There is a need to determine a wider range of factors to anticipate officer behavior in situations of complex interpersonal interaction together with guidelines for self-knowledge and self-development of professional competencies. This study examines the emotional intelligence of future naval officers during probation on ships as a predictor of their success in military service. The article shows that it is possible to predict the results of internships of cadets of a military university on ships through the partial elements and the overall characteristic of their emotional intelligence. One hundred cadets were examined using the N. Hall methodology “Diagnosis of emotional intelligence (Fetiskin, Kozlova and Manuylova variant), the “Progressive Matrices” test by J. Raven, and expert evaluations of the results of professional internships. The study evaluated the reliability of the distribution of indicators of the components of emotional intelligence “Emotional awareness”, “Managing your emotions”, “Self-motivation”, “Empathy” and “Recognizing the emotions of other people” and correlation analysis of the relationship of the integral level of emotional and non-verbal intelligence with the success of the training of future officers on ships. It concludes that psychological predictors of emotional intelligence and its partial elements predicts the results of professional activity due to self-regulation, self-control, and management of the emotional states of naval officers with fairly high reliability. The predictors identified contribute to the development of targeted corrective and preventive programs for the development of emotional intelligence among naval university cadets.
{"title":"Emotional Intelligence as a Predictor of Professional Activity of Future Naval Officers","authors":"A. Kondratenko, I. Simaeva, B. Kondratenko","doi":"10.26907/esd.17.2.14","DOIUrl":"https://doi.org/10.26907/esd.17.2.14","url":null,"abstract":"There is a need to determine a wider range of factors to anticipate officer behavior in situations of complex interpersonal interaction together with guidelines for self-knowledge and self-development of professional competencies. This study examines the emotional intelligence of future naval officers during probation on ships as a predictor of their success in military service. The article shows that it is possible to predict the results of internships of cadets of a military university on ships through the partial elements and the overall characteristic of their emotional intelligence. One hundred cadets were examined using the N. Hall methodology “Diagnosis of emotional intelligence (Fetiskin, Kozlova and Manuylova variant), the “Progressive Matrices” test by J. Raven, and expert evaluations of the results of professional internships. The study evaluated the reliability of the distribution of indicators of the components of emotional intelligence “Emotional awareness”, “Managing your emotions”, “Self-motivation”, “Empathy” and “Recognizing the emotions of other people” and correlation analysis of the relationship of the integral level of emotional and non-verbal intelligence with the success of the training of future officers on ships. It concludes that psychological predictors of emotional intelligence and its partial elements predicts the results of professional activity due to self-regulation, self-control, and management of the emotional states of naval officers with fairly high reliability. The predictors identified contribute to the development of targeted corrective and preventive programs for the development of emotional intelligence among naval university cadets.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74779834","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}
Psychological well-being is widely recognized an essential component of human life. Numerous studies have looked at the significance of teachers’ well-being for effective professional activity and self-efficacy. However, little is known about how a teacher’s personal and professional characteristics influence their psychological well-being. The purpose of this study was to explore possible determinants of teachers’ psychological well-being, such as professional activity motivation, personal orientation, thinking style, terminological competence, and reflection. A total of 224 secondary school teachers from the Arkhangelsk area took part in the study. Ryff’s Scales of Psychological Well-being (SPWB) were used to assess the level of well-being. The teachers are found to have a moderate level of psychological well-being. It has shown that professional activity motivation has the most important role. Inner motives such as cognitive motives, activity motives, and self-realization goals promote psychological well-being, while external incentives such as communication and confession decrease it. The differences in professional and personal characteristics between teachers with various levels of psychological well-being were identified. Teachers with low levels of psychological well-being reported a greater importance for social approval. However, for those with the highest psychological well-being scores, it is more important to pursue professional development.
