of students with poor health and low level of physically fit. We worked with students with excessive weight gain not associated with health abnormalities. The group of students who, as a result of a medical examination, were found to have diseases of the endocrine glands, where excess weight is a concomitant sign of a serious disease did not include in the research. One of the objectives of the study was to identify changes in the students’ state of health and increase interest in classes, activating physical education classes for first-year students with various degrees of disorders of physically fit. The analysis of the impact of the proposed program on students, taking into account the specifics of the faculties and various specialties, will allow us to enrich the curriculum in physical culture. As well as, this will allow us to include in the program of classes non-traditional types of physical exercises while working with special medical groups, taking into account the pedagogical orientation of the faculties of the university.

Assessment of future teachers' satisfaction with the conditions for the implementation of Russian-Chinese joint educational programs

The relevance of the research is due to the need to increase the competitiveness of joint educational programs of pedagogical orientation in the system of Russian-Chinese relations in the field of higher education. The student satisfaction indicator not only indicates the attractiveness/unattractiveness of the educational program, but also allows you to identify the most vulnerable places in the organization of the educational process. The purpose of the study is to identify ways to improve the conditions for the implementation of Russian-Chinese joint educational programs of pedagogical orientation. Materials and methods. The study applied a descriptive method to conducting a survey of students studying under the bachelor's degree majors "Preschool Education", "Music Education", "Fine Arts" at the Moscow Institute of Arts of the Weinan Pedagogical University (Province Shanxi). 198 graduates participated in the questionnaire, accounting for 77% of the total number of graduates from the Moscow Institute of Arts. The study was conducted using the author's questionnaire, compiled taking into account the practice of assessing student satisfaction at Moscow Pedagogical State University and the recommendations of the Ministry of Education of the People's Republic of China on the evaluation of joint Chinese-foreign educational programs. Results. In the study, the assessment of students' satisfaction with learning was carried out in five directions: satisfaction with the quality and content of training, satisfaction with the organization of the educational process, satisfaction with the material and technical support of the educational process, satisfaction with the organization of research activities, satisfaction with the socio-psychological climate at the institute. The study found that students' satisfaction with the organization of the educational process (68.2%) and its material and technical support (66.92%) was the highest, compared with their publishing activities in research work (60.4%). Despite the impossibility of implementing programs under the "3+1" scheme, due to the COVID-19 pandemic, the internal motivation of students during online training in the "4+0" mode did not decrease, which led to the preservation of the contingent of students throughout the entire period of program implementation. Discussion and conclusion. The research results have practical significance for managers, employees and teachers of pedagogical universities participating in the implementation of Chinese-foreign joint educational programs, as well as for representatives of the scientific community dealing with the problems of ensuring the quality of such programs. Further research of students' satisfaction with studying under Russian-Chinese joint educational programs for teacher training can be aimed at analyzing the quality of implementation of such programs at the level of academic degrees of students of pedagogical universities.

METHODOLOGY OF THE TEACHING OF FINITE MATHEMATICS AT THE PEDAGOGICAL UNIVERSITIES DUE TO THE NEW TRENDS IN THE EVOLUTION OF THE MATHEMATICAL SCIENCES

