Pedagogical Disciplines Research Articles

Integral Pedagogy in LIS Education

LIS educators have an obligation to assist burgeoning LIS practitioners and scholars in developing field competency and enacting their visages into the LIS industry. Our work concerns care for the whole person of our students. Student well-being has experienced heightened consideration and conversation in academia since 2020. Masters level LISprograms are not immune to these discussions, or the student, faculty, and campus administrator concerns—retention rates, student mental health—that warrant them. Campuses actively promote services and resources aimed to help students that are in crisis, coping with an aspect of neurodivergence, or another condition—chronic or undiagnosed. Since 2019 I have experienced increasing levels of three student behaviors that cause me concern: 1) perfectionism, 2) anxiety, and 3) validation-seeking. Wholly ignored, or mitigated simply by pedagogical discipline, these behaviors persist in classroom, distend beyond a student’s time at campus, and eventually permeate sectors of LIS. Proven teaching and learning strategies—active-learning, grading rubrics, gamification modules—increase students’ immersion with course content and assuage student coursework anxieties. However, teaching and learning tools cannot holistically impart the needed competencies for an LIS professional to our students. Conversely culture of care pedagogies solely center student inclusiveness and belonging to promote a shared education community. Integralpedagogy provides LIS educators with a model that integrates both teaching and learning best practices and culture of care pedagogies to promote student self-regulation of concerning behaviors, self-actualization via a commitment to gaining LIS field competencies during their studies, and continued life-long discovery during their career.

The methodology of teaching psychological and pedagogical disciplines in agricultural higher education institutions

Introduction: The introduction of psychological and pedagogical disciplines contributes to integrating higher education into European standards, leading to the development of a competitive specialist in changing employer requirements. Agrarian education slowly introduced psychological and pedagogical methods, which was the reason for the slow reformation of educational approaches in the field and did not contribute to the growth of the profession's prestige.Objective: The study aimed to determine the methodology of psychological and pedagogical disciplines based on the analysis of structural subdivisions, teaching staff and features of the pedagogical and psychological profile disciplines in agrarian universities.Methods: The method of synthesis, analysis, survey, grouping, comparison, visualisation and generalisation of results is applied.Results: The study results established that there are departments of psychology and pedagogy and professional teaching staff in the studied universities. The presence of compulsory and optional subjects, which differ in different institutions, was determined, which is explained by the autonomy of institutions in determining the form of teaching subjects by individual requests.Conclusions: At the same time, autonomy does not involve monitoring the effectiveness of educational activities, which was confirmed by the results of a survey of students and teachers, which revealed the popularity of outdated educational methods among teachers and low motivation among students in methods that develop creativity and the practical application of acquired knowledge. Instead, some pedagogical practices have found wide application and have shown effectiveness in developing communication skills, teamwork, and organisation

Technology of formation of professional subjectivity of the future teacher

The article considers the issues of forming the professional subjectivity of future teachers. The article presents an analysis of the literature on the studied issues related to the subjectivity of the student (works by A.V. Beloshitsky, E.N. Volkova, A.V. Gvozdeva, M.V. Isakov, A.D. Kariev, L.G. Maidokina, etc.). Taking into account the specifics of the conditions of vocational pedagogical education, the author’s definition of the professional subjectivity of the future teacher was proposed, which is considered as a complex integrative personality quality that allows the future teacher to make an independent professional choice, plan, organize and evaluate his activities and the activities of students. The article examines the technological aspects of the formation of professional subjectivity of students-teachers. The theoretical and empirical substantiation of the technology of formation of professional subjectivity of future teachers in the process of mastering the content of pedagogical disciplines was presented. The issues of development of pedagogical technologies reflected in the works of V.P. Bespalko, M.V. Klarin, G.K. Selevko, V.A. Slastenin and others were considered. The article describes the components of the developed technology: the conceptual part (philosophical ideas of the subject and the subjectivity of personality, concepts of formation of professional subjectivity of a future specialist, etc.), the substantive part (goals of technology implementation and the content of education), the procedural part (a set of stages, organizational forms and teaching methods used educational technologies). The article also describes the implementation of the stages of technology for the formation of professional subjectivity of future teachers in the process of mastering the content of pedagogical disciplines by students (preparatory, activity, reflexive). The results of the implementation of technology for the formation of professional subjectivity of future teachers in experimental work are presented.