{"title":"Psychological Well-Being of Teachers","authors":"M. Tikhomirova, N. Bordovskaia, E. Koshkina","doi":"10.26907/esd.17.2.15","DOIUrl":"https://doi.org/10.26907/esd.17.2.15","url":null,"abstract":"Psychological well-being is widely recognized an essential component of human life. Numerous studies have looked at the significance of teachers’ well-being for effective professional activity and self-efficacy. However, little is known about how a teacher’s personal and professional characteristics influence their psychological well-being. The purpose of this study was to explore possible determinants of teachers’ psychological well-being, such as professional activity motivation, personal orientation, thinking style, terminological competence, and reflection. A total of 224 secondary school teachers from the Arkhangelsk area took part in the study. Ryff’s Scales of Psychological Well-being (SPWB) were used to assess the level of well-being. The teachers are found to have a moderate level of psychological well-being. It has shown that professional activity motivation has the most important role. Inner motives such as cognitive motives, activity motives, and self-realization goals promote psychological well-being, while external incentives such as communication and confession decrease it. The differences in professional and personal characteristics between teachers with various levels of psychological well-being were identified. Teachers with low levels of psychological well-being reported a greater importance for social approval. However, for those with the highest psychological well-being scores, it is more important to pursue professional development.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85435522","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 capacity to work with text is becoming increasingly vital in the modern world. Text skills are now seen as ubiquitous, influential, and intellectual. This article analyzes the educational standards and curricula used in Bulgarian and Russian schools at the elementary general education level as they relate to the formation of textual skills for students in primary school. Additionally, the paper presents the results of a study that looked at the development of text skills among younger students from Bulgaria and Russia. The authors employed a variety of methods, including theoretical analysis, experiment design, and qualitative and quantitative analysis of the experiment outcomes. One-hundred and two Bulgarian and Russian primary school children participated in the study. The research findings may be of interest to scientists and practitioners in the field of teaching native languages and literature.
{"title":"Text as a Goal and Outcome in the Teaching of Native Languages at the Primary General Education Stage (Comparative Analysis of Russia and Bulgaria)","authors":"S. Georgieva, Irina Khairova","doi":"10.26907/esd.17.2.18","DOIUrl":"https://doi.org/10.26907/esd.17.2.18","url":null,"abstract":"The capacity to work with text is becoming increasingly vital in the modern world. Text skills are now seen as ubiquitous, influential, and intellectual. This article analyzes the educational standards and curricula used in Bulgarian and Russian schools at the elementary general education level as they relate to the formation of textual skills for students in primary school. Additionally, the paper presents the results of a study that looked at the development of text skills among younger students from Bulgaria and Russia. The authors employed a variety of methods, including theoretical analysis, experiment design, and qualitative and quantitative analysis of the experiment outcomes. One-hundred and two Bulgarian and Russian primary school children participated in the study. The research findings may be of interest to scientists and practitioners in the field of teaching native languages and literature.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76894610","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 importance of the problem under study stems from the rising demands of the state and modern society for a teacher’s professional growth. The objective of this paper is to establish a new format of pedagogical local history as a strategic resource for professional development of the teacher of the future. The notion of pedagogical local history has been explained from the standpoint of a branch of pedagogical science that investigates the past and current situation of education in the country and its areas. Through the generalization of sources, clarification and interpretation of formulations, a new approach was proposed to understanding pedagogy as it relates to the professional readiness of the future teacher to independently manage his or her career, to determine the trajectory of profession, and to set desirable goals to promote the cultural heritage through the interaction of times, the development of a new one, and the preservation of the past. By incorporating the main principles of digitalization into pedagogical practices, regional pedagogical traditions were articulated in the context of the cultural heritage of generations of the Orenburg region. Regional factors have been found as having a novel quality to the seemingly well-known processes of professional evolution of the future teacher due to their “territorial” nature. The influence of pedagogical local history on the construction of a distinctive individual-creative style of a new evolution teacher, as well as the enrichment of historical and pedagogical heritage, was assessed analytically. The authors conclude that evaluating the strategic resources of pedagogical local history, which could play a certain reinforcing role in preparing a teacher for innovative pedagogical activities, based on the traditions and historical experience of studying the region and understanding the modern problems of its development, is of current importance. The Google Forms tool was used to conduct an online survey of 235 instructors.
