A portfolio is a document describing skills, experience, interests or knowledge of an individual. Recently, the conventional paper-based portfolio has been no longer able to keep pace and therefore, some researchers have suggested e-portfolios overcome this weakness. It is rare to find research on e-portfolio for managing certification of professional competence. Considering that developing an Education Teacher Performance Assessment (edTPA) teaching e-portfolio helps teachers to become more reflective in their teaching, the present study tried to merge this issue by exploring the effects of developing edTPA teaching e-portfolios on pre-service and in-service teachers’ self-reflection in a teacher preparation program in the Iranian EFL context. The researchers employed a sequential explanatory mixed methods approach. A self-reflection survey was administered to 100 EFL pre�service and in-service teachers. The participants developed edTPA teaching portfolios with three specific types of tasks (planning, instruction, and assessment) in their classrooms. After the teaching classroom, a self-reflection survey was administered as a posttest. Then six of the participants were surveyed using a follow-up interview. The results of the study showed that there was a significant improvement in the EFL teachers’ self-reflection in both groups through developing three types of edTPA and underlying five factors of reflection in their teaching. Research on edTPA as a tool measures teacher readiness and reflection. Further research efforts should focus on edTPA performance, teacher evaluation and student performance to add to the professional discourse on teacher preparation, teacher quality, and policy making.
{"title":"Developing Teacher Education Performance Assessment through Teaching E-portfolios and Pre-service/In-service EFL Teachers’ Self-reflection","authors":"Fatemeh Nafari, Mehrshad Ahmadian, Ebrahim Fakhri","doi":"10.26907/esd.16.4.02","DOIUrl":"https://doi.org/10.26907/esd.16.4.02","url":null,"abstract":"A portfolio is a document describing skills, experience, interests or knowledge of an individual. Recently, the conventional paper-based portfolio has been no longer able to keep pace and therefore, some researchers have suggested e-portfolios overcome this weakness. It is rare to find research on e-portfolio for managing certification of professional competence. Considering that developing an Education Teacher Performance Assessment (edTPA) teaching e-portfolio helps teachers to become more reflective in their teaching, the present study tried to merge this issue by exploring the effects of developing edTPA teaching e-portfolios on pre-service and in-service teachers’ self-reflection in a teacher preparation program in the Iranian EFL context. The researchers employed a sequential explanatory mixed methods approach. A self-reflection survey was administered to 100 EFL pre�service and in-service teachers. The participants developed edTPA teaching portfolios with three specific types of tasks (planning, instruction, and assessment) in their classrooms. After the teaching classroom, a self-reflection survey was administered as a posttest. Then six of the participants were surveyed using a follow-up interview. The results of the study showed that there was a significant improvement in the EFL teachers’ self-reflection in both groups through developing three types of edTPA and underlying five factors of reflection in their teaching. Research on edTPA as a tool measures teacher readiness and reflection. Further research efforts should focus on edTPA performance, teacher evaluation and student performance to add to the professional discourse on teacher preparation, teacher quality, and policy making.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82261065","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}
Nowadays learning Russian in business communication is a major part of vocational education and training and within this academic subject it is possible for university students to develop soft skills. This research examined the formation, development and application of a universal set of soft skills to help graduates adapt to the modern labor market. The study was conducted with 196 first-year students in the Vladivostok State University of Economics and Service. A subjective scale technique was applied using a survey-questionnaire. The data were processed using systematization and generalization methods. The results showed that subjective attitudes to the application of soft skills were developed in students studying Business Russian. The building of soft skills helps students use knowledge in practice and to increase their motivation for personal professional growth and development. The research revealed that 21 out of 24 declared soft skills are actively formed in students in the course of teaching. In addition, the analysis gave an objective view of the abilities, interests and tendencies of each student. This information is necessary to improve the educational process. The results of the research play an important role in the development of the theory of competence model of successful modern graduates. The research results can be used by universities to develop and improve working curricula in accordance with the requirements of new educational standards.
