Field Of Pedagogy Research Articles

The Olfactor Therapy Method in the Field of Pedagogical Sciences: in Neurodidactics, Special Pedagogy and Speech Therapy

Introduction: The pedagogical field in this article refers to neurodidactics, special pedagogy, and speech therapy. In this fields there are searches for newer and newer methods of therapy aimed at supporting development, searching for new methods of teaching, leveling disorders or meeting the special educational needs of people with disabilities. Research Aim: The characteristics of Agnieszka Hamerlińska’s proprietary Olfactor Therapy Method, which originated at the base of neurodidactics and can be used in the pedagogical space, will be described. Evidence-based Facts: To date, the use of the sense of smell in ongoing therapeutic-compensatory activities has received fairly little attention. Summary: The Olfactor Therapy Method is a proprietary, innovative method that can be used in the pedagogical field: in special education and speech therapy as well as in other social sciences, such as psychology. The method primarily uses the sense of smell to enhance cognitive functions (memory, verbal fluency, speech), improve physical, emotional and social functioning of a person. Fundamental to the method is a novel olfactory stimulation device, the Olfactor, which is an essential invention for making diagnoses and therapeutic techniques. The Olfactor Therapy Method includes its three main components: educational, diagnostic and therapeutic. The method is aimed at people at any stage of life and with various disabilities (e.g. for children with intellectual disabilities; children with delayed speech development; children with special educational needs; for people with memory disorders – with Alzheimer’s disease).

The influence of Hessen and Dewey in italian pedagogy of work (1945-1970)

In Italian history, the years from 1945 to 1970 are crucial because they lead the country towards democracy, through the consolidation of the republican government, industrialisation and cultural openness towards ideas, theories and practices from beyond the borders. In the pedagogical field, the thought of foreign scholars who were also involved in labour pedagogy was accepted and reworked. Dewey and Hessen belong to different pedagogical currents and have influenced different Italian pedagogical fields, their theories are sometimes similar, sometimes divergent. The comparison shows how anthropological conceptions with different assumptions give rise to ideas on work pedagogy that reflect Dewey's instrumentalism on the one hand and Hessen's spiritualist humanism on the other. For both scholars, work is considered a pedagogical tool for educational and scholastic renewal that presupposes play as an activity characteristic of the early ages of life.

Affidati alle famiglie e alle scuole. Due studi esplorativi sulla relazione tra le famiglie in situazioni di affido e le scuole

The contribution, following the announcement of new guidelines for foster care that expand and clarify those from 2012, reports on the phenomenon of foster care, showing how this institution still needs to fully realize its educational potential, especially in the systemic context of the relationship between families and school environments. Through two exploratory studies, whose results are presented, the effectiveness and efficiency of the educational alliance between the two institutions are analysed, and areas that still need further investigation are identified in transition term. In particular, the two studies highlight the need for professional family mediation figures in the pedagogical field with profiles capable of creating effective networks with a focus on Community Welfare and circular subsidiarity.

Reflexivity and the ability to predict activities as the basis for future professional personality formation

