Manual For Teachers Research Articles

Учебно-методическое обеспечение кружковой деятельности детей подготовительных групп дошкольных образовательных учреждений и начальных классов школ кластера непрерывного казачьего образования

The article is devoted to the consideration of the educational and methodological support of the circle activities of children of preparatory groups of preschool educational institutions and primary schools of the cluster of continuous Cossack education in the framework of additional education. The additional education expands the possibilities for a child's personal development, awakens creativity and the ability to work on a specific topic in collaboration with a team of peers, with parents and with teachers. The authors emphasize the prospects of additional education at an early age, in kindergarten and in elementary school, which is important for the formation of a child's worldview. Additional education forms a variety of programs, orients children to different types of activities and different directions of search (practical, project, research), as well as various forms of associations, among which we have chosen one of the forms of additional education – a circle of interests related to the study of the history and culture of the Cossacks. The circle activity unites children, contributes to the solution of intellectual and educational as well as subject-practical tasks aimed at the formation of new knowledge and skills on a specific topic - the history and culture of the Cossacks, studied in educational organizations with an ethno-cultural Cossack component. For the successful implementation of educational and pedagogical processes in schools and pre-school children's educational institutions with an ethno-cultural Cossack component, at the request of parents and children, we have developed a Textbook for the alphabet for Little Cossacks and a Teaching manual for teachers on working with the Textbook. In the article we substantiate the possibility of effective use of the proposed methodology for conducting group work with children of preparatory groups of preschool educational institutions and primary school classes with an ethno-cultural Cossack component to form children's interest in the history and culture of the Cossacks, which will contribute to fostering a sense of patriotism, citizenship, respect for the heroes of our motherland as well as for the country's historical and cultural heritage. The authors of the study offer various forms of training within the framework of the circle activities: practical classes in the form of conversations, virtual and real excursions, contests, games.

К вопросу о К. Д. Ушинском как переводчике

The article continues the development of the topic "K. D. Ushinsky as a translator", started about 10 years ago by V. G. Bezrogov and M. V. Tendriakova and some other researchers. It is shown that the study of K. Ushinsky's translation work is carried out in several directions: the study of the European source base of Ushinsky's textbooks, and the special features of his translations of works by Western academics. This article provides new information on K.D. Ushinsky's translation of "Der Unterricht in der Klein-Kinder-Schule", a manual for teachers of elementary schools, by Friedrich Adolph Disterweg (1790-1866), one of the leading German teachers of the 19th century. Disterweg's manual is intended for teachers working with 5-7-year-olds and is a model for the holistic approach to primary education, combining "real" knowledge and Christian education in the classroom. Der Unterricht in der Klein-Kinder-Schule" is known to the Russian-speaking reader in the translation by K.D. Ushinsky as "Beginnings of Children's Schooling". For reasons not entirely clear, Ushinsky's translation significantly reduced the material of religious content, which is reflected not only in the removal from the translation of the religious-song section, but also in the compressed presentation of some other places of Christian themes.

Analysis of Methods and Tools for Visualising Anatomy in the Professional Training of Future Design Teachers

Design teachers are trained in anatomy through the use of conventional atlases and textbooks specifically tailored for artists. The training did not use modern visualisation tools, widely used in medical universities, to popularise knowledge. The focus of the study was the techniques and approaches used for visual representation. The purpose of the study was to systematise methods and means of visualising anatomy in the training of design teachers, to determine the features of presenting knowledge in this area for designers. The research methodology involved the use of an integrated approach, which took into account all the features of the application of anatomical knowledge in design, affecting the format of their presentation. General scientific methods were used to systematise the material on the research topic, to formulate the problem, form a hypothesis as well as to formulate conclusions. It was found that at the moment there is a sufficient number of education platforms on the Internet with free access, which contain information in various visual formats. There were also educational applications and interactive atlases. But they focus on the medical component, so it was necessary to adapt them to the tasks of training designers. In general, all the considered tools can be used in different forms of training: theory and practice, didactic lectures, modeling, simulation. For design training, important issues were the ergonomics of space and objects in it, which were largely based on human anatomy. Therefore, ergonomic models can be used as visualisation tools for preparation. Thus, the range of visualisation tools and methods is quite wide, their use proves to be effective, but there was an urgent need to adapt existing programs, models, platforms to meet design requirements. It is promising to develop an interactive anatomical atlas for the designer, which can be used in the educational process in the classroom and independently as a reference manual for students, teachers, and designers.

