Single-sex schools account for a minimal percentage of alternative forms of education in Poland. Debates around such institutions focus on the issues of work efficiency in the context of academic achievements and dilemmas related to the social functioning of students. Most research on singlesex education is based on the positivist paradigm and uses quantitative methods. However, there are no monographic descriptions that consider the interpretative paradigm. In response to this gap, the author conducted a study of the culture of the girls’ school using qualitative methods – a case study based on the method of ethnography. The aim of the research was to conduct an in-depth study of a selected institution and describe its culture applying anthropology-based concept. I was interested in what image of the institution emerged based on individual interpretations of its members. The aim of the study. The main research questions concerned the specificity of the functioning of the staff in particular – the relations and key program assumptions. I tried to find out which aims are declaratively important and which are implemented by members of the school community. An important topic was also their perception of social relations and the style of working of the staff. The next task was to analyse and interpret the meanings that my interviewees attached to selected aspects of the school’s operation. The actions taken can be defined as constructing and reconstructing the model of the studied reality. The main aim of the analysis was to hear the “voice from the field” in order to understand better the meanings that the interlocutors attach to the everyday life at school. Research methods. The basic procedure for collecting data were interviews, partially structured and indepth, as well as observations of various school situations (both formal and informal). I interviewed parents, teachers, representatives of the board, and other school employees, I conducted focus group interviews (FGI) with students, I shadowed the headmaster, and analysed the documents. I used Atlas.ti software for the data analysis, which facilitated assigning and classification of codes and then combining them into broader categories. Conclusions and recommendations. Research has shown that adult respondents interpret the school reality in a similar way. Both parents and school employees emphasized the importance of values in constructing the school’s working style and the unique climate of families connected with the school. Social relations and emotions accompanying them were a significant problem, which on the one hand was a challenge for everyday work, and on the other hand, the expected style of functioning. The female character of the school manifested itself mainly in these dimensions. To a lesser extent, it was reflected in the style of work that would be in line with the stereotyped interests of the students. The results of the study apply to the specific case of the studied school
{"title":"Characteristics of schools for girls: a case study","authors":"Monika Jakubowska-Mirek","doi":"10.26907/esd.16.3.06","DOIUrl":"https://doi.org/10.26907/esd.16.3.06","url":null,"abstract":"Single-sex schools account for a minimal percentage of alternative forms of education in Poland. Debates around such institutions focus on the issues of work efficiency in the context of academic achievements and dilemmas related to the social functioning of students. Most research on singlesex education is based on the positivist paradigm and uses quantitative methods. However, there are no monographic descriptions that consider the interpretative paradigm. In response to this gap, the author conducted a study of the culture of the girls’ school using qualitative methods – a case study based on the method of ethnography. The aim of the research was to conduct an in-depth study of a selected institution and describe its culture applying anthropology-based concept. I was interested in what image of the institution emerged based on individual interpretations of its members. The aim of the study. The main research questions concerned the specificity of the functioning of the staff in particular – the relations and key program assumptions. I tried to find out which aims are declaratively important and which are implemented by members of the school community. An important topic was also their perception of social relations and the style of working of the staff. The next task was to analyse and interpret the meanings that my interviewees attached to selected aspects of the school’s operation. The actions taken can be defined as constructing and reconstructing the model of the studied reality. The main aim of the analysis was to hear the “voice from the field” in order to understand better the meanings that the interlocutors attach to the everyday life at school. Research methods. The basic procedure for collecting data were interviews, partially structured and indepth, as well as observations of various school situations (both formal and informal). I interviewed parents, teachers, representatives of the board, and other school employees, I conducted focus group interviews (FGI) with students, I shadowed the headmaster, and analysed the documents. I used Atlas.ti software for the data analysis, which facilitated assigning and classification of codes and then combining them into broader categories. Conclusions and recommendations. Research has shown that adult respondents interpret the school reality in a similar way. Both parents and school employees emphasized the importance of values in constructing the school’s working style and the unique climate of families connected with the school. Social relations and emotions accompanying them were a significant problem, which on the one hand was a challenge for everyday work, and on the other hand, the expected style of functioning. The female character of the school manifested itself mainly in these dimensions. To a lesser extent, it was reflected in the style of work that would be in line with the stereotyped interests of the students. The results of the study apply to the specific case of the studied school","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86504784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of online mediation in the Arctic and