{"title":"University Students’ Attitudes to Soft Skills in Business Communication Training","authors":"M. Krinitskaia, T. Borzova","doi":"10.26907/esd.16.4.08","DOIUrl":"https://doi.org/10.26907/esd.16.4.08","url":null,"abstract":"Nowadays learning Russian in business communication is a major part of vocational education and training and within this academic subject it is possible for university students to develop soft skills. This research examined the formation, development and application of a universal set of soft skills to help graduates adapt to the modern labor market. The study was conducted with 196 first-year students in the Vladivostok State University of Economics and Service. A subjective scale technique was applied using a survey-questionnaire. The data were processed using systematization and generalization methods. The results showed that subjective attitudes to the application of soft skills were developed in students studying Business Russian. The building of soft skills helps students use knowledge in practice and to increase their motivation for personal professional growth and development. The research revealed that 21 out of 24 declared soft skills are actively formed in students in the course of teaching. In addition, the analysis gave an objective view of the abilities, interests and tendencies of each student. This information is necessary to improve the educational process. The results of the research play an important role in the development of the theory of competence model of successful modern graduates. The research results can be used by universities to develop and improve working curricula in accordance with the requirements of new educational standards.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81665708","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}
One of the priorities of European language policy is to maintain linguistic diversity, cultural identity and, last but not least, to promote effective foreign language learning. French language has a long tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In the educational context over the last decade, however, it has become a second foreign language, which has begun to be reflected in particular in the declining numbers of pupils studying French. Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent decrease in the number of pupils learning French at different levels of education. The lower numbers of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and language skills that the pupil has to acquire in order to be able to communicate at the required level in French. Based on the current position of French language in the Slovak school environment and the requirements that are placed on the language level of students, our goal was to design an effective tool that would take into account the various factors affecting the acquisition of foreign language competence of students in French. The main aim of our contribution is to present to the professional public a tool in the form of an intervention program, which specifically focuses on the development of one of the key language skills included in the Common European Framework of Reference for Languages, namely reading comprehension in French language. The degree of difficulty of its acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural specifics typical for French language plays an important role in this process. In a broader sense, however, it is a much more complex process, which is also conditioned by cognitive, social and personality variables. These variables can also be called predictors or factors that significantly affect the understanding of a foreign language text. The overall concept of the intervention program is based on pre-research associated with measuring the level of reading comprehension and determining the predictors affecting students' comprehension of the text. Considering the pre-research carried out to determine the achieved level of pupils in reading comprehension, the proposed intervention program can be regarded as a preventive, but also a corrective tool for the development of language competence in French language. The compilation of an intervention program in the form of ten model intervention units for the development of reading comprehension in French has a precise structure and takes into account the ontogenetic specifics of the target group (third-year students of secondary education). The ambition of the intervention program is to include various possibilities and ways of working with text in French with regard to the development of the relevant predictor, and thus contribute to imp
{"title":"Intervention Reading Comprehension Programme in French Language","authors":"Mária Lalinská, Jana Hučková, S. Hvozdíková","doi":"10.26907/esd.16.4.06","DOIUrl":"https://doi.org/10.26907/esd.16.4.06","url":null,"abstract":"One of the priorities of European language policy is to maintain linguistic diversity, cultural identity and, last but not least, to promote effective foreign language learning. French language has a long tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In the educational context over the last decade, however, it has become a second foreign language, which has begun to be reflected in particular in the declining numbers of pupils studying French. Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent decrease in the number of pupils learning French at different levels of education. The lower numbers of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and language skills that the pupil has to acquire in order to be able to communicate at the required level in French. Based on the current position of French language in the Slovak school environment and the requirements that are placed on the language level of students, our goal was to design an effective tool that would take into account the various factors affecting the acquisition of foreign language competence of students in French. The main aim of our contribution is to present to the professional public a tool in the form of an intervention program, which specifically focuses on the development of one of the key language skills included in the Common European Framework of Reference for Languages, namely reading comprehension in French language. The degree of difficulty of its acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural specifics typical for French language plays an important role in this process. In a broader sense, however, it is a much more complex process, which is also conditioned by cognitive, social and personality variables. These variables can also be called predictors or factors that significantly affect the understanding of a foreign language text. The overall concept of the intervention program is based on pre-research associated with measuring the level of reading comprehension and determining the predictors affecting students' comprehension of the text. Considering the pre-research carried out to determine the achieved level of pupils in reading comprehension, the proposed intervention program can be regarded as a preventive, but also a corrective tool for the development of language competence in French language. The compilation of an intervention program in the form of ten model intervention units for the development of reading comprehension in French has a precise structure and takes into account the ontogenetic specifics of the target group (third-year students of secondary education). The ambition of the intervention program is to include various possibilities and ways of working with text in French with regard to the development of the relevant predictor, and thus contribute to imp","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"179 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77288612","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 COVID-19 pandemic represented a shift from face-to-face to online and distance learning. Teaching methods and assessing strategies changed, as well as grading standards. The focus of this paper is to address the differences between pre- and post-COVID-19 pandemic mathematics grades and, in particular, to investigate the possible differences between mid-term and end-term grades in Italy. To this end, 231 Italian middle and high school students’ grades were analysed. Using the Wilcoxon rank test (a non-parametric statistical test) the results showed a statistically significant difference in pre- and post-COVID-19 quarantine grades. End-of-year grades were higher than those before the COVID-19 confinement. Furthermore, the results indicated that more than half of the students in the sample achieved a higher grade at the end of the school year. Gender differences in mathematics grades were examined, since the literature about gender gap in mathematics achievement is not coherent about whether boys outperform girls or vice versa. Statistically significant differences at the end of the first semester were reported, in favour of female students although gender differences were not detected at the end of the school year. The findings suggest that greater caution should be paid in interpreting students’ grades pre- and post-COVID-19 confinement, since it cannot be excluded that such students’ achievements are inflated. Excessively high students’ grades that do not represent their actual knowledge and competencies could give educators and legislators misleading and even false information about the quality of distance learning and students’ knowledge.
