Orientation Of Teachers Research Articles

ФОРМУВАННЯ ЦІННІСНИХ ОРІЄНТАЦІЙ ЯК СКЛАДНИКА ОСОБИСТОСТІ МАЙБУТНЬОГО ПЕДАГОГА

The article reveals aspects of the formation of professional value orientations of future teachers; value orientations of the teacher as a system of personally realized humanistic values, which serve as guidelines for his social and professional activity, determining his life position; the problem of forming sustainable professional orientations in the process of professional training of future teachers is outlined; the concept of "professional and value orientations". Theoretical approaches (axiological, personal-activity and reflexive) solving the problem of formation of professional and value orientations of future teachers in the process of their professional training in a higher education institution are considered; and the mechanisms of formation of professional value orientations through the implementation of three interrelated stages: 1) informing ↔ search → evaluation; 2) dynamism → choice → assignment; 3) design → projection. The teacher's professional and value orientations are outlined as the most important elements of successful professional activity: they stimulate professional and personal development, activating the internal mechanisms of the individual (needs, interests, motives, attitudes, attitudes); play a strategic role in behavior and activity, determine directions of professional activity; adjust the student's activity with the help of assessments, orientations and attitudes, ensuring the relationship of personal and subject aspects of activity based on personal orientation. The content of the teacher's professional value orientations is characterized: values-goals (goals of professional activity: mastering the profession of a teacher, forming the image of "I" as a teacher, "I" as a professional); values-knowledge (orientation on the assimilation of professional and pedagogical knowledge: general, special, pedagogical, methodical); values-skills (focus on mastering prognostic, analytical, communicative and organizational skills); values-qualities (orientation on the development of personal (characteristic) and professional and pedagogical qualities). Pedagogical conditions, formation of value orientations by future teachers are singled out: 1) organization and stimulation of reflexive activity of students to focus on professional values; 2) development and implementation in the process of teaching social and humanitarian disciplines of a special course of knowledge that informs about professional values and is based on the basic concepts of pedagogical science; 3) use of dialogue technologies during the formation of value orientations.

Gender Differences in Value Orientation of PE Teachers in Chinese Secondary Education

This study analyzed the performance of gender differences in value orientation of physical education teachers in junior and senior high schools. Researcher selected 16 middle school PE teachers(8 males and 8 females) in China under the premise of controlling the environment（all objects work in first-tier urbans）, education background (same degree and graduated from same university) and working years(3 years). Participants’ value orientation was assessed with the value orientation scale and individual interviews. The results illustrated that female teachers rated the self-actualization index and social responsibility index the highest, while male counterparts were more likely to orient teaching towards disciplinary mastery and learning process. Interview data further confirmed the assertion. Compared to females, male teachers were more masculine- and authoritative- oriented, more likely to be dominant in terms of skill acquisition and sports development based on students’ interests. However, female teachers were better at carry out teaching through praise, encouragement and patient communication. A systematic analysis of the gender difference in value orientation and underneath reasons leading to the difference is needed to enhance teaching and cultivate talents in physical education.

CONTENT DOMINANTS OF EDUCATION AS A PROCESS OF PERSONALITY APPROACH TO SPIRITUAL AND MORAL VALUES

The article reveals the content dominants of education as a process of personal ascent to spiritual and moral values; education of acitizen and patriot as a process of forming a harmoniously developed, highly educated, socially active and nationally conscious person endowed with deep public responsibility. The content of the process of education and formation of professional qualities of student youth of higher education institutions of Ukraine in combination with professional knowledge, abilities, and skills is outlined. The priority of national-patriotic and civic education in Ukraine, which reflects the process of national-ethnic revival of the Ukrainian nation and involves the recognition of national values as determining, is determined. These include: the Ukrainian idea, which embodies the desire for statehood and unity, patriotism and readiness for self-sacrifice in the event of the need to protect the Motherland, a sense of national self-respect and dignity, historical memory, respect for state and national symbols, love for native culture, language, national holidays and traditions, respect for the Constitution of Ukraine and democratically elected government officials, orientation of one's own efforts on the development of the state and the desire to build a just state system, opposition to anti-Ukrainian ideology, desire for the development of the spiritual life of Ukrainians. The essence of civic, patriotic, international, political, moral education is revealed, as they contribute to the formation of universal values, characterizing the social activity of an individual, his citizenship as a complex social and moral phenomenon. Aspects of formation of professional value orientations of future teachers are highlighted; teacher's value orientations as a system of personally realized humanistic values. The problem of professional training and education of student youth is outlined as a single process of intellectual development of the personality, covering the entire set of elements of education, education and professional training. Education is revealed as a complex process of influencing a person, his skills and moral essence, interests. Pedagogical conditions are singled out, the need to apply them in a certain sequence will stimulate the process of forming value orientations of future teachers.

