Characteristics Of Teaching Research Articles

Secondary Teachers’ Remote Instructional Practices in Mathematics for Students With Disabilities

Increasing numbers of students with disabilities (SWD) receive remote or online instruction in secondary mathematics. Unprecedented shifts in teaching modalities during the COVID-19 pandemic highlighted the need for effective remote instruction. The present study surveyed 31 general and special education teachers to identify features of remote instruction in secondary mathematics for SWD and understand the changes between Spring and Fall of 2020. Teachers reported increases in the variety of presentation and practice methods and the use of synchronous methods of feedback. Assessment and methods of providing feedback on assessments remained stable over time. Shifts represented alignment with existing frameworks for best practices in online learning and provided opportunities for the incorporation of evidence-based practices (EBPs) into secondary mathematics instruction. Barriers, such as progress monitoring and providing intensive instruction, remain prevalent and critical areas for continued investigation.

Theoretical foundations of personification for university educational activities during pandemic

The purpose of the article is to analyze modern literature in the direction of the personification of the educational process in Ukraine, to develop the theoretical foundations for the personification of the educational activities of the university in a pandemic using research methods were used to solve the set tasks: theoretical (study and analysis of scientific and pedagogical, psychological and pedagogical, reference, specialized literature, regulatory documentation on the topic of research, additional professional advanced training programs; analysis, comparison, classification of the information received and generalization); empirical (pedagogical experiment, observation, questionnaire survey, survey, conversation, testing) during an international pandemic. The article substantiates the concept of personalization of the educational process in higher education, indicates the place of personalization in some other definitions. Based on the analysis, an information model of the personalization of the educational process in higher education is proposed, socio-cultural prerequisites and methodological approaches to ensuring the personalization of the educational process in the university are disclosed, psychological and pedagogical features of the development of the individual in the educational process of the university are considered according to target (ideal) guidelines, the main technologies for personalizing the educational process are classified process in higher education.

Evaluating Evidence-Based Content, Features of Exercise Instruction, and Expert Involvement in Physical Activity Apps for Pregnant Women: Systematic Search and Content Analysis.

BackgroundGuidelines for physical activity and exercise during pregnancy recommend that all women without contraindications engage in regular physical activity to improve both their own health and the health of their baby. Many women are uncertain how to safely engage in physical activity and exercise during this life stage and are increasingly using mobile apps to access health-related information. However, the extent to which apps that provide physical activity and exercise advice align with current evidence-based pregnancy recommendations is unclear.ObjectiveThis study aims to conduct a systematic search and content analysis of apps that promote physical activity and exercise in pregnancy to examine the alignment of the content with current evidence-based recommendations; delivery, format, and features of physical activity and exercise instruction; and credentials of the app developers.MethodsSystematic searches were conducted in the Australian App Store and Google Play Store in October 2020. Apps were identified using combinations of search terms relevant to pregnancy and exercise or physical activity and screened for inclusion (with a primary focus on physical activity and exercise during pregnancy, free to download or did not require immediate paid subscription, and an average user rating of ≥4 out of 5). Apps were then independently reviewed using an author-designed extraction tool.ResultsOverall, 27 apps were included in this review (Google Play Store: 16/27, 59%, and App Store: 11/27, 41%). Two-thirds of the apps provided some information relating to the frequency, intensity, time, and type principles of exercise; only 11% (3/27) provided this information in line with current evidence-based guidelines. Approximately one-third of the apps provided information about contraindications to exercise during pregnancy and referenced the supporting evidence. None of the apps actively engaged in screening for potential contraindications. Only 15% (4/27) of the apps collected information about the user’s current exercise behaviors, 11% (3/27) allowed users to personalize features relating to their exercise preferences, and a little more than one-third provided information about developer credentials.ConclusionsFew exercise apps designed for pregnancy aligned with current evidence-based physical activity guidelines. None of the apps screened users for contraindications to physical activity and exercise during pregnancy, and most lacked appropriate personalization features to account for an individual’s characteristics. Few involved qualified experts during the development of the app. There is a need to improve the quality of apps that promote exercise in pregnancy to ensure that women are appropriately supported to engage in exercise and the potential risk of injury, complications, and adverse pregnancy outcomes for both mother and child is minimized. This could be done by providing expert guidance that aligns with current recommendations, introducing screening measures and features that enable personalization and tailoring to individual users, or by developing a recognized system for regulating apps.