{"title":"Students’ Mathematics Achievements: A Comparison between Pre- and Post-COVID-19 Pandemic","authors":"Daniel Doz","doi":"10.26907/esd.16.4.04","DOIUrl":"https://doi.org/10.26907/esd.16.4.04","url":null,"abstract":"The COVID-19 pandemic represented a shift from face-to-face to online and distance learning. Teaching methods and assessing strategies changed, as well as grading standards. The focus of this paper is to address the differences between pre- and post-COVID-19 pandemic mathematics grades and, in particular, to investigate the possible differences between mid-term and end-term grades in Italy. To this end, 231 Italian middle and high school students’ grades were analysed. Using the Wilcoxon rank test (a non-parametric statistical test) the results showed a statistically significant difference in pre- and post-COVID-19 quarantine grades. End-of-year grades were higher than those before the COVID-19 confinement. Furthermore, the results indicated that more than half of the students in the sample achieved a higher grade at the end of the school year. Gender differences in mathematics grades were examined, since the literature about gender gap in mathematics achievement is not coherent about whether boys outperform girls or vice versa. Statistically significant differences at the end of the first semester were reported, in favour of female students although gender differences were not detected at the end of the school year. The findings suggest that greater caution should be paid in interpreting students’ grades pre- and post-COVID-19 confinement, since it cannot be excluded that such students’ achievements are inflated. Excessively high students’ grades that do not represent their actual knowledge and competencies could give educators and legislators misleading and even false information about the quality of distance learning and students’ knowledge.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80792710","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}
Given the negative demographic trends and the aging of labor resources in most regions of Russia, it is important to curb educational migration away from them. The study of the mechanisms of professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of public administration and regional economy. Psychological mechanisms of career choice and educational strategy building were widely studied during the twentieth century, but the question of the influence of social conditions in a particular region on the professional self-determination of young people remains poorly understood. Solving the problems of professional self-determination of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical approaches. The article examines the factors that determine the professional self-determination of school graduates and analyzes the conditions and patterns of schoolchildren’s professional self�determination, together with the potential of their influence on educational strategy by regional universities. The research hypothesis is that, when providing pedagogical support for professional self-determination of pupils, it is necessary to take into account both their personal characteristics and individual motives, as well as socio-economic factors that determine the choice of educational strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary review of literature and socio-economic statistics, a sociological survey, and expert assessments. The main results are the description of models of professional self-determination of school graduate based on their awareness, values, self-efficacy assessment, and the justification of the principles of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075) showed that a significant number of graduates lacked professional plans and knowledge about regional universities and universities in other cities. The study revealed the professional interests of school graduates and their plans for educational migration from the region. School graduates did not justify their choice of a career and educational strategies by their professional interests, but rather on their desired standard of living upon graduation. It established that the quality of education at the university is not a determining factor for potential applicants. As actors in the regional educational space, professional education organizations can have a greater impact on the processes of professional self-determination of high school students. The results indicate the importance of regional socio-economic conditions for professional self�determination of school graduates, their educational strategy and choice of university. The study confirmed that their professional self-determination follows the principles of the Social Cognitive Career Theory.
