Pedagogical Management Research Articles

Utilizing Learning Analytics in Ecological Education: A Sustainable Approach to Pedagogical Management in Higher Education

Utilizing Learning Analytics in Ecological Education: A Sustainable Approach to Pedagogical Management in Higher Education

Pedagogical Management of the Process of Forming Generalized Complex Skills to Set and Solve Problems for Primary School Students

Pedagogical Management of the Process of Forming Generalized Complex Skills to Set and Solve Problems for Primary School Students

Складові фахової кваліфікації вчителів фізичного виховання Китаю

The process of forming a specialist of a qualitatively new level is significantly restrained by the existing gap between the achievements of science and education, therefore the coefficient of useful use of scientific discoveries and new technologies is sharply reduced, fundamental knowledge is displaced from the content of educational processes by applied knowledge. An important type of professional activity is pedagogical, the specialty of which is a special psychological and pedagogical influence on students, taking into account their age and individual characteristics, on interests, inclinations, expectations, enthusiasm; the specificity of such activity consists in the pedagogical management of the process of personality formation and development. The purpose of the study is to determine the components of the professional qualification of physical education teachers in China. Research methods: theoretical analysis and generalization of data from literary sources, sociological research methods (school health profiles lead physical education teacher questionnaire), mathematical statistics methods. Results. 50 Chinese physical education teachers (27 women and 23 men) took part in the study. The experiment was conducted at the Beijing School of Foreign Languages on the basis of the University of Foreign Languages (Beijing), Haidian Experimental School (Beijing), Tsinghua University High School (Beijing), Qingdao Yucai High School (Shandong-Qingdao Province). It was established that for professional growth and professional development, 50% of teachers note the need to expand the knowledge base on interventions involving children in activities with moderate and high-intensity organized motor activity; technologies aimed at the development of individual motor activity programs are of interest to 36% of the surveyed teachers; 26% of physical education teachers want to deepen their knowledge with the latest technologies for the formation of applied motor skills and skills in various sports activities. Conclusions. Therefore, the professional competence of the teacher is manifested in the set of professional knowledge, abilities and skills that reflect theoretical, practical and methodical preparation, the ability to their creative implementation in various social situations of practical professional activity in the field of physical education.

Features of pedagogical management as a social activity system

Features of pedagogical management as a social activity system

Pedagogical Management: The Key to Enhancing Academic Performance and Educational Quality

The purpose of this research is to determine the significance of pedagogical management (PM) in the teaching practice of instructors and the relationship between it and students' academic achievement. 23 scholarly papers were reviewed bibliographically in order to perform the investigation. The findings show a strong correlation between high-quality instruction and efficient pedagogical administration. It highlights that the instructor is the change agent in this process and that the student's educational transformation depends on their own personal growth. The conclusion highlights the significance of PM as a crucial component in obtaining quality education and emphasizes how the quality of the teaching process reflects on the quality of education. The present study holds significant value for the educational sector because it emphasizes the necessity of concentrating improvement efforts on teacher preparation and classroom management skills. These have been identified as critical points, particularly in higher education, where a pedagogical management crisis has been identified

FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the problem of developing information and technological competence of future computer science teachers in the context of modern challenges of society and in the process of their professional training. It is stated that the modernization of higher pedagogical education requires changing the requirements for the professional activities of teachers through the important direction of modernizing the new Ukrainian school of informatization because the introduction of computer technologies into the school work system requires professional information technology competence among teaching staff and, in particular, computer science teachers, which actualizes the problem of professional information technology training of computer science teachers in the context of transformational changes in modern higher pedagogical education. The pedagogical conditions that ensure the effective formation of information and technological competence of a future computer science teacher are substantiated. They include the focus of the content of the theory and practice of training future computer science teachers on the formation of motivation for such a process; creation of a modern educational and information environment based on traditional and innovative forms and methods of conducting classes, extracurricular activities and independent work. The professional information technology competence of a future computer science teacher is understood as their ability (readiness) to solve professional information technology problems; the totality of these tasks is determined by modern directions of professional information and technological activity of a modern computer science teacher. It is noted that the information and technological competence of a modern computer science teacher presupposes the ability to solve the following professional tasks: professional tasks in the field of pedagogical management (tasks of an organizational, administrative, communication, and gnostic nature), determined by information technology activities within the school information space; professional basic pedagogical tasks determined by information and technological activities related to the organization of education for general school students using computer technologies; professional tasks associated with teaching information technology and computer science to secondary school students, as well as with the implementation of the information technology activity of a computer science teacher, determined by new state educational standards. It is concluded that the information and technological competence of a computer science teacher determines their ability to solve professional problems in situations of direct teaching activity and presupposes the presence of didactic knowledge and skills to effectively use modern technical means and computer technologies to achieve the goals of secondary school education, in particular, variable use of working methods with electronic sources of information when solving problems of professional growth; independent study of new software products, determining the feasibility of their use in solving problems of professional growth; comprehensive interaction with Internet services and resources to implement professional development; implementation of information retrieval; use of Internet resources in self-educational activities; variable use of standard software for recording the results of self-educational activities