UNDERGRADUATE STUDENTS� EXPERIENCES ON ONLINE LEARNING DUE TO COVID-19 PANDEMIC: THE INFLUENCE OF ENGAGEMENT AND PEDAGOGICAL CHARACTERISTIC IN EFL CONTEXT

This study is aimed to report undergraduate students experiences on online learning due to the Covid-19 pandemic. While online learning is not new, this was a novel and sudden experience for students who normally attend school, relatively little empirical evidence explore how undergraduate students experience during online learning due to the Covid-19 pandemic in terms of their engagement and pedagogical aspects. To fill this gap, this present study focused on investigating undergraduate students' experience of online learning in engagement included students active involvement category and pedagogical characteristics such as personalization, authenticity, and collaboration. Grounded in qualitative approach with phenomenological case study design. Out of thirty-one undergraduate students of 2nd semester major in English education in one of universities in West Java, three undergraduate students were recruited as the participants voluntarily in this study. The data were collected from online interviews adopting the three-interview series framework by Seidmans (2013) consisting of thirteen questions. The data were qualitatively analyzed by inductive phenomenological reduction from Seidmans (2013). The result of this study showed two emergent findings on undergraduate students' experience during online learning. First of all, the term of engagement on online learning of undergraduate students shows that each participant has a wide range of class involvement. Secondly, the pedagogical characteristic of personalization aspect indicated that students have independent learning such as read repeatedly the material and access more than one learning source.

Experienced EFL teachers switching to online teaching: A case study from China

Despite the growth of studies on technology-enhanced language education, language teachers' experiences and stages of transiting to teach online during crisis have received little attention. Informed by the boundary-crossing learning theory as a theoretical framework, this case study aimed to examine three experienced Chinese junior secondary school English teachers' transition to teaching online as a result of the school closure during the outbreak of COVID-19. In the study, we collected a variety of data from the participants including their narratives through stimulated recalls about teaching online, teaching artifacts (e.g., worksheets, lesson plans) about their instructional features, and semi-structured interviews about the transitional process. Reflexive thematic analysis was followed to construct understandings about the participants' online teaching experiences and influencing factors. The results show that the participants experienced three stages of online shift, involving preparing, adapting and stabilizing stages facilitated by four dialogical learning mechanisms, i.e., identification, coordination, reflection and transformation. Their dispositional traits and proactive efforts, and systemic support contributed to their process of overcoming pedagogical, technical and emotional challenges during the boundary-crossing process. Implications are drawn on strategies that facilitate language teachers’ emergency online teaching, and professional development for better online delivery.

EMPIRICAL DETERMINATION OF THE LEVEL OF SOCIAL SECURITY IN CHILDREN OF SENIOR PRESCHOOL AGE

Introduction. In the article the author raises the issue of social security of older preschool children. It is emphasized that the leading aspect of successful socialization of an older preschool child is self-confidence, which is manifested in the child's attitude to reality, to himself, the ability to solve life's problems. At the same time, psychological and pedagogical features of the development of this quality of personality in the senior preschool age are insufficiently studied, so there is a need for an empirical study of levels of social confidence in older preschool children. Purpose. The purpose of the article is to analyze the results of the ascertaining stage of the study to identify levels of social confidence in older preschoolers in the preschool. Methods. Research methods: analysis of psychological and pedagogical literature, legal documents, observations, interviews with older preschool children and educators, methods “Steps”, “Draw yourself”, “Self-confidence”, questionnaires for children and educators. Results. It was found that no child from the selected experimental children of older preschool age was classified as high. To the average level of development of social confidence, we attributed 49, 00% (16 people) of respondents on the basis of applied diagnostic techniques and others. used research methods, to a partially satisfactory level of social confidence – 32,50% (11 people) and to a satisfactory – 18,50% (3 people) of older preschool children. The indicators we selected (in relation to ourselves, the world around us, physiological signs) of the manifestation of social confidence or social insecurity at each level, allowed us to describe in more detail the processes we studied in groups of older preschool children. Originality. The method of studying the state of development of social confidence of senior preschoolers in preschool education has been improved. Further development of the issue of empirical study and development of social confidence in older preschool children in preschool institutions and at home. Conclusion. The results of the ascertaining stage of the study showed that the development of social confidence in older preschool children is characterized by certain psychological and pedagogical features that we were able to explore and describe.

