Pedagogical Culture Research Articles

The state of formation of vocal-pedagogical culture among future music teachers

The article analyzes the level of formation of vocal pedagogical culture among future music teachers. The formation of a vocal pedagogical culture is an important task that helps them effectively train and educate students in the field of vocal art. There is a problem in the education of students – a decrease in the level of artistic and aesthetic needs. Most students prefer to listen to samples of low-quality mass youth music that does not meet the criteria of artistry. One of the reasons for determining the unformed musical and aesthetic taste of the younger generation is the lack of information about artistic examples of vocal culture and domestic and foreign performance. In this context, special attention should be paid to the training of vocational education specialists who are capable of creating an alternative to pop culture, preserving and enhancing the best traditions of professional musical art. To solve this problem, it is necessary to obtain special theoretical knowledge that will contribute to the development of the performing culture of the future music teacher. In the framework of our research, the concept of vocal pedagogical culture is considered as a certain integrative quality of a person, which includes a value attitude towards the heritage of humanity in the field of various types of singing activities, a high level of professional abilities (in the field of vocal pedagogy), a high vocal and performing level, as well as creative component in vocal and pedagogical skills.

The Development of a Mathematical Model of an Algorithm for Constructing an Individual Educational Trajectory for the Development of Methodological Competence among IT Discipline Teachers

This article explores contemporary models of the development of methodological competence, focusing on the needs of IT discipline teachers. The challenges in implementing these features within modern educational conditions are identified, underscoring the necessity for creating innovative teaching methods adapted to the requirements of IT teachers. By analyzing current trends in the educational environment, the authors highlight key stages in the continuous education system for teachers, including the mastering of basic education, adapting young teachers, and fostering their professional development. The article reveals the actual possibilities of developing the methodological competence of teachers as an ongoing endeavor to elevate their professional pedagogical culture. In the article, the authors propose a conceptual model within the domain of education, serving as the basis for constructing an efficient mathematical model which is specifically designed to create individualized learning trajectories for IT discipline teachers with the focus on managing the process of methodological competence development during the synthesis of training courses. The authors propose an innovative approach to teacher retraining, centered around individualized needs and abilities, with the aim of enhancing the quality of education in the field of information technology.

Expansion of outreach to native Hawaii and Pacific Islander communities to increase breast cancer screening and clinical trial awareness in underserved and rural Oahu.

e13725 Background: Multiple barriers exist in the enrollment of racial and ethnic minority groups into breast cancer screening and clinical trials. Such barriers include the lack of knowledge, mistrust, and access. To increase participation of rural-dwelling Native Hawaiian/Pacific Islanders (NHPI) and other underserved minority groups in breast cancer screening and clinical trials, a pilot project was developed to augment community engagement, provide education, and gain insights into the cancer screening/clinical trial process. Our objective was to engage rural Oahu's underserved communities in breast cancer screening and facilitate enrollment into the Digital Tomosynthesis Mammography and Digital Mammography in Screening Patients of Breast Cancer Trial (TMIST) utilizing a team comprising of a cultural congruent and gender concordant Community Health Educator (CHE) and medical oncology health care provider. Methods: We reviewed the community activities over the course of a year. The CHE facilitated outreach by speaking at numerous church events and other community gatherings. Results: Participants did not respond favorably to surveys on social determinants of health. Common reasons for their reluctance included lack of perceived importance and medical mistrust. When discussing verbiage that was intimidating or confusing such as clinical trial protocol consent language, TMIST study participants conveyed a strong sense of dehumanization. Conclusions: A total of 93 women were screened for the TMIST clinical trial. Of those, 13 were enrolled in TMIST and 31 participants received mammograms. Participant insight highlighted the importance of education using culturally sensitive language and community engagement to combat the lack of knowledge and mistrust. Continued development of education materials centered around community involvement will improve the accrual of NHPI participation in breast cancer screening/clinical trials. We hope this project established a basis for equity in communities with low breast cancer screening and clinical trial participation rates. We intend to build upon the community partnerships forged during this pilot project.