{"title":"A New Approach to Pedagogical Local History in the Professional Development of the Teacher of the Future: From Comprehension to Translation","authors":"N. Ivanishcheva, Lyubov Pak, L. Kochemasova","doi":"10.26907/esd.17.2.21","DOIUrl":"https://doi.org/10.26907/esd.17.2.21","url":null,"abstract":"The importance of the problem under study stems from the rising demands of the state and modern society for a teacher’s professional growth. The objective of this paper is to establish a new format of pedagogical local history as a strategic resource for professional development of the teacher of the future. The notion of pedagogical local history has been explained from the standpoint of a branch of pedagogical science that investigates the past and current situation of education in the country and its areas. Through the generalization of sources, clarification and interpretation of formulations, a new approach was proposed to understanding pedagogy as it relates to the professional readiness of the future teacher to independently manage his or her career, to determine the trajectory of profession, and to set desirable goals to promote the cultural heritage through the interaction of times, the development of a new one, and the preservation of the past. By incorporating the main principles of digitalization into pedagogical practices, regional pedagogical traditions were articulated in the context of the cultural heritage of generations of the Orenburg region. Regional factors have been found as having a novel quality to the seemingly well-known processes of professional evolution of the future teacher due to their “territorial” nature. The influence of pedagogical local history on the construction of a distinctive individual-creative style of a new evolution teacher, as well as the enrichment of historical and pedagogical heritage, was assessed analytically. The authors conclude that evaluating the strategic resources of pedagogical local history, which could play a certain reinforcing role in preparing a teacher for innovative pedagogical activities, based on the traditions and historical experience of studying the region and understanding the modern problems of its development, is of current importance. The Google Forms tool was used to conduct an online survey of 235 instructors.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"216 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87087661","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}
O. Polyakova, Lamia Kamel, Dilyana D. Sungatullina, Yuliya Gorelova
The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into the educational process and tensions that arise due to conceptual gap in its adaptation to existing education policy. Applying a critical theory framework, the authors study the differences between EMI and internationalization that both instructors and university management adopt to curriculum design and pedagogy development. The research examines the ways internationalization and the EMI strategy affect curriculum design in universities; the ways university management incorporates global trends into curriculum design; the impediments that discourage the implementation of these programs identified by both educators and students. The researchers examine the EMI implementation under three dimensions: epistemology, teaching praxis, and ontological elements of students’ development and use document analysis related to the administration, curriculum, and course syllabi of EMI programs, followed by interviews with actors of the international classroom to outline the most challenging issues tertiary teachers, students, and university management face in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as a means to boost internationalization and to improve teaching quality via integrating the best practices into the local context, including the expansion of teaching competence in both English language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation of the curriculum to meet competence requirements.
{"title":"EMI for Universities: How to Benefit from Embodying It into Educational Process","authors":"O. Polyakova, Lamia Kamel, Dilyana D. Sungatullina, Yuliya Gorelova","doi":"10.26907/esd.17.2.10","DOIUrl":"https://doi.org/10.26907/esd.17.2.10","url":null,"abstract":"The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into the educational process and tensions that arise due to conceptual gap in its adaptation to existing education policy. Applying a critical theory framework, the authors study the differences between EMI and internationalization that both instructors and university management adopt to curriculum design and pedagogy development. The research examines the ways internationalization and the EMI strategy affect curriculum design in universities; the ways university management incorporates global trends into curriculum design; the impediments that discourage the implementation of these programs identified by both educators and students. The researchers examine the EMI implementation under three dimensions: epistemology, teaching praxis, and ontological elements of students’ development and use document analysis related to the administration, curriculum, and course syllabi of EMI programs, followed by interviews with actors of the international classroom to outline the most challenging issues tertiary teachers, students, and university management face in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as a means to boost internationalization and to improve teaching quality via integrating the best practices into the local context, including the expansion of teaching competence in both English language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation of the curriculum to meet competence requirements.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87944019","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}
N. Joseph, S. Rai, Vijay Singh, Shreekanth D Karnad, Kishan Kadur
Introduction: Viva voce or oral examination is widely used to assess the cognitive domain along with attitude and communication skills of students. However, the role of traditional viva voce examinations has always been challenged for high stakes exams due to its poor reliability of assessment. Therefore, it is imperative to train faculty members in the correct procedures and assessment practices in viva voce examinations. Given the challenges faced due to the ongoing COVID-19 pandemic, an online faculty training program was conducted and evaluated. Objective: To assess the effectiveness of an online faculty development programme in improving the knowledge of the good practices for the conduct of viva voce among faculty members. Methods: This intervention-based study was carried out among 32 faculty members who were participants of an online workshop on viva voce. It was held at a private medical college in November 2020. Relevant knowledge of the participants before and after the workshop was assessed using multiple choice questions designed in Google Doc. Paired and Unpaired t-tests were used to test associations. Results: The majority of the participants were faculties of clinical science subjects [17(53.1%)]. Their median years of teaching experience was 12.5(4, 25.7). Half of the participants attended this workshop to learn the recommended procedure for conducting a viva voce. The mean pre-test score among participants was 6.3±2.2, and the mean post-test score was 8.8±2.7 (t=4.381, p<0.001). Most participants gave a positive feedback about the workshop. Conclusion: Based on the performance scores and the positive feedback given by the participants, this online workshop was found to improve their knowledge regarding good practice for conducting a viva voce. The training of teachers in the proper conduct of viva voce is essential at every teaching institution and can be effectively delivered using online platforms, as confirmed by this study.