{"title":"Professional self-determination of school graduates: social and personal factors","authors":"I. Zakharova","doi":"10.26907/esd.16.4.10","DOIUrl":"https://doi.org/10.26907/esd.16.4.10","url":null,"abstract":"Given the negative demographic trends and the aging of labor resources in most regions of Russia, it is important to curb educational migration away from them. The study of the mechanisms of professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of public administration and regional economy. Psychological mechanisms of career choice and educational strategy building were widely studied during the twentieth century, but the question of the influence of social conditions in a particular region on the professional self-determination of young people remains poorly understood. Solving the problems of professional self-determination of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical approaches. The article examines the factors that determine the professional self-determination of school graduates and analyzes the conditions and patterns of schoolchildren’s professional self�determination, together with the potential of their influence on educational strategy by regional universities. The research hypothesis is that, when providing pedagogical support for professional self-determination of pupils, it is necessary to take into account both their personal characteristics and individual motives, as well as socio-economic factors that determine the choice of educational strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary review of literature and socio-economic statistics, a sociological survey, and expert assessments. The main results are the description of models of professional self-determination of school graduate based on their awareness, values, self-efficacy assessment, and the justification of the principles of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075) showed that a significant number of graduates lacked professional plans and knowledge about regional universities and universities in other cities. The study revealed the professional interests of school graduates and their plans for educational migration from the region. School graduates did not justify their choice of a career and educational strategies by their professional interests, but rather on their desired standard of living upon graduation. It established that the quality of education at the university is not a determining factor for potential applicants. As actors in the regional educational space, professional education organizations can have a greater impact on the processes of professional self-determination of high school students. The results indicate the importance of regional socio-economic conditions for professional self�determination of school graduates, their educational strategy and choice of university. The study confirmed that their professional self-determination follows the principles of the Social Cognitive Career Theory.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85685936","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}
E. Khobotova, Mayna Ihnatenko, I. Hraivoronska, Iuliia Kaliuzhna
The research objective was to develop a new approach and methodology for the discipline of “Radioecology.” This ensures that the education is practice-orientated, with the possibility of distance and independent learning, skills improvement, and the development of interdisciplinary relationships. The research methods used a theoretical and methodological analysis of scientific and educational literature, logical and semantic modeling of the learning content, design, theoretical analysis and synthesis. The research achieved a new curriculum for "Radioecology," the creation and implementation of a theoretical course and the development of the practical part of the discipline. This was differentiated by difficulty levels and aimed at solving specific situational problems. The work proposed the creative component of the practical part in the form of individual tasks requiring the learner to resolve a specific production problem situation. It also created a laboratory workshop with the development of modern scientific methods a textbook on radioecology and an electronic version of the methodological support of the discipline, facilitating independent training and making distance learning possible.
{"title":"A Competency-based Approach to Environmental Education: Learning About \"Radioecology\"","authors":"E. Khobotova, Mayna Ihnatenko, I. Hraivoronska, Iuliia Kaliuzhna","doi":"10.26907/esd.17.1.02","DOIUrl":"https://doi.org/10.26907/esd.17.1.02","url":null,"abstract":"The research objective was to develop a new approach and methodology for the discipline of “Radioecology.” This ensures that the education is practice-orientated, with the possibility of distance and independent learning, skills improvement, and the development of interdisciplinary relationships. The research methods used a theoretical and methodological analysis of scientific and educational literature, logical and semantic modeling of the learning content, design, theoretical analysis and synthesis. The research achieved a new curriculum for \"Radioecology,\" the creation and implementation of a theoretical course and the development of the practical part of the discipline. This was differentiated by difficulty levels and aimed at solving specific situational problems. The work proposed the creative component of the practical part in the form of individual tasks requiring the learner to resolve a specific production problem situation. It also created a laboratory workshop with the development of modern scientific methods a textbook on radioecology and an electronic version of the methodological support of the discipline, facilitating independent training and making distance learning possible.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82120833","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}
There are insufficient resources to continue with the existing educational paradigm. This article analyses the natural dynamics of educational paradigms and sets out an educational model for the near future. The research examined basic educational patterns and their current state of development, and investigated the barriers to improving the quality of education and how they may be overcome. It offers a criticism of existing educational paradigms and how they have changed over time, and then constructs proposals for a number of features of a new educational paradigm. This leads to the formulation of a new educational paradigm for the near future with a number of distinctive features. At its centre are ideas of transformation ‘gates’ of education and their functional invariants. The notions set out in the article are intended for developers of educational systems, environments, and programs for rapidly maturing students and adults. This will enable us to overcome the deficiencies in current approaches to education, and focus on advanced mastery of the future, in which the current educational standards are extremely out of date.
