Nature Of Education Research Articles

Metodologia da problematização e uso do fluxograma descritor na reorganização do processo de trabalho em vigilância sanitária

Introduction: The field of work in Health Surveillance in the Unified Health System (SUS) has undergone considerable strategic reformulations in recent years, marked, above all, by the increase in technological and informational aspects in the routine of the work process. Although they represent advances and potential benefits, different obstacles have been mentioned by the sector’s work teams, which weigh on the training of workers to understand these transformations. Objective: To report the experience of developing a flowchart that describes the work process in health surveillance in a health district in Recife/PE. Method: The problematization methodology was used to guide the preparation and execution of the study. The methodology was carried out through collaborative practice and construction, involving professionals from the health surveillance sector, proposing the situational diagnosis of the work and the demands presented by the teams, associated with the role of the resident health professional as facilitator and driver of operationalization of the action described. Results: The construction and implementation of the descriptor flowchart in the reality of the health surveillance service enabled the reorganization of the work process and alignment between professionals, guided by teamwork in a collaborative and situational way. Conclusions: The proposal presents a pragmatic and pedagogical nature, by using the horizons of observation, action, and intervention directed to the field of work management in health surveillance, in order to seek the resolution of obstacles and critical formative knots that sometimes interfere in the full exercise of programmatic activities of the work field.

Pedagogical Outdoor Project in Nature Sloyd

This study investigated the pedagogical value of a nature sloyd project. The assign­ment was to create the interior of and add decoration to one of the domed caves in a snow hotel dedicated to newlyweds. The theoreti­cal understanding that led to solve the design assignment was derived from experience-based teaching. The students were interviewed during the process, and three months later, the interviews emphasised the students’ experiences, cooperation, and learning and under­standing of significant subjects in the process. The Nordic context added value to the project. To support the interview data, the researcher’s memos and photos of the process were included in the analysis. The collected data were analysed in accordance with the constructing grounded theory method. The results show that feedback from supervisors and outsiders is important for maintaining motivation for a demanding outdoor project. They also show that the students were absorbed in the joy that various parts of the work process brought them, and it was new to them that ice can be processed with almost all types of tools found in a workshop for woodworking. Collaboration in lifting and constructing large structures using snow and ice made it possible for students to think in terms of a holistic design methodology. In such a way that the students reflected on didactic issues that may face them in their future profession as teachers. The results contribute to the understanding of the educational possibilities of pedagogical nature sloyd. Keywords: pedagogical value, sloyd, design art and crafts, nature sloyd

Documenting teachers’ motivation for professional learning: a systematic review

ABSTRACT Given the wide range of knowledge and skills expected of teachers, andthe ongoing evolution of the teaching profession, it is imperative thatteachers continue to learn throughout their careers. To do so, teachersnot only need ongoing opportunities to learn, but they also needmotivation to engage in these learning opportunities. In this review, weexamine how researchers have documented teachers’ motivation toengage in professional learning opportunities, and what they havediscovered about the nature of teachers’ motivation for professionallearning. We conclude with a discussion of what current measures ofmotivation offer the field and provide recommendations for futurescholarship.

О ДУXОВНО-НРАВСТВЕННОМ САМОСОВЕРШЕНСТВОВАНИИ ЛИЧНОСТИ

Education and upbringing are a single process that contributes to the development of personality and the formation of a human being. Even the ancient sages said that one cannot become a human being without learning to act as a human being. Knowledge, virtues, piety are acquired through teaching, activity, education and upbringing. The article reveals the ways and means of spiritual and moral self-improvement of a person on the example of the teachings of the great thinker - humanist Jalaleddin Rumi, who was one of the coryphees of science and culture of the medieval East. His works of philosophical, methodological and pedagogical nature occupy a solid place in his creative heritage.

USE OF PEDAGOGICAL METHODS BASED ON THE MODERN EDUCATIONAL PROGRAM TO INCREASE THE EFFECTIVENESS OF EDUCATION

This article provides information on the nature of teachers' activities in the implementation of the program of using modern pedagogical and psychological teaching methods to improve the quality of education. The main goal of our research is to improve the quality of education in the Republic of Uzbekistan and to use computer system information in the application of modern methods. Now that we are living in the age of advanced technologies, it is necessary to make good use of the possibilities of technology that we know. In this regard, all opportunities and conditions have been created in the educational system. Information is provided about the principles required in the teacher's work in the preparation of modern science methods. The main goal and task of this article is to study the research conducted in the modern education process and develop programs using methods based on interactive and innovative technologies. The analysis of improving the psychological and pedagogical ability of teachers is widely discussed. In the course of our research, a number of tasks were given to increase the effectiveness of the educational system, teachers' use of modern scientific methods.