DETERMINATION OF THE INNOVATIVE TRAJECTORY OF A MODERN EDUCATIONAL INSTITUTION DEVELOPMENT: VALUABLE AND SENSE ORIENTATIONS

The article considers innovative activity and research and experimental work as the main factors in the innovative development of a modern educational institution. The need to understand the research and experimental work as an essential component of innovation, as a conscious effective tool for understanding the reform of the traditional school system in innovation is explained. The article examines the value and semantic orientations of teachers, and heads of educational institutions as certain guidelines in the situation of choosing the direction of innovative search by the teaching staff, determining the innovative trajectory of a particular educational institution. Is shown that the critical position of this definition is the awareness of value-semantic landmarks, which become the basis on the way from the emergence of the pedagogical idea (innovation), choosing the direction of innovative search and building an innovative trajectory of development in a particular educational institution to create a model of innovative development of such institution as a whole. The author argues that the separation and development of value-semantic orientations of teachers and, above all, heads of educational institutions in the context of innovation is the basis for creating optimal conditions for research and experimental work in modern educational institutions.

ЗАБЕЗПЕЧЕННЯ ЕМОЦІЙНОЇ СТІЙКОСТІ В УМОВАХ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ

The article highlights the development of emotional stability, which is provided by means, the methodical basis of which is a system of influences aimed at the formation of a complex of volitional qualities, the totality of which constitutes the essence of emotional stability of an individual. It is noted that the health care of teachers is directly related to the development of emotional stability of teachers even at the stage of preparation for professional activity. Pedagogical support for the development of emotional stability is characterized, which involves the presence of a system of knowledge about the specifics of the organization of a teacher's professional activity in conditions of emotional tension, taking into account the personal characteristics of participants in the pedagogical process. The structure of emotional stability is highlighted, which includes five substructures: psychophysiological, which is the substrate of mental activity; emotional and volitional, which includes the processes of self-regulation of the individual; adaptive, aimed at personal and adaptive potential; cognitive-reflexive, which reflects the assessment of one's own states, feelings, experiences, analysis of these states and formulation of relevant conclusions; socio-perceptive, which includes psychological insight and its components. The development of emotional stability of future teachers is represented by a complex of pedagogical conditions, which includes the following: оrganization of comfortable educational activities of the future teacher; the future teacher's orientation towards tolerant communication; application of methods of developing emotional stability; implementation of the special course program ″Emotional stability in the educational process″. Emotional stability is aimed at developing the ability of future physical education teachers for self-regulation, readiness for constructive interaction with participants in the pedagogical process, including in difficult emotional situations. Key words: еmotional stability, professional training, self-training, self-development, physical exercises.

The study of the formation of spiritual values, patriotism and citizenship among high school students of a modern school