{"title":"Effectiveness of an Online Viva Voce Workshop","authors":"N. Joseph, S. Rai, Vijay Singh, Shreekanth D Karnad, Kishan Kadur","doi":"10.26907/esd.17.2.04","DOIUrl":"https://doi.org/10.26907/esd.17.2.04","url":null,"abstract":"Introduction: Viva voce or oral examination is widely used to assess the cognitive domain along with attitude and communication skills of students. However, the role of traditional viva voce examinations has always been challenged for high stakes exams due to its poor reliability of assessment. Therefore, it is imperative to train faculty members in the correct procedures and assessment practices in viva voce examinations. Given the challenges faced due to the ongoing COVID-19 pandemic, an online faculty training program was conducted and evaluated. Objective: To assess the effectiveness of an online faculty development programme in improving the knowledge of the good practices for the conduct of viva voce among faculty members. Methods: This intervention-based study was carried out among 32 faculty members who were participants of an online workshop on viva voce. It was held at a private medical college in November 2020. Relevant knowledge of the participants before and after the workshop was assessed using multiple choice questions designed in Google Doc. Paired and Unpaired t-tests were used to test associations. Results: The majority of the participants were faculties of clinical science subjects [17(53.1%)]. Their median years of teaching experience was 12.5(4, 25.7). Half of the participants attended this workshop to learn the recommended procedure for conducting a viva voce. The mean pre-test score among participants was 6.3±2.2, and the mean post-test score was 8.8±2.7 (t=4.381, p<0.001). Most participants gave a positive feedback about the workshop. Conclusion: Based on the performance scores and the positive feedback given by the participants, this online workshop was found to improve their knowledge regarding good practice for conducting a viva voce. The training of teachers in the proper conduct of viva voce is essential at every teaching institution and can be effectively delivered using online platforms, as confirmed by this study.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90922172","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}
N. Sivrikova, E. Moiseeva, N. Sokolova, T. Ptashko, E. Chernikova, Natalya Artemeva
The paper examines the problem of using mathematical statistics methods in pedagogical research. It identifies and describes the possibilities of using different methods of analysis of nominal data in processing the results of pedagogical experiments. The authors analyzed the frequency of use of statistical criteria in 100 publications in journals included in Web of Science and the Russian Index of Scientific Citation. The criteria for selecting publications were (1) year of issue; (2) reviews of manuscripts; (3) free access to the publication from the publisher; (4) availability of quantitative data on test results before and after pedagogical impact; (5) conclusions about the effectiveness of pedagogical impact. It was found that 45% of publications did not use mathematical statistics methods to test scientific hypotheses. Of the mathematical statistics methods used by the authors, the T-Test and Chi-square Test are more often used. For the study example of developing conflict readiness in future teachers, it presents the possibilities of using: Chi-square Test, Fisher’s Exact Test (Phi test), Cramer 's V Test and Somers’ d Test.