Multimodality in teaching a foreign language to students of philological and pedagogical disciplines

Relevance. The era of digital technologies necessitates the exploration of new avenues in various domains, including education. In the modern world, multimodality is an essential aspect, encompassing diverse modes of information transmission and all types of communication. The relevance of this study lies in its examination of how multimodality can be effectively utilized in the pedagogy of foreign languages, particularly for students in philological and pedagogical disciplines. Purpose. The primary aim of this research was to investigate the concept of multimodality and its application in teaching foreign languages. The study focused on identifying how multimodal methods can enhance the educational process and meet the set learning objectives. Methodology. This theoretical research employed methods such as induction and deduction for constructing and presenting scientific reasoning. It also utilized various techniques for collecting and systematizing information from previous studies. The methodology was designed to explore the fundamental aspects of multimodality and its pedagogical implications. Results. The study first examined the concept of multimodality and its connection with pedagogy. It identified the conditions under which multimodal methods could be applied in foreign language lessons. The research found that multimodal techniques engage students more effectively, making the learning process more exciting and interesting. Conclusions. The research concluded that the use of multimodal methods in teaching foreign languages offers significant pedagogical benefits. It enhances student engagement and supports comprehensive learning. The practical significance of this study lies in its contribution to the development of multimodality problems, suggesting that these methods can broadly realize educational objectives in foreign language education. Keywords: means of expression; verbalism; teaching methodology; education

Joint Group Work Is an Effective Way of Organizing Practical Work in Pedagogical Disciplines

The article deals with the organization of practical work in a pedagogical university through joint group work. Collaborative group work is a type of method that develops critical thinking and interpersonal communication skills. This method can be effectively used in practical work at a pedagogical university. The author believes that the method of group work allows you to apply theoretical knowledge in practice. The article emphasizes that group work requires students to actively develop many skills. The author considers it necessary to choose the right type of joint group work in accordance with the level of education of the same group, because depending on the level of students, the learning objectives of group forms of work are different. Much attention is paid to identifying the features of the use of joint group work in teaching pedagogical disciplines with a view to a more communicative approach. Examples of the use of group work for the formation of pedagogical activity and skills are given in the classroom. Joint group work is considered a good motivation for students, as it is aimed at the overall intellectual development and communicative potential of students in various small groups. Collaborative group work develops various practical skills, in particular such abilities as creative problem solving and decision-making in a group. Joint teamwork contributes to the development of various practical skills. This can be described as creative problem solving, developing the ability to study specific situations and make decisions. Joint group work develops writing and speaking skills, improves cooperation and group work skills. Using the example of the discipline «Methods of teaching Pedagogy», the author emphasizes that joint group work teaches students business communication, preparation of presentations and organizational skills. The article reflects the advantages and difficulties of using joint group work in pedagogical classes. To determine the importance of using collaborative group work as one of the interactive teaching methods in pedagogical universities is the task of the authors of the article.

Social and Professional Adaptation of Students in the Educational Environment of the University in the Last Third of the 20th Century: Experience of Organization and Interpretation