Exploring EFL Pre-Service Teachers' Mentoring Process and The Challenges in Their Practicum

This study examined pre-service teachers’ mentoring processes and challenges. The interview protocol was used to collect qualitative data. Five pre-service teachers were investigated. Pre-service teachers experienced different mentoring processes. The five pre-service teachers’ mentoring frequency, content, support, and feedback varied. Most pre-service teachers were mentored on a regular basis. Mentoring usually occurs before and after the teaching practice. The content of mentoring covers the pedagogy, teaching materials, and limited technology for teaching. They faced five issues: lack of feedback, mentee exploitation, having compelled to emulate the mentor’s style, no guidance, and lack of time for mentoring. The findings indicate the need for a mentoring course or mentoring manual for mentor teachers to provide quality mentoring.
 Keywords: EFL pre-service teachers, mentoring practice, mentoring challenges

How can autonomy and active learning be stimulated in a blended oboe class program?

This research is an exploration into stimulating autonomy and active learning in musical tuition. Through an explorative journey in my teaching practice I developed tools to increase autonomy, active learning and self-regulation in students, using the self-determination theory, new learning and self-regulation as the main learning theories to find answers to my research question. In my lesson practice students rarely come in as active-, self-directing autonomous learners. However, literature and experiences of other teachers, show us that students – even beginners – can learn to become active, self-directed learners. It is not common practice yet to implement these theories in music classes. This is why I would like to create a toolkit and a user manual for teachers that would like to incorporate autonomy supportive teaching and self-regulation in their practices. I will also create a blueprint to inspire working with blended programs in music classes. A flipped classroom can trigger an ongoing learning process in the week, it can aid students in their practice and it is a tool to reflect on teaching practices, teaching styles and programs. The research took place in the BASIS oboe classes at the School for Young Talent, in The Royal Conservatoire of The Hague. There were 5 beginning oboe players, in the age group of 7 till 13 years. I used a combination of design and action research. With the design research I developed the online learning space and the tools for active learning and self-regulation. With action research I reflected on my teaching, students learning, development and well-being and the use of the tools. It was possible to use learning theories in different ways. I used tables and frameworks to reflect on my teaching, I used existing tools, I tailored tools to the age group of my students and I combined aspects of active learning and self-regulation. After three design cycles there is a blueprint of a toolkit that can be used in a flexible way and there is a blueprint for blended learning in instrumental music classes. The changes in my teaching style, the implementation of the learning theories and the reflections on the program using the online environment had a great impact on the teacher – student dialogue, the content of my lessons and the overview of the program. In students I saw an increase in motivation, autonomy and effectiveness. They are very engaged young learners, they learned to choose repertoire and strategies in their practice, they are able to plan, practice and reflect on their process and they have covered more repertoire and technique over the last year in comparison to the year before. They started sharing their music outside of classes and started thinking about their own goals in their oboe practice.

НАВЧАННЯ Й ОЦІНЮВАННЯ ІНТЕГРОВАНОГО АУДІЮВАННЯ ТА ПИСЬМА В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: АНАЛІЗ КОГНІТИВНИХ ПРОЦЕСІВ

Background. With the internationalization of educational settings as well as the labour market, there is an increasing need for tertiary school students to acquire academic English writing skills. English is the dominant language spoken by many learners and professionals worldwide, but, gaining proficiency in academic writing can be challenging due to the range of specific cognitive processes involved in this type of writing. In the context of Ukrainian education, creative writing is prevalent in secondary education institutions, which may result in poor performance in universities because of a lack of knowledge and skills among students regarding how to highlight the main information and what to write. As a result, there is a need for introducing effective techniques of teaching and assessing integrated listening-into-writing in a higher institution classroom. Objective. The goal of the article is to provide a concise and organized overview of the cognitive aspects related to integrated listening and writing skills in a university setting. This will be achieved by analyzing the processes involved in both integrated listening-into-writing as well as non-integrated listening and writing. Results and discussion. The study involved a comprehensive analysis of relevant literature addressing core distinctions between integrated and independent writing in terms of cognitive processes and characteristics. Building on existing research on integrated listening-into-writing, as well as independent listening and writing, the paper presents a synthesis of current models encompassing the cognitive processes underlying integrated tasks. It examined cognitive strategies and executive control, as well as the challenges of implementing integrated writing in the modern system of higher education, highlighting the ways of overcoming the difficulties. Additionally, the article explains the roles assumed by both teachers and students in overcoming difficulties associated with integrated listening-into-writing. Further steps are to be taken to create a manual for teachers and assessors of integrated listening-into-writing.

