Pedagogical Consultation Research Articles

Potential of socio-humanitarian disciplines in training future engineers: students’ opinions analyzed

Introduction. Higher education is a key factor for societal development; new challenges associated with ultra-fast socio-technological transformations create new demands for professionals, especially in engineering. In addition to knowledge of natural and technical sciences, a modern engineer is to possess a wide range of so-called flexible competencies. In this regard, the issue of how these skills can be developed becomes particularly relevant. In particular, experts in higher education development believe that sociohumanitarian disciplines are indispensable for solving this issue. The study aims to assess the potential of socio-humanitarian disciplines in training future engineers and to outline proposals for optimizing their role in education. Research methods. The study had two stages: a comparative analysis of Russian and foreign research and expert assessments regarding challenges to modern engineering education, and an assessment of the influence that specific disciplines of engineering education have on its quality; a survey-research of 548 students of Saint Petersburg Mining University (Russian Federation). Research methods: survey, comparative analysis, pedagogical consultation. Research results. More than 60% of students positively assess the potential of socio-humanitarian disciplines, considering them essential for the development of a wide range of communication and cognitive skills. At the same time, 60% of students noted that the teaching methods used and the content of work programs do not always meet their expectations. Conclusion. The survey results confirm the opinion of experts that modern technical education is to be more practice-oriented and address current problems of modern society in order to be competitive. Based on the results of the study, proposals were formulated for solving the identified problems in engineering education.

Student Pedagogical Consultants: A Strategy for Increasing Diversity, Equity, Inclusivity, and a Sense of Belonging in Curricular Approaches in Physical Therapist Education.

Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience. Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences. Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching. Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs.

The role of non-core disciplines in the professional education of students of technical universities

Introduction. Rapidly developing technological progress and changing economic conditions increase the responsibility of universities for the preparation of highly competitive technical specialists who are ready to work in new economic realities. This determines the importance of motivation for gaining knowledge and skills, acquiring a positive professional identity, which is part of the tasks of professional education. In professional education, the role of specialized disciplines is indisputable, but the possibilities of the variable part of non-core disciplines are practically not used. The purpose of the article is to determine and substantiate the pedagogical conditions necessary for qualitative changes in the process of professional education in a technical university in the study of non-core disciplines. Research methods. The achievement of the goal was facilitated by the use of methods: theoretical (content analysis of psychological and pedagogical sources, generalization, comparison, forecasting, modeling); empirical (testing, interviewing, conversation, questioning, experimental method, analysis of personal experience, pedagogical consultation); methods of information registration and processing. The study involved 72 students and 12 teachers from Novosibirsk State Technical University (Russia) and Karaganda Technical University (Kazakhstan). Research results. The concept of "professional education", used in the context of training technical specialists, has been clarified. The necessity of using the variable component of non-core disciplines for the purpose of professional education of students in the conditions of a technical university is substantiated. The pedagogical conditions for qualitative changes in the process of professional education of students of technical universities in the study of non-core disciplines have been identified and empirically tested: orientation of the content of the variable part of non-core disciplines to the profile of students' training; the use of pedagogical technologies, involving close cooperation and active interaction of all participants in the educational process; introduction of pedagogical means of professional education into the educational process. Conclusion. The introduction of specially organized conditions into the educational process of non-core disciplines contributes to the formation of positive thinking in relation to the professional field, the acceptance of the social mission of the technical profession, the perception of the level of responsibility for decisions made in the vocational subculture. Dynamics of indicators: positive attitude towards the profession increased by 40%, understanding of the importance of non-core disciplines increased by 45%.

Logiques d’action de conseillers pédagogiques en mathématiques au primaire dans l’accompagnement d’enseignants à la résolution de problèmes en contexte d’enseignement

Despite the importance, in Québec, of pedagogical consultants (PCs) for continuing education, little research has focused on understanding the PC profession, from within its practice. This is particularly the case in mathematics education where PCs are facing major challenges in relation to problem solving. Through collaborative research carried out with PCs intervening in elementary schools, we aimed at a better understanding of the support offered to teachers. Three contrasting cases presenting different accompaniments are here developed. Based on the framework of “professional didactics” and on the concept of “logic of action”, an emerging analysis puts in light the professional activity these CPs enact and the underlying reasons guiding their activity.

ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs.
 It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership

An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students’ autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others’ learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.

Twelve Years of Postgraduate Palliative Medicine Training in Finland: How International Guidelines Are Implemented.

Background and Objective: The European Association for Palliative Care (EAPC) published recommendations for postgraduate education in palliative medicine in 2009. However, it is currently unknown how the EAPC remommendations are implemented in national programs, as audits of them are lacking. In Finland, the national society of palliative medicine has been organizing postgraduate palliative medicine training for experienced physicians since 2008, but the program has not been audited. The aim of this study was to perform a comprehensive analysis of the program.Design: In 2018–2019, a questionnaire on the Finnish Training Program for Palliative Medicine Competence was sent to past participants and delivered in person to current trainees. Learning outcomes were assessed with validated instruments for received skills and attitudes. All available educational archives were examined as well.Results: Forty-five (32 %) out of 155 specialists and 13 (38 %) out of 34 trainees responded. According to their assessments, the training provided them well with most skills required to work as palliative care specialists, but poorly with research capabilities. However, the Finnish program covers the EAPC guidelines well. Problem-based education, group work, and clinical excursions have been added to the latest curriculum. Maturation through work is needed for administrative and consultant competences.Conclusion: The EAPC guidelines can be included in a national course. The course had an important positive influence on the attitudes and learning of physicians in palliative medicine. The development of the education would benefit from pedagogical consultation. Uniform standards for auditing national programs should be developed.

Model of Logopedic Work on the Formation of the Syllable Structure of Words of Preschool Children With Severe Speech Disorders

The article presents a model of speech therapy work on the formation of the syllable structure of words in preschool children with severe speech disorders. Particular attention is paid to the analysis of the problem of the syllable structure of words in preschool children with severe speech disorders (mo- tor alalia and general speech underdevelopment), this is very important, as for correctional work it is important not only to determine those syllabic classes that are formed in the child, but also to identify those that need to be formed. It also emphasizes the importance for a speech therapist to correctly de- termine the type of violation of the syllabic structure of a word. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of words of complex syllable structure to gross violations. On the basis of large statistical material and the authors’ own practical experience, speech therapy work, it is shown that the correction of the syllable structure of a word is one of the priority and most difficult tasks in working with preschoolers with systemic speech disorders. The authors describe the correctional work carried out by the authors on the basis of the regional psychological, medical and pedagogical consultation and the educational and methodological center under the Association of Social Workers and Volunteers (The East Kazakhstan region). A step-by-step structure of work on the formation of the syllable structure of words in children of this category is given. The authors’ attention is focused mainly on the practical work of a speech therapist on this issue. The authors consistently prove that the correction and development of children with severe speech impairments depend on a well-built model of correctional and developmental work. Key words: special educational needs, severe speech disorders, preschool age, syllable structure of words, speech therapy model, examination, formation, result.

Types of professional conduct of a teacher and a psychologist in the process of psychological and pedagogical consultation

Types of professional conduct of a teacher and a psychologist in the process of psychological and pedagogical consultation

DEVELOPMENT OF INNOVATIVE PEDAGOGICAL THINKING OF TEACHERS IN DIFFERENT TYPES OF PROFESSIONAL ACTIVITIES

The features of the development of teachers’ innovative thinking in different kinds of the professional activity have been analyzed in the article. In the process of scientific search . general scientific (analysis, comparison, generalization) methods have been used to determine the effective conditions for the preparation of teachers of economic disciplines to use modern technologies: observation, questioning, talks, discussions, debates, brainstorming, pedagogical consultation with teachers and students ’ parents in order to test such condition as the development of innovative thinking of teachers in different kinds of the professional activity. The effectiveness of this condition has been theoretically and experimentally proved. Keywords: innovations, conditions, teacher, economic education, thinking.