本文探讨了数理统计方法在教学研究中的应用问题。它确定并描述了在处理教学实验结果时使用不同方法分析标称数据的可能性。作者分析了Web of Science和俄罗斯科学引文索引收录的100种期刊中统计标准的使用频率。选择出版物的标准是(1)发行年份;(二)审稿;(三)从出版者处免费获取出版物;(4)教学影响前后测试结果的定量数据的可用性;(5)关于教学影响有效性的结论。研究发现，45%的出版物没有使用数理统计方法来检验科学假设。在作者使用的数理统计方法中，使用较多的是t检验和卡方检验。对于未来教师冲突准备的研究实例，它提出了使用卡方检验、Fisher精确检验(Phi检验)、Cramer V检验和Somers d检验的可能性。
{"title":"Analysis of Nominal Pedagogical Experimental Data Using the Example of the Development of Conflict Competence","authors":"N. Sivrikova, E. Moiseeva, N. Sokolova, T. Ptashko, E. Chernikova, Natalya Artemeva","doi":"10.26907/esd.17.1.12","DOIUrl":"https://doi.org/10.26907/esd.17.1.12","url":null,"abstract":"The paper examines the problem of using mathematical statistics methods in pedagogical research. It identifies and describes the possibilities of using different methods of analysis of nominal data in processing the results of pedagogical experiments. The authors analyzed the frequency of use of statistical criteria in 100 publications in journals included in Web of Science and the Russian Index of Scientific Citation. The criteria for selecting publications were (1) year of issue; (2) reviews of manuscripts; (3) free access to the publication from the publisher; (4) availability of quantitative data on test results before and after pedagogical impact; (5) conclusions about the effectiveness of pedagogical impact. It was found that 45% of publications did not use mathematical statistics methods to test scientific hypotheses. Of the mathematical statistics methods used by the authors, the T-Test and Chi-square Test are more often used. For the study example of developing conflict readiness in future teachers, it presents the possibilities of using: Chi-square Test, Fisher’s Exact Test (Phi test), Cramer 's V Test and Somers’ d Test.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75196335","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}
In addition to editing Education & Self Development I am on the reviewer panel for other journals in the field. I never begrudge the work involved in reviewing: it gives me insights into what other researchers are thinking, long before their work reaches the stage of being published. It also gives me a way of moderating the reviewing activities of E&SD so that we are matching the standards of other journals. This piece was prompted by a discussion between the authors and reviewers of an article submitted to one of these journals. It concerned the recency of the references and I recalled that on several occasions over the past few months, submissions to E&SD had been criticised because many of the references were ‘old’ – that is, published more than ten years ago. It is a simple matter to read through the list of references and count the number that are more than, say, ten years old, but that does not necessarily mean that they do not have value. In contrast to high energy particle physics, our field of education and psychology moves relatively slowly.
{"title":"Editorial: Recent references","authors":"N. Rushby","doi":"10.26907/esd.17.1.01r","DOIUrl":"https://doi.org/10.26907/esd.17.1.01r","url":null,"abstract":"In addition to editing Education & Self Development I am on the reviewer panel for other journals in the field. I never begrudge the work involved in reviewing: it gives me insights into what other researchers are thinking, long before their work reaches the stage of being published. It also gives me a way of moderating the reviewing activities of E&SD so that we are matching the standards of other journals. This piece was prompted by a discussion between the authors and reviewers of an article submitted to one of these journals. It concerned the recency of the references and I recalled that on several occasions over the past few months, submissions to E&SD had been criticised because many of the references were ‘old’ – that is, published more than ten years ago. It is a simple matter to read through the list of references and count the number that are more than, say, ten years old, but that does not necessarily mean that they do not have value. In contrast to high energy particle physics, our field of education and psychology moves relatively slowly.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77894338","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 paper presents a teacher training experience involving 674 Italian teachers working in primary and secondary schools in Liguria Region, in the North of Italy. The course aims to train teachers in analysis, interpretation and use of data emerging from the census-standardized tests by the Italian National Institute for the Evaluation of the Education System (INVALSI) for the assessment of students’ learning in Reading, Mathematics and English language at different school levels. The paper contributes to the debate on teachers’ data literacy by describing the experience and discussing preliminary results from two online surveys of teachers attending the training course (completed respectively, by 452 teachers, totaling 67.1% of the overall population attending the course, and by 413 out of 515). The first survey was administered at the beginning of the experience, exploring teachers’ previous professional development experiences of evaluation topics, their expectations in relation to the course and self-efficacy of evaluative and educational strategies. The second survey was administered as a satisfaction questionnaire at the end of the training course to teachers who attended the online laboratories. Differences among primary and secondary school teachers are discussed, together with teachers’ level of satisfaction for the training course. The paper stresses the importance to train teachers in data literacy, as a challenge for training teachers in the 21st century, and it encourages teacher professional development initiatives promoted by public authorities at local levels in order to better meet the specific local needs.