СТРАТЕГІЯ НАВЧАННЯ СТАРШОКЛАСНИКІВ РЕДАГУВАННЯ УКРАЇНСЬКОМОВНОГО ТЕКСТУ З ВИКОРИСТАННЯМ ТАКТИК ЛАТЕРАЛЬНОГО МИСЛЕННЯ

Background. Teaching editing, being an effective tool of building up students’ text competence, faces a number of challenges. To foster high school students’ mastering the skills of effective text creation and written production, Ukrainian language teachers are searching for teaching strategies to improve their students’ literacy, increase motivation and induce thinking. Lateral thinking techniques are viewed as a powerful instrument to develop students’ text competence through teaching editing. Purpose: The aim of the article is to present the strategy of teaching the Ukrainian language text editing to 10-11graders using lateral thinking techniques; to analyze how lateral thinking techniques stimulate the interest of students in editing activities and build up their text competence. Methodology. The study was conducted in November-December 2022; the participants were 10th-grade (n=25) and 11th-grade (n=24) students of specialist philology-oriented school No 98 of Kyiv. The authors of the article designed the research framework; its implementation involved interviewing five Ukrainian language and literature teachers of the above-mentioned school with 9-17 years of teaching experience to specify the problem areas; selecting texts and designing tasks for the students to practice correcting and editing the suggested texts. Results and discussion. The study confirmed the effectiveness of introducing lateral thinking techniques into the Ukrainian language teaching editing; resulted in designing sample exercises with instructions to be included in the high school curriculum for developing the skills of text production and editing. Translations as a variety of texts to edit have proven to stimulate students’ interest and creativity. Further steps are to be taken to compile a manual for teachers to implement lateral thinking techniques into the Ukrainian language teaching editing to foster high schoolers building up their text production and editing competences.

An Online Program to Develop Teachers to Enhance the Innovation Skills of Students

This research focused upon the development of “An Online Program to Develop Teachers to Enhance the Innovation Skills of Students” by gathering teacher learning manuals and a practice manual for teachers to assist in developing students. Moreover, this study adopted the Research and Development (R&D) methodology. As a result of the implementation of R1&D1 to R4&D4, 6 sets of teacher learning manuals and 1 practice manual could be compiled. Additionally, the study employed a one group pre-test/post-test experimental paradigm. Based on the discovered outcomes from employing the manuals in the R5&D5 stage with 11 teachers and 204 students in a school that had been randomly chosen to represent the Division of Buddhist Studies of the National Buddhism Office, it was determined that the research findings had been consistent with the assumptions that had been made. The results demonstrated that the developed online program had been effective given that the post-developmental test for teachers had met the standard of 90/90, and the mean scores had been statistically significantly higher than prior to the development. Moreover, regarding the innovation skills assessment after the development, the results of the students’ mean score had been statistically significantly higher than before. The results proved that the designed online program had been effective and that it could be distributed to the additional Prapariyattidhamma Schools so that they could receive benefits.

