Pedagogical Aspects Research Articles

School Health Education and Teachers’ Preservice Training: The Case of Greece

Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.

Taxonomy of purposes, principles, forms, technologies in on-line education: comparative analysis of virtual universities: pedagogical aspects

Importance. The paper presents the findings of comparative pedagogical research done against the backdrop of new tendencies and developments on the global learning landscape. With the pandemic pushing universities online and ensuing digitalization of educational environment with a flurry of multi aspect virtual learning activities, there has emerged a growing need for reliable criteria to assess effectiveness and efficiency in higher education. The research is aimed to build the taxonomy of virtual universities purposes with the focus on the paramount principles, educational forms and technologies they employ.Research Methods. The research methods involved comparative, descriptive, inductive-deductive ones, typical of comparative pedagogy. We studied the purposes, principles, forms and technologies used by the following virtual universities: The UK’s Open University), Canadian Virtual University (CVU), The University of Phoenix (UoP), The Virtual University for Small States of The Commonwealth (VUSSC), The Virtual University of Pakistan.Results and Discussion. The research enabled us to aggregate, analyze and compartmentalize the data on purposes, principles, forms and technologies of different virtual universities, which offers a new viewpoint on i-learning in a new setting. The purposes of virtual universities are presented in the hierarchical order in compliance with the goal-setting levels: expediency, focus (purposes on this level are differentiated according to the type of activity: educational, pedagogical, maintaining and organizational) and goal commitment. We identified a set of basic principles regulating academic activity of virtual universities in the digitalization context of education, described the most popular forms and technologies employed and specified priority activities of virtual universities.Conclusion. The taxonomy of purposes and paramount principles of virtual universities educational activities make these activities unique. The number of factors and variables defining the educational activities of virtual universities is growing, still the ability to choose the learning route which fits a certain individual has always been and will remain important. Tailored learning style (built on individual preferences in the ways of information searching and processing) suggests an opportunity to adjust the situation and learning material to your needs and thus become more efficient in obtaining new information and skills.

THE IMPORTANCE OF QUALITY IN EDUCATION

This paper presents as a general objective the relationship between quality and its indicators, presenting the main challenges and strategies to promote quality in education, highlighting the importance of a holistic approach that takes into account not only the pedagogical aspects, but also the socio-emotional ones, cultural and technological. From this perspective, the different elements that contribute to the construction of quality education and the measures that can be adopted by educational institutions to achieve this desired objective will be discussed. Present the need to use quality indicators in education and teaching-learning environments by analyzing the benefits that these tools can bring to society, and highlighting their importance for 21st century education. The transformations caused by quality education are essential for the human, social, economic and democratic development of a society. Investing in improving education is investing in the future of a nation and its future generations. students, there is still a need to establish pedagogical access limits. If there is the possibility of access and a quality pedagogical proposal, the student becomes a professional and a competent citizen, with the skills required in this century and capable of applying the effective learning acquired.

Kemandirian belajar siswa kelas VII berdasarkan analisis pedagogik pembelajaran matematika

This research aims to analyze the pedagogical aspects influencing student’s self-regulated learning in mathematics education. The method applied in this study is a qualitative approach with a descriptive method. The research subjects consist of 25 seventh-grade students in a junior high school in Bandung. Data collection was conducted through observation of the mathematics learning process, distribution of a questionnaire on self-regulated learning in mathematics, and interview with both teachers and students. Data analysis was performed by calculating the percentage of student responses from the questionnaire and analyzing the pedagogical aspects of mathematics education. The result of the study show that the average self-regulated learning in mathematics is 69.92%, indicating a moderate category. The lowest indicator of self-regulated learning in mathematics is the ability to establish and choose learning strategies. Based on the analysis of pedagogical aspect in mathematics education regarding students’ self-regulated learning, it is related to the teacher’s ability to use teaching methods and technology. This is associated with pedagogical instructional knowledge (PIK) and pedagogical curricular knowledge (PCrK). Therefore, teaching methods and technology are esencial factors in enhancing self-regulated learning in mathematics.

The social and pedagogical aspects of improving cooperation among young school children

Thus, the necessity and possibility of including cooperation in the educational process is determined by expectations at different levels: teaching-methodical (technologies of educational cooperation, interactive training, etc.), social and pedagogical. This clearly follows from the new educational standards, which include the following among the outcomes of schoolchildren's education and upbringing. Thus, the educational activity of schoolchildren in the cooperative format meets these rules more than the traditional class-lesson system.