the Far North of the Krasnoyarsk Territory is necessary because of the increased level of conflict potential in educational institutions and the need to find the most effective methods for resolving conflicts, taking into account the needs of persons with disabilities. This article analyzes the problem of the development of mediation as a tool for resolving conflicts with the participation of children with disabilities, as well as adapting the mediation procedure to a digital format. A content analysis of Russian and foreign practices, demonstrated the insufficient development of inclusive education and the mediation process in our country. Monitoring of school mediation services in the Arctic and northern territories of the Krasnoyarsk Territory confirmed the formalized nature of school mediation services, the lack of training programs for mediators on the basis of higher educational institutions of the Arctic and northern territories, insufficient knowledge of methods of working with ‘special children and an emphasis on preventive measures. An interview was conducted on the organizational system of school mediation services, the identification of conflict-generating factors, ways of resolving conflicts, the readiness of mediation specialists to transition to a digital environment, the adaptation of the mediation procedure to the specific characteristics of children with disabilities and the need to develop a mediation procedure in connection with the natural-climatic factors of these territories. The practical benefit of the study is in promoting the implementation of mediation and online mediation practices in the educational system to resolve conflicts with the participation of children with disabilities, develop a humane attitude towards various categories of the population and establish favorable conditions for learning. The practical use of the research increases due to the scarcity of scientific developments in the field of inclusive education, an alternative and innovative mediation process in the Arctic and Northern territories of the Krasnoyarsk Territory.
{"title":"Online mediation in the socialization of children with disabilities: environmental conditions in the Arctic and the North of the Krasnoyarsk Territory","authors":"O. Smolyaninova, E. Gruzdeva, A. Smolyaninov","doi":"10.26907/esd.16.3.28","DOIUrl":"https://doi.org/10.26907/esd.16.3.28","url":null,"abstract":"The development of online mediation in the Arctic and the Far North of the Krasnoyarsk Territory is necessary because of the increased level of conflict potential in educational institutions and the need to find the most effective methods for resolving conflicts, taking into account the needs of persons with disabilities. This article analyzes the problem of the development of mediation as a tool for resolving conflicts with the participation of children with disabilities, as well as adapting the mediation procedure to a digital format. A content analysis of Russian and foreign practices, demonstrated the insufficient development of inclusive education and the mediation process in our country. Monitoring of school mediation services in the Arctic and northern territories of the Krasnoyarsk Territory confirmed the formalized nature of school mediation services, the lack of training programs for mediators on the basis of higher educational institutions of the Arctic and northern territories, insufficient knowledge of methods of working with ‘special children and an emphasis on preventive measures. An interview was conducted on the organizational system of school mediation services, the identification of conflict-generating factors, ways of resolving conflicts, the readiness of mediation specialists to transition to a digital environment, the adaptation of the mediation procedure to the specific characteristics of children with disabilities and the need to develop a mediation procedure in connection with the natural-climatic factors of these territories. The practical benefit of the study is in promoting the implementation of mediation and online mediation practices in the educational system to resolve conflicts with the participation of children with disabilities, develop a humane attitude towards various categories of the population and establish favorable conditions for learning. The practical use of the research increases due to the scarcity of scientific developments in the field of inclusive education, an alternative and innovative mediation process in the Arctic and Northern territories of the Krasnoyarsk Territory.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72926785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this action research project is to study the possibilities of the concept of experiential Education (in German: Erlebnispädagogik) for compensatory support in schoolwork. The article describes the experiences at a German secondary school. The main aim was to use the idea of experiential education to develop the social abilities of pupils who showed deviant behaviour at school and in relationships with others. First a short theoretical reflection about the concept of experiential education and its possible educational potential is given. This is followed by a description of the action research project and a discussion of the preliminary results. Schools have been struggling with a variety of problems in their teaching and educational mission. In the search for suitable concepts to counter the increasingly frequent learning and behavioural problems, experiential education has gained in importance. This concept places the experience at the centre of learning. The experience-action-oriented provision of learning situations is an interventive attempt at compensatory support for pupils with behavioural, social and/or communication problems. The initial findings from observations, interviews and action research related reflections on children’s behaviour show that children with behavioural problems which are, in many respects, learning disabilities, can gain a different approach to themselves, to others and to the demands made in the subject lessons through special movement and socially related activity offers. The teachers involved report clear changes in children’s behaviour and corresponding positive consequences for the regular lessons.
