A Post-Pandemic Strategy to Support Lifelong and Work-Integrated Learning

Lifelong work-integrated learning is a key challenge in the growing knowledge society, with the Corona pandemic as a catalyst for technology enhancement. This chapter argues for the need of a post-pandemic strategy that rethinks not only the pedagogical aspect but also the technology enhanced and collaborative aspects of lifelong and work-integrated learning. The strategy that is presented in this chapter is based on the author's experience from the BUFFL initiative, a pilot project for industry development at banks and insurance companies through technology-enhanced lifelong learning. The recommendation is a strategy tailored for the target group that supports the work-integrated learning aim of academia providing useful theories for real-world tasks in the industry. Some important components in the strategy are 1) to extend pedagogy with andragogy and heutagogy, 2) the design of user-friendly hybrid environments, and 3) blended communities of practice.

Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic

This study aimed to investigate the perception of on-site students of the Accounting Sciences Program of a public university that adopted emergency remote learning during the Covid-19 pandemic in Brazil, highlighting the aspects that favor or hinder learning. A qualitative and descriptive study was carried out, with data collected through 4 focus groups with the participation of 80 students from an on-site undergraduate program in Accounting Sciences. The results indicate that the students perceive the structural factors (flexibility in the deadlines for delivery of activities), personal and collective factors (autonomy in the learning process) and didactic-pedagogical factors (use of active methodologies by the professor) as facilitating aspects of the remote education. As for the aspects that hinder learning, we highlight external factors (lack of internet access), individual factors (not maintaining a study routine and increased stress levels) and traditional remote education (monotonous videoconference classes). Finally, an optimistic vision for future trends is observed, with changes in the human aspects (change of paradigm of the student's role), institutional aspects (greater use of technology) and formative aspects (use of active methodologies). It is concluded that the use of active methodologies in the didactic and pedagogical aspect raises the participation of the number of students in remote classes and improves the quality of learning. This study can contribute to educational institutions that adopt emergency remote education for continuity of academic activities in periods of crisis, as well as to professors who plan their activities. It emphasizes the role of the professor and the importance of active methodologies in the development of knowledge.

COMPOSITION IN THE LANDSCAPE: ART AND PEDAGOGICAL ASPECT

The author emphasizes the importance of studying the landscape as a genre of fine arts by students. The laws and techniques of composition are the basis, the basis of writing works of all genres of painting that is why compositional competencies are the main place in the structure of art education. This is especially true of landscape composition.Creating a landscape involves drawing in the open air, outdoors. The work should start with finding the best location – landscaping locations. It is well known in an art practice that any composition begins with sketches. The same goes for landscape composition. It is emphasized that in the course of future teachers' of fine arts professional training should be acquainted with the basic laws of the construction of landscape composition on the plane, the means of applying the method of golden intersection in landscapes, methods of reaching the depth of space in the image of the surrounding nature in different compositional formats and compositional generalization; step-by-step work from compositional searches to detailing and completion of a complete artistic landscape image. Art educators argue that all the details in the landscape should be well connected and helped to express the overall idea of the composition. To do this, students need to focus on more area characteristic features, select the most typical landscape objects. It is revealed that the landscape is not just a copy of nature from nature, but also the expression of the artist's attitude to nature, the transfer of the artist's own mood, their experiences and emotions. The author emphasizes the importance of studying the соmpositional techniques in the landscape should be applied not formally, but in order to best express the main idea of the artist. The author agrees with the opinion of artist-educators, who argue that students should be given the opportunity to independently set certain compositional tasks and perform them independently in the creation of a landscape.

Emotional-expressive means of language in the written speech of teens: psychological-pedagogical aspect (Based on the material of Russian as a native language)

The article analyzes the conditions and factors of pupils’ use of emotional- expressive means of language in written speech in grades V, VII, VIII. Using empirical evidence, the types and amount of these means in the compositions of pupils on a given topic are registered. We have identified the learning conditions and psychological factors that influence the age and individual differences in this aspect of stylistic design of the essays by teenage students. It has been established that they use a wide range of expressive means of the text, but the differences in their choice and quantity in the texts of written works depend on three factors: organizational conditions of school education, stage of adolescence and gender of the subjects. It has been revealed that the most influential factor among the conditions of the teaching process is the mixed sex/separate education of boys and girls. The effect of this factor is clearest at the age of 13 – 14 (8th grade). Prior to this period, the trend of gender differences in the emotionality of the written speech of adolescents is not detected. There has been revealed a statistical relationship between the development of imagination in adolescents and the emotional coloring of their texts in their essays. It was detected via the analysis of how some personal and cognitive characteristics of schoolchildren influence their use of the above means in the written speech. Emotionality as a personal and/or characteristic quality does not actually determine the use of emotionally expressive means of language.