The relevance of the problems of the presented research is connected with the understanding and evaluation of some forms of organization of social and professional adaptation of first-year students and their integration into the educational environment of the university, established and implemented in the practice of domestic universities in the last third of the 20th century, their influence on personal, social and professional development of future teachers. The purpose of the article is to reflect on the experience of adaptation and integration of first-year students into the educational environment of the university, which has developed in the activities of historical and pedagogical faculties that operated in the USSR from 1966 to 1996. The reflection of such experience is focused on the search for productive ideas that allow students to adapt to the norms and values of the educational environment in the modern practice of professional psychological and pedagogical education, form sustainable motives for self-development, self-education, and intensively prepare for professional activities in the Russian education system. The leading methodological ideas in the analysis of the experience of adaptation and integration of students into the educational environment of the university are the principles of objectivity, consistency, historicism, reliance on the results of practical activities, on expert judgments and assessments of direct participants and organizers of this work in the last third of the 20th century. For these purposes, the method of monographic description of the practical experience of the activities of the installation camp of the historical and pedagogical faculty of the Kursk State Pedagogical Institute, conversations with teachers and students, participant observation, study of scientific texts, press materials and Internet resources was used. Research results. The study made it possible to reveal the place and role of installation camps in ensuring the adaptation and integration of first-year students into the educational environment of the university, to substantiate the main functions of the camp in the general logic of the personal, social and professional development of future teachers, to characterize some effective types and forms of work, their practical effectiveness. In particular, the essence and content of the adaptive, integration, value-orientation functions of the camp of first-year students are revealed; presents the types and forms of work on the socio-moral, personal and professional development of first-year students; the role of senior students in organizing the life of future teachers in the educational environment of the university is characterized. Conclusion. The materials of the article can be used by heads of humanitarian faculties, teachers of psychological and pedagogical disciplines, specialists in the field of history of higher professional pedagogical education.

Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy

The article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the "communicative portrait" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ВОЗМОЖНОСТИ ГРУППОВОЙ РАБОТЫ НА ЗАНЯТИЯХ В МАГИСТРАТУРЕ ДЛЯ РАЗВИТИЯ ПРОФЕССИОНАЛЬНЫХ НАВЫКОВ ПРЕПОДАВАНИЯ В ВУЗЕ

The article explores the features of utilizing group work in the training of Master’s students in the scientific and pedagogical field. To update this subject matter, the article provides a rationale for the methodological aspects of psychological and pedagogical support for group interaction of those pursuing Master’s degree. The theoretical framework explores key approaches in higher education applicable to Master’s degree courses, the intricacies of the educational process in training Master’s students, teaching methodologies, active learning techniques, and the psychological and pedagogical potential of organizing group work within the academic pursuits of Master’s students. Additionally, the article conducts a review of both relevant domestic and international scientific research to integrate theoretical and practical aspects and identify opportunities for effective practice-oriented learning for graduate students through pedagogical disciplines. Moreover, the article substantiates the essence and advantages of employing group work during the lessons. The experimental validation of the psychological and pedagogical possibilities of organizing group work includes diagnostics through participant observation and a questionnaire aimed at identifying mediated group cohesion and interaction within group activities while studying pedagogical courses. The practical significance of the study confirmed the legitimacy of substantiating the possibilities of group work for mastering professional competencies to prepare Master’s students for teaching in the future. Based on practical work and the involvement of Master’s students in group interaction, recommendations were developed for the algorithm of group work, and innovative methods, techniques and technologies were utilized to enhance group interaction of Master's students, techniques of cooperation, teamwork, development of innovative behavior of students.

Open Educational Resources for Teaching Pedagogical Disciplines – Comparative Analysis

This article presents the outcomes of a comparative analysis of specific open educational resources (OER) in the context of significant developments after the COVID-19 pandemic, particularly within the Anglo-Saxon context. The aftermath of the pandemic witnessed the significant role of universities in managing new open libraries providing free educational materials to students and the public. The evaluation focused on OER for pedagogical disciplines, a key area for students training to be teachers or novice educators. The authors developed assessment criteria based on existing literature, including the year of publication, length, structure, purpose, type of links, supplementary materials, learning activities, and the incorporation of digital elements within the EST&LDE concept proposed by Kolář, Malach, and Vicherková in 2023. Eight e-books were examined, all emphasising connections with other study resources and integrating digital elements in the teaching process.

