Pedagogical Events Research Articles

Art, affect, and the production of pedagogy in newcomer language classrooms

This article describes research exploring the potential of arts-based, affective pedagogy to enact the dual mandate of second language programs for adult newcomers to Canada: facilitating official language learning and social integration. Deleuze-Guattarian affect theory informs the study framing both research and pedagogical practices as effects of sociomaterial relations between bodies, human and non-human. Focusing on the concept of affect foregrounds the power of classroom objects to intervene in pedagogical events. Similarly, affect reorients the onto-epistemological underpinnings of research; it becomes an assemblage from which problems arise. This particular research assemblage, including classroom video-recorded data of an arts-based lesson and associated teacher interviews, resulted in the question How do classroom materials contribute to the production of pedagogy in newcomer language classrooms? Adult learners in two classes – one French and one English Second Language – read Shaun Tan’s The Arrival, a wordless narrative about migration. After reading, they created imaginary character profiles. The data suggest how the relational forces at work within classroom assemblages constituted by human bodies (teachers, students, researchers) and non-human bodies (curriculum, texts, digital devices, etc.) transform planned pedagogy into something unpredictable, but also creative and vibrant. The article concludes with some implications of arts-based, affective pedagogy for newcomer language education. Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2020.1846554.

Strategies and tactics for developing the human resources potential of young scientists: results of applied research

The study, whose results are presented in this article was performed with financial support RFBR and ANO AISI in the framework of scientific project No. 19-011-31346 "State policy of reproduction of human potential of science". The study showed that young scientists demonstrate a low level of confidence in their ability to manage research teams, a low level of trust in the official mechanisms of state regulation of the development of science in the absence of effective communication channels between researchers, society and the state. In the course of in-depth semi-structured interviews and online questionnaires, key groups of barriers to successful career growth in science for young scientists are identified and justified: financial, organizational, and moral and ethical. In this regard, there is currently an urgent need to support the part of young scientists who can potentially appear as leaders of research teams in the implementation of state tasks and grants from scientific funds. The study was developed structural-functional model of pedagogical and scientific-methodical support of professional development of young scientists through a specially organized system of interrelated actions, activities, and pedagogical and psychological events focused on reflection of professional experience, personal transformation, self-actualization, contributing to the achievement of professional success as the young scientist and research team as a whole.

Assessing the Art + feminism Edit-a-thon for Wikipedia literacy, learning outcomes, and critical thinking

ABSTRACT This article argues for Art + Feminism Wikipedia Edit-a-thons as feminist interventions and pedagogical events that facilitate participants’ Wikipedia literacy and acquisition of learning outcomes, especially critical thinking, digital literacy, and technical skills. Drawing on data collected at a Spring 2018 Edit-a-thon at Indiana University of Pennsylvania, this article presents findings from a mixed-methods survey administered to participants following the event. In terms of Wikipedia literacy, analysis of the qualitative survey data found that participants learned technical skills that may motivate them to edit Wikipedia in the future. Of the learning outcomes, Edit-a-thon participants ranked “critical thinking,” “digital literacy,” and “online source reliability” as the most important learning outcomes. Further analysis of the survey data demonstrates participants' engaged criticality due to the Edit-a-thon’s focus on interrogating and closing the gender gap on Wikipedia. Such criticality extends beyond traditional definitions of critical thinking, however, and might instead be identified as a type of digital critical praxis, which emphasizes critical reflection and action in digital media settings. By providing a theoretical and methodological framework for assessing Edit-a-thons, this article invites further research on Edit-a-thons as pedagogical events.

The Professional Vision of Social Educators: Problems, Practices and (Inter)Professional Implications

Social educators’ professional vision has been rarely “viewed” as a social organized way of seeing and understanding pedagogical events. Drawing on several episodes coming from consultancies in the socio-educational field (involving children’s homes and socio-educational centers for children and vulnerable families), in this article I analyze many prob-lematic issues connected with the lack of awareness pertaining social educators’ professional vision: what I call the adoption of “medical epistemologies”, the (double) adoption of other professional visions, the educators’ epistemic rigidity constraining themselves as “executors of other sights”, with various practical implications in terms of interprofessional relationships and communication. This material constitutes an arena of discussion pertaining epistemologi-cal, theoretical and methodological implications, and can be useful for a more mature and aware pedagogical observation. In the conclusions, I propose the adoption of a bi-univocal and participative approach to the observation phase, a recursive relationship with educational plans and activities and an informed choice over epistemological, theoretical-methodological references and the adoption of a knowledgeable theory of change. These steps can prove to be useful instruments in order to understand social educators’ professional vision(s).