Introduction. The tendency of increasing attention to the formation of spiritual values, patriotism and citizenship among the younger generation is reflected in the amendments to the Law "On Education in the Russian Federation", as well as in other modern normative acts, which implies the introduction of programs aimed at the formation of spiritual values, patriotism and citizenship into the educational space. The purpose of the study is to identify the value orientations of high school students and teachers of the Krasnodar Territory in the field of patriotism and citizenship, to determine methods and techniques for the formation of spiritual values, patriotism and citizenship in the educational space. Materials and methods. As part of the study, an original questionnaire was created, with two options – for students and for teachers. The study involved students of grades 10-11 of general education schools in Armavir (Russian Federation) in the number of 719 people, as well as teachers of general education organizations in the number of 53 people. Results. It was revealed that the main answers in those questions that were duplicated in the questionnaires of teachers and students largely coincided. Thus, the majority of respondents in both groups associated the concept of "patriot" with the common phrase "love for the Motherland" (56.4% of students and 45.8% of teachers). The concept of "citizenship" is associated with a sense of responsibility and duty to their country and people (41.5% and 52.8%, respectively), as well as awareness of their rights and freedoms (44.7% and 43.4%). Among the events from the history of Kuban that arouse a sense of pride, in both groups, respondents most often noted the events of the Great Patriotic War and the liberation of Kuban from the Nazi invaders (more than 50%). Conclusions. There is a fairly high positive effect from the work of teachers, whose influence, both within the framework of direct training sessions and through the authority of their personalities, is manifested in the formation of students' spiritual values, patriotism and citizenship. According to the results of the survey, in order to improve the quality of patriotic work with schoolchildren, a number of promising areas of further work are proposed.

PROFESSIONAL TRANSCENDENCE AS THE BASIS OF THE PROFESSIONAL IMAGE OF THE FUTURE TEACHER

The relevance of the article is defined by the fact that the modern system of education in Ukraine is undergoing an active reformation with the aim of improving the quality of education, the professional competence of teachers and minimizing the lack professionals in the sphere of education. All this implies dynamic changes not only at the structural level of the education system and educational activities, but also at the level of serious changes in the approach to the formation of the professional image of the future teacher. Attention is drawn to the need to supplement the process of personality formation of the future teacher with value orientations, one of which being transcendence. A new approach to understanding the target orientation of the future teacher’s professional development in modern conditions is analysed, i.e. that of professional transcendence. The article specifies the scientific content of the categories “transcendence”, “professional transcendence”, “transcendent teacher”, taking into account various theoretical and practical approaches in Western and Ukrainian psychology. Professional transcendence is considered as the highest goal of professional development, spiritual formation and self-development, and a transcendent teacher is a professional who seeks to expand their capabilities, is able to find new meanings in pedagogical activity and beyond, and is always ready to solve professional tasks in changing conditions. The key values of the educational system (transcendent, sociocentric, anthropocentric, national) that allow creating transcendent conditions of professional training are analysed. Attention is focused on the criteria and mechanisms for the future teacher to achieve professional transcendence, which are trans-professional in nature. The opinion is proved that the spiritual in a person is concentrated in the form of a transcendental position, which becomes the main ontological characteristic of a person and the initial existential side of their being. The assimilation of knowledge about professional transcendence in the structure of the professional image by future teachers, along with other professional values, will allow to create an ideal model of one’s future professional activity, which will act as a benchmark, a reference point in professional self-development and spiritual selfimprovement.

Examining Physical Fitness and Training Strategies for Chinese Elite Canoe Slalom Players