PREPARING STUDENT TEACHERS TO TEACH: A TECHNOLOGY-ENHANCED, REFLECTIVE, AND COLLABORATIVE MODEL

In language teacher education programs, to train learners to become effective and qualified teachers, theories of learning and teaching are taught. In the methodology courses, learners experience teaching to their peers as a link between theory and practice. To improve teaching experiences, the current study focuses on a special methodology course, Teaching English to Young Learners, by implementing technology, reflective feedback, and collaborative learning, and it presents a model that is grounded within the social constructivist theory. Sixty-two learners participated in the study. Two groups were randomly assigned to the Technology Enhanced Group and Control Group to investigate the effectiveness of the technology-enhanced, reflective, and collaborative model; and to explore the learners’ perceptions. The qualitative data was analyzed using feedback, reflections, and learner interviews. The technology-enhanced, reflective, and collaborative model of teaching how to teach to young learners proved to be effective. Participants noticed the pedagogical aspects of the teaching model presented to them and their perceptions were positive. It is concluded that it is crucial to search for ways to help learners learn the theory and prepare future teachers for their actual classroom experience in language teacher education programs.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0108/a.php" alt="Hit counter" /></p>

Beyond whiteness: exploring pedagogical aspects of resistance to multicultural education

ABSTRACT Recently, there has been a focus on the experiences of students who belong to society’s dominant groups. One aspect of this focus is on the resistance to multicultural concepts. While some studies have explored cultural identity as a cause of this resistance, more explorations from a social-pedagogical perspective are needed. This qualitative case study examines the resistance to multicultural education expressed by Israeli Jewish undergraduate education students who were enrolled in an academic course on multiculturalism. Using Critical Whiteness Studies as a theoretical lens, the study shows how students from this privileged group oppose multiculturalism through pedagogical aspects of teaching. This approach to resistance highlights the role of social positionality in critiquing this field without directly engaging with its core ideas. Therefore, pedagogy is presented as a crucial concept to be considered.

Falling short of university admission in Brazil: responses from cursinhos populares social movements

ABSTRACT Cursinhos populares are grassroots experiences organized to overcome the small proportion of marginalized groups in prestigious universities, and an example of activism against inequality in Brazilian higher education. They constitute a critique of hegemonic models promoted by the market as well as from the state and thus can be considered an example of commons education: by their prefigurative politics, they build curricula and activism towards the reshaping of university admission. They contribute to the building of a commons perspective rooted in Latin-American social movements tradition. Drawing from our experience as educators in Rede Emancipa, we discuss the question ‘why does a group of students, mostly Black young people from peripheric territories, fall short of public universities admission in Brazil?’. We review possible answers both from the hegemonic and the alternative point of view. We problematize what is conceived as ‘quality education’ expressed in the standardization of curricular time and teaching material, considering political and pedagogical aspects. Finally, we report two experiences developed within Rede Emancipa - ‘Emancipa circles’ and ‘free time’. These experiences reflect on the use of time in a cursinho popular, exercise the integration of knowledge, and stimulate taking a stand by all the subjects of this movement.

THE SIGNIFICANCE OF CULTIVATING READING ENTHUSIASM AMONG PRIMARY SCHOOL STUDENTS

This article discusses the fundamental issues of the educational system related to the psychological and pedagogical aspects of developing the cognitive activity of primary school students and its importance. The relevance of the chosen problem for the current selection and formation of the cognitive activity of students at the republican level is emphasized. The psychological and pedagogical aspects of developing the cognitive activity of primary school students are studied. The main reasons for reducing the cognitive activity of students and the initial tasks of solving this problem are identified. The cognitive activity, cognitive abilities of students are defined, and the main indicators of developing the cognitive activity of students are specified.

THE ROLE OF GAME TECHNIQUES IN TEACHING SPEECH CULTURE IN THE PHILOLOGICAL FIELD

This article explores the role of game techniques in the process of teaching speech culture in the philological field. It highlights the relevance of using game approaches in educational practice in order to effectively develop students' communication skills. The author analyzes the basic principles and methods of game learning, revealing their applicability and effectiveness in the context of the formation of speech culture. The pedagogical aspects of the introduction of game techniques into the educational process of philological specialties, including the selection and adaptation of game tasks, evaluation and monitoring of results, are also considered. The results of the study emphasize the importance of game techniques as a means of stimulating active communication, increasing students' motivation to study speech culture and developing their skills of language adaptation and etiquette. Possible obstacles and ways to overcome them when introducing game approaches into the educational process are also analyzed. In general, the article represents an important contribution to the pedagogical practice of teaching speech culture in the philological field, justifying the need and prospects for using game techniques to achieve educational goals.