INFLUENCE OF THE FAMILY AND SOCIO-CULTURAL ENVIRONMENT IN THE FORMATION OF PROFESSIONAL SKILLS IN STUDENTS

In the article, the teacher implements traditional and non-traditional forms of work and uses collective and individual forms of interaction in practical work with students' parents. The author mentioned the unique approaches of gathering parents to the lecture hall and talking with them to improve the pedagogical culture of parents, their psychological and pedagogical competence, and professional guidance of schoolchildren by family and school.

Pedagogical Approach to Intellectual Disability in The Case of A Sexually Abused 'Teen Mother'

This document gives attempts to highlight the perspective from the meeting of the triptych of concepts referring to gender, mental disability and sexuality inside and outside the family. Education narratives in film attempt to understand identity as expressed through the teaching of social skills to children and young people with disabilities, with some films observing the applicability of the pedagogical methodology of special educational needs observation by tracing individual stories of people over extended periods of time in their lives. Our study, therefore, focuses on a certain case of a teenage girl with an intellectual disability who has been sexually abused by her father. Her mother called her by the "nickname", "Monakrivi", "Precious" because she had unique "hidden" talents, which she tacitly recognized but also applauded, when she consented to her daughter's sexual relations her with her husband and father. In order to understand the pedagogical consideration of the individuality of the sixteen-year-old student who attends a special secondary school, as well as the necessity of implementing the intervention program [IP] of special education and training [SET], the pedagogical tool [Targeted, Individual Structured Inclusive Interventions Programs of Special Education and Training TISIPI f [SET] was used. Based on this reasoning, the positive aspects of mental disability in the young woman were investigated by approaching the pedagogical view of individuality in this particular case study. The "deficient" pedagogical culture regarding the meaning of sexual abuse and the predictability in the behaviour of children and young people was also examined. In conclusion, the pedagogical view of individuality [I] is related to the family and to the wider society, the position of the person with an intellectual disability in the school classroom, the understanding of the rules that govern inclusion in the group of peers even if he has suffered sexual abuse, but also to any other group. Targeted, individual structured differentiated inclusion instruction lends itself to the training of his social transactions, encouraging the individual to take active roles for his life.

Chasing colonization back: rethinking parks, returning place-names, and restoring buffalo medicine—an interview with Ninna Piiksii, Dr. Mike Bruised Head

In this interview, we hear from influential Blackfoot Elder and Cultural Educator Ninna Piiksii, Dr. Michael Bruised Head. Mike reflects on the colonial naming of national parks and the need to return to Indigenous place-names, examining how we occupy a pivotal moment where park staff are more open to substantive Indigenous engagement and presence within parks, although more needs to be done. Drawing connections across topics that may initially seem discrete, Mike reflects on his experience as a survivor of the Canadian residential school system, colonial dispossession by parks and more broadly, and how Blackfoot restoration efforts—including the return of buffalo or iinnii—can offer paths for healing from these traumas and build a more just, Blackfoot-led future. Through this, Mike asks us to rethink the profound value and potential of conservation, pushing beyond Western understandings. He closes by asking the interviewers to reflect on what motivates them to support Tribal buffalo restoration, turning the tables on the interviewer and interviewee, and reinforcing the importance of connection and responsibility among non-Tribal research collaborators. We open with an introduction to Mike and then turn to hear his words. The interview format reflects a growing trend of expert-interviews-as-articles and Indigenous practices of oral knowledge transmission. We also link to an audio recording of the interview to allow readers to become listeners and hear Mike’s words in full context. The conversation and format are offered in the spirit of opening more space for Indigenous—and particularly Blackfoot—voices, perspectives, and methodologies in conservation scholarship.

The Role of Parents in Developing Reading Comprehension Skills in Primary School Students

By exploring the psychoeducational potential of parents, educators and researchers can better understand how to support parents in their role as their children's first and most important teachers. This knowledge can be used to develop interventions that help parents develop the skills and knowledge needed to support their children's learning and development. The formation of the pedagogical culture of a modern Azerbaijani family is a complex and continuous process. However, the country strives to provide its children with the best education possible. A strong emphasis on family, a rapidly modernizing society, and the government's commitment to excellence in education are important factors shaping the teaching culture of the Azerbaijani family.