Educación y formación de intérpretes del arpa de pedales en Colombia y España en el siglo XXI

This paper provides an approach to pedal harpist (teachers, interpreters and students) in Colombia and Spain, and offers a point of view of the harpist training in the twenty-first century. A cualitative approach is made to the harpist nowadays with the design, development, analysis and evaluation of interviews, and participation in important musical, cultural and pedagogical events around the pedal harp in the respective countries. Significant reflections on music education are offered, specially, different points of view on the harpist training and the profesional and educational development, becoming a pioneering study. The research shows the applications that critical history of the harp can be derived for education of harpist and the recognition of their value.

SYNERGETIC APPROACH TO THE DEVELOPMENT OF SOCIO-CULTURAL SPACE MOUNTAIN SCHOOL REGION OF UKRAINIAN CARPATHIANS

The article reveals the peculiarities of formation and development of socio-cultural space of educational institutions of mountain areas of the Carpathians from the standpoint of synergistic approach. The author presents an interpretation of the characteristics of the region as a component of the socio-cultural space, which determines the scientific and philosophical knowledge and contemporary interpretation of this multifaceted phenomenon. They reveal the essence of the scientific discourse on the formation of socio-cultural space of the mountain school of the Ukrainian Carpathians region, point out the necessity to preserve the identity, special intellectual, moral and ethno-cultural potential inherent in this education, in the conditions of development of integration processes and globalization in the whole world. The author emphasizes that socio-cultural space is a complex dynamic system of interrelated pedagogical events, educational and cultural activities that form the basis of life of the mountain school of the Ukrainian Carpathians region, which is aimed at personal development of the student, becoming and development of his or her life skills. Accordingly, under the conditions of implementation of the synergistic approach, the following substantive elements should become components of the socio-cultural educational space of the mountain school: the personal space of the student; educational space; self-educational space; work space; social space; cultural space; living space; game space; educational space.

Proficiency markers of the motivation- and value-related components of the professional competence to be acquired by the specialists in the field of processing and food production

The purpose of the research is to define the proficiency state of the motivation- and value-related components of the professional competence acquired by the specialists in the field of processing and food productions (based on the results of the experiment which involved the first-year students specialised in 181 "Food technologies"). To determine the proficiency of level of the motivation- and value-related components of the professional competence to be acquired by the future specialists in the field of processing and food productions we used the methodologies adapted to our research: the testing of person’s value-related reference points and the testing of person’s capacity for self-discovery. The experiment was aimed at revealing and comparing future specialists’ motivation to study, basic reasons for educational activity, grounds for choosing a profession, and value-related orientations of the students constituting experimental and control (general) groups. The experiment involved the students specialised in 181 "Food technologies" in Kharkiv State University for Food Technologies and Trade, Kharkiv Petro Vasylenko National Technical University of Agriculture and Kharkiv Cooperative Trade and Economic College. The experiment consisted of two stages. At the first stage, 237 future specialists participated in the continuous questioning specially elaborated by the author. On the second stage, the first-year (two groups) and the second-year students (two groups) were tested according to the methodology "Motivation for study": test 1 "Studying the reasons of students’ educational activity”, test 2 "The necessities to develop students’ self-evaluation". The future specialists in the field of processing and food production acquired the professional competencies during the pedagogical events facilitating the development of stable motivation for their professional activity. The experiment allowed us to affirm that the professional competence demonstrated by the future specialists in the field of processing and food productions consists of some components, the motivation- and value-related component being one of them. On the whole, the results of the questioning confirmed the insufficient (reproductive) proficiency level which the future specialists of processing and food production demonstrated within the professional competence. The results of the first stage of the experiment (continuous questioning) testify that it is important for most students rather to get an appraisal than acquire knowledge. Most students failed to give any reasons for self-perfection or systematic professional development.

