Pedagogy Course Research Articles

O “bom trabalho” e a formação de pedagogas

Abstract The exploratory research aimed at analyzing how students of the Pedagogy Licentiate Course understand the Good Work concept, which is based on principles of excellence, ethics, and engagement. To that end, activities proposed by the GoodWork Toolkit were developed and contemplated the three dimensions of the concept. 18 licentiate degree students attending the final year of the Pedagogy program at a state university in Paraná took part in the investigation. The results indicate that issues related to excellence and, in a more restrict way, to ethics are strongly present in the participants’ comprehensions, although they primarily focus on individual components and those of the activity’s scope, to the detriment of aspects that are linked to the education field and the broader society. The engagement dimension – which focuses on personal satisfaction and accomplishment when performing professionally, as well as on the meaning that work acquires to the self – ends up in the background because of the necessity and survival aspects associated with work, and, also, to the emphasis given to the qualified practice of the functions. The analyses suggest the relevance in deepening, in the teacher training, subjects related to professional ethics, in addition to the commitment and responsibilities that embrace not just the individual scope but also the impacts of work on the society. It is also important to emphasize, in Pedagogy courses, the engagement dimension, which can even help to give a new meaning to teaching as a calling.

ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ І ПЕДАГОГІЧНІ ПОГЛЯДИ ІЛЛІ ШРАГА (1847–1919)

Based on archival materials and an analysis of pedagogical literature, the author studied the main life milestones and analyzed the leading activities of Ilya Shrag, a Ukrainian public, the political and cultural figure of the late 19th and early 20th centuries. The article reveals the peculiarities of Illya Shrag's educational activities and pedagogical views regarding the development of Ukrainian education in the conditions of the Russian Empire at the end of the 19th and the beginning of the 20th century, in particular, his conviction about the necessity and possibility of the functioning of a native-language Ukrainian school. The report he gave at the meeting of the commission of the Chernihiv provincial zemstvo assembly on February 24, 1884, was analyzed. The procedure for conducting the meeting of the commission of the Chernihiv provincial zemstvo assembly, the reaction of the members of the assembly to the report heard, and the peculiarities of decision-making were studied. I. Shrag drew the attention of those present to the activities of the provincial zemstvo in measures to improve the organization of primary public education, namely: activation of special supervision of schools by the zemstvo; conducting repetitive classes to promote the strength of knowledge acquired by students, creating school libraries; promoting the development of pedagogical knowledge and experience of national teachers on short-term pedagogical courses. In the report, the educator defended the opinion about the need to teach in the Ukrainian school in the native language, the publication of Ukrainian textbooks and books for reading, and the provision of school library funds with Ukrainian-language literature. He argued his position by referring to the pedagogical views of M. Wessel, A. Disterweg, and K. Ushinsky. Further study and promotion of Illya Shrag's pedagogical ideas regarding increasing the accessibility and democratization of education, the introduction of general primary education, as well as regarding the widespread Ukrainization of the educational process is needed.

DESIGNING A SUPPLEMENTARY SYLLABUS FOR TEACHING SCIENTIFIC ENGLISH AT COLLEGE LEVEL

The domain of ESP becomes central in language teaching and learning and all the educational fields should take into account the required methodologies, tasks, syllabus design, activities, and evaluation. What is noticed is that the adopted syllabus in teaching undergraduate students is unable to offer the real educational and academic needs of the students. In other words, it is insufficient and it lacks the integration between the real educational objectives and the needs and desires of the students studying it. Accordingly, the researchers attempt to design a supplementary pedagogical course for teaching scientific English to students of the departments of Biology in the University of Mosul.