{"title":"Experiential Education: A Pedagogical Alternative for Difficult Cases?","authors":"H. Zoglowek, Hermann Kuhl","doi":"10.26907/esd.16.3.17","DOIUrl":"https://doi.org/10.26907/esd.16.3.17","url":null,"abstract":"The purpose of this action research project is to study the possibilities of the concept of experiential Education (in German: Erlebnispädagogik) for compensatory support in schoolwork. The article describes the experiences at a German secondary school. The main aim was to use the idea of experiential education to develop the social abilities of pupils who showed deviant behaviour at school and in relationships with others. First a short theoretical reflection about the concept of experiential education and its possible educational potential is given. This is followed by a description of the action research project and a discussion of the preliminary results. Schools have been struggling with a variety of problems in their teaching and educational mission. In the search for suitable concepts to counter the increasingly frequent learning and behavioural problems, experiential education has gained in importance. This concept places the experience at the centre of learning. The experience-action-oriented provision of learning situations is an interventive attempt at compensatory support for pupils with behavioural, social and/or communication problems. The initial findings from observations, interviews and action research related reflections on children’s behaviour show that children with behavioural problems which are, in many respects, learning disabilities, can gain a different approach to themselves, to others and to the demands made in the subject lessons through special movement and socially related activity offers. The teachers involved report clear changes in children’s behaviour and corresponding positive consequences for the regular lessons.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75592542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Belonovskaya, A. Kiryakova, T. Goriainova, M. Drobot
Research problem. The problem of the pedagogical technologies effectiveness for students’ distance learning has grown more acute in the extreme period of the world pandemic lockdowns. The analysis of the training quality and students’ estimations showed a decrease in the significance of vocational and oriented texts; weak association between educational material and the reality of the profession; vagueness of visual representation of study objects; misunderstanding of the processes studied; reluctance to read the texts of methodological materials; misunderstanding of presentation graphics; rapid fatigue and reduced concentration of attention in monologue lectures. The research focuses on the experience of using the developing potential of imaging technologies in hybrid training. Research aim: To analyze the experience of implementing various modern technologies for visualizing the content of vocational and oriented educational disciplines in hybrid university tuition; to identify and experimentally test the positive effects of the influence of visualization technologies in hybrid tuition. Research methods: Theoretical methods – the analysis of the developing potential of pedagogical technologies for visualizing objects and processes in domestic and foreign universities. Experimental methods included: case visualization; Flickr-illustration of presentations; static and dynamic animation; video and qualimetric analysis. Empirical methods included; statistical analysis of the students’ questionnaire results; learning products and the results of academic achievements. The study involved 103 students on 2-3 undergraduate courses. Conclusions and recommendations. The research provides conclusions about the significant developing potential of pedagogical technologies of visualization in the educational process of the university. The analysis of the educational results demonstrated the demand for visualization technologies. Most assessments of academic achievements and the students’ own predictions were above average. Case visualization as a variant of visualization technology provides a realistic presentation of real-life situations. Flickr-illustration of presentations is based on advanced Internet skills. The cooperative presentations by several students ensured the development of teamwork in a geographically distributed remote format. The animated images and dynamism of the objects revived lectures; reduced the fatigue; and the monotony of teachers’ and students’ distance meetings. This method contributed to the concentration of attention and the development of students’ professional intuition. It provides the ability to repeat and watch video recordings of laboratory at a convenient time for detailed monitoring of the process under study. Thus, visualization technologies in the modern digital version improve the quality of professional education both in full-time and in a distance format of training in the universities. Application: In the developme