ПЕДАГОГИЧЕСКИЙ АНАЛИЗ ПРОФИЛАКТИКИ АСОЦИАЛЬНОГО ПОВЕДЕНИЯ НЕСОВЕРШЕННОЛЕТНИХ В ИСТОРИЧЕСКОЙ РЕТРОСПЕКТИВЕ

Antisocial behavior of minors is a problem that is projected into modern times, but its underlying causes are reflected in every historical period, starting from pre-revolutionary. The difficult living conditions of street and neglected children and teenagers force them to take extreme measures, beg, and commit crimes. It is historical experience that can explain the pedagogical aspects of the prevention 
 of antisocial behavior of minors, since in each era appropriate content and tools were proposed, based on pedagogical approaches that were relevant for a particular time, which are important grounds for the development of preventive measures in relation to the social and pedagogical phenomenon of “trouble.” Historical analysis helps to identify both ineffective methods of education and successful practices, which will subsequently allow you to use successful experience and not make the mistakes of the past. The article examines the key administrative decisions and pedagogical methods that were in Russia in different historical periods, with an emphasis on the pre-revolutionary and Soviet periods. An analysis of historical sources, pedagogical literature, and legal documents 
 is provided in order to study measures to combat and prevent antisocial behavior among children and adolescents. The hypothesis of this study is the possibility of using the practical experience of past historical periods in modern times.

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

The sudden and unexpected war in Ukraine led to a large flow of citizens displaced abroad. Almost half of them are preschool- and school-age children. The peculiarities of their adaptation to the educational environment of another country necessitates the study of the main aspects of adaptation in these conditions. The aim is to identify the psychological and pedagogical aspects of adaptation to the educational environment of another country of school-age refugee children. The research included the use of surveys, questionnaires (Strengths and Difficulties Questionnaire, SDQ), analysis of official information sources. The research found that the studied 203 children relocated to other countries have high rates of adaptation to the educational environment. Their performance indicators improved, high satisfaction with school, teachers, and relationships with classmates was revealed. The SDQ found a low overall level of adjustment difficulties (M=16.3, SD=1.9). The study showed that, in general, displaced Ukrainian children have high rates of adaptation to the educational space of other countries. They are emotionally stable, sociable, moderately hyperactive, have no behavioural disorders, and have high prosocial behaviour. The obtained results can contribute to the development of a programme to support Ukrainian children of immigrants to the educational environment of other countries, which will contribute to their psychological and pedagogical adaptation to it.

베이지언 네트워크를 이용한 인지진단모형의 적용

Bayesian networks(BN) are a probabilistic graphical model that represents a system of variables and
 their conditional interdependencies using directed acyclic graphs. Once the probabilistic models are
 built and embedded in a graphical structure, evidence of variables can be efficiently propagated
 through the network and inference about students can be made. This study is to explore the potential
 of BN as a new framework for cognitive diagnostic modeling by developing and applying BN-based
 cognitive diagnostic models to a real test data set and comparing the results with those from the
 conventional cognitive diagnostic modeling. For this purpose, the current study surveyed theoretical and
 pedagogical aspects of reading in English as a foreign/second language, introduced provisional models,
 and applied the models to a set of reading comprehension data from a TOEIC practice test. The
 results show that BN-based cognitive diagnostic modeling can be an efficient framework that can
 handle diverse aspects of reading comprehension. The study then addresses some issues from the
 analysis and discusses the implications in relation to application of cognitive diagnostic modeling.

Digital Educational Content in Teaching Russian as a Foreign Language (Psychological and Pedagogical Aspects)

The digital educational environment in teaching Russian as a foreign language allows you to activate the maximum number of representation systems, making the learning process more dynamic and increasing motivation to learn the Russian language. Stereoscopic and polysensory perception, which arises as a result of a combination of a visual image and a listening text, has a positive effect on both the consolidation of knowledge and the emotional intelligence of students. The article analyzes the psychological characteristics of the trained contingent. For example, the differentiation of perception based on the elements of a representative system of information presentation: visual (visual perception), kinesthetic (tactile sensations), auditory (auditory perception), polymodal (thinking processes). On this basis, we can see how the presentation of educational material changes and how types of memory are formed: motor, figurative and logical. Considering the interaction of the teaching and learning side in a virtual socio-cultural environment, we should focus on establishing a creative type of interaction, when the positions of both subjects of the educational process make the most of the didactic potential of the virtual environment. Only in this case the process of teaching the Russian language will be successful.

ОҚУШЫЛАРДЫҢ ПЕДАГОГИКАЛЫҚ МАМАНДЫҚҚА ҚЫЗЫҒУШЫЛЫҒЫН ҚАЛЫПТАСТЫРУДЫҢ ТЕОРИЯЛЫҚ НЕГІЗДЕРІ

The article reveals the theoretical foundations of the formation of students' interest in the teaching profession. The article presents the author's approaches to the concept of "interest", "interest in the profession". Several directions of determining interest were identified; modeling the process of forming students' interest in the process of organizing career guidance events and in the pedagogical practice of students; active entry of students into the professional environment in order to form students' interest in the teaching profession. The article reveals the stages of interest formation among students using the results of experimental work. This article examines the issue of the essence of professional self-determination and professional orientation of schoolchildren from the perspective of well-known scientists in the field of psychology and pedagogy. The psychological and pedagogical aspects of the formation of professional interest in the pedagogical activity of schoolchildren are analyzed.

