Pedagogical Disciplines Research Articles

Формирование инклюзивной грамотности студентов в вузе: анализ эффективности организационных моделей учебного процесса

The paper analyses efficiency of organizational teaching models aimed at forming higher school students’ inclusive competence. The authors identify prerequisites for origin of the “inclusive competence” notion, reveal its essence, describe methodological approaches to forming students’ inclusive competence, provide a comparative survey of the existing models of students’ inclusive competence formation in the process of teaching pedagogical disciplines. Scientific originality of the research involves justifying the thesis that efficiency of the organizational teaching models under study depends on the level of students’ interest in the discipline, level of their involvement in problematic of social and educational inclusion, in choice of a learning trajectory, forms and methods of teaching. The research findings are as follows: the notion “inclusive competence” is defined; assessment criteria for inclusive competence are ascertained; conclusion is made that the elective education model is more efficient in terms of students’ inclusive competence formation.

“METHODOLOGY OF TEACHING AND LEARNING FOREIGN LANGUAGES IN HIGHER EDUCATIONAL ESTABLISHMENTS”

The syllabus is designed according to the requirements of the educational and scientific curriculum “English Language and Literature (language of instruction – English)” of preparing international students of the second (master) educational level for two years (120 ECTS) for the specialty № 035 “Philology” andfor the specialization № 035.041 “Germanic languages and literatures (translation included), first language – English” within field of knowledge № 03“Humanities”(Order of the Ministry of Education and Scienceof Ukraine of 20 June 2019, № 871).This educational and scientific syllabus includes theoretical and practical courses in the most recent branches of linguistics and literary studies, psychological and pedagogical disciplines,including methods of teaching English, with the focus on the issues of multiculturalism and intercultural dialogue. It offers students to choose among two selective blocks of academic disciplines: 1) “English in MulticulturalLearning Environments” and 2) “Modern Literature of English-Speaking Countries” and compulsory teaching practice in higher school. It also provides students with the opportunity to acquire the professional qualification“Higher School Teacher (English language and literature)”.

TRAINING REQUIREMENTS FOR PERSONNEL WORKING IN THE AREA OF PHYSICAL CULTURE AND SPORTS IN THE UDMURT REPUBLIC

The situation with the staffing of the industry “Physical culture and sports” in the Udmurt Republic according to the state statistical reporting for the last 5 years and, in this regard, the process of personnel training in the framework of the direction 49.00.00 “Physical culture and sports” in the Udmurt Republic as a whole and in the Udmurt State University, in particular, is considered. Using the platform of the Google Forms resource, the authors conducted a survey of 80 organizations-employers in order to form a system at the university that provides training of qualified personnel in physical culture and sports. According to employers, in the interpretation of the authors, the system should include: fulfillment of the requirements of the Federal State Educational Standard of the direction 49.03.01 “Physical culture”; requirements of professional standards in the field of physical culture and sports; rating of competencies from employers; practice-oriented approach to teaching in the process of organizing practices and studying sports and pedagogical disciplines. In addition, the authors have systematized and generalized proposals for the formatting of work with applicants and graduates in order to retain personnel in the physical culture and sports organizations of the republic.

Students’ Spiritual Security Education

The article is devoted to the problem of students’ spiritual security education, which, in our opinion, requires a deep study nowadays, because of the acute need for the finding of spiritual value and sense support to protect students from the negative impact of the external environment. According to the authors, spiritual security is defined as a developed spiritual property of a personality, which is a system of universal human values, ideals of a positive personality. Spiritual security includes the value and sense sphere of the personality, culture, a high level of spirituality, and the ideals of the personality. The inclusion of art education elements in the educational process of the university plays a significant role in students’ spiritual security education. The authors accentuate that the special course “The Spiritual Foundations of Your Life” occupies a special place among the pedagogical disciplines that contribute to students’ spiritual security education. The program of the special course focuses on the awakening of spirituality, which can fill the spiritual emptiness of the personality and the education of the Spiritualized Image of a Person of Culture of the 21st century. The authors are convinced that the result of students’ spiritual security education would be their spiritual awakening as spiritually, culturally, morally, artistically and aesthetically oriented and innovatively thinking personalities with a highly developed creative potential.