In the context of dynamic transformations in all spheres of activity, the particular importance of professional’s abilities for reflexive and prognostic activity in adapting to new challenges is obvious. Future professionals need the ability to solve non-standard tasks, cope with emerging problems, control their own actions, readiness for objective assessment of work results, self-education and professional development. The aim of the research is to define the essence and content of the reflective and prognostic abilities of an individual, their significance in professional activity, as well as to identify the level of development of these qualities among university students in psychological-pedagogical and technical fields of study, and to outline the conditions for their productive development. The authors carried out a theoretical analysis of the definitions of «reflexivity» and «forecasting», reflected in numerous psychological and pedagogical studies of interdisciplinary focus by scientists from different countries. The relationship between reflexive and prognostic abilities with self-regulation of behavior and activity of an individual, their adaptation and professionalization were revealed. Diagnostics were conducted to determine the level of reflexivity (suggested by A.V. Karpov, V.V. Ponomareva) and the prediction ability (suggested by L.A. Regush) among first-year students of the psychological and pedagogical fields of study at Peter the Great St. Petersburg Polytechnic University and the technical field at Samara State Technical University. The results of psychodiagnostics of reflexive and predictive abilities of students are presented and indicate an insufficient level of predisposition to retrospective, situational, prospective reflection and forecasting. However, the implementation of an integrated approach in classroom and extracurricular training, the use of intensive pedagogical technologies (practice-oriented, heuristic, informational) in the educational process, the problem solving techniques and test material developed on the basis of the matrix model of cognitive activity during intermediate monitoring showed positive dynamics in the increase of the level of development of reflexive and predictive student abilities.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ ТОЛЕРАНТНОСТІ ЯК НЕОБХІДНОЇ УМОВИ ДЛЯ РОЗВИТКУ ПЕДАГОГІЧНОЇ ЕТИКИ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ ПЕДАГОГА

The article examines the formation of a teacher’s communicative tolerance as an important component of his ethical culture and professional development. This process is complex and continuous, as it is based on the active interaction of the individual with the professional environment, which significantly affects the effectiveness of pedagogical work. Communicative tolerance is the basis for professional self-development, self-education and self-realization of teachers. It is noted that the concept of “tolerance” remains ambiguously interpreted and is often equated with “tolerance” in scientific sources, originating from the Latin term toleranttia. Researchers also interpret the term “communicative tolerance” in different ways, describing it as a professional quality manifested in the pedagogical environment during interaction with people with whom specialists have to work directly. The importance of communicative tolerance as a necessary condition for the development of pedagogical ethics in professional activity is highlighted. It is noted that tolerance affects the attitude towards other people, their psychological states, qualities and actions in the process of communicative interaction. Communicative tolerance covers the focus of consciousness on tolerant and conflict-free communication, as well as a benevolent type of interaction. This issue is especially relevant for teachers who, as carriers of cultural values, have the task of forming in their students the ability for effective interaction, empathy and respect. It was found that the teacher and students may have different values ​​and orientations in the field of interaction, which can lead to manifestations of communicative intolerance towards each other. As for the ethical aspect, it reflects the ethical norms that the teacher adheres to – being guided by a sense of duty or a habit of acting irresponsibly. Emphasis is placed on the importance of developing communicative tolerance as an essential element in the training of specialists in the pedagogical field, which contributes to the creation of a positive sociocultural environment. Key words: communicative tolerance, communicative competence, pedagogical ethics, professional activity, benevolence, interaction.

Особенности становления профессионального самоопределения и идентичности у студентов психолого-педагогического направления в различные периоды обучения

The article examines the key factors and stages of the formation of professional identity among students studying in the psychological and pedagogical field. The work examines both internal and external conditions affecting the process of self-determination: including personal characteristics, motivation, levels of self-esteem, as well as the influence of the educational environment and teachers. An analysis is conducted on the role of practical training, internships, and volunteer activities in the professional development of students, emphasizing the significance of early specialization and engagement in professional activities, along with support from the teaching staff. The study is based on both theoretical analysis and empirical data obtained as a result of diagnostics of students of various courses. Conclusions drawn from this study contribute to a deeper understanding of the process of professional self-determination among students in psychological and pedagogical specialties.

Old expectations, new challenges

The article reflects on the impacts of the crisis of authority in the theatrical training field, using Hannah Arendt's theorizations on the phenomenon of authority and her studies on modernity. After more than fifty years since the philosopher’s considerations on the crisis of authority in the educational field, contemporary events, such as the expansion of access to information through digital channels and the appreciation of the diversity of perspectives promoted by identity agendas, add new and important layers of complexity to this debate. The theatrical training field, in turn, is not immune to the effects of this wider political crisis, since it permeates all spheres of human life. Although this article does not claim to offer immediate answers or solutions to the multiple challenges that affect the daily life of teachers, it does contextualize some of the crossroads to which the pedagogical field is subjected, especially with regard to higher education. Faced with the situation that has arisen, the text resorts to dialogue with the philosophy of education to understand the theatrical pedagogical experience, arguing in favor of adopting a critical stance in relation to beliefs and assumptions that are sometimes considered untouchable in theater pedagogy, and the importance of re-evaluating the maintenance of recurring expectations imposed on theatrical pedagogical practice.