Indonesian sociography: analysis of themes and the implications for strengthening high school sociology learning in Indonesia

This qualitative study aimed to assess the extent to which the 2013 Curriculum high school sociology coursebooks are informed by the results produced by the field of Indonesian sociography. In particular, the research is focused on which sociographic themes appear in coursebooks, their percentages and how they are presented. The data were drawn from 21 coursebooks, from seven publishers. Based on the results of content analysis, four main themes were found: social structure (S=395); social changes (S=58); social stratification (S=47); and social processes (S=44). In addition, 36 ethnic groups were identified, across seven major islands. This research also found that the study of Indonesian sociography presented in high school sociology coursebooks actually seeks to raise students’ ethnic awareness, given that Indonesia is a pluralistic and multicultural country; although in some cases it still requires strengthening for content aspects and learning instructions/guidelines for pedagogical aspects.

Electrostatic potential of a uniformly charged annulus

The calculation of the electrostatic potential and/or electrostatic field due to a continuous distribution of charge is a well-covered topic in all calculus-based undergraduate physics courses. The most common approach is to consider bodies with uniform charge distribution and obtain the quantity of interest by integrating over the contributions from all the differential charges. The examples of a uniformly charged disk and ring are prominent in many physics textbooks since they illustrate well this technique at least for special points or directions of symmetry where the calculations are relatively simple. Surprisingly, the case of a uniformly charged annulus, namely, an annular disk, is largely absent from the literature. One might speculate that a uniformly charged annulus is not extremely interesting since after all, it is a uniformly charged disk with a central circular hole. However, we show in this work that the electrostatic potential created by a uniformly charged annulus has features that are much more interesting than one might have expected. A uniformly charged annulus interpolates between a uniformly charged disk and ring. However, the results of this work suggest that a uniformly charged annulus has such electrostatic features that may be essentially viewed as ring-like. The ring-like characteristics of the electrostatic potential of a uniformly charged annulus are evident as soon as a hole is present no matter how small the hole might be. The solution of this problem allows us to draw attention to the pedagogical aspects of this overlooked, but very interesting case study in electrostatics. In our opinion, the problem of a uniformly charged annulus and its electrostatic properties deserves to be treated at more depth in all calculus-based undergraduate physics courses covering electricity and magnetism.

Job prospects, useful knowledge, and the ‘rip-off’ University: returning to John Henry Newman in our post-pandemic moment

ABSTRACT This paper re-examines the tension between professional and liberal education by revisiting The Idea of the University (1852), the seminal mid-nineteenth century treatise of John Henry Newman. In returning to Newman’s classic text, we are interested in the significance of his lectures for a contemporary Higher Education increasingly under pressure to be ‘useful:’ on this understanding, ‘useful’ denotes an arguably limited and utilitarian sense where the university guarantees its students a well-paying job on graduation. In pressing on this distinction between ‘the useful’ and ‘the useless’ – a distinction that continues to plague discourse on the contemporary university – our paper focuses on the experiential and pedagogical aspects of education that find recurring emphasis in Newman’s classic work: aspects of place, of community, and of the teacher–student relationship.

School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements

School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.

Deviant Behavior of Schoolchildren: Problems and Solutions

Introduction. The authors investigate the problem of deviant behavior of schoolchildren, which is still relevant at the present time, which is associated with new approaches to studying the factors of social adaptation and development of a child’s personality through education, since in a certain sense it creates this space and affects his social activity. Methodology. Deviant behavior of schoolchildren is studied from the perspective of a personal approach in the context of psychological and pedagogical aspects of the prevention of destructive behavior. Results. The authors note that currently schools are gradually moving beyond the exclusively educational paradigm, so there is an increased interest in reviving the idea of education with an emphasis on traditional values and patriotism. It is extremely difficult to reintegrate underachieving, problematic students into the school environment, for this it is necessary to change the mentality of teachers and the school education system as a whole, focused not only on leaders, but also outsiders. Within the framework of this article, an attempt is made to describe in a detailed form the whole range of problems that accumulate among minors in family and school settings. Conclusion. In order to successfully combat various kinds of deviations of schoolchildren, it is necessary to know the real causes of maladaptation in order to improve the quality of psychological and pedagogical impact on child development.