Research showed that aerobic metabolism is one of the main energy supply for slalom athletes in training and competition (Jan Busta et al., 2018). To assist canoe slalom players improving their performance, it would be beneficial to examine the top canoe slalom athletes’ physical fitness status and their training protocols. By comparing the difference of the fitness status and training protocols, we may develop an optimal training protocol to improve the athletes’ physical fitness and their performance. In this study, the world top athletes and Chinese elite players’ fitness status was compared. The goal was to help Chinese players to reach the top level in world competitions. Fifteen elite canoe slalom players were recruited from the Chinese national team (age: 21 ± 2 years; 3 female and 12 male elite athletes). The fitness tests included bench push and bench pull for maximum strength (1RM) and endurance strength (40% 1RM for 120 seconds). 300-meter speed race in flat water was used as a comparison indicator of athlete's basic paddling speed ability, owing to the courses of slalom races differ. The physiology tests were VO2max, heart rate (HR) and blood lactate (BLA). All the data were collected during the winter training session in 2016. The HSIRB approved the data collection procedures. Descriptive statistics were calculated and analyzed using SPSS 25. The comparisons were made between Chinese elite athletes and world top athletes. For the VO2max/kg, the results showed that the Chinese elite canoe slalom female players (50.8 ± 2.19 ml/kg/min) fell 0.68 standard deviation (SD) lower than the world top level while males (56.03 ± 2.95ml/kg/min) fell 0.70SD lower. The maximum strength of bench push were 96 ± 4.1kg (female)and 125 ± 15.3kg (male). The bench pull were 81 ± 1.4kg (female) and 110 ± 5.8kg (male). The endurance strength repetition results of bench push were 91.3 ± 14.3 (female) and 80.8 ± 7.2 (male), the bench pull were 87 ± 6.7 (female) and 83.3 ± 7.6 (male). The result of 300-meter speed race in flat water showed that the Chinese male kayakers (100.1 ± 0.3s) was significantly slower than international male kayakers (88.1 ± 7.7s) (t = 1.56, p = 0.0594). Chinese male kayakers’ heart rate (170 ± 3 bpm, tested immediately) was slower and lactic acid level (15.4 ± 1.4 mmol/L, tested 3 minutes after) was higher, comparing with the world top kayakers. Chinese elite players’ aerobic metabolism, strength and speed statistically fell behind of world top players in canoe slalom. In order to be competitive at the world top level race (e.g., 202 Tokyo Olympics), the Chinese elite canoe slalom players may need to add more proportion of aerobic training, endurance strength and speed training.This study analyzed the performance of gender differences in value orientation of physical education teachers in junior and senior high schools. Researcher selected 16 middle school PE teachers(8 males and 8 females) in China under the premise of controlling the environment（all objects work in first-tier urbans）, education background (same degree and graduated from same university) and working years (3 years). Participants’ value orientation was assessed with the value orientation scale and individual interviews. The results illustrated that female teachers rated the self-actualization index and social responsibility index the highest, while male counterparts were more likely to orient teaching towards disciplinary mastery and learning process. Interview data further confirmed the assertion. Compared to females, male teachers were more masculine- and authoritative- oriented, more likely to be dominant in terms of skill acquisition and sports development based on students’ interests. However, female teachers were better at carry out teaching through praise, encouragement and patient communication. A systematic analysis of the gender difference in value orientation and underneath reasons leading to the difference is needed to enhance teaching and cultivate talents in physical education.

Investigating the effect of empowering and increasing the awareness of teachers, parents and students on the academic guidance process

Background and Aim: Academic guidance is a completely scientific issue and in accordance with modern science, and for this reason, it should accept changes in that way, while it can be seen that this manual has not found any changes according to modern science. The purpose of this research was to investigate the effect of empowering and increasing the awareness of teachers, parents and students on the process of academic guidance for the ninth grade to enter the conservatory. Methods: The method of the current research was a quantitative correlation type. The statistical population of the research included all the teachers and experts in the field of educational counseling with 2105 people who, due to the dispersion and extent of the statistical population, non-probability sampling method was used and 325 people were selected as a sample based on the sampling table of Kreges and Morgan. The data collection tool was a researcher-made questionnaire. The validity of the questionnaire was checked and confirmed using confirmatory factor analysis. The reliability of the questionnaire was confirmed using Cronbach's alpha coefficient and composite reliability. In order to analyze the data, confirmatory factor analysis was used with Smart PLS 3 software. Results: The findings showed that the empowerment and knowledge orientation of teachers with a determination coefficient of 0.56, increasing the awareness and sense of responsibility of parents with 0.54, and empowering and increasing the awareness of students with a determination coefficient of 0.51 respectively have the greatest effect on the academic guidance of ninth grade students. to enter the conservatory (P<0.05). Conclusion: Based on the results, it can be concluded that increasing the level of knowledge and awareness of parents and students can be effective in guiding education, so educational and educational planners can focus more on their empowerment and awareness level.