From Facebook Toward the Metaverse – How the Future Educators Build Interpersonal Relationships Using Social Media

At the threshold of emerging parallel immersive environments and metaverse worlds, the use of social media to build interpersonal relationships is a common phenomenon. This study aimed to diagnose, describe, and compare the use of social media to build and sustain interpersonal contacts and to refer to the level of interpersonal competences among students of pedagogical courses in two selected universities in Poland and Portugal. The studies were quantitative and employed the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis, as well as the author’s own questionnaire. The analyses show that social media play a major role in building interpersonal relationships for Polish and Portuguese students in areas such as establishing new contacts, maintaining offline relationships, mutual learning and self-presentation. Non-face-to-face relations may interfere with establishing contact face to face. The analyses also show that the level of interpersonal competences among the respondents in terms of the skills and readiness to provide emotional support to others is differentiated by the way and scope of social media usage in the area under consideration. It can be assumed that in the group of respondents, the more they are willing and able to provide emotional support to others, the more effective and balanced way they use social media in building interpersonal relationships.

ОСОЗНАННОСТЬ ТВОРЧЕСКИХ ЗАДАЧ КАК УСЛОВИЕ ПРОФЕССИОНАЛЬНОГО СТАНОВЛЕНИЯ БУДУЩЕГО ПЕДАГОГА-МУЗЫКАНТА

The article discusses the new approaches to the process of improving the professional training of future teachers-musicians. The author of the article, who has been leading the pedagogical practice course and lecture-seminar courses in music pedagogy and performance for many years, pays special attention to the awareness of future teachers of their own artistic intentions and the ways of their pianistic embodiment. Unconsciousness of all the components of the process of mastering a piece of music leads to the inability of the future teacher to transfer his creative experience to the student. Some reasons for ineffective pedagogical activity of music students are analyzed, one of which is the inability to understand that while giving recommendations to their students they are guided by their own inner holistic musical-auditory perception, but do not explain what exactly they are proceeding from. In the literature on the psychology of musical and performing arts, the problem of awareness of methods of work on a piece does not always receive the coverage and scientific justification that it deserves. Meanwhile, this is one of the most important problems both for pedagogy and performing ― without a deep awareness of all the components of the performing process, it is impossible to achieve a real artistic maturity or to develop pedagogical skill.

Modern forms of foreign language distance learning in aquaculture

This article is devoted to a rather relevant topic of the 21st century. The subject of the analysis of the article is distance learning. The object of this article is a comparative analysis of distance learning in different countries. In recent years, the use of modern technical means has become a popular phenomenon in education all over the world. Information educational technologies have been intensively developed and increasingly used in the daily educational process along with traditional forms of education in many countries of the world. In this article, we consider the use of distance education in different countries, which helps to expand access to education and training for everyone. The choice of the topic is due to the relevance and the need to study distance education as an innovative form of education from various points of view. The authors analyze the use of distance learning sampled in various countries. The theoretical significance of the study lies in the fact that the data obtained can contribute to the deepened study of distance learning. The practical significance lies in the fact that the data obtained can be used in the course of modern pedagogy and methodology, in special courses on the problems of modern education.

WhatsApp implementation on pedagogical content courses during COVID-19 pandemic: Students’ learning activities and perception

WhatsApp implementation on pedagogical content courses during COVID-19 pandemic: Students’ learning activities and perception

PROJETOS PEDAGÓGICOS DE CURSOS: UMA INTERPRETAÇÃO POR MEIO DA MATRIZ DO SABER

O presente artigo analisa três Projetos Pedagógicos de Curso (PPC) da área de Ciências Biológicas por meio de um instrumento de pesquisa denominado Matriz do Saber – M(S). Os procedimentos metodológicos se fundamentaram na Análise Textual Discursiva (ATD). As leituras vertical e horizontal da Matriz M(S) revelaram, respectivamente, as seguintes distribuições dos excertos analisados: 77,2% incidiram na coluna 3 (ensino) e 85,5% foram alocados na primeira linha (epistêmica). A análise dos dados também revelou uma importante lacuna: trata-se da ausência de excertos na coluna 2 da Matriz M(S), dedicada às determinações do saber em relação à aprendizagem docente. Este é um resultado preocupante, visto que os PPC não fazem qualquer menção ou aportam considerações para os docentes formadores sobre como conduzir suas aulas (aspectos metodológicos), como pensar em perspectivas dos conteúdos (aspectos epistêmicos), enfim, como desenvolver os condicionantes da ação docente.