{"title":"Developing the potential of visualization technologies in hybrid tuition","authors":"I. Belonovskaya, A. Kiryakova, T. Goriainova, M. Drobot","doi":"10.26907/esd.16.3.12","DOIUrl":"https://doi.org/10.26907/esd.16.3.12","url":null,"abstract":"Research problem. The problem of the pedagogical technologies effectiveness for students’ distance learning has grown more acute in the extreme period of the world pandemic lockdowns. The analysis of the training quality and students’ estimations showed a decrease in the significance of vocational and oriented texts; weak association between educational material and the reality of the profession; vagueness of visual representation of study objects; misunderstanding of the processes studied; reluctance to read the texts of methodological materials; misunderstanding of presentation graphics; rapid fatigue and reduced concentration of attention in monologue lectures. The research focuses on the experience of using the developing potential of imaging technologies in hybrid training. Research aim: To analyze the experience of implementing various modern technologies for visualizing the content of vocational and oriented educational disciplines in hybrid university tuition; to identify and experimentally test the positive effects of the influence of visualization technologies in hybrid tuition. Research methods: Theoretical methods – the analysis of the developing potential of pedagogical technologies for visualizing objects and processes in domestic and foreign universities. Experimental methods included: case visualization; Flickr-illustration of presentations; static and dynamic animation; video and qualimetric analysis. Empirical methods included; statistical analysis of the students’ questionnaire results; learning products and the results of academic achievements. The study involved 103 students on 2-3 undergraduate courses. Conclusions and recommendations. The research provides conclusions about the significant developing potential of pedagogical technologies of visualization in the educational process of the university. The analysis of the educational results demonstrated the demand for visualization technologies. Most assessments of academic achievements and the students’ own predictions were above average. Case visualization as a variant of visualization technology provides a realistic presentation of real-life situations. Flickr-illustration of presentations is based on advanced Internet skills. The cooperative presentations by several students ensured the development of teamwork in a geographically distributed remote format. The animated images and dynamism of the objects revived lectures; reduced the fatigue; and the monotony of teachers’ and students’ distance meetings. This method contributed to the concentration of attention and the development of students’ professional intuition. It provides the ability to repeat and watch video recordings of laboratory at a convenient time for detailed monitoring of the process under study. Thus, visualization technologies in the modern digital version improve the quality of professional education both in full-time and in a distance format of training in the universities. Application: In the developme","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"494 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80014719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study identifies and characterizes the features of the development of professional subjectivity of a future teacher in higher education. The research methodology is based on systemic and interdisciplinary approaches to education, poly-subject, object-subject, and environmental approaches. The author used theoretical methods (analysis, concretization and systematization of the characteristics of the teacher's subjectivity as a teacher in the indicated projections) and empirical methods (observation; focus groups with students of a pedagogical university studying at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State Pedagogical University. It found that one of the leading differences in the subjective position of a teacher as educator is the need to integrate personal and professional subjectivity. This relies on coordination, and subsequently harmonizes individually significant and accepted value attitudes, cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the projections of the teacher as an educator: into the socio-pedagogical environment - the educator as a sociocultural role and status; into a professional environment - as a separate professional function; into a personal environment - as a personal and professional attitude and position, which made it possible to clarify the peculiarities of the formation of professional subjectivity in the context of the development of the selected projections by the future teacher as an educator. The results confirm the need to work with the reference area of students as a condition for the success of professional education at the university, complementing the experience of solving the problems of self-education and education by a future teacher.