PECULIARITIES OF FORMING MEDIA LITERACY OF POPULATION IN MODERN INFORMATION SOCIETY

Introduction. The article reveals the problem of forming media literacy of population, development of critical thinking, protection from manipulation as a topical issue of the present. The leading role in solving this problem belongs to media literate teachers who would have thorough knowledge of media education and be able to use it practicaly, in preparing children for adulthood. Purpose. The aim of the study is to analyze the features of the formation of media literacy of the population from birth and throughout life. Study of the gradual introduction of media education in preschool, secondary and higher education institutions, with the help of methodologically sound areas, forms, tools and exercises. Methods. The analysis and generalization of data of scientific and methodical literature and information sources of the Internet is carried out; study and systematization of scientific sources in order to reveal the essence of the concept of “media literacy”, designing the gradual formation of media literacy of the individual from birth and throughout life. Induction and deduction were used to clarify the causal relationships between pedagogical phenomena, generalization of empirical data based on logical considerations from specific to general. Results. Sites, projects, portals, media resources, government registries and online services that help increase the level of competence of the population in the field of media have been invesrigated. Teachers’ activities, directions, schools, film clubs of media educational orientation have been revealed. In primary school, media education is implemented through the content line “Exploring the media”, a manual for teachers “Media literacy in primary school”. The manual contains a large number of games and practical exercises for development of primary schoolchildren’s media competence, in particular the game “3 statements about me”. In secondary and high school, learning of media education should take place through the integration of media messages into all disciplines and topics, as well as learning “Fundamentals of Media Culture” in the 10th grade. Originality. The essence of the concept of “media literacy” has been revealed, the gradual formation of the individual’s media literacy from birth and throughout life has been analyzed. It is pointed out that in preschool age awareness in the field of media is formed through the active involvement of administration, educators and interaction with parents, which involves selection, analysis and demonstration of cognitive and developmental media texts. The fact that critical thinking is the basis of media literacy has been emphasiяed. It should be developed from an early age. Knowledgeable in the field of media is armed. Media literacy is a vital skill that everyone should have. It is the knowledge which, without exaggeration, affects the fate of the country and vector of its development. Conclusion. Emphasis is placed on the fact that higher education institutions encourage teachers to increase the level of their media literacy by participating in courses, webinars and trainings. It is offered to introduce media education in higher education institutions in the process of studying compulsory and optional educational components, in particular “Fundamentals of Media Literacy”.

Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability

This article focuses on a participatory process where the experiences of teachers regarding the implementation of the life skills curriculum and assessment policy statement (CAPS) for learners with severe intellectual disabilities (SID) in schools for learners with special educational needs were investigated. This curriculum for learners with SID has been developed to be more effective in meeting the needs of these learners. The curriculum ensures that learners can meet the requirements of the national CAPS used in ordinary public schools at a reduced depth and width, or at a more functional level, in accordance with their cognitive abilities. Although a descriptive mixed research method was applied in the study, this article reports on the qualitative part of the research. In the qualitative phase, collages and arts-based discussions with core project groups were used to generate data. Four schools, 13 core project groups, and 51 participants (teachers) were involved in the research. The transcribed data from the core project group discussions were analysed using thematic analysis, and the themes that emerged were discussed by the participants. Based on the results of these qualitative arts-based discussions, the findings were used to create opportunities for the teachers to talk and work together to jointly develop a training manual for beginner teachers and to form a learning environment that would permit rich inquiry-based dialogue among the teachers.

Адольф Дистервег как христианский педагог: теория и методика начального религиозного образования в пособии для учителей «Der Unterricht in der Klein-Kinder-Schule»

Адольф Дистервег как христианский педагог: теория и методика начального религиозного образования в пособии для учителей «Der Unterricht in der Klein-Kinder-Schule»

Pengembangan Buku Pembelajaran Pendidikan Jasmani Bagi Anak Usia Dini

The problem in this research is the availability of textbook teaching physical education for early childhood or manual for sports teachers in schools is still there, in the previous learning still uses the book physical education in general. The aim of this research is generating a guide text book for teacher at PAUD and Kindergarten in physical education and recreation learning. This study is the research of development that refers from Borg and Gall concept which is shortened to seven steps as needed. Small-scale testing involves 10 subjects and field testing involves 35 subjects. In order the resulting product can be valid so in this study involves three validators consisting of motor experts, physical education learning experts and early childhood education learning experts. From the result of small-scale trials of expert validation is obtained an average score of 3.5 with the category of "Good" and large-scale trial result of expert validation is obtained an average score of 3.9 with the category of "Good". Based on this assessment, it can be concluded that product of physical education learning textbooks for early childhood are considered suitable for used. For further research can be conducted effectiveness of textbooks that have been developed so that they can see how much influence this textbook in PAUD physical education learning.