Developing General Cultural Competences: A Case Study of Students Taking a Course in Pedagogy and Psychology

The education system and teachers are currently faced with the need to increase the interest of students not only in their chosen specialty and related training courses but in the content of the compulsory basic-level disciplines. One of the possible solutions to this problem may be filling such courses with practice-oriented and universal content, which can contribute to the formation and implementation of general cultural competences even in the learning (professional training) process. The purpose of the work is to present to the expert community the results of introducing the authors approach to the development of a set of knowledge, skills, abilities and competencies of students, as they are taught pedagogy and psychology, and to compare the process and results of face-to-face and online training conducted according to the authors program. The attention is focused on the development of practical skills and abilities within the framework of this course, in particular, the ability to conduct classes for peers with elements of training. The study used an adapted experimental curriculum of the pedagogy and psychology course, means of assessment (control works in the form of tests with open and closed questions) and self-assessment (authors questionnaire). The sample consisted of 68 undergraduate and postgraduate students of Lomonosov Moscow State University. The results of using the developed program showed high efficiency in relation to indicators of academic success of the students due to the creation of conditions for mutual learning and conducting classes by the students themselves.

CURRENT STATE OF ORGANIZATION AND CONDUCT OF PROFESSIONAL PRACTICES AT THE MASTER'S LEVEL IN INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION

The article reveals the specifics of practical training of masters in Ukrainian universities. The author analyzes the current state of the willingness of teachers of higher pedagogical educational institutions to organize and conduct professional-pedagogical practices within the master's degree. The ascertaining experiment description is given under the plan of its implementation. It provides the sequence, interrelation, and interdependence of two stages of research (diagnostic and prognostic), each solving particular tasks and using appropriate methods and techniques. 
 In the course of the study, we have found that the effective formation of professionally significant skills of undergraduates during their professional practice largely depends on the motivational and value attitude to the specialty, the dynamics of interest in the specialty after studying various psychological and pedagogical courses, and special disciplines of the professional profile, as well as interdisciplinary pedagogical practices, among which the master's professional practice is the final stage of preparing students for professional activities that significantly affect the formation of professional competence of future teachers. 
 The results of the ascertaining stage of the study enable to identify the necessary condition for improving the effectiveness of masters' practical training, including the creation of high-quality educational and methodological support, updating its content, expanding the forms, methods, techniques of teaching that are adequate to certain content of preparation for professional-pedagogical activity. The following forms and methods apply problem lectures, problem seminars, thematic discussions, heuristic conversations, case studies, scientific intelligence, training, workshops, pedagogical workshops, the system of creative tasks, round tables, methods of developing analytical thinking, applying scientific analysis in dynamics; mastering practical skills of working with information (isolating, structuring, ranking by the significance of the problems under study); methods of dialogue communication (facilitated discussion) for mutual understanding, interaction, joint solution of common but significant for each participant problems. These methods will allow students to effectively master the system of creative organization of pedagogical action and select tools that will guarantee optimal and effective solutions to pedagogical tasks in future teaching activities.

Analyzing the Impact on Teacher Preparedness as a Result of Using Mursion as a Risk-free Microteaching Experience for Pre-service Teachers

Risk-free micro-teaching affords an opportunity for pre-service teachers (PTs) to practice teaching and student engagement techniques outside of a traditional classroom setting. More time to practice teaching is often an expressed desire of PTs. Orchestrating time to practice teaching techniques learned in pedagogy courses is a difficult undertaking for teacher educators, especially while trying to ensure low-risk or risk-free experiences. As explained through this study, the implementation of a Mursion simulation to offer risk-free micro-teaching experiences for PTs served as a valuable addition to an introductory teaching course. The Mursion experience enhanced PTs’ personal preparation for teaching as well as enhancing their professionalism and lesson quality.