«PEDAGOGIC LITERACY» – TEST FOR ASSESSMENT OF ELEMENTARY KNOWLEDGE IN THE FIELD OF GENERAL PEDAGOGY

The proposed methodology is designed to assess knowledge in the field of general pedagogy, the history of pedagogy and education. It can be used both in working with students of the directions: «pedagogical» and «psychological and pedagogical education», and with current teachers. The peculiarity of pedagogy as a branch of scientific knowledge is the frequent ambiguity in the interpretation of a number of basic concepts. The methodology of testing pedagogi- cal literacy has been developed taking into account the identification of the minimum knowledge gained during the development of general pedagogical disciplines of the professional (psychological and pedagogical) module at the university. The presented test tasks are formulated in such a way that they practically exclude debatable questions. Authors thank the professors and associate professors of the Department of Pedagogy for their highly qualified, constructive assistance in developing the methodology and its empirical verification.

БОЛОЧОК МУГАЛИМДЕРДИН КЕП ТЕХНИКАСЫН КАЛЫПТАНДЫРУУ – ПЕДАГОГИКАЛЫК КӨЙГӨЙ КАТАРЫ

With increasing requirements for the professional training of a teacher, the issues of acquiring speech technique and improving his professional qualities are of particular importance. Democratization and humanization of the educational process in universities and schools requires a high level of professional skills from the current teacher. On the one hand, this is an important component of his pedagogical culture, and on the other hand, it is considered a condition for professional development and excellence. Solving the problem of a future teacher's speech technique involves changing the educational process at a pedagogical university, increasing attention to the student as a subject of educational and professional activity, individualizing his training, and developing flexible educational technologies. Since the teacher’s speech ensures the development of subject knowledge of students and makes it possible to fully and easily explain the educational material, it is important to use facial expressions, gestures, diction, speech, and even correctly breathing. A correctly formed teacher’s speech can become an impetus for the rational formation of student’s cognitive activity and is the main means in creating a positive psycho-emotional climate among the student community. Also, it asserts trust to the teacher and the relative behavior of students in the pedagogical process. Therefore, when teaching pedagogical disciplines at a university, it is necessary to pay special attention to the formation of the speech culture of future teachers.

DIDACTIC PRINCIPLES OF TRAINING FUTURE TEACHERS FOR THE USE OF INNOVATIVE TECHNOLOGIES

The article analyzes developments on the application of didactic principles in the process of professional training of future teachers of pedagogical disciplines for the innovative technologies use. The conditions and ways of implementing the specified didactic principles are revealed. The following didactic principles are highlighted and systematized: the principle of scientificity; the principle of accessibility of education; the principle of systematicity and consistency; the principle of strength of knowledge, abilities and skills; the principle of visibility; the principle of connection between theory and practice; the principle of consciousness, activity, independence. It is emphasised that the classical principles of didactics in the methodological system with the use of innovative technologies have their own specifics. A discipline using innovative technologies is subject to a number of requirements in the design process: psychological, reflecting the patterns of knowledge acquisition; scientific, reflecting the scientific orientation in the discipline; related to future professional activities reflected in the model of specialist training; software, designing curricula or selecting software methodology for use at a certain stage of the educational process. For the successful implementation of the proposed principles, the following conditions must be met: a high level of organization of the educational process using innovative technologies; the use of appropriate means that stimulate the emergence and development of motivation among future teachers of pedagogical disciplines to use innovative technologies in all types of cognitive activity; systematization of knowledge and skills in the application of innovative technologies in the process of studying a special course; acquisition of future teachers of pedagogical disciplines with the experience of using innovative technologies during social-pedagogical and propaedeutic practices; ensuring the emotionality of learning and creating a favorable atmosphere in the process of educational activities. It is noted that the use of innovative technologies should be carried out taking into account the classical didactic principles that are implemented in the process of training in the conditions of traditional education.