Pedagogical management to improve environmental education in the context of sustainable development

Relevance. The relevance of the study in this research is based on the problems of severe ecological imbalance in the world, which has caused the necessity to update environmental education in the conditions of sustainable development of the educational process in higher education. Purpose. The purpose of this study is to develop a teaching management model for successful eco-oriented learning in higher education students. Methodology. The leading method for investigating this problem is testing using the Sh. Schwartz "Schwartz Values Survey" to investigate personal values based on the identification of essential components of society and personality, considering various problems through existing self-assessments and behavioural traits. Results. The study provides a model of teaching management for the successful teaching of various disciplines within the framework of ecologically-oriented education of higher education students, based on which the teachers themselves should have developed a culture of ecological conservation and a model of analysis of any action with its impact on the field of ecology and with the methodological prerequisites for considering practical examples of ecological conservation at all levels of various disciplines. Conclusions. The established model of teaching management of ecologically-oriented education of higher education students allows to establish conditions of sustainable development for development of high ecological culture with value norms of careful attitude to the environment and all levels of nature, to understand on the deep cognitive-activational level the model of ecological conservation in practice in any of their future activities, both personal and professional, which will allow them to conduct any activity within the framework of ecological and environmental restoration and conservation, which is of practical relevance to the education system and the welfare of society. Keywords: ecological conservation method, teaching system, moral values, eco-oriented education

Methods of Teaching and Pedagogical Peculiarities of Organizing of the Educational Process Aimed to Issue a Newspapers by Students

In the article the peculiarities of the organization of educational process of preparing and publishing newspapers by students of the first (bachelor) level of higher education in the specialty «Journalism» are explored, from the point of view of general approaches in the pedagogics of modern higher education. The professional discussion on the content of journalism education in Ukraine was considered through the prism of needs and challenges of the higher education of our country. The author proposed a personal view on solving the problem through deepening the pedagogical mastery of a modern journalism teacher. Using the example of laboratory classes in the discipline «A Journalistic Craftsmanship» taught on the Faculty of Journalism, Advertising and Publishing of Odesa I. I. Mechnikov National University, the author specified shapes and lines of the pedagogical strategy used to train future journalists through practical and creative activities, which are aimed at preparing and publishing issues of newspapers. The logical content of the algorithm of mutually determined actions of the teacher and learners is shown in detail, not as a traditional dichotomy of «subject-object» education, but as equal actors in a state of cooperation. The text of the article provides a general description of the study of the discipline «A Journalistic Craftsmanship» and describes the order of producing newspapers by students’ editorial boards. The interactive nature of the form of student education within the laboratory of periodical press has been proven. The pedagogical methods used by principals of the students’ newspaper editorial boards, the peculiarities and conditions of conducting laboratory classes are indicated, the didactic capacity of the content of the educational discipline «A Journalistic Craftsmanship» is systematized. In the conclusions, the author proposed to consider the pedagogical activity of a principal managing a students’ editorial board as it consists of three major components: a professionalization of students’ practical rate, a pedagogical management, a pedagogical mastery. The results of the study will be interesting to managers of the educational process, as well as to the teaching staff of higher education institutions, administrative staff, and specialists in the field of media.

Use of the agile scrum method to manage an e-learning platform in the face of the application of the ADDIE model in the pedagogical engineering of a training course

With the advent of new technologies and the changing needs of learners, however, it has become essential to explore more flexible and agile approaches to the design and management of e-learning courses. This article examines how the agile Scrum method can be used to manage an e-learning platform, and how it can be integrated with the ADDIE model to improve the pedagogical engineering of a training course. The two methods, Scrum and ADDIE, act on the two axes of e-learning platform management: IT project management and pedagogical content engineering. Consequently, our work aims to highlight the different issues that are taken into account when working with the Agile Scrum method and the ADDIE pedagogical model, and to present an example of the application of agile methodologies in the pedagogical design of personalized, adaptive learning systems. With its emphasis on flexibility and rapid iteration, this hybrid approach aims to respond effectively to the changing needs of learners and technological developments. In this article, we present the challenges of each method and propose our approach to integrating these methods into the technical and pedagogical management of a learning platform.