A formação para Eja no curso de pedagogia da Unesp de Marília e a contribuição do PIBID

Youth and Adult Education (EJA) is a modality of Basic Education. EJA is for people over the age of 15 who have not completed elementary school and / or high school. The purpose of this study is to identify how EJA training takes place in the Pedagogy course at the University at the São Paulo State Júlio Mesquita Filho (UNESP) at the campus in Marília and to verify the possible contributions of the Institutional Program for Teaching Initiation Scholarships (PIBID) for acting in EJA. The methodology used was bibliographic and documentary research. As a result of the study, we highlight the importance of student access to this modality within the university, the need for specialized training for students graduating from EJA classrooms and the fundamental role of the program as a helper and mediator of these two needs, anticipating this contact with the classroom and offering a different look at an emancipatory and necessary practice that all pedagogy students need to obtain when they become teachers, so that, if they take over an EJA room, they know a better way to conduct classes.

“Radical Reorganization…”: M. I. Pyrohov as Trustee (1858–1861) and Measures in Improving Professionalism of Teachers of Kyiv Educational District

Reformation of the educational system of independent Ukraine encourages the study of concrete experience of implementing radical changes in the field of education. The purpose of the article is to study the innovations of the trustee of the Kyiv Educational District M. I. Pyrohov in teacher training in the state. The methodological basis of the study is the socio-cultural approach in combination with psychohistory. As a result of the study it is proved that the authoritative doctor and scientist M. I. Pyrohov in Kyiv Educational District continued the mission of “serving the truth and the Motherland”. Progressive pedagogy, sincere humanism and democracy in the educational process became the core of the trustee’s administrative activity. The personality of a teacher was in the focus of change. The trustee implemented measures to improve the professionalism of the teaching staff in the District: projects of the Pedagogical Seminary and a special Pedagogical Gymnasium were prepared; training of university students in didactics was improved and their practical classes were organized on the basis of the Kyiv gymnasiums; the concept of pedagogical courses at provincial gymnasiums for training of teachers of the county and parish schools was offered; competitive procedure for appointing teachers; educational and methodical meetings of pedagogical councils were initiated. The strategy of innovations was to increase the pedagogical authority and personal dignity of teachers.We believe that under Pyrohov as the trustee there was an irreversible turn towards true democratization of the management system, relations between the subjects of the educational process, modernization of didactic and pedagogical technologies in the Kyiv Educational District. The success of innovations was due to the high public authority of Pirogov, his exceptional professionalism and integrity as an administrator, a sincere desire for the progress of education in the state.

State of post-secondary food studies pedagogy in Canada

To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the literature on food studies pedagogy by gathering insights from interviews with key faculty in food studies undergraduate programs at Canadian higher education institutions, and other food studies scholars in Canada. The purpose of this empirical research is to provide clarity regarding the ways that food studies programs are conceptualized and taught to better understand the evolution and future course of food studies pedagogy. Semi-structured interviews were undertaken to explore the normative commitments and philosophical underpinnings of food studies programs; various ways that scholars scope food studies; and challenges faced by food studies programs. We found that food studies programs in higher education in Canada and their associated pedagogy do not have a set of fixed attributes, but they do share common threads. Transformation is a defining characteristic of food studies and its pedagogy and puts critical thinking at the core of how food studies are taught in Canada at the undergraduate level. Interviewees also emphasized the importance of moving beyond critique towards solutions in their teaching to facilitate a transition towards more socially and ecologically just food systems.

Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

AbstractIn recent years, research into the learning of pronunciation pedagogy and its effects on a teacher’s capacity to provide effective pronunciation instruction has been steadily growing. Nevertheless, a prominent puzzle piece still remains uncovered: the direct effect that coursework has on a trainee’s ability to deliver effective instruction. To address this gap, the current study explores the development of second language teacher cognitions and actual teaching practices in a tutoring project, which serves as the capstone assignment for a graduate course in pronunciation pedagogy. Semi‐structured interviews, stimulated recalls, written reflections, and tutoring observations were used to explore the intricate connection between training and practices. Findings suggest that controlled activities made up the majority of the trainees’ techniques. Trainees requested more in‐class practice with creating and conducting free activities, as these were viewed as the toughest technique. Also, this study found one predominant connection which the tutoring project brought to light: the trainees’ use of the communicative framework (Celce‐Murcia, Brinton, Goodwin, & Griner, 2010) as an ‘order of operations’. These results highlight the importance of training in pronunciation pedagogy which includes a hands‐on experience.