METHODOLOGICAL GUIDELINES IN THE STUDYOF MUSIC EDUCATION PEDAGOGY

This article discusses the methodological foundations that play a key role in research in the field of music education. One of the most important methodological guidelines is methodological analysis, considered as a meta-method in the context of music pedagogy. This analysis is an integrated approach to the research process, which allows us to comprehend various aspects and processes of musical and pedagogical theory and practice. Within the framework of methodological guidelines, professionally significant functions and approaches are also highlighted, which contribute to the awareness of the value of concepts of a musical and pedagogical nature, innovative processes in science and education, as well as the formation of a research strategy. The approaches under consideration include various intellectual operations, among which reflection stands out as a method of creative thinking and personal rethinking of values and motives in the activities of a teacher-musician. The basis for the development of methodological guidelines in this context is knowledge from various fields of human activity, including science and art. Reliance on knowledge serves as the basis and methodological basis for the pedagogy of music education, to determine the principles and methods of organizing the research process.

Breviarium rerum gestarum populi romani в отечественной и зарубежной историографии: к вопросу об источниках Феста

The transformative processes within the Roman Empire during the late 3rd and early 4th centuries brought about significant changes across various aspects of societal life, including the educational sphere. The proliferation of Christianity played a pivotal role in reshaping existing pedagogical prac-tices, ideologies, and standards, particularly among the elite class. With the emergence of a new political landscape during the dominatum era, there arose a demand for revised didactic norms. These norms aimed to provide administrators and officials with comprehensive insights into the history of Rome, its allies, and adversaries. During the 360s, concise didactic guides or “Breviaries” were developed. Notable among them is Flavius Eutropius' “Breviarium ab Urbe condita” (“Breviary from the Founding of the City”), recognized as a prominent textbook on Late Antiquity history in contempo-rary scholarship. Another significant work is the “Breviarium rerum ges-tarum populi Romani” (“Breviary of the Deeds of the Roman People”), compiled by an individual known as Festus (? – ca. 380). However, this text remained on the fringes of scholarly discourse for some time due to its brev-ity and the author’s heavy reliance on predecessors. Most scholars agree that Festus' "Breviarium" serves as a didactic compendium intended for both the emperor, who may not have been highly educated, and the officials of his empire. While there is little doubt among researchers regarding the peda-gogical nature of this work, several other questions, such as those concern-ing Festus' sources and the degree of the author's independence, remain un-resolved in historiography. Currently, there exist two approaches to address-ing the issue of identifying and studying Festus' sources. The first, positivist approach (endorsed by R. Jacoby, E. Wölfflin, A. Bettendorff, D.V. Kareev), states that Festus' sources can be easily identified by comparing parallels between his texts and those of his predecessors. However, there are differing views within historiography regarding the number and composition of the sources used by Festus in creating the “Breviary.” The second, critical ap-proach (advocated by D. Büer), denies the possibility of compiling an ex-haustive list of the sources of the “Breviary” due to the limited tradition of creating texts of this genre that have reached us. This article examines the evolution of historians' judgments regarding the possibilities and methods of identifying and interpreting Festus' sources in the composition of the “Breviary,” as well as discussing methodological approaches to studying this work.

A Case Study of Biology Teaching Practices in Croatian Primary Schools

Abstract The aim of this case study is to present the most frequent teaching methods used by biology teachers in the Republic of Croatia, based on the observations made during biology class and the teachers’ statements. The study included six distinguished primary school biology teachers, along with their seventh-grade classes. The data comprised an interview with each teacher and twelve class observations. The results show that biology education in the Croatian educational system is mostly traditional, whereby students mostly practice listening to the teacher (34%) and answering the questions (18%). In summary, the majority of teaching consists of teachers presenting the content materials and asking questions or engaging students in specific individual or group activities. The present study has determined a lack of student questions and class discussions. Additionally, the nature of teachers’ questions does not encourage students to think and provide extensive answers. For this reason, the study suggests that teachers encourage students to ask questions and organize teaching activities in ways which will contribute to more class activity and deep learning of students. Despite some acknowledged limitations, the results of this study can contribute to a better understanding of the teachers’ experiences in authentic science classrooms, in specific contexts.