Efficacy of Certain Teaching Strategies on Reading Fluency Skills for Students of First Grad in Prep School

This research aimed at the development of reading fluency skills for Students of first grad prep School The research problem was mainly represented in weak reading fluency skills for students of first grad in prep School as well as negligence of modern teaching strategies. in order to find out a solution, the study passed through a set of steps. Most importantly were providing a list of reading fluency skills, suitable for Students of first grad in prep School, selecting three teaching strategies: modeling, collaborative learning and double reading, then, processing five prose texts within the first grad arabic language book using these three strategies one at a time. A manual for teachers was also provided and included performance steps, procedures, activities, means used and correction procedures per strategy. A research measured how far the three strategies were efficient for the development of reading fluency skills of the students. This was made by developing a note card for reading fluency skills as well as a measuring test and selecting three experimental groups, who are to be primarily subject to the test, within the students of first grad in prep School. After application of these three strategies to the groups, the test was subsequently post-applied. The research concluded a set of findings. A prominently important finding is that the three strategies were effective for the development of reading fluency skills for the for students of first grad in prep School. The results further showed that double reading strategy outperformed both modeling and collaborative strategies with regard to the development of the said skills.

دور الأنشطة الطلابية في تنمية بعض القيم الخلقية لدى طلاب المرحلة الثانوية بمدينة الرياض

دور الأنشطة الطلابية في تنمية بعض القيم الخلقية لدى طلاب المرحلة الثانوية بمدينة الرياض

David Kmiec and Bernadette Longo Eds.: The IEEE Guide to Writing in the Engineering and Technical Fields [book review

The IEEE Guide to Writing in the Engineering and Technical Fields is a concise manual for engineers, technical professionals, scientists, researchers, teachers, and students to improve their writing skills. Each chapter is short—ranging from 20 to 40 pages—and the entire book is 200 pages, including appendices. The book accomplishes its purpose of providing recommendations for writing activities and for assessing the social situation of writing, then using that assessment to make writing (p. 5). Throughout the book, the authors offer short, manageable takeaway lessons to help readers make writing decisions and learn IEEE style for references. Compared to other engineering communication textbooks and manuals, this guide is short and manageable, yet its approach still considers the rhetorical and contextual dimensions of writing. Because it is brief, the guide does not explicitly cover ethics, risk communication, information graphics, presentations, and global or international communication. It also does not provide as many examples or complete samples of the genres and best practices discussed. Finally, as with other textbooks, some genres are missing, such as reviews, evaluations, and regulations. Nevertheless, these limitations do not diminish the value of the book in giving a concise and convenient overview of standard engineering communication genres and a rhetorically grounded framework for readers to use when writing in the engineering workplace. The book has potential for use in writing-intensive courses, where students must compose documentation for labs and projects, as well as for in-house training for employees. Its hybrid framework for making decisions as you write is flexible and can be applied to many different writing situations. Furthermore, the guide offers valuable, basic help on writing mechanics. It offers readers an approach to engineering communication that can help them think about the decisions that they make when they write and make thoughtful, informed choices in their writing.

Gukova L. N., Stepanov Ie. N. Syntax of the Russian language : Teaching-methodical manual for teachers and pupils of senior classes. — Odessa : Astroprint, 2013. — 360 p.

Gukova L. N., Stepanov Ie. N. Syntax of the Russian language : Teaching-methodical manual for teachers and pupils of senior classes. — Odessa : Astroprint, 2013. — 360 p.

Effectiveness of Psychoeducation on Psychological Wellbeing and Self-Determination in Key Caregivers of Children with Intellectual Disability