Психолого-педагогические особенности в дизайне образовательной среды

Психолого-педагогические особенности в дизайне образовательной среды

Measuring the Similarity of Concept Maps According to Pedagogical Criteria

A concept map provides a graphic hierarchical means of representing how knowledge is structured in a domain. It visually organizes a set of concepts showing their mutual relations. An analysis of the similarities between two concept maps can produce significant results in any fields where Intelligent Knowledge Management is used, such as Healthcare, Policy Development, Energy and Waste Management, Resource Consumption Sustainability, Mobility, Safety, Citizen Empowerment, and, of course, Education. In an educational setting, a concept map conveys the various concepts connected by relations of dependence that a course must cover. However, the similarity between two concept maps for education has to be measured according to criteria that take into consideration the pedagogical properties of the maps, i.e., not only considering the structural aspects of the maps themselves. An automated analysis of the similarity between two concept maps can allow the teacher to reflect on different interpretations of the knowledge domain of a certain course as well as to assess how existing learning material can be implemented in a new course. Research into this aspect of concept mapping appears to be relatively scarce. This paper proposes criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process. Each criterion is implemented through a specific measure function. The measures are then shown to be sensitive to their criterion rationale by evaluating them against a collection of random case studies.

DISTANCE LEARNING IN THE SYSTEM OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS: RETROSPECTIVE ANALYSIS

A retrospective analysis of the formation of the system of professional training of primary school teachers in the terms of distance learning in HEI of Ukraine has been carried out in the article. The tendencies of the dynamics of implementation of distance learning in the educational process of a higher pedagogical school in accordance with a number of factors (political and economic; social and educational; technological and program) and institutional aspects of regulatory and legal support have been singled out. Thematic researches in the educational and scientific space have been analyzed and the directions of urgency of transformation of distance learning in the chronology of its development have been determined. The periodization of the development of professional training of primary school teachers in terms of distance learning with certain stages and characteristic historical and pedagogical features has been presented. The idea of a «triad» of possibilities on the way of evolutionary development has been proved: an educational technology, a form of training organization, distance professional training as a pedagogical system. An evaluative vision of the disadvantages and advantages of the research subject at all stages of implementation has been formed and the recommended ways of constructive changes in professional training of primary school teachers in the changing conditions of the digital educational space have been identified.

Développer les compétences de leadership par la simulation : un cadre de recherche et une étude de cas interprétative

Despite a growing consensus regarding the significance of critical inquiry, reflective thinking and experimentation in driving much of leadership training, we still lack empirical evidence on how pragmatist approaches to learning (e.g. game-based learning, simulation-based training) actually support the development of leadership skills. In particular, little is known about the interplay between multiple factors (i.e., instructional features, trainees’ profile, socio-cultural norms) enabling simulation-based training, and how it affects the consolidation of heterogeneous types of leadership skills. To fill these gaps, this article establishes a conceptual framework based on three propositions, and assesses its validity through an interpretive case study.

Psychological and Pedagogical Features of Designing the Educational Environment of the University: a Transdisciplinary Approach

Psychological and Pedagogical Features of Designing the Educational Environment of the University: a Transdisciplinary Approach

Pedagogical features of the development of sociocultural competence in the process of Rural Education

The main purpose of the study is to determine the main features of the pedagogical aspects of sociocultural competence as an element of intercultural communication. Sociocultural competence involves the inclusion of students in intercultural communication, modeled in the classroom in rural education. The implementation of intercultural communication presupposes an adequate mutual understanding of communication participants who are representatives of different cultures. The development of psychological and pedagogical theory and practice has led to increased attention to the formation of sociocultural competence of students in the process of their professional training in rural education. The methodology includes a number of theoretical and research bibliographic methods. First of all, methods of analysis and synthesis of scientific and practical information were applied. The method of systematization and abstract-logical was also applied. As a result, the key aspects of sociocultural competence were identified as an element of the psychology of intercultural communication. Further development is needed on issues related to the formation of sociocultural competence in future students and the use of interdisciplinary connections in the process of their professional training in rural education.

ДНИ ЕДИНЫХ ДЕЙСТВИЙ В СИСТЕМЕ ПРОФОРИЕНТАЦИОННОЙ РАБОТЫ В КЛАССАХ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ НАПРАВЛЕННОСТИ

The article substantiates the importance of non-formal educational practices of career guidance in classes of psychological and pedagogical orientation. The characteristics of non-formal educational practices are determined, the specifics of their design for the orientation of schoolchildren to the teaching profession are determined on the basis of the ideas of the event approach. The pedagogical features of the days of unified actions as a form of organization of pedagogical interaction, widespread in modern educational practice, are revealed.