ОСОБЕННОСТИ ОРГАНИЗАЦИИ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ ВО ВНЕУЧЕБНОЙ ДЕЯТЕЛЬНОСТИ МЛАДШИХ ПОДРОСТКОВ

The article presents the results of a study related to the characteristics of the younger adolescents’ patriotic education throughout extracurricular activities. On the basis of system-activity approach and the concept of existential pedagogy, the author provides a definition of patriotic education as a purposeful interaction of the subjects in the pedagogical process, which results in learning about the system of phenomena in the world around us and the formation of personality, revealing moral feelings and transforming reality for the development of society and country. The concept of "patriotic education objectification" is defined as the relationship of joint activities for organizing educational events and students’ personality transformation as subjects forming the value of identity. The study reveals that the formation of certain levels of patriotism in younger teenagers is affected by the following objective conditions: school integration, family and social traditions, emphasis on external and internal elements and subject interaction in the implementation of extracurricular activities as pedagogical events.

METHODS OF TEACHING FINANCIAL LITERACY IN HIGHER EDUCATION: EXPERIENCE AND PROSPECTS

Introduction. An integral condition for determining the role of educational factors in the process of forming the financial worldview of citizens is the development and testing of effective and efficient methods of teaching financial literacy. At the same time, there is currently no single methodological approach to the teaching of financial literacy in educational institutions of Ukraine, which requires intensification of scientific efforts aimed at studying the above problem. The purpose is to systematize the experience of teaching financial literacy in higher education and highlight the prospects for its improvement in modern conditions of development of the domestic educational space. Methods. Methods of dialectical analysis and synthesis, as well as methods of logical generalization, comparison and formalization are used in the reseach. Results. The newest methods of teaching financial literacy are studied, the features and advantages of each of them are highlighted and the positive effects they cause are emphasized, namely: promoting the development of theoretical thinking and cognitive interest in financial literacy; activation of perception of material in the process of teaching the basics of financial literacy; providing professional motivation and formation of corporate culture in students when studying the discipline "Methods of teaching financial literacy". A number of scientific and pedagogical events organized and conducted at Ternopil National Economic University together with teachers of secondary, vocational and higher educational institutions are analyzed in order to discuss the vectors of improving the current methods of teaching financial literacy. The necessity of using innovative tools in teaching financial literacy in domestic educational institutions is substantiated and the directions of increasing the level of financial literacy of Ukrainians in modern conditions are suggested. Perspectives. Further research is proposed to focus on identifying the main vectors of increasing the level of financial literacy of children and youth, as the most potentially favorable for this segment of Ukrainian society. In our opinion, this will provide an opportunity to form a holistic system of measures to overcome the sometimes indifferent attitude of young Ukrainians to their future financial well-being.

Speculative Harbouring: Wading into Critical Pedagogy and Practices of Care

This text explicates a particular pedagogical event—Speculative Harbouring—a postgraduate workshop in which students from different disciplines formed around concerns of how we might better care for, and with, urban harbours. The harbour we attended to is presently referred to as Blackwattle Bay, which is a site in Eora Nation, Sydney, Australia currently undergoing significant redevelopment. The purpose of the workshop, or rather walkshop, was two-fold: to introduce participants to research practices from a range of disciplines, and to construct a field-guide to highlight ways in which Blackwattle Bay is, has, and might be, inhabited, cared for (or not) and the complex ecological and social demands this creates. To begin the walkshop, participants each shared a different method for examining place from their disciplinary field. During the twoday event, these different methods were activated through the practice of walking and were used to produce the Speculative Harbouring Field-Guide to Blackwattle Bay. In our discussion, we draw on feminist practices and politics of care, in particular, Maria Puig de la Bellacasa’s articulation of “matters of care,” alongside Anna Tsing’s “arts of noticing” and notions of critical public pedagogy, to examine ways in which walking and reflecting can attune people to learning to care and how a field guide might facilitate such attuning.

Desire Paths: A Reflection With Preservice Students in the Eventful Space of Learning

This article addresses how thinking alongside the notion of Deleuze and Guattari’s use of the term desire may frame learning as a transformative process of becoming. This article discusses a project that engaged a cohort of preservice students in a reflection on desire paths. Artmaking within these improvised sites asked the cohort to confront and problematize expectations about teaching and learning in the art room. Extending the metaphor of the desire path into the geophilosophical work of Deleuze and Guattari, this article reflects on the shifting terrain of the learning assemblage and suggests the figuration of nomadic pedagogy. The article considers the role artistic processes have in plugging into the assemblage and reflects on the emergence of learning as a pedagogical event. Ultimately, this article borrows from Deleuze and Guattari’s portrayal of a performative ontology of becoming in order to support the project of becoming-learner.