{"title":"The characteristics of the educational paradigm of the near future: cultural context","authors":"A. Teslinov","doi":"10.26907/esd.16.3.09","DOIUrl":"https://doi.org/10.26907/esd.16.3.09","url":null,"abstract":"There are insufficient resources to continue with the existing educational paradigm. This article analyses the natural dynamics of educational paradigms and sets out an educational model for the near future. The research examined basic educational patterns and their current state of development, and investigated the barriers to improving the quality of education and how they may be overcome. It offers a criticism of existing educational paradigms and how they have changed over time, and then constructs proposals for a number of features of a new educational paradigm. This leads to the formulation of a new educational paradigm for the near future with a number of distinctive features. At its centre are ideas of transformation ‘gates’ of education and their functional invariants. The notions set out in the article are intended for developers of educational systems, environments, and programs for rapidly maturing students and adults. This will enable us to overcome the deficiencies in current approaches to education, and focus on advanced mastery of the future, in which the current educational standards are extremely out of date.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84161089","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}
Teachers have to face many different stressful situations in schools. In this context serious attention has been paid, and much research has been carried out, to investigate the issue of potential stressors occurring in school or class environment. Although pre-service teacher training does not usually include training related to the development of the teachers` competence to solve stressful situations in lessons, as soon as teachers start their teaching career, they are automatically considered to be equipped with this competence. In the research, presented in this paper, the main goal was to identify the most frequent stressors that primary and secondary school teachers face in their everyday teaching. Two methods were used to collect necessary research data: a semi-structured interview with teachers, and observation of teachers during the lessons they taught. Based on the interview data analyses the following nine stressors were identified as the most frequent and most serious (in order): difficult students, mismatch between students’ performance requirements and their abilities, disruptive behavior of students, inadequate student attention, social and emotional factors of the environment in which students live, use of mobile phones during lessons, overwork and fatigue of teachers, insufficient school equipment and lack of teaching aids, conflicts among students. The aim of the observation was to confirm in practice, the types of the stressors identified from the interview data. Analysis of the records from observations, confirmed some of the previously (in interviews) identified stressors and also identified some further stressors.
{"title":"Investigation of stressors teachers face in schools","authors":"Z. Gadušová, A. Hašková","doi":"10.26907/esd.16.3.16","DOIUrl":"https://doi.org/10.26907/esd.16.3.16","url":null,"abstract":"Teachers have to face many different stressful situations in schools. In this context serious attention has been paid, and much research has been carried out, to investigate the issue of potential stressors occurring in school or class environment. Although pre-service teacher training does not usually include training related to the development of the teachers` competence to solve stressful situations in lessons, as soon as teachers start their teaching career, they are automatically considered to be equipped with this competence. In the research, presented in this paper, the main goal was to identify the most frequent stressors that primary and secondary school teachers face in their everyday teaching. Two methods were used to collect necessary research data: a semi-structured interview with teachers, and observation of teachers during the lessons they taught. Based on the interview data analyses the following nine stressors were identified as the most frequent and most serious (in order): difficult students, mismatch between students’ performance requirements and their abilities, disruptive behavior of students, inadequate student attention, social and emotional factors of the environment in which students live, use of mobile phones during lessons, overwork and fatigue of teachers, insufficient school equipment and lack of teaching aids, conflicts among students. The aim of the observation was to confirm in practice, the types of the stressors identified from the interview data. Analysis of the records from observations, confirmed some of the previously (in interviews) identified stressors and also identified some further stressors.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82831433","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 study of the propensity of young people to react aggressively (readiness for aggression) is relevant because it affects everyone and is the cause of many disasters, crimes, and the growth of aggressive behavior of young people, which are reflected in the statistics of the Ministry of Internal Affairs. Scientists are trying to identify the reasons, factors contributing to the manifestation of aggressive forms of behavior among young people. However, no Russian research was found in which the influence of parenting practices (styles of education, methods of education) on the development of readiness for aggression among young people was studied in a comprehensive manner. The purpose of this research was to study the influence of family education practice on the development of readiness for aggression among young people. The experiment involved 237 people aged 18-24, who were randomly selected. Of these, 110 were girls and 127 were boys. All respondents were from complete families. The survey was carried out using the following methods: ‘The interpersonal behaviors inventory’, ‘Retrospective inventory of child rearing practices’, ‘Retrospective questionnaire of parenting styles’. The authors identified what forms of readiness for aggression are expressed among Russian youth, as well as gender characteristics. Emotional-Impulsive Readiness was found for girls and Habitual- Cognitive Readiness for boys. Mothers are perceived by young people as being more democratic while fathers, in the opinion of their children, used more often authoritarian and liberal (dismissive) parenting styles. The results of the study showed that mothers most often used positive and punitive parenting methods. College-educated fathers used positive parenting methods. The results obtained will be of interest for specialists working with families.