Exploring the Path and Strategies for Integrating Hubei Red Culture into Physical Education in Higher Vocational Colleges

This research study examined the level of cultural awareness among students from various academic backgrounds on Hubei Red Culture. Additionally, it evaluated the educational influence of incorporating Hubei Red Culture into modern educational environments. The findings indicated a modest degree of cultural awareness among students, with significant differences observed in relation to gender, field of study, and school affiliation. This highlights the need for tailored interventions to address these gaps in awareness and foster cultural diversity. In addition, the study found that the integration of Hubei Red Culture had a generally positive impact on students' cognitive, affective, psychomotor, and social learning aspects. However, there were challenges related to political sensitivity, resource accessibility, ideological balance, and relevance to a diverse audience. In order to fully address these findings, a program was suggested to improve cultural education, interdisciplinary learning, educator empowerment, and cultural awareness. The success of this program would be measured by increased cultural awareness, enhanced educational experiences, and improved inclusivity in the educational setting.

Calling for (r)Evolution: the rise of the educational phoenix of audacious hope

ABSTRACT Existing educational and social inequalities within colonised nations have been amplified by multitudinous health, racial, climate, and social crises. It is a time to act collectively and boldly pivot towards equitable, socially-just futures. This perspective article contextualises schools within a social eco-system contending with the convergence of childhood adversity, pandemics, increasing climate, human-rights, political, and economic crisis around the globe. Profound uncertainty has shaken the expectations and systems that have been relied-on by those communities which they privilege. We call for educators to apply a transformative praxis with critical and cultural pedagogy to disrupt the educational status-quo that privileges Western-colonial epistemologies – knowledge and ways of knowing; the ‘whitewashing’ of schools and curriculums. Leveraging comprehensively applied trauma-informed principles within a social justice agenda is presented as a way of positioning schools to be way-finders and change-makers as they partner with communities. The time is now to (re)construct a fully rights-based school (r)evolution. Humility and courage will be required to lean into the hard questions and challenges; to revolutionise and humanise education. This paper presents schools as potential truth-hearing and historical truth-telling agents of urgent social change building communities of healing and audacious hope, led by communities.

The philosophical foundations of the Uhuyu education system

The new digital culture, the prospects for the development of education in the third millennium, and the tasks of humanizing education objectively bring to the fore a philosophical understanding of ethnopedagogic methods of education in the context of the development of the regional education system. In the context of the transformation of value attitudes in the youth environment, an appropriate model of upbringing and education of young people is needed, associated with the creative development and formation of a holistic worldview culture, moral stability, and patriotic spirit. In modern conditions, the priority task is to identify the unique features of traditional ethnopedagogic methods of upbringing and education in the development of socio-philosophical research. From the point of view of methodology, this is achieved primarily by introducing students to a certain system of ethnocultural values, customs and traditions. In this regard, the article presents an analysis and description of the work experience of the Mandar Uus Kyhata summer school for young males. For many years, the summer school has been proactively developing, and currently this project works as an ethnocultural center developed by teachers of Bayaga community and A.E. Mordinov Tatta Lyceum, based on the teachings of Boris Neustroev – Mandar Uus. In this regard, the system of Yakut education “Uhuyu” is analyzed and characterized, which is an integral model of education and upbringing based on genealogical research methods of pedagogical dynasties. The presented model continues the traditions of ethnopedagogic methods of upbringing and education and is aimed at preserving, reviving, and spreading traditional ethnocultural and spiritual and moral values in the modern world. It emphasizes the importance of developing practical skills among students and the need for continuous selfdevelopment and adaptation to changing conditions. The results of the study can contribute to the field of socio-philosophical research that addresses the issues of studying the foundations of the pedagogical culture of the family in the context of the development of the regional education system. The experience and results of the work can be used in the development of regional programs for the implementation of family policy and social support for young people

THE ROLE OF MEDIA COMPETENCE IN DEVELOPING MEDIA LITERACY OF PARENTS

The article is devoted to the role and place of media competence in the development of virtual pedagogical culture of parents in an informed society and is analyzed as one of the current issues of today. It also highlights the extent to which parents' use of the media, in relation to them, corresponds to concepts such as religious values, ethnic culture, ethical norms, virtual culture, virtual literacy, and so on. The specific positive aspects of media competence in the acquisition of a virtual pedagogical culture by parents are highlighted.