ПРОСВЕЩЕНИЕ СЕЛЬСКОГО И ГОРОДСКОГО НАСЕЛЕНИЯ НИЖЕГОРОДСКОЙ ГУБЕРНИИ НА РУБЕЖЕ XIX-XX ВЕКОВ: КЛЮЧЕВЫЕ ПРОБЛЕМЫ И СПОСОБЫ РЕШЕНИЯ

The article considers the attempt of solving the problems of educating rural and urban population of Nizhny Novgorod province at the turn of the XIX-XX centuries. The authors emphasize the fact that public education was introduced not only “from above”, with the participation of power bodies and organizations, but also “from below”, through social initiatives and by overcoming the established prejudices of the “common people”. The paper concludes that the diversity of forms and methods for transferring knowledge and culture, the basis of education, determined, on the one hand, the growth of student population, including female students, and, on the other hand, broadened the spectrum of educational, cultural and ethical, pedagogical events.

The Hug: An Affective Material Encounter With a Productive Pedagogy of Qualitative Inquiry

My doctoral study was focussed on women’s activities and practices in community organizations. In this paper, I revisit “the hug,” a fieldwork event (understood in the Deleuzian sense as something—a situation or a problem—that provokes thought) recreating it as a pedagogical event in relation to emerging Deleuzo–Guattarian and new materialist qualitative (QI) pedagogies. The effect of the hug event demonstrates the potential productivity of emerging QI pedagogies, and implications for what intra-active QI pedagogies might produce for researchers, and the research community at large.

Qualitative Inquiry in the Making: A Minor Pedagogy

This article builds on Mazzei’s concept of minor inquiry to advance the concept of a minor pedagogy. We do so by folding poststructural theory into the evidence of experience, spotlighting a collective enunciation of the pedagogical event among individuated concepts, speakers, and moments. These pedagogical events are at once quotidian and more than one. In this spacetime individuation falls away, and the production of qualitative research expertise becomes a function of the entanglement of human and more-than-human pedagogues. At the level of the everyday, we recount our experiences in a doctoral program as professor and advisor (Lisa) and student and advisee (Laura). These experiences are selections from our (continuing) joint encounters with qualitative inquiry instruction. Enfolding these everyday pedagogical-theoretical practices of qualitative inquiry produces minor pedagogy, and minor pedagogy produces these folds. As such, minor pedagogy is a pedagogy of the ontological turn.

The dialectical unfolding of paradigmatic and narrative thinking in a Chinese-as-a-foreign-language classroom

ABSTRACT How do language instructors fulfill institutional mandates while also nurturing students’ interest? What becomes of this process when it unfolds not in one class meeting but in a series of pedagogical events? Classroom research has suggested the importance of integrating authentic, conversational, and rapport-building talk with instructional practices. What remains unknown but central to classroom practices is the temporal, institutional, and psychological underpinnings this integration entails. This ethnographic study explores the dialectical unfolding of paradigmatic and narrative thinking in a course of domestic U.S. students and international Korean students. Paradigmatic thought is concerned with truth, scientific logic and categorization, which are essential for explaining language features. Narrative thought ‘strives to put its timeless miracles into the particulars of experience, and to locate that experience in time and place.’ Drawing on classroom recordings, participant interviews, and instructional artifacts, the study shows that ordinary materials designated by the institution to underscore paradigmatic thinking were rendered extraordinary when the instructor and students collaboratively transformed them with interpersonally and interculturally meaningful stories across a chain of pedagogical encounters.

Педагогічне моделювання практичної підготовки майбутніх техніків-технологів зі спеціальності «Виробництво хліба, кондитерських, макаронних виробів і харчових концентратів»

The practical ability of future technologists, specializing in the production of bread, confectionery, pasta and food concentrates, to professional activity is the leading criterion for the quality of their professional preparedness at food industry colleges, as well as one of the main results of their comprehensive readiness for future activities as subjects objects of professional activity. The basis of their practical abilities are practical skills and abilities of various kinds - subject-subject and subject-object. They are formed in the process of receiving vocational education in the food industry colleges, determine their preparedness for professional activity, as well as attitude and motivation to it. It is proved that pedagogical modeling is a pedagogical method of creating pedagogical models by reflecting the main characteristics of a particular pedagogical system as a pedagogical phenomenon in a specially created object - in a pedagogical model in the form of a mental representation of the implementation of a certain pedagogical event, adequately reflects the subject of pedagogical reality, including. practical training of future technologists. It is shown that pedagogical modeling of their practical training in colleges makes it possible to logically substantiate its target, methodological, substantive, subject-subject and methodical sequence by establishing links and interrelations between the main components of their professional training - theoretical and practical, providing this process with professional orientation. It was emphasized that the qualitative organization of their practical training is promoted by a structuralfunctional model, which is justified taking into account the basic principles of pedagogical modeling and consists of a target-methodological, informative, subject-subject, activity and effective components.