{"title":"Family upbringing styles and methods vs youth propensity for aggression","authors":"Natalya Kalatskaya, R. Valeeva","doi":"10.26907/esd.16.3.30","DOIUrl":"https://doi.org/10.26907/esd.16.3.30","url":null,"abstract":"The study of the propensity of young people to react aggressively (readiness for aggression) is relevant because it affects everyone and is the cause of many disasters, crimes, and the growth of aggressive behavior of young people, which are reflected in the statistics of the Ministry of Internal Affairs. Scientists are trying to identify the reasons, factors contributing to the manifestation of aggressive forms of behavior among young people. However, no Russian research was found in which the influence of parenting practices (styles of education, methods of education) on the development of readiness for aggression among young people was studied in a comprehensive manner. The purpose of this research was to study the influence of family education practice on the development of readiness for aggression among young people. The experiment involved 237 people aged 18-24, who were randomly selected. Of these, 110 were girls and 127 were boys. All respondents were from complete families. The survey was carried out using the following methods: ‘The interpersonal behaviors inventory’, ‘Retrospective inventory of child rearing practices’, ‘Retrospective questionnaire of parenting styles’. The authors identified what forms of readiness for aggression are expressed among Russian youth, as well as gender characteristics. Emotional-Impulsive Readiness was found for girls and Habitual- Cognitive Readiness for boys. Mothers are perceived by young people as being more democratic while fathers, in the opinion of their children, used more often authoritarian and liberal (dismissive) parenting styles. The results of the study showed that mothers most often used positive and punitive parenting methods. College-educated fathers used positive parenting methods. The results obtained will be of interest for specialists working with families.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83770220","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 study was to change the broad picture of research methods in the educational theory, which is essential for development of modern pedagogy. The systematic approach to education developed by the scientific school of L.I. Novikova, member of the Russian Academy of Education, was analyzed. The authors explored the differentiated indicators such as integrity, orderliness and evolvability, that shape the research of all social pedagogical systems. This article emphasizes that in the modern-day world it is important to integrate different research methods (theoretical and empirical, quantitative and qualitative) and combinations of research methods in pedagogical and related sciences in order to make the best use of their complementarity, with regard to the special nature of the subject. Emphasis should be given to qualitative research methods guided by the intention to understand the personal meanings lying behind a child’s actions. The two most useful qualitative methods are the method of participatory observation and the method of real-life situations. The article discusses various methods of research of soft systems in the educational theory aimed at the identification, proper study and multifaceted analysis of the problems that occur. It also emphasizes the importance of a systematic approach in the theory of collective education where the backbone of the system is the children’s community and the unity of children and adults.
{"title":"Systematic Approach for Efficient Use of Research Methods in Educational Theory","authors":"I. Demakova, I. Shustova","doi":"10.26907/esd.16.3.22","DOIUrl":"https://doi.org/10.26907/esd.16.3.22","url":null,"abstract":"The purpose of this study was to change the broad picture of research methods in the educational theory, which is essential for development of modern pedagogy. The systematic approach to education developed by the scientific school of L.I. Novikova, member of the Russian Academy of Education, was analyzed. The authors explored the differentiated indicators such as integrity, orderliness and evolvability, that shape the research of all social pedagogical systems. This article emphasizes that in the modern-day world it is important to integrate different research methods (theoretical and empirical, quantitative and qualitative) and combinations of research methods in pedagogical and related sciences in order to make the best use of their complementarity, with regard to the special nature of the subject. Emphasis should be given to qualitative research methods guided by the intention to understand the personal meanings lying behind a child’s actions. The two most useful qualitative methods are the method of participatory observation and the method of real-life situations. The article discusses various methods of research of soft systems in the educational theory aimed at the identification, proper study and multifaceted analysis of the problems that occur. It also emphasizes the importance of a systematic approach in the theory of collective education where the backbone of the system is the children’s community and the unity of children and adults.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"280 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73306786","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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