Las expectativas de estudiantes de primer ingreso a la Universidad Veracruzana: facultad de Pedagogía Xalapa

En la facultad de Pedagogía de la Universidad Veracruzana en México, tres subpoblaciones de recién ingreso fueron estudiadas en un lapso de diez años para conocer si existen rasgos suficientes entre quienes las conforman con la finalidad de designar al conjunto poblacional como una generación en el sentido sociológico. Mediante una metodología de análisis descriptivo de corte cuantitativo y con un diseño comparativo, se encontró similitud en las condiciones socioculturales y socioeconómicas de los estudiantes. El capital cultural y escolar de las familias de procedencia mostró que la disciplina pedagógica y la profesión docente forman parte de una expectativa que se configura bajo rasgos generacionales. De acuerdo con los resultados de investigación, la institución escolar es un espacio que los estudiantes y sus familias usan para reproducir el nivel profesional, o bien, para mejorar las condiciones de vida.

Axiological approach to the psychological and pedagogical training of future teachers of the new generation

The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants, with further adjustment regarding ethical positions in psychological and pedagogical activity; informing students of higher education about value orientations and identification of the most important ones in teaching the cycle of psychological and pedagogical disciplines; adaptation of higher education students to the system of professional value orientations through educational, practically-oriented, independent activity and interaction with teachers as carriers of moral principles and others. Thus, 45.83% of respondents found: having ethical knowledge about generally accepted norms and principles of pedagogical morality; mastering the basic requirements of pedagogical ethics; ability to act positively according to moral choice; the need to work independently to improve themselves and improve their moral qualities.

From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities

Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members' ideas about the discipline representations and intellectual tasks that could engage learners on key topics in physics and astronomy. The results of this work illustrate that, for many topics, there is a lack of variety in the representations featured, intellectual tasks posed, and levels of complexity fostered by the questions faculty develop. These efforts motivated and informed the development of two frameworks: (1) a curriculum characterization framework that allows us to systematically code active learning strategies in terms of the discipline representations, intellectual tasks, and reasoning complexity that an activity offers the learner; and (2) a curriculum development framework that guides the development of activities deliberately focused on increasing learners' discipline fluency. We analyze the faculty-produced Think-Pair-Share questions with our curriculum characterization framework, then apply our curriculum development framework to generate (1) Fluency-Inspiring Questions, a more pedagogically powerful extension of a well-established instructional strategy, and (2) Student Representation Tasks, a brand new type of instructional activity in astronomy that shifts the responsibility for generating appropriate representations onto the learners. We explicitly unpack and provide examples of Fluency-Inspiring Questions and Student Representation Tasks, detailing their usage of Pedagogical Discipline Representations coupled with novel question and activity formats.

THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING

The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described. The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.

Pedagogía con carácter: aproximación a la disciplina pedagógica como campo de reflexión del sujeto de la educación a partir de Ricoeur

Partimos de la idea que la pedagogía se centra en un sujeto de la educación que necesita de nexos con lo posible desde el anclaje a experiencias existenciales. El objetivo es recurrir a la concepción de carácter ricoeuriana desde la emergencia por abarcar cuestiones de constitución y de validez en función de proporcionar sentido y entidad a la formación. El resultado radica en que la reflexividad otorgada por Ricoeur a la noción de carácter nos facilita aceptar la idea de acción como constructo psicosocial orientado hacia una apertura de sí encauzada al reconocimiento de sí con relación a los otros. Concluimos que la noción de carácter permite aproximar la disciplina pedagógica a la realidad educativa, dilucidando la complementariedad de expectativas que se encuentran inscritas en su dinámica de funcionamiento, remarcando la simetría latente entre hechos y análisis.

ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ДИСТАНЦІЙНОГО НАВЧАННЯ

The article focuses on the problem of preparing future primary school teachers for distance learning as an important form of education organization of modern primary school pupils. The essence of the concept “distance learning” has been specified. The objective and peculiarities of distance learning have been determined. The author’s definition of the concept “preparation of the future primary school teachers for distance learning” has been proposed: a system of scientifically sound actions in the educational process of higher education institution, aimed at developing the students’ technical literacy; needs for self-improvement; mastering a set of special technical-pedagogical knowledge and skills, which ensures high effectiveness of the teacher’s educational activities in the distance format. According to the results of studying the scientific and pedagogical literature; survey of primary school teachers, teachers of higher education institutions (HEIs); the use of methods of expert assessments and ranking, pedagogical conditions for preparing future primary school teachers for distance learning in primary school have been determined, they are: mastering by the future teachers of distance learning in primary school during the study of academic disciplines, creating educational-information environment in HEI, formation of practical skills during different types of practice, the development of the need for self-improvement. Special technical and pedagogical knowledge to be acquired by the future primary school teachers has been outlined. It is proved that the success of the students’ acquisition of distance learning knowledge should be ensured by introducing a contextual approach to the training of the future primary school teachers. The matrix has been developed that reflects the inclusion of the system of distance learning knowledge into the process of studying pedagogical disciplines of bachelors and masters in the specialty 013 Primary Education. The objective and peculiarities of the introduction of the electronic special course “Methods of Distance Learning in Primary School” have been determined. It is noted that the issue of substantiation of the mentioned pedagogical conditions and the development of educational and methodological support for the preparation of the future primary school teachers for distance learning requires further scientific researches.

Research of the Attitude of Students of Pedagogical Profiles for Future Professional Activity

The article presents the results of studying the relationship of students to future professional activities, describes the dynamics of changes in their relationship to pedagogical activity in the process of studying of pedagogical disciplines, examines the causes affecting the formation of positive attitude of students to this professional activity. The purpose of the article is a quantitative and qualitative analysis of the results of a diagnostic study among 1st – 5th year students enrolled in pedagogical profiles of full – time bachelor’s degree programs of the Novokuznetsk Institute (branch) Kemerovo state University, aimed at identifying their attitude to future teaching activities. Methodology. To achieve this goal, a set of complementary methods was used: conceptual analysis of psychological and pedagogical literature to identify the initial research positions; generalization of scientific information obtained during the research; diagnostic methods (pedagogical observation, conversation, study of products, questionnaires, testing, etc.); methods of mathematical processing of primary data (statistical processing of experimental results and their analysis, graphical interpretation of research results, etc.). Results. It is proved that the formation of a positive attitude of students of pedagogical profiles of preparation for future teaching activities is influenced by their difficulties and disturbing expectations.

Особливості професійної підготовки вчителів інтегрованого навчання у вчительських колегіумах Польщі

The article, based on a systematic analysis of the legal framework on pedagogical education and the practice of training teacher candidates (pre-service teachers) for the implementation of integrated education in grades 1–3 of primary school in Poland, highlights the role and place of teacher preparation collegiums in preparing educators to solve this socio-pedagogical problem between the 90-th of the 20th and early 21st century. The purpose and tasks of training teacher candidates for integrated teaching in full-time vocational education institutions have been analyzed in accordance with the social requirements and challenges of the modern labor market. The expediency of teacher training in two specialties simultaneously has been revealed - the combination of the specialty of an integrated teacher with the specialties of a preschool teacher, a music teacher, foreign language teacher, and a speech therapist. It has been found out that this approach expands employability and increases the effectiveness of professional and pedagogical activities. The importance of psychological and pedagogical disciplines and field-based teaching practice for the formation of a teacher candidate’s mastery in integrated teaching in grades 1–3 has been substantiated. It has been proved that teacher preparation collegiums have developed original concepts of education that are significantly different from the theoretical and philosophical model of university education, meet the requirements of the labor market and provide their graduates with prospects in professional and pedagogical activities in the field of integrated primary education.

Environmental Education: Nurturing of the Humanistic Orientation of a Personality

The way to a high ecological culture of a society lies through effective environmental education. Training of citizens with a high level of environmental knowledge, consciousness, and culture based on new criteria for assessing the relationship between human society and nature (not violence but harmonious coexistence) should become one of the main levers in addressing environmental and socioeconomic problems of modern Russia. The research is aimed at analysis of possibilities of environmental education in the upbringing of a humanistic orientation of the personality. Based on an expert survey, the article defines the principles of environmental education, the observance of which is necessary for the correct organization of environmental education in universities, increasing its efficiency in the formation of a humanistic orientation of the personality, and also highlights the structural components of the humanistically oriented personality of a specialist when implementing environmental education. The conclusions drawn can serve as the basis for the development of guidelines for the upbringing of a humanistic orientation of the personality in the process of environmental education. The materials and conclusions of the research can also be used in the practice of teaching pedagogical disciplines at the university. The scientific novelty of the research lies in the identification of the structural components of a humanistically oriented personality of a specialist and the directions of their formation when implementing the environmental education.