Empowering the Voice of Heritage: The Evolution and Impact of Tourist Guiding in Saudi Arabia

This article explores the development of tourist guiding in Saudi Arabia, tracing its historical roots and analyzing the vital role guides play as cultural ambassadors and educators. It highlights the rigorous training and professional development programs that ensure guides are well-prepared to display Saudi heritage in a way that is both accurate and engaging. In this article, one of the most prominent focuses is on the empowerment and inclusion of women in the profession of tourist guiding. Further investigation into the influence of tourist guides on the preservation of cultural heritage and the promotion of sustainable tourism is presented in this article. Tourist guides are an essential component of the tourism ecosystem in Saudi Arabia, not only do they serve as guardians of cultural heritage, but they also play a significant role in Saudi Arabia's efforts to become a destination of choice for tourists from all over the world. Underscoring the transformative power of tourism that is directed by expertise, passion, and a profound dedication to heritage preservation is the role that they play in linking cultures and generating positive change.

Традиционная педагогическая культура в современном мире: гуманистический феномен татарской семьи

The article actualizes the problem of socio-cultural and ethnic identity of the Tatar people and the need to cherish and preserve the traditions of the Tatar family. The authors propose to discuss the practical aspects of the development of ethnic processes and the main directions of increasing the importance of ethnic characteristics in the humanization of social relations and the mission of ethnic positions in human life. Analysis of the literature on the problems of ethnic identity, detailing the characteristic desire of different peoples to support and preserve their own identity, determine both the possibility and the need to emphasize the inimitability and uniqueness of social and humanistic practices of their ethnoculture, taking into account the growth of understanding and comprehension of belonging to their ethnos, i.e. national consciousness and ethnic community. The aim of the research was to study and reveal the dialectical dynamic development of the main directions of the traditional national culture of the Tatar people. In modern conditions of active digital transformations of society, an attempt was made to show creative practices of educating children and adolescents on the basis of careful attitude to the national culture, to the national pedagogical experience, which are represented in family traditions and rituals, in holidays, games and folklore with the help of methods of structured analysis. Based on the interpretation of the research results, the experience of the ethnic system of education in the Tatar family is generalized and its features and socio-cultural humanistic functions are reflected; the essential characteristics of humanization of education in the Tatar ethnos, conveying the phenomenology of traditional pedagogical culture in the conditions of digitalization of socio-cultural processes, are shown; effective cultural and informational exchanges between the educational institution and the family in its ethno-pedagogical space are reflected.

Ведущие профессиональные компетенции преподавателей образовательных организаций МВД России с различным стажем педагогической деятельности