Psychological and pedagogical foundations of preventive work in educational institutions

Theoretical analysis was used in this article to define the concepts of a teenager’s social deviation prevention and the degree of elaboration of the issue in question in the literature. Via modeling, the authors described sections of the psychological and pedagogical foundations of preventive work at school. Mathematical methods were used for processing and presenting the course fragment introduction results. General logical methods were applied for the work text design, conclusion formulation. Future teachers’ readiness for preventive work is characterized; the theory key points and methods of prevention of social deviations at schools are presented; the developed content introduction into work with students receiving pedagogical education with two educational profiles (majoring in “Primary Education and Life Safety”, based on material from the pedagogy course) is described; methodological recommendations for teaching the course are highlighted.

Social presence in online writing instruction: Distinguishing between presence, comfort, attitudes, and learning

• Social presence is distinct from social comfort, social learning, and attitudes. • There is a difference between perceiving and performing social presence. • Feeling comfortable online is necessarily influenced by individual context. • Social learning is distinct from, but facilitated by, social presence and comfort. • Attitudes about online learning evolve throughout an online course. As a component of the Community of Inquiry Framework, social presence is typically defined as students “feeling real” enough to interact with and learn from peers online. This article complicates social presence for an online writing instruction (OWI) context, differentiating between social presence, social comfort, attitudes about online learning, and social learning. The study was initially designed to examine graduate students’ perceptions of social presence as an element of online teaching and learning in two sections of an Online Composition Pedagogy course offered in Spring 2020 and Summer 2020. The COVID-19 pandemic intensified the project, since students were now learning about hybrid and online pedagogy against the backdrop of their own experiences as emergency remote students and teachers. Analysis of 21 students’ reflections written during the courses indicates that distinguishing between social presence per se and social comfort, attitudes, and learning helps to account for the individual and social contexts of course participants. Ultimately, this article argues that simply inviting students to “feel real” or positioning yourself as a “real” instructor is not sufficient for establishing the types of social interactions that composition studies values.

Internship in early childhood education during the coronavirus pandemic

O presente texto objetivou relatar o processo de planejamento do estágio obrigatório no curso de pedagogia e apresentar relatos dos estudantes sobre a experiência de cursar o estágio em Educação Infantil num formato remoto emergencial. Para isso, foi sistematizado um relato quanto ao planejamento e desenvolvimento do estágio junto a Educação Infantil, assim como um formulário foi produzido com o auxílio da ferramenta Google e encaminhado a estudantes do curso de Pedagogia da Universidade Federal de Goiás (UFG). Espera-se que os dados apresentados possam contribuir com registros deste momento junto a formação de professores no Brasil.

Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

Relatos de experiências de jovens universitários no PIBID: reflexões acerca da educação física na educação infantil

This experience report aims to analyze the results of the Institutional Scholarship Program for Initiation to Teaching / Interdisciplinary Pibid that was developed in the area of ​​Early Childhood Education in Municipal Early Childhood Education Units (CEIM), of the Municipality of Biguacu / SC. The report aggregates curricular actions about child education, children's cultures, teacher identity, academic and professional training and reflects the role of praxis in order to reinvent it, whenever possible, so that its view is not unique or immutable. From the analysis of the interventions of the scholarship holders of Physical Education and Pedagogy courses at UNIVALI, in contexts of professional intervention in Early Childhood Education, it was possible to foster the approach of academics in the context of their professional performance and the necessary knowledge that must be mobilized in the daily life of being a teacher. Among this knowledge, it was necessary to consider the sociological contributions on childhoods, children and children's cultures based on the Sociology of Childhood. The methodology was built from the reports developed by the academics in their field diaries.