Reviewing Teacher Effectiveness in Improving Student Learning

This research is dealing with the review of teacher effectiveness in improving student learning. A qualitative research method by using technique of library research was applied in analyzing the data in this research. There are four aspects of teacher effectiveness reviewed by the researchers: firstly, the nature of teacher’s effectiveness; secondly, teacher effectiveness based on the teacher’s performance; thirdly, teacher effectiveness based on the student’s achievement; and fourthly, benefits of teacher effectiveness for improving student learning. The results from four aspects which are reviewed give a comprehensive definition of effective teachers and specific method on how to evaluate teacher effectiveness based on teacher performance such as supervisors’ rating, students’ evaluation of teachers, peer-reviewed assessment, and self-evaluation. In addition, the review also evaluated teacher effectiveness based on student’s achievement in which value-added models were exemplified to the measurement of the effectiveness. Last, beyond teachers’ contribution to student achievement; this library research also includes how effective teachers impact student learning which obviously contribute to important outcomes for students as benefits for learning improvement.

ФИНАНСОВАЯ КУЛЬТУРА КАК ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ ФЕНОМЕН

article considers the psychological and pedagogical nature of the concept ‘financial culture’. The phenomenon of financial culture has a complex interdisciplinary character. On the eve of the adoption of the Strategy for Improving Financial Literacy and the formation of financial culture until 2030, it seems relevant to study and clarify the conceptual and categorical apparatus of the system for the formation and development of financial culture of the population. In the Russian scientific literature, the category of financial culture is most thoroughly studied in sociology and economics. The need to study this concept in educational science and practice is associated with changes in federal state educational standards at all levels of education. As the review of foreign and domestic scientific literature has shown, the concept of financial culture is interpreted by the authors quite broadly and includes a set of traditions, norms, ideas, values reflecting the level of financial literacy; knowledge and understanding of financial principles necessary for making financial decisions; the ability to make effective financial decisions; skills and behavior of people in the field of financial relationships and products that affect financial well-being. A comparative analysis of the content of the concept of financial culture as a psychological and pedagogical phenomenon allowed us to identify cognitive (knowledge), empirical (behavior, personal experience of making financial decisions) and axiological (values, attitudes) elements in its composition. The author concludes that the formation of financial culture is carried out in the process of socialization of the individual and can be both spontaneously and specially organized. The national education system is designed to develop and, if necessary, adjust the process of forming elements of the financial culture of the individual in accordance with the priority objectives of the strategic development of the state and society, while it is necessary to take into account social, cultural factors, as well as individual psychological characteristics of various categories of the population.

The Degree to which Teachers of the Second Cycle of Basic Education apply the Dimensions of Educational Security from their Perspective

Recently, many undesirable behaviors have spread in our daily life in society, whether from the teacher to his students or from the students among themselves as a result of the absence of educational security and the decline in the role of socialization institutions in general and the school in particular in training students on values. Positive social, Thus, the study was descriptive. Theory by adopting information about educational security and the nature of teachers’ practice thereof. The descriptive analytical approach was used and a questionnaire was administered to (48) male and female teachers at this stage. Therefore, the aim of the current research is to identify the degree to which teachers practice the dimensions of educational security, based on the theoretical framework and previous studies prepared in this regard, and accordingly, the curriculum was used, it came in first place with an arithmetic average of (2.26 and after education Dialogue learners ranked second with a arithmetical average of (2.19( while it came after providing a positive, supportive place for learners in the third and final rank with a low arithmetical average of (1.56). There were differences in the average scores of male and female sample members applying the dimensions of educational security in favor of female teachers in the three dimensions where the arithmetic mean for the dimension of using modern technologies is (48.40), for the dimension of educating learners in dialogue (75.35), and for the dimension of providing a positive, supportive place for learners (38.33). Differences were found. In the teachers’ scores on the questionnaire in favor of a diploma. qualification or above in the three dimensions, there were no differences in the teachers’ scores on the questionnaire in favor of 10 years of experience or more in the three dimensions.

LA ENSEÑANZA RELIGIOSA EN LAS ESCUELAS INDÍGENAS DE PERNAMBUCO

The study aims to understand the struggles and resistances embedded in indigenous territories in Pernambuco, inserted in their religious traditions, contrary to the colonial heritage and the experiences and achievements of a pedagogical nature in indigenous schools, involved in the promotion of specific, differentiated and intercultural education, in their interfaces with Religious Education. Currently, in Pernambuco, the indigenous peoples of Atikum, Entre Serras Pankararu, Fulni-ô, Kambiwá, Kapinawá, Pankarará, Pankararu, Parankarau Opará, Pankaiwka, Pipipã de Kambixuru, Pipipã Terra and Água, Tuxí, Tuxá, Truká, Xukuru de Cimbres and Xukuru do Ororubá. The approach presented was directed to the study of the curricular component of Religious Education in indigenous schools, in the light of the Official Curriculum, articulated with the Thematic Axes of Indigenous School Education of Pernambuco, considering the differentiated and specific teaching, which underlie the thematic axes and base the construction of methodologies based on the perspective of interculturality. Finally, the relevance of indigenous religious tradition and spirituality within the school space will be analyzed, appreciated as emic categories, in contexts of identity strengthening, articulated with the societal projects of each people.