Background: For the parents to have a child with intellectual disability becomes the most traumatic experience of life which makes them unenthusiastic to accept the fact. Studies havemostly tended to focus on parental adjustment to their child’s disabilityand its correlates. There is littleresearch examining interventions that aim to improveparents’ and children’s relationship or quality of life. This study aimed to see the effectiveness of psychoeducation in increasing the level of psychological well-being and self-determination of the caregivers of children with intellectual disability (ID). Methodology: A total of 20 caregivers of children with intellectual disability were purposively selected from Central Institute of Psychiatry and Deepshika Institute of Child Development and Mental Health, Ranchi. They were assessed with General Health Questionnaire (GHQ-28), Ryff’s Psychological wellbeing scale, Family Interview for Stress and Coping in Mental Retardation (FISC-MR), Social Problem Solving Inventory (SPSI-R) and Self-determination scales before giving the psychoeducation. The psychoeducational module was developed specially for the caregivers based on National Institute of Mental Health manual for Psychologists and Teachers, Counsellors manual for family intervention in mental retardation & Problem Solving therapy manual. This module was applied on them individually for the period of four weeks. The measures mentioned earlier were used again to assess the post treatment levels on the selected key caregivers. Results: Study identified significant increase in the caregiver’s psychological well-being and self-determination levels after eight sessions of psychoeducation. Conclusions: Results suggested that psycho educational intervention is effective in increasing knowledge regarding the condition and in meeting the needs of the care givers . There are very few culturally sensitive parent intervention practices directed to the key caregivers of children with intellectual disability and that these practices should be enhanced. Keywords: Intellectual disability, psychological wellbeing, self-determination, psychoeducation

„Cesta za svobodou“ v zrcadle mediální reality

<p>The goal of this paper is to present the media image of campaign “Hello Czech Republic”, organized in the Czech Republic in 2016 by the Meta association. Its task was to adapt to the Czech conditions Swedish teaching materials on refugees, national identity, stereotypes or migration, which would help in the work of Czech teachers. They consisted of a manual for teachers with suggestions of thirteen lessons, film Šádí, presenting the story of a small Kurdish girl, and comic book Jednou se zase setkáme, Sanam. Příběh o cestě za svobodou, telling the story of Hamid, who was forced to escape from Afghanistan to Sweden. The comic book, which was presented in the article in more detail, became the main subject of media reports. However, the recipient is not able to find out about it too much because it has become only a pretext for presenting the content more favorable from the point of view of the media. Therefore, the main theme in most of the media information has become one of the tasks, telling of a fictional nuclear accident in the Czech Republic, which effectively raised a wave of criticism directed at the campaign, not only from the media, but also the most important politicians in the Czech Republic. Selective and distorted image, created by media, was thus subordinated to current events in the country and used in the political struggle.</p>

Методика експертного опитування щодо визначення впливу соціально-економічних чинників на розвиток загальної середньої освіти України в змісті посібника з педагогічного прогнозування для вчителів

The article deals with the problem of preparation of pedagogical workers for the application of the expert survey methodology for determining the effect of socio-economic factors on the development of general secondary education in Ukraine by means of modern educationalmethodological literature (a manual for teachers). The author substantiates the necessity of using educational and methodological literature in the process of preparing pedagogical workers for applying the methodology of the expert survey for determining the influence of socioeconomic factors on the development of general secondary education in Ukraine, acquisition by teachers of theoretical knowledge about this group of factors of the development of the abovementioned system, forming skills and abilities of determining and taking into account qualitative and quantitative characteristics of the influence of these factors in the process of prediction of this development. The article considers the main socio-economic factors influencing the development of the system of general secondary education, namely: economic state of the country, level of its socio-economic development, socio-economic peculiarities of regions and (communities), dynamics of population growth (in particular, of school-age), per capita income, families` (households') with school-age children income level, teachers’ income level, the level of state funding of general secondary education, the level of voluntary funding of the institutions of secondary education by families of the applicants of education, unemployment rate, labour market demands for certain professions, the dynamics of migration, educational migration dynamics. The methodology of the expert survey for determining the influence of socio-economic factors on the development of general secondary education in Ukraine is characterized as a set of interconnected techniques that enable to obtain, process and generalize individual expert assessments of the effect of socio-economic factors on the development of general secondary education in Ukraine. A brief description of the structure of the methodology (preparatory, organizational, diagnostic, analytical-generalization, final stages), which it comprises. The requirements and recommendations for the reflection of these theoretical and methodological materials in the pages of the manual on pedagogical prediction for teachers are formulated.

Review of “Inviting the Body into the Classroom”: A Dance Teacher’s Resource

This is a review of a pioneering arts-based research project “Inviting the body into the classroom.” The project includes 16 activity cards and an instruction manual for teachers. Theoretically strong, its unique take on the body supports all teachers in make the shift to enlivening learning.