{"title":"Teacher Training on Data Literacy for School Evaluation and Improvement: A Teacher Professional Development Experience in Italy","authors":"M. Freddano, V. Pandolfini","doi":"10.26907/esd.17.1.08","DOIUrl":"https://doi.org/10.26907/esd.17.1.08","url":null,"abstract":"This paper presents a teacher training experience involving 674 Italian teachers working in primary and secondary schools in Liguria Region, in the North of Italy. The course aims to train teachers in analysis, interpretation and use of data emerging from the census-standardized tests by the Italian National Institute for the Evaluation of the Education System (INVALSI) for the assessment of students’ learning in Reading, Mathematics and English language at different school levels. The paper contributes to the debate on teachers’ data literacy by describing the experience and discussing preliminary results from two online surveys of teachers attending the training course (completed respectively, by 452 teachers, totaling 67.1% of the overall population attending the course, and by 413 out of 515). The first survey was administered at the beginning of the experience, exploring teachers’ previous professional development experiences of evaluation topics, their expectations in relation to the course and self-efficacy of evaluative and educational strategies. The second survey was administered as a satisfaction questionnaire at the end of the training course to teachers who attended the online laboratories. Differences among primary and secondary school teachers are discussed, together with teachers’ level of satisfaction for the training course. The paper stresses the importance to train teachers in data literacy, as a challenge for training teachers in the 21st century, and it encourages teacher professional development initiatives promoted by public authorities at local levels in order to better meet the specific local needs.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"463 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79856663","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}
As science and technology develops rapidly and the knowledge gained over the years of study devalues equally rapidly, a university should not only provide students with specific, highly professional knowledge and skills, but also develop universal competencies (soft skills), which include the ability to self-study, self-development, communication and cooperation, creativity, critical thinking and others. These are the skills that are increasingly valuable and will be more valuable in the future for the personal and professional success of a young specialist demanded by an employer. In the absence of unified and validated methods for diagnosing universal competencies, and with the uncertainty and inconsistency relating to the basic set of soft skills required for a young specialist at the start of his/her professional career, difficulties arise in organizing the educational process in high education to integrate the development of hard and soft skills. The aim of the study was to develop a toolkit for assessing and monitoring the level of development of universal competencies in students of a pedagogical university. The proposed toolkit was tested at the Institute of Natural Science and Sports Technologies of the Moscow City University. It made it possible to identify strengths and weaknesses in the educational process, acting as a sensitive diagnostic tool and facilitating the choice of a strategy aimed at increasing its effectiveness for developing students’ universal competencies. The proposed approach is universal and can be used in different contexts.
{"title":"A Toolkit to Assess the Level of Universal Competencies (Soft Skills) of Pedagogical University Students","authors":"M. Stupnitskaya, S. Alekseeva, A. Nalobina","doi":"10.26907/esd.17.1.17","DOIUrl":"https://doi.org/10.26907/esd.17.1.17","url":null,"abstract":"As science and technology develops rapidly and the knowledge gained over the years of study devalues equally rapidly, a university should not only provide students with specific, highly professional knowledge and skills, but also develop universal competencies (soft skills), which include the ability to self-study, self-development, communication and cooperation, creativity, critical thinking and others. These are the skills that are increasingly valuable and will be more valuable in the future for the personal and professional success of a young specialist demanded by an employer. In the absence of unified and validated methods for diagnosing universal competencies, and with the uncertainty and inconsistency relating to the basic set of soft skills required for a young specialist at the start of his/her professional career, difficulties arise in organizing the educational process in high education to integrate the development of hard and soft skills. The aim of the study was to develop a toolkit for assessing and monitoring the level of development of universal competencies in students of a pedagogical university. The proposed toolkit was tested at the Institute of Natural Science and Sports Technologies of the Moscow City University. It made it possible to identify strengths and weaknesses in the educational process, acting as a sensitive diagnostic tool and facilitating the choice of a strategy aimed at increasing its effectiveness for developing students’ universal competencies. The proposed approach is universal and can be used in different contexts.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72558051","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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