Profile and Nature of Pedagogy as a Scientific Discipline

Profile and Nature of Pedagogy as a Scientific Discipline

Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: adjusting to a rapidly shifting world

ABSTRACT In this article, we examine current and future challenges of the teaching profession by reimagining teacher education using Portugal and the USA (i.e. Texas) as examples. Our comparative analyses in this area began in 2016 when we discovered our common research interests and the relevance of these topics for our contexts. In this paper, we particularly focus on challenges related to i) the teacher shortage, ii) the nature of teachers’ work, iii) approaches to teacher education in the aftermath of the COVID-19 pandemic. We argue that times of crisis may present opportunities to enhance the profession, to recognise its increasingly complex and dynamic nature, and to produce solid, multifaceted knowledge of social and educational significance for the future.

Musical-performing interpretation as a means of forming artistic and analytical skills of future Musical Art teachers

The article actualizes the problem of forming artistic and analytical skills of future Musical Art teachers by means of musical-performing interpretation and proves that the process of training a competent specialist in the field of music education is impossible without developing students’ artistic and analytical skills. On the other hand, the article substantiates the opinion about the significance of artistic and analytical skills as an indispensable factor in the processes of modeling musical-performing interpretation. On the basis of the theoretical analysis of scientific sources, it has been revealed that objectively there are contradictions of scientific and pedagogical nature – between the development of theoretical foundations of artistic interpretation in the field of musicology and musical performance and the lack of scientific research revealing the pedagogical aspects of this problem in the context of artistic and analytical skills formation. The specificity of musical-performing interpretation has been revealed, which is determined by its integrative nature, which is expressed by the unity of artistic and analytical skills of the performer. The authors have proposed their own definition of musical-performing interpretation as a creative and analytical activity of a musician to create the author’s performing interpretation of cultural meanings contained in a musical work. The content and component structure of future Musical Art teachers’ artistic and analytical skills are disclosed. It is proved that the process of formation of artistic and analytical skills during the musical-performing interpretation of the future Musical Art teacher has a systematic complex construction, where at the first stage artistic and analytical skills related to the theoretical-semantic component are formed, at the second stage – the artistic and analytical skills of the methodological-pedagogical component are involved, and at the final stage – the artistic-interpretive component was formed. The study has established that all components of artistic and analytical skills include the integrated formation of intellectual and emotional support, and all components of the intelligence and emotional sphere of the future Musical Art teacher become components of musical-performing interpretation.

How efficiently are we using our understanding of the tacit dimension of teaching?

AbstractThis paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in teaching. The nature of teachers' work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non‐observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under‐researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching, these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit knowledge in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policymakers. Context and implicationsRationale for this studyThere is a strong body of work on the observable elements of teaching and how observed behaviour contributes to an improved understanding of practice. There is limited insight of the tacit composition of teaching.Why the new findings matterResearch into teaching acknowledges the place of tacit knowledge which underpins teacher action. This paper contributes to the field in the identification of cognitive processes which interact and subsequently activate observable teacher action or behaviour. Teacher thinking, evidenced in cognitive processes precedes teacher action and behaviour. Decision making in teaching is foundational, and the interplay of seven cognitive processes which this paper explores, advances understanding of the tacit composition of teaching.Implications for practiceThis paper impacts on the field of teaching in its ability to externalise the cognitive processes which shape practice. Whilst there is significant provision for the explicit knowledge of practice, there is limited understanding of the implicit constituents of teaching. From this paper, teachers are equipped with the understanding needed to develop the tacit elements of their practice. Another implication is on teacher education in the delivery of an enhanced and holistic preparation of new entrants to the profession. For policymakers, relevant policies which support teachers' development could be informed by knowledge of the tacit composition of teaching.