Introduction. The article describes theoretical and empirical data of the analysis of professional competences of experienced lecturers and newcomers in educational organisations of the Ministry of Internal Affairs of Russia. The relevance of the scientific issue consists in the need to substantiate the system of professional competences of a lecturer of a higher educational organisation. The novelty of the research is in the study of the professional competencies of lecturers of educational organisations of the Ministry of Internal Affairs of Russia as a system that reveals the content of his/her professional activity. The authors draw particular attention to the transformation of educational goals, requiring the skills of competent interaction in the information and multicultural space; as well as to the increasing significance of the upbringing function of the pedagogue, and the need to gain experience in pedagogical activities by employees recruited to educational organisations as lecturers from territorial departments of internal affairs bodies. The authors present the professional competences: self-organisational, informational, interactive and multicultural competences as the most essential in modern realities, which are formed in the context of professional pedagogical culture and determine the professional success of a higher education lecturer. The purpose of the research: to identify the expression and nature of the relationship between selforganisational, informational, interactive and multicultural competences, based on pedagogical activity experience. Methods. The research involved 117 lecturers of educational organisations of the Ministry of Internal Affairs of Russia from 23 to 52 years old, including 62 newcomers with up to one year of pedagogical experience and 55 experienced lecturers with 6 to 25 years of pedagogical experience. Methods aimed at the analysis of the professional competences were applied: “Professional competences of a lecturer of a higher educational organisation” (S. A. Pavlova, N. A. Deeva); “Technological Readiness Index (TRI)” by A. Parasuraman, K. Colby (adapted by Y. V. Khlopovskikh); “Integrative questionnaire of intercultural competence” (O. E. Khukhlaev, V. V. Gritsenko, A. V. Makarchuk, O. S. Pavlova, N. V. Tkachenko, Sh. A. Usubyan, V. A. Shorokhova); “Diagnostics of pedagogical communication styles” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov); “Diagnostics of self-organisation features” (A. D. Ishkov). Data collection was carried out by means of a survey using electronic forms, sending e-mails and face-to-face questionnaires. Results. The results confirmed the hypothesis that the expression and nature of the relationship between the professional competences of a present-day lecturer are related to pedagogical activity experience. The results revealed a greater number of links between the competences in the group of experienced lecturers in comparison with the group of newcomers; the presence of significant correlations with personality characteristics in experienced lecturers; the greatest structuring of classification attributes of the studied professional competences with differentiation by gender, age and pedagogical activity experience in the group of experienced lecturers.

Chinese Language and Culture Pedagogy at the University of Latvia

The article gives a detailed analysis of Chinese language and culture studies at the Department of Asian Studies of the University of Latvia from the foundation of the department in 1991 and the enrolment of first students in 1993 up to the year 2023. The textis divided in six chapters: institutional history; students and graduates; local teaching staff; guest lecturers and Chinese-speaking language teachers; academic mobility; and research and international cooperation. This is the first in-depth introduction to Latvian Sinology studies in the English language, and its special value lies in the unique perspective of the author (former Sinology student and current associate professor of the Department of Asian Studies) who has witnessed and experienced nearly the entire history of the institutional development. The article combines a historical approach with biographical (at times autobiographical) descriptions, analyses of statistical data, and a personal case study.

Формування педагогічної культури майбутніх магістрів в галузі цифрових технологій

The article analyses the content and components of the pedagogical culture of future masters in digital technologies, as well as its role in the professional development of the future master. The authors emphasise the importance of developing key competences, such as creativity, critical thinking and communication skills, which are crucial for the formation of an individual professional style.
 It is substantiated that the effective formation of pedagogical competence involves the use of a set of methodological approaches, such as competence-based, systemic, personality-oriented, activity-based and resource-based. The need for such an integrated approach is determined by the goal of achieving optimal results in improving the professional training of students in higher education institutions. Within the framework of these approaches, the specific conditions that should be taken into account when developing a model for the development of pedagogical culture of future masters in the field of digital technologies are identified. A phased model for the formation of pedagogical culture of future masters in the field of digital technologies is proposed. It is noted that the successful implementation of this model is possible only with an integrated approach aimed at developing both pedagogical and professional competence of future masters in the field of digital technologies.
 Prospects for future research are to determine the pedagogical conditions aimed at the targeted development of the pedagogical culture of future masters in digital technologies.

Skookum Health

This article presents findings of a collaborative, community-based project that established partnerships between researchers at Simon Fraser University and Indigenous community members and organizations in Surrey, British Columbia. In Metro Vancouver, Surrey saw the biggest increase in its Indigenous population, which grew 77 per cent between 2006 and 2016 to 13,460. This was a timely project given that community research partners were interested in focusing on health issues and that traditional health and social service models geared towards Indigenous populations tend to focus on on-reserve populations. Research objectives included: 1) to identify the health needs and priorities of Indigenous peoples in Surrey; 2) to determine what methodologies should be used when researching culture and health; and 3) to explore how existing data connected to Surrey’s Indigenous population can be accessed to better align research priorities with the health status of Indigenous peoples in Surrey. Data was gathered through two community talking circles (n=30) and one-to-one interviews with health and social service providers (n=12). Findings from the project included: the importance of culturally safe care and support in health and social service systems; the need for training and education among health and social service providers on the history and contemporary experiences of Indigenous peoples; and the importance of having access to Elder-led cultural teachings and land-based activities that support health and wellbeing of families and communities.