{"title":"Professional subjectivity for student teachers in higher education","authors":"M. Shakurova","doi":"10.26907/esd.16.3.29","DOIUrl":"https://doi.org/10.26907/esd.16.3.29","url":null,"abstract":"This study identifies and characterizes the features of the development of professional subjectivity of a future teacher in higher education. The research methodology is based on systemic and interdisciplinary approaches to education, poly-subject, object-subject, and environmental approaches. The author used theoretical methods (analysis, concretization and systematization of the characteristics of the teacher's subjectivity as a teacher in the indicated projections) and empirical methods (observation; focus groups with students of a pedagogical university studying at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State Pedagogical University. It found that one of the leading differences in the subjective position of a teacher as educator is the need to integrate personal and professional subjectivity. This relies on coordination, and subsequently harmonizes individually significant and accepted value attitudes, cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the projections of the teacher as an educator: into the socio-pedagogical environment - the educator as a sociocultural role and status; into a professional environment - as a separate professional function; into a personal environment - as a personal and professional attitude and position, which made it possible to clarify the peculiarities of the formation of professional subjectivity in the context of the development of the selected projections by the future teacher as an educator. The results confirm the need to work with the reference area of students as a condition for the success of professional education at the university, complementing the experience of solving the problems of self-education and education by a future teacher.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86351331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danijela Petrovic, Mia Marić, Miona Bogosavljevic-Sijakov
Research study: According to the World Health Organization, six out of ten global health problems are related to the domain of infectious diseases (WHO, 2019), which inevitably confronts us with an increasing risk of pandemic situations. The global health system has identified solid solutions, with prevention being essential in these situations (Bloom & Cadarette, 2019). Prevention is far better and cheaper, regardless of whether it is a specific prophylaxis (vaccination) or non-specific preventive measures (Bloom & Cadarette, 2019). Therefore, it is crucial that initial education includes prevention against the most common infectious diseases, as well as initial knowledge about them. Numerous preventive measures include patterns of behavior that can be practiced with children of a preschool and early school age, through the immediate educational process. In addition, at this time children successfully develop habits and adopt demonstrated patterns of behavior, via observational learning (Bandura, 1977; Greer, Singer-Dudek, & Gautreaux, 2006). For that reason, it is important that preschool and primary school teachers have awareness of their role in this complex process, as well as enough knowledge, skills and experience regarding psychological protection and mental empowerment of children while preparing them for various epidemic risks. It is crucial to enhance teachers’ capabilities to implement holistic pedagogies and healing-informed teaching (Hill, et al., 2020), in order to mitigate the epidemic/pandemic effects on children. All sudden and unexpected events are opportunities that enable us to address current problems in each crisis and to consider new and innovative approaches in teachers' education (Mutton, 2020). The aim of the research was to evaluate the health-education and psychological competencies of future teachers regarding the circumstances of epidemic/pandemics, and subsequently, using different workshop activities, to improve those competencies and skills. Thus, to enable them to encourage children, through learning and demonstration, to practice behaviours that contribute to the health maintaining and social-emotional wellness. Research methods: Besides the theoretical research and literature review, the realisation of the project began with the construction of a research instrument designed as a survey questionnaire. The survey contained 18 questions intended to examine the levels of knowledge (3 questions) and attitudes (15 for self-assessment of mentioned competencies, according to the Likert-type scale). The questionnaire was anonymous, completed in a paper form and used as an initial test and retest (after the workshop). Conclusion and recommendations: 32 students of education participated in the workshop. They deepened their understanding of the most common infectious diseases, their pathogenesis, Vogralik's chain of infection, the concepts of epidemics/pandemics, and especially the prevention of different infectious dis
{"title":"Pilot Study on the Improvement of the Health-education and Psychological Competencies of Education Students in the Context of Epidemic/Pandemic Circumstances","authors":"Danijela Petrovic, Mia Marić, Miona Bogosavljevic-Sijakov","doi":"10.26907/esd.16.3.05","DOIUrl":"https://doi.org/10.26907/esd.16.3.05","url":null,"abstract":"Research study: According to the World Health Organization, six out of ten global health problems are related to the domain of infectious diseases (WHO, 2019), which inevitably confronts us with an increasing risk of pandemic situations. The global health system has identified solid solutions, with prevention being essential in these situations (Bloom & Cadarette, 2019). Prevention is far better and cheaper, regardless of whether it is a specific prophylaxis (vaccination) or non-specific preventive measures (Bloom & Cadarette, 2019). Therefore, it is crucial that initial education includes prevention against the most common infectious diseases, as well as initial knowledge about them. Numerous