Teaching STEM through play: conditions created by the conceptual PlayWorld model for early childhood teachers

ABSTRACT While evolving societal needs have created a demand for Science, Technology, Engineering and Mathematics (STEM) outcomes in early childhood, research indicates a deficit view on early childhood teachers’ ability to teach STEM. Existing teaching models are primarily developed from school-based research, conflicting with the early childhood philosophy of play. This paper examines the conditions created by the Conceptual PlayWorld model for early childhood teachers, to understand if and how this model can shift teachers’ motive orientations towards increased STEM engagement in play-based settings. The educational experiment involved a professional development workshop, followed by implementation of the model across two early childhood settings. Interview responses of four teachers regarding their experience of STEM engagement through this model are reported. The findings of the study highlight how this model can create the conditions for a positive shift in the motive orientations of early childhood teachers towards the possibility of re-engaging with the intentional teaching of STEM, while also increasing their confidence and competence. Findings suggest that as a play-based STEM teaching model for play-based settings, this model takes a positive step towards engaging young children with STEM, enabling teachers to meet the societal demand of increased STEM outcomes in early childhood.

Integration of Cloud Computing in Teaching-Learning Process: The Nigerian Principal’s Perspective

Objectives: To investigate the perceptions of principals in integrating cloud computing in teaching-learning process. Specifically, to consider the perceptions of male and female principals in integrating cloud computing in teachinglearning process. Method: The researcher used the survey research method with the aid of well-structured Perception of Principals in Integrating Cloud Computing in Teaching-Learning Process Questionnaire (PPICCTLPQ). Two research questions and hypotheses were formulated to guide the study. The population of the study comprised of all principals in public secondary schools in Ethiope East Local Government Area of Delta State. The twenty-four (24) principals from the different public secondary schools in the study area made up the sample size. Reliability test using Crombach Alpha with coefficient of 0.81 proved that the instrument was reliable. Chi-Square analysis was used to test the stated hypotheses at 0.05 level of significance. Findings: twentyone (21) questionnaires were returned completed which gave a response rate of 87.5%. The demographic distribution showed that majority of the principals encountered were male accounting for 13(61.90%) followed by female accounting for 8(38.10%). Based on the response obtained from research question one, 20(9.24%) strongly agreed while 8(38.10%) strongly disagreed. Novelty: The study showed that there was significant difference in the integration of cloud computing in teaching and learning process among principals in public secondary schools in the study area. The study recommends that government and stake holders in the education sector should ensure provision of necessary facilities and facilitate the orientation of principals and school teachers on the relevance of cloud computing. Keywords: Cloud computing; integration; principal; teachinglearning

Visual-spatial Skills and Mathematics Content Conceptualisation for Pre-service Teachers

Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models to solve mathematical problems in coordinate geometry. The study established that the spatial orientation skills of pre-service teachers determine their performance in mathematics, especially coordinate geometry.

Being and becoming internationally minded: Snapshots of novice Canadian teachers in international schools

This paper examines the experiences of three Canadian teachers beginning their formal careers in international schools. International mindedness is taken up as a sensitivity that international schoolteachers both bring to their international teaching assignments and further develop in the transnational spaces of international schools. As such, the internationally minded teacher is able to respond and learn from the intercultural complexities of teaching and living overseas. Findings suggest some elements of international mindedness are more readily appreciated and practiced by these novice teachers while others require greater awareness and effort to attain. The findings also suggest that ‘cosmopolitan learning’ (Rizvi, 2009), foregrounding the importance of critically reflecting upon one’s ‘locatedness’ in the world, represents a generative orientation for teachers wanting to deepen their international mindedness.