Psychological and pedagogical foundations of the general educational process in a medical educational institution

The article discusses the psychological and pedagogical foundations of the general educational process in a medical educational institution and the formation of professional training of a modern doctor who is able not only to conduct medical and diagnostic activities, but also to provide psychological and pedagogical assistance. The reorientation of the doctor's activity taking place in modern society from the position of treating diseases to the self-preserving behavior of patients, which aims to preserve human health by preventing the development of diseases and pathologies, involves the involvement of medical specialists in the educational process. The relevance of the topic of the article is due to the need for the formation of psychological and pedagogical competencies of medical specialists receiving higher medical education, despite the complexity and diversity of the doctor's activities. Despite the fact that a sufficient number of legislative and social programs have been implemented by state structures in recent years, which aim to popularize a healthy lifestyle among the residents of our country and reject negative factors, the main obstacle to educating citizens to health-saving behavior is the weak motivation of doctors to use psychological and pedagogical competencies in professional activities. It is obvious that medical diagnostic activity at the present stage of development requires special training from graduates of medical educational institutions, including the basics of a psychological and pedagogical nature. The purpose of the study is to consider the psychological and pedagogical readiness of a doctor after graduation from a medical school for professional activity, to assess professional and business communications in a doctor-patient relationship and the ability to perceive differences between patients of a social, ethnic and cultural nature.

Perspectives of Lecturers on Emergency Remote Teaching during the COVID-19 Pandemic in Tertiary Education Institutions in New Zealand

This descriptive qualitative study explores lecturers’ perspectives on Emergency Remote Teaching (ERT) in New Zealand Tertiary Education Institutions (TEIs) during the COVID-19 pandemic crisis. Through in-depth semi-structured interviews with the five purposively selected lecturers from four TEIs, this article investigates the challenges and opportunities lecturers experienced in teaching during the pandemic. While the findings showed some opportunities that include enhanced flexibility, teacher creativity, and saving commute time to the workplace, they also demonstrate that the pandemic created three significant challenges of (i) socio-psychological, (ii) technological, and (iii) pedagogical nature. This study recommends that TEIs need to develop a crisis management action plan to mitigate teaching-learning difficulties in a similar kind of situation in the future. Additionally, TEIs could benefit by upskilling their lecturers and students to use digital literacy and virtual teaching and learning.

Features of creating distance learning technologies in teaching foreign languages at university: Analysis of experience

Introduction. For the effective organization of the educational process during distance learning of foreign languages in the conditions of a pandemic, special technical, psychological, and pedagogical retraining is required for the transition to distance learning for both teachers and students.Purpose setting. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that positively affect the acquisition of a foreign language. To date, a lot of attention is paid to distance learning, as, probably, none of the many ways of learning using technology. Modern research in education, and in particular in information and communication technologies, tends to use technological resources to the maximum and use them effectively in pedagogy. In the field of foreign language teaching, much has been done to cover various languages of the world, but attempts are constantly being made to find new solutions, taking into account the specific needs of language learners.Methodology and methods of the study. This article is based on our experience of creating and implementing distance English courses at the Siberian Institute of Management – a branch of the Russian Academy of National Economy and Public Administration, which uses distance learning and provides academic programs both traditionally and remotely. The article presents the technological aspect of the distance learning system, common to all courses and discuss the main features of teaching a foreign language. The process of developing and implementing English language courses is considered from the point of view of the overall design of the course, the choice of teaching materials, technological and pedagogical processing of course materials, the role of the teacher, support and motivation of students, assessment of academic performance, evaluation of the course and key differences between the two methods of provision that need to be taken into account.Results. The article notes shortcomings and difficulties of a technological and pedagogical nature, as well as problems and new steps in improving English language courses.Conclusions. In conclusion, the complexity of the related technological, organizational and, no less importantly, pedagogical problems is emphasized, but we also hope to provide a reliable starting point for more ambitious projects related to distance learning and teaching foreign languages.

Building a pedagogic spellchecker for L2 learners of Spanish

AbstractIn 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection, misdiagnoses, and overlooked errors. With the aim of imparting explicit L2 spelling knowledge, this correcting tool does not merely suggest possible alternatives to the detected error but also provides explanations of any relevant spelling patterns. Following Lawley’s (2016) recommendations, the present study developed a prototype computer-based pedagogic spellchecker (PSC) to aid L2 learners in self-correcting their written production in Spanish. First, a corpus was used to identify frequent spelling errors of Spanish as a foreign language (SFL) learners. Handcrafted feedback was then designed to tackle the commonest misspellings. To subsequently evaluate this PSC’s efficacy in error detection and correction, another learner Spanish corpus was used. Sixty compositions were analysed to determine the PSC’s capacity for error recognition and feedback provision in comparison with that of a GSC. Results indicate that the PSC detected over 90% of the misspellings, significantly outperforming the GSC in error detection. Both provided adequate feedback on two out of three detected errors, but the pedagogic nature of the former has the added advantage of facilitating self-learning (Blázquez-Carretero & Woore, 2021). These findings suggest that it is feasible to develop spellcheckers that provide synchronous feedback, allowing SFL learners to confidently self-correct their writing while saving time and effort on the teacher’s part.