Mentalisierung und Erlebnispädagogik: Eine Interventionsstudie im Prä-Post-Design

The high relevance of mentalization increasingly shows promise in pedagogical fields, to support the psychosocial development through specific interventions of mentalization. In view of the need for mentaliza­tion-based interventions, the present paper aims to develop a connection between outdoor education and mentalization-based education. Based on data, it discusses the potential of outdoor education to activate mentalization processes and possibly contribute to a change in mentalization ability in combination with reflective impulses. The research question addresses a sample consisting of 101 pupils from an outdoor educational intervention. As part of a quantitative pre-post design, changes in mentalization ability were confirmed using a multidimensional approach. While there was a significant increase in mentalizing the state of others at the second measurement point, the tendencies to mentalizing disorders decreased significantly. In summary – taking limitations into account – outdoor education thus proves to be a promising interven­tion that promotes mentalization.

Цифровизация преподавательской деятельности: роль искусственного интеллекта в высшей школе

Digitalization of education is one of the key processes of transformation of modern society, which allows to upgrade the outdated structure of education and introduce new technologies that can improve the quality of the final result and make education more accessible. The introduction of artificial intelligence (AI) in the academic process of higher education helps to simplify and systematize the learning process. Thanks to AI, educational programs become more personalized and the process of analyzing and predicting learning is facilitated. The article investigates the role and impact of AI on teaching activity in higher education institutions in the context of digitalization of education, as well as identifies the positive and negative aspects associated with the introduction of AI in the educational process of higher education. The results of the study showed that it is necessary to conduct intensive retraining of university teaching staff aimed at their mastery of AI. Additionally, the training of students in pedagogical fields should be based on their advanced mastery of modern digital educational technologies, including those related to AI.

Sistema de Investigación Formativa para el Alineamiento de la Competencia Investigativa de docentes en una Facultad de Ciencias Económicas y Empresariales

The article is based on quantitative research, of a basic nature and at a correlational level. To record data, a Likert-type questionnaire was designed, which was applied in the form of a survey to a group of 115 teachers from a Faculty of Economics and Business Sciences. According to the study, a Formative Research System is significantly related to Investigative Competence, which leads to affirming that said system should be applied in cycles I to VIII of university training and in cycles IX, corollary would be the development of the thesis. Formative research in higher education can allow students to be aware of the knowledge that interests them; Therefore, teachers must know the importance of the ability to ask, observe, describe, record and argue, aspects that must be permanent in university education. Likewise, it is reaffirmed that formative research belongs to the pedagogical field, compatible with competency-based education and essential for Learning to research.

Designing diagnostic tools for the organization of differentiated professional orientation of high school students in pedagogical fields