preventive measures include patterns of behavior that can be practiced with children of a preschool and early school age, through the immediate educational process. In addition, at this time children successfully develop habits and adopt demonstrated patterns of behavior, via observational learning (Bandura, 1977; Greer, Singer-Dudek, & Gautreaux, 2006). For that reason, it is important that preschool and primary school teachers have awareness of their role in this complex process, as well as enough knowledge, skills and experience regarding psychological protection and mental empowerment of children while preparing them for various epidemic risks. It is crucial to enhance teachers’ capabilities to implement holistic pedagogies and healing-informed teaching (Hill, et al., 2020), in order to mitigate the epidemic/pandemic effects on children. All sudden and unexpected events are opportunities that enable us to address current problems in each crisis and to consider new and innovative approaches in teachers' education (Mutton, 2020). The aim of the research was to evaluate the health-education and psychological competencies of future teachers regarding the circumstances of epidemic/pandemics, and subsequently, using different workshop activities, to improve those competencies and skills. Thus, to enable them to encourage children, through learning and demonstration, to practice behaviours that contribute to the health maintaining and social-emotional wellness. Research methods: Besides the theoretical research and literature review, the realisation of the project began with the construction of a research instrument designed as a survey questionnaire. The survey contained 18 questions intended to examine the levels of knowledge (3 questions) and attitudes (15 for self-assessment of mentioned competencies, according to the Likert-type scale). The questionnaire was anonymous, completed in a paper form and used as an initial test and retest (after the workshop). Conclusion and recommendations: 32 students of education participated in the workshop. They deepened their understanding of the most common infectious diseases, their pathogenesis, Vogralik's chain of infection, the concepts of epidemics/pandemics, and especially the prevention of different infectious dis","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73035585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Роль педагогического образования в повышении качества образовательных систем постоянно повышается. Показательно, что именно этот сегмент находился в последние годы в фокусе образовательной политики многих стран мира (Tatto & Menter, 2020). На педагогическое образование сегодня возлагается особая ответ- ственность, так как его основной задачей является подготовка нового поколения учителей, способных работать в условиях современных вызовов, быстро и адек- ватно реагировать на любые внешние воздействия (Teacher Education in a Time of Change, 2016). Это требует не только кардинальной трансформации технологий и коммуникации при передаче знаний в процессе обучения, формирования нового понимания безопасной среды, но и серьезного обновления философии и теории образования. Это неизбежно повлечет за собой появление новых или модерниза- цию существующих образовательных концепций, а также моделей и технологий подготовки учителя (Preston, 2017).
{"title":"Editorial: Contemporary mission of large universities in teacher education","authors":"I. Gafurov","doi":"10.26907/esd.16.3.21r","DOIUrl":"https://doi.org/10.26907/esd.16.3.21r","url":null,"abstract":"Роль педагогического образования в повышении качества образовательных систем постоянно повышается. Показательно, что именно этот сегмент находился в последние годы в фокусе образовательной политики многих стран мира (Tatto & Menter, 2020). На педагогическое образование сегодня возлагается особая ответ- ственность, так как его основной задачей является подготовка нового поколения учителей, способных работать в условиях современных вызовов, быстро и адек- ватно реагировать на любые внешние воздействия (Teacher Education in a Time of Change, 2016). Это требует не только кардинальной трансформации технологий и коммуникации при передаче знаний в процессе обучения, формирования нового понимания безопасной среды, но и серьезного обновления философии и теории образования. Это неизбежно повлечет за собой появление новых или модерниза- цию существующих образовательных концепций, а также моделей и технологий подготовки учителя (Preston, 2017).","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"284 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76845171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Bokarev, E. Denisova, Ivan Ignatovich, S. Khrapsky
The article addresses the problem of evaluating the results of specialists as they graduate from their training. There are difficulties, not only with the decreasing number of students in training courses, but also with inadequate methods for educational management. There is a growing need for managers and subject lecturers to obtain information on the results of specialists’ training and graduation. This article sets out a method for evaluating the results of the educational management using the probability multiplication theorem for dependent events. The study shows that the results of the educational process can - and should - be managed if the results of training and graduation are periodically evaluated. At the same time, the evaluation results are of great value to the university and improve the educational management. They show the scale of the specialists’ training and graduation in relation to their training task and create a data base for subjects enabling appropriate managerial decisions aimed at maximizing approaching the results of the specialists’ graduation to their training task. It is of practical and scientific importance for the permanent staff of vocational educational institutions when developing managerial decisions for qualified specialists’ training, as well as for graduate students and researchers involved in the study of the effectiveness of educational management.