SUPERVISION AS A REFERENCE POINT IN THE DEVELOPMENT OF STUDENTS' PRACTICAL SKILLS IN ORGANIZING PROFORIENTATION WORK

This article describes the experience of supervising teachers of psychological and pedagogical disciplines for students of educational psychologists, psychologists in organizing and conducting career guidance work with senior students. The issues of developmental work with an optician, vocational counseling, psychodiagnostics for choosing a profession are considered, and promising directions of vocational guidance work, difficulties and typical mistakes are considered. A detailed description of the preliminary work on the training of volunteers from among the students of the bachelor's degree programs "Psychology" and "Pedagogy and Psychology" for conducting career guidance activities with high school volunteers is given. The technology of sampling and documentary registration of permission to conduct vocational guidance work with teenage high school students is revealed. Potential possibilities of application of a number of psychodiagnostic techniques are analyzed. Recommendations for their implementation and interpretation are given. The effectiveness of the use of activating methods of vocational guidance and the expediency of their inclusion in the structure of developing training sessions are shown. The entire career guidance program is built in accordance with the content of the classification of professions according to E.A. Klimov. The article analyzes the experience and prospects for the development of practical skills of psychology students, teachers-psychologists in career guidance activities with high school students.

INFLUENCE ON EMOTIONAL SPHERE OF FUTURE TEACHER’S PERSONALITY IN THE PROCESS OF IT’S GENERAL PEDAGOGICAL TEACHER TRAINING ( PRACTICAL ASPECT)

The process of studying pedagogical disciplines in this direction almost wasn‟t researched. But the disciplines of the pedagogical cycle next to literature, history, culture hide in themselves an extraordinary educational potential, which under certain conditions could be aimed at successfully forming the future teacher‟s personality. This determines the relevance of the topic we have chosen. The educational process provides a consequence when its semantic component is evaluated not only through “the eyes of the curriculum”, but also through “the eyes of students”, their interests, the problems concerning them, needs, and value orientations. With this approach, it ceases to be a purely cognitive process, becoming personally significant. However, a successful consequence must be preceded, the purpose is set - the teacher's content focus of and actions are not only on the instrumental sphere of personality, but also necessarily on motivational value. Such a purpose becomes the compass that directs its action to the result (those positive changes in the structure of the personality that are a productive consequence).

Сучасний стан професійної підготовки майбутніх магістрів початкової освіти до інноваційної діяльності.

У статті розглянуто теоретичний аспект проблеми професійної підготовки майбутніх магістрів початкової освіти до інноваційної діяльності. Наетапі теоретичного дослідження проаналізовано навчальні плани підготовки магістрів галузі знань 01Освіта/Педагогіка за спеціальністю 013 Початковаосвіта Прикарпатського національного університету імені Василя Стефаника. Обґрунтовано змістове наповнення навчальних програм, які посідають ключове місце у професійній підготовці магістрантів до інноваційної діяльності. Зазначено, що діяльність закладів вищої освіти, де формується еліта нації тадержави, має спрямовуватися на якісну безперервну освіту відповідно до потреб особистості та суспільства через розробку різних освітніх програм і форморганізації навчання. Встановлено, що магістри – це ті фахівці, котрі здатні забезпечити вирішення актуальних освітніх проблем, і саме вони є необхіднимпотенціалом вищої освіти та основою інноваційного розвитку суспільства загалом.

ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ДО ФОРМУВАННЯ СІМЕЙНИХ ЦІННОСТЕЙ В УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The problem of preparation of future teachers is forming of the family values for the students of the elementary school is exposed in the article. Concepts of family values that concern a structure, function, role, looks and ideals of family are values that come forward as orientation basis and simultaneously by the criterion of evaluation of reality and choice of corresponding act, action of human), "professional readiness to pedagogical activity", "readiness to the pedagogical process", "forming of domestic values for the students of elementary school" (integral education that presents system property of all personality of child characteristics, the ability to keep and optimally recreate, to develop themselves not only, the life, operate successfully in different vital situations, settle vital issues but also help all family members), component in the structure of concept "readiness future teacher of elementary school to forming family values for student": cognitive, emotionally valueable, the students of initial school have components of the attitude, criteria and indexes of readiness of future teachers to forming of the family values, levels of readiness of future teachers of elementary school to the marked activity (high, middle, subzero). The optimal pedagogical terms of preparation of future teachers of elementary school are certain to forming of domestic values for the students of midchildhood: organizational methodical preparation of students on education issues is the studying of pedagogical disciplines, passing of pedagogical during studies and certain preparation of students to forming of domestic values of the students of elementary school, educational course after the choice of students of "forming of family values for junior schoolchildren" that represents a student with psychological pedagogical problem that arise up in the process of forming junior schoolchildren family values. Key words: establishment of higher pedagogical education, domestic values, forming of family values for the students of elementary school, preparation of future teachers to forming of family values for the students of elementary school.

Licenciaturas em Ciências Biológicas: análise de currículos de formação de professores para o ensino de ciências e biologia

This paper aims to present an analysis of teacher training curriculum for the teaching of science and biology in the final years of elementary school and high school, taking as its parameter eight degrees in Biological Sciences from public universities in the states of Ceará, Paraíba and Rio Grande do Norte. Starting from the documentary analysis, we characterize the curricular matrices arranged in the Pedagogical Projects of the Courses. We concluded, among other points, that the curricular matrices present a variety of subjects and scientific areas, however, some of them are secondary in the curricula, such as Ecology and the disciplines of social sciences and humanities. With regard to pedagogical disciplines, from the analysis, we highlight two main axes: the first focuses on disciplines that emphasize the issues of how to teach science and biology; and the second addresses Education, with disciplines that situate it beyond teaching and the classroom.

Práticas de ensino na Educação do campo: experiência docente na formação de licenciandos da Universidade Estadual de Alagoas

RESUMO: A disciplina Educação do Campo integra a grade de disciplinas pedagógicas no currículo dos cursos de Letras Português- Francês e Pedagogia da Universidade Estadual de Alagoas. Neste sentido, objetiva-se apresentar de maneira descritiva, a proposta das práticas de ensino e como elas são realizadas na disciplina Educação do Campo, como também se constitui como importante contribuição para a formação de licenciandos dos cursos de Pedagogia e Letras Português- Francês da Universidade Estadual de Alagoas. Os referenciais teóricos que trazemos são Arroyo (2007), Caldart (2012), dentre outros. O trabalho ancora-se em uma perspectiva fundamentada, num viés intercultural numa perspectiva descolonial de saberes, pois seu lugar epistêmico é construído sob a ótica de uma pedagogia socialista, de viés interdisciplinar.
 PALAVRAS-CHAVE: Decolonialidade. Ensino. Aprendizagem.

ПРО ЗАГАЛЬНОНАУКОВИЙ ЗМІСТ ПОНЯТТЯ ЖАНРОВО-СТИЛЬОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МИСТЕЦТВА

The article is devoted to the characteristics of the general scientific content of the concept of genre and style competence of the future art teacher. It is proved that the formation of genre-style competence is a complex process, to understand which it is necessary to clarify the meaning of the concepts of competence, genre in art, style in art, to identify their general scientific content in the field of interdisciplinary interaction. Studying the artistic text, students actualize the principles of centrism creation, contextuality, which brings the educational process to a qualitatively new level of awareness of its genre and style content. Attention is paid to the relevance of the interpretation of genre and style as an integrated whole, taking into account the artistic, pedagogical and social nature of these phenomena. The process of professional training of future art teachers appeals to the realization of this integrity during the assimilation of special art-oriented pedagogical disciplines; of the activation in the motivational, cognitive and praxeological components of teaching genre-style "vocabulary" of works of music and fine arts. The formation of genre and style competence of future art teachers is carried out in the educational process on the basis of the use on the complex of forms, methods and teaching aids. Based on a categorical analysis of interdisciplinary sources, the essence of the phenomenon of genre and style competence is revealed and the author’s interpretation of its content is proposed. Genre and style competence of future art teachers is defined as a holistic professional quality that integrates motives, knowledge, assessments, skills and abilities in the theory and history of artistic genre and style models and determines the individual’s ability to understand the artistic meaning of the text in the genre and style, of the interpretation in the educational process in accordance with pedagogical tasks.