Importance. Professional orientation in pedagogical fields is an effective means for the education system development. The diagnosis is an essential planning and organization component of targeted professional orientation for high school pupils. The issue of conscious selection of a teaching career is linked to the axiological aspect of the orientation for adolescents and young people, as well as to the implementation of the individualization and differentiation principles in education. A comprehensive set of diagnostic tools for targeted career guidance for high school students under modern conditions, considering the pedagogical field and its axiological significance, has not yet been defined. There is a growing need for educational initiatives and scientific support for the development of methods range for targeted career guidance, including diagnostics, to encourage students to pursue careers in the field of education. The aim of the research is to provide a theoretical basis and present the results of developing diagnostic tools for organizing differentiated professional orientation for high school students pursuing pedagogical studies. Based on systematic, predictive, individualized, and value-based approaches to professional guidance, these diagnostic tools could be useful for selecting students for teaching positions, implementing a system of personalized career counseling in a contemporary educational setting, and for admission officers involved in planning and executing career guidance programs in the field of teacher training.Research Methods. Analysis of scientific literature and the current state of affairs in the vocational guidance and career counseling field, as well as a review of existing tools and parameters for this purpose. The research follows a logical path that begins with the career guidance organization for schoolchildren and progresses to the diagnostic instruments development (such as sample interview questions) for use in differentiated career counseling for those interested in teachingrelated fields.Results and Discussion. The “professional orientation” concept is considered both in Russia and abroad, and the specific implementation examples of career guidance activities in education are presented. An important area of professional orientation is value orientation towards pedagogical specialties. Career guidance diagnostics includes an analysis of values, value attitude to the profession, interests, abilities, and orientation of students necessary to predict the development of personality qualities in the chosen field of training in pedagogical specialties, and the organization of differentiated career guidance. In the research course, the author’s diagnostic tools are developed – the diagnostic matrix “Career guidance interview for a future teacher”.Conclusion. The problem of differentiated professional orientation towards pedagogical specialties among adolescents and young people is urgent and requires special attention from the state, society and the educational system. The professional orientation of high school students to pedagogical specialties includes the diagnosis of values, value attitude to the chosen profession, individual interests and abilities, improves educational results and helps to see the prospects and opportunities of everyone in the future professional field – the field of education. In addition, it reduces the risk for a person to choose an unsuitable profession and helps to successfully integrate into the professional teaching community in the future.

Why and how we should talk about pedagogical tact

ABSTRACT Our contribution argues for some differentiations in the recurring debates about pedagogical tact. To this end, we will proceed in three steps. First we will refer to classical aspects of pedagogical tact such as its intermediate function between general conceptions and the specifics of concrete pedagogical situations. In a second step we will refer to Plessner and highlight that underlying the pedagogical dimensions of tact there are social dimensions of tactful behavior. Thirdly, we further develop this aspect by asking about the current social framings of tact in pedagogical fields. Our argument is that the contextualizing of tact is relevant in two ways: First, it can prevent us from placing overly high expectations on individual action. Second, it directs our attention to the fact that tact also manifests itself in how we deal with the social framing of pedagogical arrangements and not just in the actions within these arrangements.

Characterization of Language Development in the Child with Down Syndrome

The realization of scientific research that allows an approach to the characterization of the integral development of children with Down syndrome has been a priority in the pedagogical field, given its impact on educational care. Particularly, the characterization of language development in these children, in spite of having a special significance, maintains insufficiencies that limit the realization of didactic actions by teachers and specialists who have an impact on them. The objective of this article was to characterize the development of language in children with Down syndrome between 3 and 6 years of age as a premise for an adequate early attention to this area. The results presented here constitute the initial phase of a more in-depth study validated in practice. Given the complexity and diversity of the data obtained, it was necessary to resort to various instruments that respond to qualitative research, specifically elaborated for the specific scenario under investigation, such as: unstructured interview, participant observation, document analysis. Triangulation of sources was also used to demonstrate convergence between the results obtained. The cross-checking of information and the use of theoretical methods allowed identifying that there are distinctive characteristics in the language development of children with Down syndrome between 3 and 6 years of age, and that it is necessary to have a detailed characterization of the language achievements, so that it can contribute to improve the early care process offered to them.

The Use of Games in the Portuguese Language Teaching Process

This article discusses throughout its contents the process of using games in the routine of teaching and learning the Portuguese language, consolidating how teachers can insert the methodology of games into their routines, consolidating the teaching of the Portuguese language. The general objective is to highlight the mainaspects of using games in the Portuguese language teaching process. As for the specific objectives, these are: describe the main aspects of educational games; analyze how digital games can be applied to learning the Portuguese language. In the methodological part, a literature review was carried out, highlighting some of the main concepts and analyzes by renowned authors in the pedagogical field. Using mainly books, articles and dissertations published over the last 7 years, highlighting which procedures and aspects are fundamental in the routine of teaching the Portuguese language. It can be concluded that in the process of consolidating language and grammar, games are a positive playful tool.