Reflection-on-/in-/for-actions: Deconstructing hegemonic pedagogical culture in science education

This paper explores the hegemonic pedagogical-cultures-based narratives that I experienced in my science teaching and learning journey. Furthermore, in this paper, I also envisage different methods for deconstructing the overwhelming influence of hegemony in the science classroom. I focus on two research questions: (1) In what ways could I explore the deep-seated, hegemonic-science, pedagogical culture in my science teaching and learning? (2) How could I envisage the possible ways for deconstructing hegemony in science education? In this autoethnographic inquiry, I used the ‘knowledge-constitutive interests’ theory as a referent in data text generation and meaning-making. This theoretical lens helped unfold the deep-rooted, hegemony-like singular and absolute scientific knowledge consumption practice. While engaging in reflection-on-/in-/for-actions, I realized the need for curious, contextual and cultural selves and communication as a dance rather than a war for reforming and transforming these deep-seated, hegemonic, pedagogical cultures and identities. Moreover, I also attempt to practise the transdisciplinary STEAM (science, technology, engineering, arts and mathematics) approach for connecting classroom science learning with learners’ lives. I believe that it could support reforming/transforming my sit-and-get science teaching. Therefore, I also offer to be involved in a transdisciplinary pedagogy (like STEAM), research and academic writing for transformative curricular praxis and inclusive science learning.

Шестьдесят лет на службе Отечеству: призвание — военная педагогика

The article shows the main stages of the history of the personality development of a military teacher — candidate of philosophy, Doctor of Pedagogical Sciences, Professor Akindinov Vladimir Alexandrovich, the depth of his military pedagogical culture, tact, individual characteristics and personal attitude towards people (students, students, cadets, listeners, adjuncts of the branch academies) in the process of development of the Soviet and Russian higher military schools in the late in the late 20th — early 21st centuries. The understanding and prospects of the scientific development of the philosophy of military pedagogy and professional culture of the teaching staff, which form an integral part and potential of the development of the military pedagogical school of the RVSN, the Ministry of Defense of the Russian Federation, are presented.

Honoring our teachings: children's storybooks as indigenous public health practice.

American Indian and Alaska Native (AIAN) communities continue to flourish and innovate in the face of the COVID-19 pandemic. Storytelling is an important tradition for AIAN communities that can function as an intervention modality. To support the needs of AIAN children and caregivers, we (a collaborative workgroup of Indigenous health researchers) developed a culturally grounded storybook that provides pandemic-related public health guidance and mental health coping strategies woven with Inter-Tribal values and teachings. A collaborative workgroup, representing diverse tribal affiliations, met via four virtual meetings in early 2021 to discuss evolving COVID-19 pandemic public health guidance, community experiences and responses to emerging challenges, and how to ground the story in shared AIAN cultural strengths. We developed and distributed a brief survey for caregivers to evaluate the resulting book. The workgroup iteratively reviewed versions of the storyline until reaching a consensus on the final text. An AI artist from the workgroup created illustrations to accompany the text. The resulting book, titled Our Smallest Warriors, Our Strongest Medicine: Honoring Our Teachings during COVID-19 contains 46 pages of text and full-color illustrations. An online toolkit including coloring pages, traditional language activities, and caregiver resources accompanies the book. We printed and distributed 50,024 physical copies of the book and a free online version remains available. An online survey completed by N = 34 caregivers who read the book with their child(ren) showed strong satisfaction with the book and interest in future books. The development of this storybook provides insights for creative dissemination of future public health initiatives, especially those geared toward AIAN communities. The positive reception and widespread interest in the storybook illustrate how braiding AIAN cultural teachings with public health guidance can be an effective way to disseminate health information. This storybook highlights the importance of storytelling as an immersive learning experience through which caregivers and children connect to family, community, culture, and public health guidance. Culturally grounded public health interventions can be effective and powerful in uplifting AIAN cultural values and promoting health and well-being for present and future generations.