Pedagogical disciplines as a component of the content of training future music teachers: experience of higher education institutions in Ukraine and China

Pedagogical disciplines as a component of the content of training future music teachers: experience of higher education institutions in Ukraine and China

SATISFACTION OF FUTURE ENGINEERING TEACHERS WITH THE USE OF THE ELECTRONIC PORTFOLIO IN THE PEDAGOGICAL DISCIPLINES

The use of an e-portfolio as an assessment modality in e-distance learning is a response to recent developments in higher education where assessment is an integral part of teaching and learning. The present study aims to determine the level of student satisfaction with the use of the e-portfolio in the study of pedagogical disciplines and to reveal changes according to the identified variables. As a sample of this study, 123 students from UTCN enrolled in the psycho-pedagogical module in the initial teacher training were selected. From the closed items, it was confirmed that the students' satisfaction in using the e-portfolio was at a high level, that a complex portfolio is a relevant method for evaluating students' knowledge and skills, it promotes active and collaborative learning, the platform offers sufficient resources, and it is easy to use for carrying out the activities. There were no significant differences regarding gender, faculty profile, year of study and previous experience of students in using the e-portfolio. Various suggestions were made for future studies to create more effective online and hybrid learning environments in the training of future engineering teachers.

New Formats of Training Intending Teachers for Interaction with Parents of Schoolchildren and Preschoolers

The article presents the experience of solving an urgent problem of pedagogical edu- cation which is connected with preparing intending teachers for interaction with students’ parents. The study shows inconsistency of the tradition when the content of pedagogical disciplines stud- ied by students is aimed at the development of their ability to interact exclusively with children, despite the fact that students’ parents act now as full subjects of the educational process. The purpose of the article is to attract the attention of lecturers engaged in professional teach- er-training programs to the issue of preparing teachers for interaction with parents. The methodological approaches used in the study include the emotional and value-based one, the dialogical, reflexive and the situational approaches, on which the author builds the original strategy of preparing students majoring in pedagogy for the interaction with parents. The results of the research comprise the technology of the strategy implementation. The essence of the technology is that students are consistently invited to carry out pedagogical observation of the parents’ behavior in natural or specially created conditions, including watching feature films and documentaries; then it is proposed to create a collection of situations and corresponding pedagogical reactions; after which the students are organized to resolve typical situations in the form of a game; during their pedagogical practice the students are admitted to fragmentary informative interaction with parents, and subsequently, to situational constructive interaction with them. In conclusion, it is determined by which methods and forms of work with students such a strategy will be effective.

The Formation of Ethnopedagogical Local History as a Means of Professional Training of Future Teachers

In the presented article, based on the works of scientific teachers, the socio-cultural and scientific-pedagogical prerequisites for introducing future teachers to the living sources of folk pedagogy are identified. Separate historical approaches to the organization of ethnocultural local history are described. The author highlights the theoretical, methodological and practice-oriented functions of ethnopedagogical local history. The main directions, contents and methods of organizing search, research, and self-educational activities of students in the process of ethnopedagogical local history in villages are described. The experience and positive results of organizing ethnopedagogical local history at the Pedagogical Faculty of Osh State University are summarized. Specific examples show how students expanded and deepened the knowledge of folk pedagogy acquired in the process of studying pedagogical disciplines. The multifunctionality of ethnopedagogical local history reflects the integrative nature of ethnopedagogical and local history knowledge. In conclusion, the Author comes to the conclusion that ethnopedagogical local history in the future can function as a full-fledged type of pedagogical practice.

TEACHERS' PERCEPTIONS OF ELEMENTARY SCHOOL STUDENTS' BEHAVIORS: a discussion in relation to the signs of conduct disorder