SOCIO-CULTURAL MEASURES OF EDUCATION DEVELOPMENT IN THE TERRITORY OF GALICIA AND NADDNIPRYANSHCHYNA (XVIII - XIX CENTURIES)

The article deals with the fundamental activity of progressive representatives of Ukrainian educators of a certain epoch on the way to achieving socio-cultural optimum.
 The rethinking of the acute need for Ukraine to enter the European educational space has actualized the author's task - a deep retrospective reconsideration of the historical and pedagogical events of previous centuries, with a view to interpret more thoroughly the experience of the Enlighteners of the past generations and define their general significance for the further development of our state.
 The purpose of the article is to reveal the socio-cultural dimensions of the development of education in the territory of Galicia and Naddnipryanshchyna in the context of the XVIII - XIX centuries. The author investigates the multidimensionality of the main directions and forms of work of education and science representatives during the studied historical period.
 The research tools for the study were chronological and content, incremental, historical, pedagogical and comparative methods. The use of a whole range of methodological research tools allowed to determine that the activities of the progressive scientific and educational elite of the time, which continued to widely disseminate high-education ideas on the pro-Ukrainian territory, became the basis for more advanced development of vocational education.

Architecture and interaction protocol for pedagogical-empathic agents in 3D virtual learning environments

This paper proposes an interaction design architecture and an interaction protocol for the construction of pedagogical agents acting in distributed 3D learning environments. Agents designed based on the proposed architecture are able to interact verbally, non-verbally or both with the students, combining empathic and pedagogical behavioral parameters in order to support students during online educational activities. The representation of the agent results from both pedagogical and emotional factors and is related with the learning environment and its technology. The agent logic is based on three types of the learning environment's events: (a) emotional events, (b) pedagogical events and (c) events that are triggered by the environment itself. The proposed architecture is validated through the implementation of an autonomous pedagogical-empathic agent in the virtual environment of OpenSim. The agent observes students' anxiety during the learning process and reacts when their anxiety level is considered high.

Pedagogiczne emergencje w 1993 roku. Cienie przeszłości czy szanse teraźniejszości?

ThThe 25th anniversary of the Department of Educational Studies is an inspiration for the author to return to the pedagogical events of 1993. The article by Mikołaj Kozakiewicz published this year contains warnings that the chances of Polish education after a major educational change after 1989 (democracy, pluralism, europeization) are lost, and anticipates their reversal. centralism, authoritarianism, ideological monism, the closing of Poland to Europe are coming back. These anxieties also appeared at the First National Pedagogical Congress in Rembertów in 1993, although the prevailing concern was whether pedagogy as science kept up with the great changes. At the same time, a new formation and a generation of academic pedagogues emerged at this Congress, undertaking new challenges of this time. Unfortunately, sociologists and intercultural psychologists studies have shown that the chances of great change have been educationally wasted, which is manifested in the low culture of everyday life of Poles and in the persistence of Polish perennial, negative social stereotypes. The author, however, finds and presents reasons for the pedagogy of possibilities, supporting the development of people to autonomy and humanity.e 25th anniversary of the Department of Educational Studies is an inspiration for the author to return to the pedagogical events of 1993. The article by Mikołaj Kozakiewicz published this year contains warnings that the chances of Polish education after a major educational change after 1989 (democracy, pluralism, europeization) are lost, and anticipates their reversal. centralism, authoritarianism, ideological monism, the closing of Poland to Europe are coming back. These anxieties also appeared at the First National Pedagogical Congress in Rembertów in 1993, although the prevailing concern was whether pedagogy as science kept up with the great changes. At the same time, a new formation and a generation of academic pedagogues emerged at this Congress, undertaking new challenges of this time. Unfortunately, sociologists and intercultural psychologists studies have shown that the chances of great change have been educationally wasted, which is manifested in the low culture of everyday life of Poles and in the persistence of Polish perennial, negative social stereotypes. The author, however, finds and presents reasons for the pedagogy of possibilities, supporting the development of people to autonomy and humanity.

Сompetitiveness of the future specialist as a pedagogical event

Сompetitiveness of the future specialist as a pedagogical event