Courageous conversations in the Life Orientation classroom and teacher vulnerability

The Independent Education Board (IEB) introduced the need to facilitate critical conversations on controversial topics in the Life Orientation (LO) classroom at the National Conference in 2016. This shifted the focus of discussions to a facilitated critical narrative within IEB Subject Assessment Guidelines (SAGs) topics. This push followed youth activism against systemic racism at educational institutes, which initially created the perception that these conversations related to the socio-political status quo alone. However, the LO curriculum includes a range of topics that require critical narratives. Courageous conversations may trigger cognitive and emotional dissonance in both the teacher and learner. It is, therefore, crucial to interrogate the LO teachers’ lived experiences in facilitating courageous conversations. This study employed individual phenomenological interviews and a focus group discussion. The participants consisted of nine LO teachers from Gauteng, Eastern Cape, Western Cape and North West province. Each individual interview focused on determining the contexts and the phenomenon of their lived experience of courageous conversations and each participant’s agency in their private capacity as professional educators. The focus group discussion centred around establishing gaps in the motivation, training and skill development of LO teachers to facilitate these conversations. The findings indicate that the courage required of teachers to challenge and be challenged, albeit in a safe environment, results in teacher vulnerability.

Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training

Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencingwhetherandhowtechnology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study withN= 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxietybeforethe intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired samplet-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions.

Exploring EFL Students’ Preferences in Extensive Reading

In the context of teaching language, a suitable teaching approach in the classroom affects teaching reading to language learners to be successful. The extensive reading can be used as an alternative approach to teach reading which provides many advantages for language learners specially to foster their reading skills. Many researchers have been conducted the extensive reading study, however, the majority of existing studies about the solution to teach language using extensive reading does not appear to be helpful to find students’ preference from the component of extensive reading. Therefore, this present qualitative study attempts to explore students’ preferences in the component of extensive reading. The findings present that the highest students' preference from the component of extensive reading is easy reading. Meanwhile, the smallest students’ preference from the component of extensive reading is about teacher orientation & guide. A future researcher is suggested to study extensive reading in other aspects besides exploring students' preference to increase the quality of next extensive reading implication to be better.

Formation of Aesthetic Direction of the Teacher of Preschool Education

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

Digital Footprint in the Educational Environment as a Regulator of Student Vocational Guidance to the Teaching Profession

The article is devoted to the digital footprint in education as a method of improving the career guidance of students of pedagogical higher education at all stages of their theoretical and practical training. The article discusses approaches to students’ career guidance and pedagogical orientation based on the analysis of their digital footprint in the learning environment and external resources. The review of researches in collecting, analysing and interpreting students’ digital footprint and in career guidance of future teachers is provided. Moreover, the article outlines preliminary adjustments to the concept of vocational guidance to the teaching profession in a digital learning environment. The authors analyse the possibility of using the technology of fixing and interpreting various digital data to manage the process of gradual development of career guidance grounded in the actualization of pedagogical orientation. As a result, the authors conclude that the use of digital footprint brings the process of students’ vocational guidance to the teaching profession to a new quality level by regulating the pedagogical orientation of future teachers and identifies areas of their professional interests and motives in order to individualize professional training. The practical result is a section «Vocational guidance» in the personal account of the pedagogical university student

THE POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL AND TECHNICAL SECONDARY EDUCATION IN TURKEY: TEACHERS' VIEWS

<p>This research aims to determine the opinions of vocational high school teachers about the Powerful Learning Environment (PLE) approach in vocational and technical secondary education. This study, which was carried out with the qualitative research method, was designed with the phenomenological pattern. The participants of the research consist of 28 teachers. The data were obtained with a semi-structured interview form, and the descriptive analysis method was used in data analysis. According to the results of the research, the obstacles to creating a PLE in vocational and technical education are the theoretical weight of the course programs, work-orientedness in internship workplaces (rejection of the learning process) and outdated vocational field training program modules and workshop equipment. On the other hand, the suggestions for creating a PLE in vocational and technical education are using an on-the-job learning model and increasing the internship period, reducing the theoretical Intensity in the curriculum and emphasizing the practice and increasing teacher orientation, providing program, equipment and workshop materials suitable for technological development, constant communication and interaction between teacher-student-parent-internship employer, the establishment of commercial relations between vocational high schools and establishment of virtual companies in entrepreneurship clubs, meeting with industry representatives to adapt to the changing expectations of the post-pandemic industry and using the advantages of peer learning in vocational skills education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" /></p>

Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning

<p style="text-align: justify;">In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.</p>