Исследование проблемы речевой культуры будущего учителя как фактора формирования лингвистической безопасности образовательного пространства

The aim of the research is to substantiate the importance of forming a speech culture for a future teacher as a factor in creating linguistic security of the educational space. The article shows the main directions of ensuring linguistic security of the society and of the individual in the communicative educational space. The scientific novelty of the research lies in the complex approach to solving the problem of insufficiently formed speech culture of students of pedagogical specialties as a factor in linguistic security of future generations, taking into account the interaction of various subjects of the educational process and proposing the creation of a personal-value educational space, contributing to the preservation of cultural and linguistic identity in the conditions of modern society, on its basis. As a result of the diagnostics of the attitude of students in pedagogical fields of study towards the specifics of modern communication, the most relevant threats to the state language and national culture have been identified and the methods of relaying the spiritual and material values of the Russian youth of the 21st century within the context of linguistic education have been presented.

USE OF INTELLIGENT FUZZY IMAGE SEGMENTATION SYSTEMS IN THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN ENGINEERING AND PEDAGOGICAL FIELDS

Relevance: The article addresses the critical issue of integrating intelligent image segmentation systems that utilize fuzzy logic into the training processes for future specialists in engineering and pedagogical fields. This integration is a significant aspect of the digitization of higher education. Aim: The goal is to implement intelligent vehicle image segmentation systems using fuzzy logic to train specialists in engineering and pedagogical fields. Methods: The preliminary processing of the images of the studied objects (vehicles) involved digital filtering methods, contour detection, profile analysis, and contrast enhancement. Image segmentation was performed using watershed methods, contour lines, and region growing. After segmentation, the obtained segments were selected based on size. Fuzzy membership functions were then applied to determine the degree of affiliation of the segments to the meaningful parts of the studied objects, ensuring reliable recognition of these parts and stable operation of the intelligent system despite external influences on the acquired images. Results: A computer system has been developed for the segmentation of vehicle images using fuzzy logic, which has been integrated into the training of specialists in engineering and pedagogical fields. The segmentation methods isolate objects within the images, which are then recognized using fuzzy logic. Thanks to the fuzzy membership functions, elements of vehicle images are reliably recognized even when there is some ambiguity in the shapes of the segments. The practical significance of the developed system is demonstrated through the processing of car images. Conclusions: The integration of the developed system into the educational process provides students with both theoretical knowledge and practical skills related to intelligent image processing systems.

The therapeutic elements of flamenco dance

Flamenco is a versatile Spanish art form which is characterised by a strong emotional expression, intensive rhythms, confident attitude, and distinctive actions of clapping, stomping and rounded movement of wrists. All this wrapped up in aesthetics that celebrate both feminine and masculine aspects. The therapeutic effects of these components of flamenco have not been discovered only by the flamenco enthusiasts and professionals worldwide, but also by the professionals of the therapeutic field. The purpose of this study under qualitative heuristic approach, is to use the method of introspection and bibliographical revision to present the therapeutic elements of flamenco, named herein as: (a) Expression of emotions and communication, (b) Rhythm, (c) Materials & Visuals and (d) Movement, body posture and attitude. The objective is to benefit both the therapeutic and pedagogical fields by introducing and deepening the knowledge on the potential of flamenco in benefitting different groups of people.

Unveiling Growth: Do Master's Degrees Propel Professional Development for English Teachers at All Experience Levels?