SOCIAL ACCOMPANIMENT OF THE FAMILY WHO HAS A CHILD WITH SPECIAL NEEDS

The article emphasizes that social support for the family who has a child with special needs is the solution to a whole range of social problems associated with helping the child and his family: with its survival, treatment, rehabilitation, education, social adaptation and integration into society. The purpose of the article is to find out the features of social accompaniment of a child with the special needs and to define the social and pedagogical work assignments. The tasks of the article is to exposure of social problems of parents who have a child with special needs; to determin of social and pedagogical work with family, who has a child with special needs; to research theoretical bases of social accompaniment of family, which educates a child with special needs. The methodology of research is polidisciplinarny; it combines cognitive complex and personal approaches. It is stated that support for the social health of the family who has a child with special needs requires additional forms of social-pedagogical activity (except of accompaniment and counsultansy) aimed at helping parents. Social and pedagogical help of family, which educates a child with the special needs, is always family orientated practice, which is directed on child socialization. In accordance, the basic principles of social and pedagogical work with such families is unity of family activities and social institutes; activation parents’of role, their training and engagement in to social and pedagogical activities. Inclusive education in Ukraine (including Rivne region) is at the stage of active adaptation, organizational and methodological correction in general educational institutions now. The accounting of the framework and standards for the activities of social work of specialists in general educational institutions for the work with the children who have special needs and their families are at the stage of development. And actually social and pedagogical work with children who have special needs in the educational sphere is an invariant of the implementation of inclusive education. It’s defined that social accompaniment of the social worker’s activity will include a systematic help to families, which educate a child with special needs; creation of the center of psychological, medical and pedagogical consultation of such families; organization of their activities. It is established that the content and the components of social support are the content and organizational basis of the social and pedagogical work with the family of a child with special needs in general.

Undergraduate students as co-producers in the creation of first-year practical class resources

Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate biology practical class teaching. Student interns were recruited to act as researchers, pedagogical consultants and producers of teaching resources. Research by the interns revealed that students with limited practical experience at high-school level tended to have lower confidence and more negative responses to first-year university practical classes than peers with more experience. Interns and academics therefore redesigned the workflow for practicals to include online pre- and post-practical tutorials to support understanding and consolidation of laboratory-based material, which included student-produced quizzes and videos. We reflect on the process of building the partnership, and explore the value of partnership approaches in Higher Education.

Student voice as risky praxis: democratising physical education teacher education

ABSTRACTBackground: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making. The need for more equitable, dialogic and democratic engagement by students is particularly relevant in the context of teacher education. It has been argued that pre-service teachers should experience democratic practices during their teacher education experiences in order to have the confidence, knowledge and skills to support democratic opportunities in schools.Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project.Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course.Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation.Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. “The Constant Comparative Method of Qualitative Analysis.” Social Problems 12 (4): 436–445] and then shared their processes and subsequent codes. Our analysis engages Greene’s [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative.Findings: Three key dialectics were constructed from the data: student–teacher, critical reflection–learning and responsibility–accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project.Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE.

Viewing Teaching and Learning from a New Angle: Student Consultants' Perspectives on Classroom Practice

ABSTRACTThis qualitative case study describes how undergraduate students positioned as pedagogical consultants use several observational techniques to help faculty view their classroom practice from a new angle. It includes a brief review of literature on students as active partners with faculty in explorations of pedagogical approaches and a short description of one program that supports such partnerships. The majority of the article focuses on the observational techniques student consultants in this program use, highlighting the benefits to those faculty members and to students enrolled in the faculty members' courses and touching on benefits to student consultants.

16: TEACHING AND LEARNING TOGETHER

Most models of professional development assume that faculty learning is the purview of faculty colleagues or teaching and learning center staff. A program at Bryn Mawr College challenges that assumption by inviting undergraduate students to serve as pedagogical consultants to faculty members. Feedback from participants suggests that this approach affords faculty and students an unusual opportunity to coconstruct a more informed model of faculty development, deepens the learning experiences of both faculty and students, and recasts the responsibility for those learning experiences as one that faculty and students share.