There were introduced new methods of the teaching and instruction of the following parts of the Pre-calculus: (1) Binomial Series; (2) Trigonometry; (3) Partial Fractions. The problems introduced in the article for the Pre-Calculus Course in Finite Mathematics was developed by the author. These unabridged problems are developed within the new trends in the evolutions of the novelty of the syllabi in Mathematics due to the development of the Mathematics Sciences / Theory and Applications. These new trends in the Theory and Application of Mathematics Sciences have been added new demands to the newly revised textbooks and corresponding syllabi for the Mathematics Courses taught at the Junior two years Colleges and Pedagogical Universities.These newly developed problems are reflection of the Development of Mathematical and Engineering Sciences to offer great amount of learning conclusion/sequel to those who pursue a bachelor’s degree at the universities of the pedagogical orientation. The problems presented in the article here are developed and restructured in terms of the newly developed techniques to solve the problem in Finite Mathematics and Engineering sciences. Moreover, the techniques offered in the article here are more likely to get utilized in Advanced Engineering Sciences, too, within the content of the problems, which require to obtain finite numerical solutions to the Real Phenomena Natural Problems in Engineering Sciences and Applied Problems in Mathematical Physics.The aim of this present publication is to offer new advanced techniques and instructional strategies to discuss methodology and instructional strategies of the mathematical training of the students at the Pedagogical Universities. Moreover, these new teaching techniques and strategies introduced may be extended to the engineering sciences at the technical universities, too.The results and scientific novelty of the introduced methodology and learning conclusions and sequel of the new knowledge the students at the Pedagogical universities may be benefited from are in the following list of the learning conclusions, presented in the article here. The students of the pedagogical orientation may attain the mastery skills in the following sections of the combinatorics in Finite Mathematics subject:- The n! Combination of n different terms.- Evaluate the expressions with factorials.- Identify that there are -!!( )!nrnr various of combinations of r identical terms in n variations.- Identify and evaluate the combinatorial coefficients from the Binomial Theorem.- Identify and able to build the Pascal’s triangle of the binomial coefficients.- Utilize the Binomial Theorem to expand the binomial formula for any natural powers.- Utilize the Binomial Theorem to obtain the general formula for the n-th term of binomial expansion.- Utilize the Sigma Symbols in the Binomial Theorem for the n-th terms of the binomial expansion. 19- Generate the expansion for the power of the ex, where e is the base of natural logarithmic function y = f(x) = x.Practical significance: the methods of teaching and new teaching strategies offered here in the article alongside with the application of the new trends in the development of mathematical and mathematics education sciences can be useful for prospective and currently practicing teachers of mathematics. Moreover, the materials presented here in this article can be useful for the educational professionals in their professional development plans to improve the quality in education

THEORETICAL BASIS OF FORMING FUTURE TEACHER’S PROFESSIONAL MOTIVATION IN THE PROFESSIONAL TRAINING

The necessity of professional motivation formation as an important component of future teachers' professional training has been substantiated in the article. The purpose of the paper is to analyse the factors that influence future professionals' positive professional motivation formation in the field of education. The results of the work are a description of the basic concepts of the motivation of the future teacher's professional-personal development, outlining their main features and defining the tasks and ways of professional growth of the students of higher education pedagogical institution. The proper motivation of the future teacher is nothing but a skilful internal stimulation of the individual's activity in the process of working on himself, is an encouragement to his own development and improvement. Formation of motivational sphere implies education of future ideals and teachers of professional ideals, value orientations, and pedagogical orientation. The motivational realm of professional development consists of many indicators that are constantly changing and interacting with one another. In the structure of motivation, the resultant and procedural components have been distinguished. The meaning of human activity is but is not limited to, the result. After all, the activity itself also makes sense: the process of activity itself, not its result, drives the subject. Each person has his or her own relatively stable system of motives for activity, depending on his (her outlook, orientation, personality traits, self-consciousness, life and professional experience, intelligence, psychophysiology).

Digital Footprint in the Educational Environment as a Regulator of Student Vocational Guidance to the Teaching Profession

The article is devoted to the digital footprint in education as a method of improving the career guidance of students of pedagogical higher education at all stages of their theoretical and practical training. The article discusses approaches to students’ career guidance and pedagogical orientation based on the analysis of their digital footprint in the learning environment and external resources. The review of researches in collecting, analysing and interpreting students’ digital footprint and in career guidance of future teachers is provided. Moreover, the article outlines preliminary adjustments to the concept of vocational guidance to the teaching profession in a digital learning environment. The authors analyse the possibility of using the technology of fixing and interpreting various digital data to manage the process of gradual development of career guidance grounded in the actualization of pedagogical orientation. As a result, the authors conclude that the use of digital footprint brings the process of students’ vocational guidance to the teaching profession to a new quality level by regulating the pedagogical orientation of future teachers and identifies areas of their professional interests and motives in order to individualize professional training. The practical result is a section «Vocational guidance» in the personal account of the pedagogical university student

Pedagogical component in training operational services employees

The object of pedagogical knowledge are those phenomena of reality that determine the development of an individual in purposeful social activity. Pedagogy tends to penetrate all vocations that impact individuals in the context of their education and education. The author of this article established the role of pedagogy in operational activity, drawing an important conclusion that the influence of the activities of employees of the operational services on Russian citizens is often associated with the council and education of the latter. The author explains the provisions of the current legislation that denote the pedagogical orientation of operational activities, emphasizing its importance not only in the process of training ordinary employees, but in the management of operational services. Pedagogy mobilizes and disciplines the work of an operational unit and the implementation of educational functions.

THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS

Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.