THEORETICAL BASES OF DEVELOPMENT OF CREATIVE ABILITIES OF YOUNGER SCHOOLCHILDREN IN SCIENCE LESSONS

The article is dedicated to the growth of attention to students personalities, maximal talent discovery, intellectual development, which assures the priority of creative capacity development in the conditions of competency-based educations. The work also illuminates and creative development of primary-school aged children and conditions than have to be provided for that, the choice of forms and methods conductive to the full development of the personality with clear life attitudes – able to make a right choice in the future and apply the received knowledge competently in the living space. The article presents the author’s structure of creative abilities of students of art schools, which are developed by means of electronic musical instruments. The content of each of the identified structural components is considered and substantiated. The essence of the concept of “creative abilities” in the context of educational and creative activity of students of art schools with the use of electronic musical instruments has been clarified. Different approaches of scientists to the interpretation of the concept of “creative abilities”, their content and structures. As a consequence, two related but not identical concepts of “creative” and “creative” are distinguished ability. The psychological and pedagogical principles of the development of creative abilities in the younger ones are analyzed, schoolchildren. The internal and external factors of influence on the personality and development of the general and creative are distinguished abilities. The author reveals the problem of formation of natural science competence of junior schoolchildren in the lessons of science, education of creative personality. Attention is focused on the psychological and pedagogical features of the process of formation and development of creative abilities, as a complex systemic formation. The article introduces certain scientific – theoretical sources, which investigate the problem of formation of creative abilities of students, and contains some methodological tips for organizing educational and educational process aimed at forming the creative personality of the child The article covers various aspects of the development of students’ creative abilities in the pedagogical system, in particular, the use of beauty of nature, literature, music, painting, as a means of developing the creative abilities of the individual. The specifics of creating a creative atmosphere for the teacher in the lessons are revealed.

Psychological and pedagogical features of adaptation of educational process in institutions of higher education in the conditions of martial law

Psychological and pedagogical features of adaptation of educational process in institutions of higher education in the conditions of martial law

DEVELOPMENT OF INSTRUMENTAL ENSEMBLE PERFORMANCE SKILLS

The article is a study of various factors of the development of a musician’s ensemble performance skills. It generalizes the aspects of metric rhythm, tempo, timbre and dynamics in the process of ensemble performance activity of an instrumentalist. The performers’ participation in collective music performance contributes to the development of their active interaction with music art, widens the range of their artistic and esthetic knowledge, practical and professional skills. The purpose of the study: to highlight and summarize the psychological and pedagogical features of the formation of skills of ensemble playing musician-instrumentalist. Research methodology: theoretical analysis of scientific and methodological literature within the outlined topics; methods - ascent from the general to the specific, observation of the performances of leading ensemble groups and creative and performing activities of students; in the course of the educational process in orchestral and ensemble classes; selfobservation, modeling of the leader's interaction with the music group, analysis of the performing and pedagogical experience of the leaders of various ensemble groups, comparison and generalization of the obtained data. The scientific novelty of the work is an attempt to theoretically generalize the general principles of ensembleperforming work of a musician-instrumentalist with an emphasis on the practical side of their implementation. Conclusions. In the process of work with music material, a metric-rhythmic ensemble involves the following: keeping the necessary general collective tempo in every part or a certain episode of a piece of music; analogous feeling and performance by each musician and the collective as a whole of gradual and abrupt changes of tempo, accelerations and slowdowns, agogic deviations; correct, identical performance by each musician, each part and group of the corresponding metric units, coordination of the vertical and the horizontal rhythmic component. The article outlines the tempo-related challenges in the work of an ensemble, including keeping an even, stable tempo, in particular in music pieces with a various texture; various accelerations and slowdowns of tempo; rubato tempo; various caesuras and fermatas. The right tempo may be distinguished by the following two features: the right tempo brings out the musical content of a phrase in the best way; it ensures the technical accuracy and clearness of performance. The joint ensemble performance of nonstandard tempo deviations in an ensemble may be considered proficient if it meets the following requirements: the ensemble performance synchrony is not deranged; the process of changing tempo is carried out by all the musicians. The article outlines various factors of relativity of ensemble dynamics: relativity of dynamics in pieces of music from different epochs and styles; relativity of dynamic nuances in pieces of music of different genres; relativity of dynamic nuances in parts of the same piece of music that differ in their dramaturgic significance; relativity of dynamics between ensemble parts.