{"title":"A method for evaluating the results of the educational process:","authors":"A. Bokarev, E. Denisova, Ivan Ignatovich, S. Khrapsky","doi":"10.26907/esd.16.3.08","DOIUrl":"https://doi.org/10.26907/esd.16.3.08","url":null,"abstract":"The article addresses the problem of evaluating the results of specialists as they graduate from their training. There are difficulties, not only with the decreasing number of students in training courses, but also with inadequate methods for educational management. There is a growing need for managers and subject lecturers to obtain information on the results of specialists’ training and graduation. This article sets out a method for evaluating the results of the educational management using the probability multiplication theorem for dependent events. The study shows that the results of the educational process can - and should - be managed if the results of training and graduation are periodically evaluated. At the same time, the evaluation results are of great value to the university and improve the educational management. They show the scale of the specialists’ training and graduation in relation to their training task and create a data base for subjects enabling appropriate managerial decisions aimed at maximizing approaching the results of the specialists’ graduation to their training task. It is of practical and scientific importance for the permanent staff of vocational educational institutions when developing managerial decisions for qualified specialists’ training, as well as for graduate students and researchers involved in the study of the effectiveness of educational management.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83674255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Akhmetzyanova, T. Artemieva, I. Salnikova, Elena Lemekh
The ability to predict is one of the important aspects of human mental development. There is a relationship between prognostic competence and the process of socialization. Psychological studies show that children with special educational needs, including children with general speech underdevelopment, when compared with their peers without speech pathology, are more susceptible to impaired socialization and the occurrence of school maladjustment. This affects the success of their schooling. Such children experience difficulties in complying with social norms in the implementation of their goals, since they cannot anticipate the consequences of a certain situation. This can lead to deviant behavior and failure at school. This article examines the features of the structural and functional characteristics of forecasting in preschoolers with general speech underdevelopment. It analyzes the research results given in the scientific literature, presents the results of the authors’ own experimental research conducted using the “Prognostic stories” technique developed by the teachers of the Department of Psychology and Pedagogy of Special Education of the Kazan (Volga region) Federal University, and a comparative analysis of the data obtained during the experiment. The study showed that preschool children with general speech underdevelopment have lower indicators in all predictive characteristics in comparison with normative peers, and also have specific prognosis features due to speech pathology and deficiencies in higher mental functions. The most important of these are the lack of cognitive predictive function and prediction of utterance. The disadvantages of the prognostic ability of preschoolers with speech pathology determine the risk of social maladjustment, which requires the attention of specialists in the field of special education. The results obtained expand the understanding of the state of development of the prognostic competence of preschoolers with general speech underdevelopment. They present a more complete picture of its specific features, and highlight the most significant disadvantages of the forecasting process for this category of children. This indicates the directions of work on the development of prognostic processes in preschoolers with general speech underdevelopment, as well as the prevention or minimization of the outcomes of school maladjustment.