CIDD is a significant mental health problem in children and adolescents worldwide, with a global prevalence of approximately 3.2% among children and adolescents. Dysfunctional behaviors in children are frequently manifested in the school environment and may be associated with CIDD, causing serious interference in the teaching and learning process. The research aims to identify the prevalence of diagnostic indicators of Disruptive Impulse Control and Conduct Disorder (DICTD) in elementary school students in the public school system of Patos de Minas - MG. For data collection, an online questionnaire was made available to public school teachers in the municipality, in order to record their observations about the behavior currently displayed by elementary school children. The research seeks to contribute to a better understanding of the relationship between TDCIC and the school environment, as well as to the development of effective intervention strategies. The analysis of the teachers participating in this study reveals worrying indicators of maladaptive behaviors among students, indicating the possible presence of Conduct Disorder. The results highlight manifestations of disruptive disorders, such as angry mood, impulsivity and challenges to authority, which present significant barriers for educators. The challenges faced not only complicate the pedagogical dynamics, but also have the potential to generate psychological distress in teachers. Given this, the underlying implication points to the need to implement measures and strategies aimed at understanding and addressing the emotional and behavioral needs of these students. Such an approach may include specific pedagogical disciplines, specialized psychological support, improvement of social and emotional development programs, as well as close collaboration with families.

The Teacher`s Competence Profile – Training in a University Environment

The definition and structural-content description of basic competences of teachers in a normative document presenting the state requirements for the qualification “teacher” in 2021 is a challenge for higher schools in Bulgaria how to practically apply the competence approach in the training of future teachers. The present study is the first that aims to survey the opinion of students studying pedagogic disciplines in relation to the main competences of teachers such as: teaching, relationships with students, relationships with other pedagogical professionals, leadership, work with parents and family community, educational work, work in a multicultural and inclusive school environment. The results illustrate the importance of students' awareness of the teacher's basic professionalpedagogical competencies, including the implementation of reflection in relation to their content components.

Socialization: Innovations of Recent Decades

The relevance of the stated research is determined by the insufficient study of what is new in the process of socialization of the younger generations and how positively and negatively this new phenomenon affects the practice of education. The purpose of the article is to offer a preliminary typology of new socialization phenomena. The leading methodological approach in the study was phenomenological, which used methods of monographic study of organizations and entities, questionnaires of respondents and interviews with informants, contemplative and participatory participant observation, study of scientific texts, press materials and Internet resources. Results of the study. The study confirmed that a completely new phenomenon of the socialization was the Internet, which gave rise to cybersocialization, which affects the factors of socialization, spheres of life of children, adolescents, young men and women, types of education (family, social, religious, dissociational, correctional). Socialization of the younger generations in recent decades is taking place in the reconstruction of the mentality of society, which affects the ratio of traditional and innovative in the process of socialization. Such new phenomena as the inclusion of adolescents in making money, consumerism, vagrancy are characterized. Particular attention is paid to the influence on the socialization of adolescents of the “shuttle” parents and their participation in the “garage economy”. The social differentiation of family socialization and its manifestation in various forms is outlined. Relatively socially controlled socialization received new organizational forms in all types of education, which are “inventoried” in the text. Conclusion. The materials of the article can be used by teachers of psychological and pedagogical disciplines, students and graduate students in socio-humanitarian training areas.

Intrinsic and Extrinsic Motivation to Learn as Factors of Resilience in Students' Pedagogical Disciplines - Pilot Study

Motivation determines the dynamics of behaviour and helps in overcoming obstacles. A related concept is resilience, which also relates to overcoming stressful situations and speaks to an individual’s ability to adapt to challenging circumstances in life. The aim of this paper was to investigate the relationship between resilience and motivation to learn in students studying in the field of education. One hundred and thirty students participated in the research (100 bachelor students and 30 master students). The research instrument used to measure resilience was The Connor-Davidson Resilience Scale (CD-RISC 10) and to detemine motivation The Academic Motivation Scale (AMS-C 28) tool was used. The Mann-Whitney test found no significant difference between the two groups of students in each of the variables measured. The results show a significant association between resilience and types of intrinsic motivation in particular, but the strongest relationship was found between resilience and the lack of motivation. Students with low resilience scored higher on amotivation. For students at university, motivation to learn based on intrinsic drives is assumed to be self-evident. However, the ability to overcome obstacles is also necessary for the attainment of learning goals. Its degree can also be developed through educational intervention, which provides an opportunity for university teachers to expand their area of operation.