Psychological and pedagogical features of students’ education and activation of their cognitive activity

This article describes the types of activities, students’ activity in the educational process, individual approach to education, creative activity, and also reflects the views of Eastern thinkers on activity. Activity in reading leads to faster learning and understanding of social experiences, the development of communication skills, the formation of attitudes to the environment around them. The student applies what he or she has learned so far in preschool and beyond. In doing so, the student uses new methods based on his or her cognitive activity.

PSYCHOLOGY OF VICTIM PERSONALITY IN THE MODERN SOCIAL CONDITIONS

Introduction. Сhanges taking place in Ukrainian society today are transforming the social structure, which is undergoing significant changes in the conditions of exacerbation of social inequality and poverty. We observe these changes in various spheres of life, but in our study we pay special attention to educational process, where take place radical and rapid changes that lead to various behavioral in adolescent disorders. We consider "victimhood" as the psychological property of an individual, as an existing social and personal phenomenon. Purpose. The aim of the article is to study the psychology of the victim's personality, taking into account the psychological characteristics of a person and ones predisposition to victim behavior and social conditions in which the person is and which make person a victim of adverse socialization conditions. Methods. Theoretical (conceptual and comparative analysis of philosophical, sociological, psychological and pedagogical, scientific and methodological and reference encyclopedic literature, legal documentation to clarify the content of basic concepts and study the state of development of the research problem in theory and practice); empirical (content analysis, observation, study and generalization of independent characteristics and pedagogical experience). Results. Analyzing different approaches to the definition of victimhood, we are inclined to an integrated approach, because it considers victimhood as a consequence of objective and subjective factors of victimization, i.e. takes into account influence of environment and self-perception of adolescent. This approach also allows us to consider victimhood as a complex and multifaceted phenomenon. In this regard, some researchers suggest talking about the components (components, in some sources varieties) of victimhood. Thus, taking into account all the above provisions, in our study we will consider adolescent victimization as a set of stable psychophysiological, individual psychological and socio-psychological properties, which cause when interacting with external circumstances that can be corrected until they are completely neutralized or eliminated. Originality. The concepts of "victimhood", "victimization", "victim", "social standards", "stereotyping", "attitude" help to establish the logic of the transition of certain groups of potential victims of socialization into real, the main pattern of latent victims and realize the importance of large-scale events aimed at prevention and devictimization, which with the establishment of the cult of eternal human values will increase the performance of a tolerant society in which each individual will be able to find himself and his prominent place in a human society. Conclusion. Further scientific researches will be devoted to exploration of psychological and pedagogical features of devictimization of latent victims of adverse social conditions in the system of social standards, enriched with universal values.

Psychological and pedagogical features of their age in the formation of intellectual abilities of students on the basis of innovative technologies

Psychological and pedagogical features of their age in the formation of intellectual abilities of students on the basis of innovative technologies

ФОРМУВАННЯ ЖИТТЄВОЇ КОМПЕТЕНТНОСТІ ДИТИНИ ДОШКІЛЬНОГО ВІКУ –УМОВА ЗАБЕЗПЕЧЕННЯ НАСТУПНОСТІ ПОЕТАПНОГО РОЗВИТКУ ДОШКІЛЬНИК-УЧЕНЬ ПОЧАТКОВОЇ ШКОЛИ

The article is devoted to clarifying the problem of ensuring continuity in the gradual development of the child's personality in the system of preschool and primary education. The content of the main competencies defined in the normative documents that make up the new life competence of the preschooler is analyzed. It is shown that continuity in the system of preschool and primary education is ensuring the continuity of human education. The peculiarities of primary school student's educational activity are outlined, their characteristic is offered (formation of culture of primary school student's educational activity; emergence and development of new social relations in dyad "child-adult"; formation of personal culture basis. A comparison of the competencies presented in the Basic Component of Preschool Education (State Standard of Primary Education), which form the basis of the life competence of a preschooler, is proposed. It is shown that their content fully reflects the implementation of the principle of continuity in the organization of the educational process both in preschool education and primary school system. The optimal organizational and pedagogical conditions for the formation of life competence of a preschool child are identified and characterized as: clear knowledge and consideration in practice of age and individual psychological and pedagogical characteristics of preschool children and primary school children; the image of the preschool institution and its educational services is formed; the structural and functional model of life competence of the preschooler-junior schoolboy is developed. The structural-functional model contains three blocks - target or theoretical-oriented; practice-oriented or content-procedural; effective or diagnostic-corrective; a brief semantic description of each of these blocks is proposed.