Teachers, as professional educators, are supposed to keep improving their ability in the pedagogical field. The teacher development program is one of the best ways for teachers to maintain and enhance their professionalism. Motivation has become an issue that is considered crucial to teachers' involvement in teacher development programs (TPD). However, investigating novice and experienced EFL teachers' motivation in pursuing their master's degree as a form of development activity is underexplored. This research article aims to investigate novice and experienced English teachers' voices regarding their motivation in pursuing a master's degree at a postgraduate program in one of the state universities in Bandung and the comparison between the teachers in regard to their motivation. This study employed a qualitative research approach guided by a case study design with 2 novice English teachers and 3 experienced English teachers who are currently studying at a postgraduate program as the respondents. The instrument used in this study was an interview with 9 questions adapted from a conceptual framework proposed by Alghamdi (2020). The findings revealed that the EFL teachers have several types of factors in their motivation to pursue their higher education. The factors are primarily grouped into incentive and reward factors, school factors, CPD program factors, and within-teacher factors. In comparison, all respondents have quite similar motivations with no significant difference. However, one difference was found in the reward factor in which the role of the family is more motivating in novice teachers than inexperienced teachers.

DEVELOPMENT OF SOFT SKILLS AS A FACTOR INCREASING THE MOTIVATION OF ACQUISITIONERS OF ART AND PEDAGOGICAL EDUCATION

In the article, the authors consider the problem of the formation of soft skills among students of art and pedagogical education. The state of readiness for modern effective professional activity of a graduate of a higher education institution is determined not only by the presence of a certain system of professional knowledge, abilities and skills (hard skills) that help him perform the functions assigned to him by the state and society. The demand for modern development of life requires the specialist, first of all, to adapt freely in today’s conditions, to respond quickly and qualitatively to changes and needs of society. In this context, the effective application of social and psychological abilities and skills (soft skills) in a balanced combination with professional knowledge is one of the main indicators of becoming a highly qualified specialist who is able to objectively assess the conditions of activity, actively seek and find a creative approach to solving tasks at work place. A modern specialist in the art and pedagogical field is a widely educated person who is able to quickly adapt to new conditions, to effectively carry out intercultural communication with colleagues from different countries, solving problems of theoretical and practical importance. Today’s labor market requires comprehensive development from an individual, which would ensure the competitiveness of a specialist already at the beginning of his professional activity. Therefore, important importance should be attached not only to the professional knowledge of a specialist in a specialty, but also to his ability to quickly respond to market requirements, continuously engage in self-education, be able to communicate and take responsibility for the results of his own activities. The training of a specialist of this level involves the formation and development of students of art and pedagogical education in such skills as the ability to work in a team, conduct negotiations, find a compromise, analyze information, collect the necessary facts, formulate an opinion, argue, etc. The authors see the solution to this issue in the development of universal «soft skills» in students of art and pedagogical education during their studies, mastering which they get the opportunity to develop professionally and build a career. Keywords: students of artistic and pedagogical education, competence, soft skills, professional activity, motivation, creativity

Представления современных студентов о менторстве как виде наставнической деятельности

The data of an empirical study obtained on the basis of a survey of 120 students of Balashov Institute of Saratov State University enrolled in the areas of training of bachelors which are in the enlarged group of areas and specialities ‘Education and Pedagogical Sciences’ are presented. In the course of an empirical study, an author's questionnaire was applied aimed at identifying students' awareness of mentoring as one of the types of mentoring activities in the pedagogical field. The following has been found. Students are aware of the role of mentoring in the pedagogical process to varying degrees. The vast majority of students would like to expand the experience of mentoring interaction. Students consider responsibility, pedagogical competence, free communication skills, pedagogical tact, the perception of the equivalence of students, organizational skills, flexibility of thinking and self-acceptance as the most important characteristics of ‘mentoring’. It is concluded that students’ ideas of mentoring are divided into four types: ‘realistic-positive’, ‘ignorant-optimistic’, ‘ignorant-cautious’, ‘realistic-indifferent’. The data obtained indicate an insufficiently complete understanding of students about the role of mentoring in the pedagogical process. The necessity of developing and introducing into the educational process of universities a practice-oriented programme that reveals the essence of mentoring in the format of additional education courses is emphasized.