{"title":"Structural and functional characteristics of prediction in preschool children with speech impairment","authors":"A. Akhmetzyanova, T. Artemieva, I. Salnikova, Elena Lemekh","doi":"10.26907/esd.16.3.31","DOIUrl":"https://doi.org/10.26907/esd.16.3.31","url":null,"abstract":"The ability to predict is one of the important aspects of human mental development. There is a relationship between prognostic competence and the process of socialization. Psychological studies show that children with special educational needs, including children with general speech underdevelopment, when compared with their peers without speech pathology, are more susceptible to impaired socialization and the occurrence of school maladjustment. This affects the success of their schooling. Such children experience difficulties in complying with social norms in the implementation of their goals, since they cannot anticipate the consequences of a certain situation. This can lead to deviant behavior and failure at school. This article examines the features of the structural and functional characteristics of forecasting in preschoolers with general speech underdevelopment. It analyzes the research results given in the scientific literature, presents the results of the authors’ own experimental research conducted using the “Prognostic stories” technique developed by the teachers of the Department of Psychology and Pedagogy of Special Education of the Kazan (Volga region) Federal University, and a comparative analysis of the data obtained during the experiment. The study showed that preschool children with general speech underdevelopment have lower indicators in all predictive characteristics in comparison with normative peers, and also have specific prognosis features due to speech pathology and deficiencies in higher mental functions. The most important of these are the lack of cognitive predictive function and prediction of utterance. The disadvantages of the prognostic ability of preschoolers with speech pathology determine the risk of social maladjustment, which requires the attention of specialists in the field of special education. The results obtained expand the understanding of the state of development of the prognostic competence of preschoolers with general speech underdevelopment. They present a more complete picture of its specific features, and highlight the most significant disadvantages of the forecasting process for this category of children. This indicates the directions of work on the development of prognostic processes in preschoolers with general speech underdevelopment, as well as the prevention or minimization of the outcomes of school maladjustment.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74979339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Society demands higher education teachers with new professional skills. Satisfying this demand requires socio-cultural and scientific research to discover ways to develop such qualities in student teachers. This article was written as part of the author's doctoral dissertation research: Student teachers’ professional reliability formation. The purpose of this study was to identify the psychological mechanisms of student teachers’ professional reliability training. Methodology. The following research methods were used: psychological testing, expert evaluation and pedagogical experiment. Additional methods included: Method of Identity Diagnostics (Schneider, 2007), Method of Reflexivity Diagnostics (Karpov, 2003), Diagnostic Map of Professional Reliability of Student teachers (Osadchuk, 2007). The study carried out at Omsk State Pedagogical University (Russia) involved 75 students and 4 teachers. The educational experiment was carried out in the natural conditions that were familiar to students, and the natural course of the educational process was not interrupted. Novelty. The author developed and pilot-tested a range of new educational tools to actualize the psychological mechanisms to train professional reliability of student teachers. These tools included different types of unsupervised activities, motivation training, teaching methods, and pedagogical support strategies. Results. The article presents experimental data showing the correlation between indicators of professional reliability, identity, and reflexivity of student teachers. It contains a diagnostic map of professional reliability for student teachers developed by the author, which can serve as one of the tools for monitoring the education quality in teacher training courses. The findings can be used in educational program development, organizational and methodological documentation, as well as educational and extra-curricular activities related to higher teaching education goals and syllabi.
{"title":"Psychological mechanisms of student teachers’ professional reliability training","authors":"O. Osadchuk","doi":"10.26907/esd.16.3.11","DOIUrl":"https://doi.org/10.26907/esd.16.3.11","url":null,"abstract":"Society demands higher education teachers with new professional skills. Satisfying this demand requires socio-cultural and scientific research to discover ways to develop such qualities in student teachers. This article was written as part of the author's doctoral dissertation research: Student teachers’ professional reliability formation. The purpose of this study was to identify the psychological mechanisms of student teachers’ professional reliability training. Methodology. The following research methods were used: psychological testing, expert evaluation and pedagogical experiment. Additional methods included: Method of Identity Diagnostics (Schneider, 2007), Method of Reflexivity Diagnostics (Karpov, 2003), Diagnostic Map of Professional Reliability of Student teachers (Osadchuk, 2007). The study carried out at Omsk State Pedagogical University (Russia) involved 75 students and 4 teachers. The educational experiment was carried out in the natural conditions that were familiar to students, and the natural course of the educational process was not interrupted. Novelty. The author developed and pilot-tested a range of new educational tools to actualize the psychological mechanisms to train professional reliability of student teachers. These tools included different types of unsupervised activities, motivation training, teaching methods, and pedagogical support strategies. Results. The article presents experimental data showing the correlation between indicators of professional reliability, identity, and reflexivity of student teachers. It contains a diagnostic map of professional reliability for student teachers developed by the author, which can serve as one of the tools for monitoring the education quality in teacher training courses. The findings can be used in educational program development, organizational and methodological documentation, as well as educational and extra-curricular activities related to higher teaching education goals and syllabi.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76413148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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