Layered learning: student consultants deepening classroom and life lessons

The action research project reported on here took as its central problem of practice the absence of students from forums for faculty development in higher education. Findings suggest that, when undergraduate students are positioned as pedagogical consultants to college faculty members, multiple layers of learning unfold. After a brief overview of The Andrew W. Mellon Teaching and Learning Institute that serves as the context for this study, I present student reflections on the ways that student consultants gain a more informed critical perspective within and beyond classrooms and build greater confidence, capacity, and agency as learners and as people. The final portion of the discussion focuses on how the lessons student consultants learn inform my own learning and practice.

What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education

In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of “liminality,” we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform deep‐seated societal understandings of education based on traditional hierarchies and teacher–student distinctions. [liminality, position, student consultant, learning, change]

Improving lecture skills: A time-efficient 10-step pedagogical consultation method for medical teachers in healthcare professions

Background: Staff development initiatives proposed over the past few decades have, for the most part, suggested training environments such as workshops, short courses and seminar series. However, for many healthcare professionals, lecturing constitutes an ancillary activity, and a full-time occupation in the healthcare industry makes participation in such time-consuming programmes difficult to envision.Aim: To develop and offer for critical review a time-efficient pedagogical consultation method to improve lecture skills for medical teachers of healthcare professions.Methods: Medical education literature was reviewed for factors known to facilitate successful pedagogical consultations. The result of this research was used to define the procedure of a consultation methodology. In subsequent trial runs, the consultation procedure was tested with eight healthcare professionals hired for lecturing in bachelor courses of healthcare professions.Results: The key elements of successful pedagogical consultations were isolated in the literature, and a 10-step consultation method was developed based on specific methodological components. Eight trial runs indicated feasibility, time-efficiency and effectiveness of the method.Conclusion: The pedagogical consultation method presented here can help teachers to improve their lecture skills. It is a feasible model which can be easily adopted by medical educators to support staff development activities.

The Work of the Psychologist in Preparing and Conducting a Pedagogical Consultation

The worsening of problems in today's general education schools in recent years requires a radical revision of attitudes toward education in general and toward the schools in particular. The findings of various all-union and all-Russian as well as regional congresses and conferences show that any progress in education is linked, in most cases, to the creation of the kind of new conception of education in which the developing personality occupies the central place. It is owing to this fact that increasingly greater urgency attaches to specific tasks of incorporating a school psychology service in the system of education.

Europeans, Indians, and the Age of Discovery in American History Textbooks

IT WOULD BE DIFFICULT TO OVERESTIMATE the role played by textbooks in the teaching of American history. Yet, for some peculiar reason, textbooks are the only products of historical scholarship that do not receive regular critical review by acknowledged experts in the various subfields of American history. Publishers frequently hire pedagogical consultants or teachers from large institutions to critique textbook manuscripts, in order to ensure that the complexity of content and prose style do not overshoot their targeted audiences. But they seldom ask the best scholars to review the books before publication and only occasionally do so for subsequent editions. More to the point, perhaps, the leading historical journals, both general and specialized, do not deign to review textbooks. Only The History Teacher regularly extends itself in this direction; even History: Reviews of New Books overlooks the survey text in favor of the occasional specialized text and the usual monographs. Regrettably, the new face of the Journal of American History will not smile on reviews or even review essays of American history textbooks. It was this state of affairs-and the forthcoming Columbian hoopla, of coursethat prompted the AHA's Columbus Quincentenary Committee to launch this modest, one-person inquiry into what American college students were reading about, not so much Columbus's daring (and ever-controversial) voyages, as important as those were, but the earth-making changes that followed in his wake over the next century and a half. What, if anything, were students learning about the Columbian legacy, the shaping of a new Atlantic (and later global) world that linked the destinies of several continents and myriad peoples? What were they reading about the native peoples of the Americas and Africa who were so suddenly yanked into the European orbit? Were they still being shown the Spanish empire through the distorting lens of the Black Legend? Did they ever see the French and other non-English colonizers arrive in the Americas and, if so, with what result? And, perhaps most important, could they, from what they were reading, understand what motivated Columbus, his European successors, and the natives, and what caused the tangle of events to which Americans are collateral if not direct heirs? With these questions in mind, I have read the first chapter or two of sixteen