On the issue of socialization of orphaned children in a foster family: pedagogical aspect

Актуальность статьи обусловлена тем, что в условиях интернатного учреждения ребенок, оставшийся без попечения родителей, не имеет возможности полноценно социализироваться. Цель статьи заключается в выявлении ресурсов приемной семьи в оказании помощи таким детям стать полноценными членами общества, научиться управлять своим поведением в соответствии с принятыми нормами и ценностями, так как именно семья является важнейшим институтом социализации. Автором выявлены сущность и содержание процесса социализации, особенности его протекания в условиях приемной семьи, определены уровни социализированности ребенка. Предложены критерии оценки составляющих процесса социализации и соответствующий диагностический инструментарий. Статья предназначена для специалистов органов опеки и попечительства, сотрудников интернатных учреждений, социальных педагогов. The relevance of the article is due to the fact that in the conditions of a boarding institution, a child left without parental care does not have the opportunity to fully socialize. The purpose of the article is to identify the resources of a foster family in helping such children become full-fledged members of society, learn to manage their behavior in accordance with accepted norms and values, since it is the family that is the most important institution of socialization. The author reveals the essence and content of the process of socialization, the peculiarities of its course in the conditions of a foster family, the levels of socialization of the child are determined. The criteria for evaluating the components of the socialization process and the corresponding diagnostic tools are proposed. The article is intended for specialists of guardianship and guardianship authorities, employees of boarding institutions, social educators

Modeling the process of ordering the main obstacles to the professional competence of future teachers

The problem of understanding the pedagogical aspect of the process of forming the professional competence of a future teacher who is able to model the educational process, independently generate and implement new ideas and technologies of teaching and upbringing, is relevant today, since a professionally competent teacher has a positive effect on the formation of the educational process. The article provides a theoretical generalization and practical solution to the problem of understanding the pedagogical aspect of the process of compiling the main obstacles to the professional competence of future physical culture teachers. The relevance of the study lies in the formation of an assessment of the level and the main obstacles affecting the development and improvement of the professional competence of a future teacher.

The experience of moral interaction of students with other people: a pedagogical aspect

The paper actualizes the problem of a persons formation as a moral person with virtues. The directions of moral education, contributing to the formation of a moral personality, are indicated, and the need to highlight the formation of the experience of moral interaction with other people among university students as an aspect of moral education is argued. It is substantiated that the experience of moral interaction of students with other people is the result of the implementation of a special type of relationship in which moral values are actualized, taking the form of motives of actions and actions of students in relation to other people, which in such an experience reflecting moral practice as a set of real actions of a student, the world of morality and its inherent values is being realized. The methodological grounds for identifying the structure of the experience of moral interaction of students with other people are revealed: scientific provisions on the reflection in the fundamental structure of experience of the fundamental structure of the world; scientific provisions on individual morality, mediating the relationship between external factors that determine the behavior of a person and its internal (social, moral) meaning. The structural components of the experience of moral interaction of students with other people are highlighted: cognitive, motivational-value, communicative and behavioral components and the possibilities of identifying these components are argued. It is substantiated that the allocation of the cognitive component is based on the idea of the correspondence of behavior to knowledge; the allocation of a motivational-value component - on the position of the guiding role in human activity of motives, the form of which values take; highlighting the communicative component - on the interpretation of communication as one of the types of interaction that has a moral component; the allocation of the behavioral component - on the provisions of moral practice.

PERAN GURU SEBAGAI FASILITATOR DALAM PEMBELAJARAN IPA DI SEKOLAH DASAR

The purpose of this study was to describe the teachers role as a facilitator in science learning in class III SDN 10 Metro Timur. This research is a qualitative research with a descriptive approach. This study uses data collection techniques of observation, interviews, and documentation. Data analysis used Millis and Hubberman analysis where the data collection steps were, data reduction, data display, and drawing conclusions. The results obtained from the teachers role as a facilitator in science learning in class III, obtained 34 events which included events in the pedagogical aspect, psychological aspect, and cognitive development aspect.

On Teaching Im/Migration in an Undergraduate Classroom

This article examines the urgencies, challenges, and rewards of teaching about migration, emigration, and immigration in our time of massive human movement across the globe. I describe and analyse the beginnings, structure, and takeaways from my undergraduate course on the literature of human movements (whether for reasons of refuge, asylum, choice, adventure, exploration, survival). I argue that despite growing collective acknowledgment of increasing human mobility across our planet, it is the power and wisdom of stories through which we best engage with the specific and multifaceted realities of persons losing home, making home, making other, and making own. I also suggest, from my classroom experience, that a slow, reflective, and immersed sharing of stories of those who have been displaced, misplaced, replaced, and strangely-placed is a key pedagogical aspect of discussing im/migration in the twenty-first century, and that especially in the United States, we owe it to ourselves and our students to know and interrogate the longer vocabularies and histories of othering and belonging in the English language. Through my discussion of the class activities and conversations, I show, similarly, the ways in which a literature class on the topic of im/migration functions also as a generative venue for intersectional considerations of race, gender, ethnicity, class, caste, disability, sexuality, nationality, and un/documented status. I also include reflections about future iterations of this course as I draw on summative comments from my students. Finally: although my pedagogy is informed by my own migrant status in the US, I offer means for pedagogues from a range of backgrounds and instructional levels to engage with and further this conversation in different parts of the world.