Pedagogical Management and Managerial Leadership in the Secondary Educational Institutions of Network 6, UGEL 06, Ate, 2020

The main objective of this research was to determine the relationship between pedagogical management (PM) and directive leadership (ML). The research was conducted with a quantitative approach, basic type, correlational level, non-experimental design, cross-sectional and hypothetical deductive method. Non-probabilistic convenience sampling was applied considering a sample made up of 60 teachers from secondary level educational institutions of Network 6, UGEL 06, of the Ate district. The validity of the expert judgment and the confirmation of the reliability were fulfilled through Cronbach's Alpha (pedagogical management = 0,974 and directive leadership = 0,909). The survey technique was used and through two instruments (questionnaires) the data were collected via Google forms. The results obtained were (P = 0,000, Rho = 0,586), it is concluded that there is a moderate positive significant correlation between the study variables

Формирование профессиональной готовности педагогов дошкольной образовательной организации к реализации модели здоровьесберегающей деятельности

The article describes the professional readiness of pre-school teachers to provide health safety at work, both for themselves and their educatees. It introduces results of a scientific literature review and a scientific test of a model of health-saving activities. The experiment made it possible to test the methodological approaches derived from available publications and interpret the obtained results. The research relied on the concept of an aggregate unity of psychological, physical, and biological components in anthropological studies. As a result, the model of health-saving pre-school activities was developed using a number of approaches that centered on such ideas as system, health science, competence, axiology, culture, and activity. The model and the review can be used at pre-schools to develop an educational environment that provides both children and teachers with health-saving activities. The research also offers criteria and indicators for measuring the effectiveness of pedagogical management in the process of developing the health-saving competence in pre-school teachers.

FORMATION OF INFORMATION CULTURE IN STUDENTS OF ENGINEERING AND PEDAGOGICAL AREAS OF EXPERTISE DURING THEIR VOCATIONAL TRAINING

The study examines the problem of the content and structure of the students’ information culture in engineering and pedagogical areas of expertise, as well as directions, methods and technologies of its formation during their professional training. The purpose of the article is to highlight the content and structure of the information culture in students of engineering and pedagogical specialities and to study the leading ways of managing its formation within the vocational training process. It has been established that information culture is complex, integrated, and value-based personal formation, a structural component of the future specialist’s professional culture. It includes a set of knowledge, skills, values and attitudes that aid in effectively perceiving, processing, understanding, evaluating, storing, producing, sharing and application of information in the modern information society, in professional activity and in teaching in educational institutions. It has been found out that information culture in its development goes through several qualitative levels, namely: cognitive (the level of awareness and functional knowledge); emotional value-based (instructions, evaluations, and attitudes); and behavioural (actual and potential cultural behaviour in working with information) ones. Following the analysis of primary sources, within the space of an individual’s information culture, the culture of educational-cognitive activity, communicative and computer cultures have been distinguished. It has been claimed that each component has independent significance and, in unity, ensures the implementation of cognitive, value-orientating, creative-developmental functions, as well as the functions of optimization, intensification, and professionalization in the students’ professional training in engineering and pedagogical area of expertise. It has been generalized that information culture assists future professionals to become active participants in the contemporary information space, effective agents of society’s digital transformation, and representatives of high professional culture and professional and pedagogical mastery. It has been emphasized that the process of shaping the information culture in students of engineering and pedagogical specialities is an integral part of their professional training, conducted based on comprehensive and interdisciplinary approaches. The main directions of such activity include: deepening the content of curriculum disciplines, expanding the content of educational and production practices, introducing special courses and electives, refining the content of students’ independent educational activities in engineering and pedagogical specialities, developing project-based and public activities of students, and in addition – networking. Practical experience in implementing programs for the formation of information culture in educational institutions of various levels has shown that such programs can be successful if they are adapted to the needs and capabilities of a specific educational organisation. Further refinement of comprehensive interdisciplinary programs for the formation of the students’ information culture is seen in its adaptation to changes in the information environment, development of interactive resources, strengthening digital security, collaboration with other organizations, and spreading awareness regarding the importance of information culture and digital literacy among all participants of the educational process. It has been concluded that managing the process of forming the information culture of students in engineering and pedagogical areas of expertise is a complex and multi-faceted task. In its implementation, it is necessary to ensure the unity, interconnection, and complementarity of all the mentioned directions, as well as to carry out direct operation (via consulting, lectures, and seminar classes) and indirect (through pedagogical conditions, established procedures, instructions, and modern SMART systems) competent pedagogical management.

Transformational Leadership and Pedagogical Management in Basic Education Teachers in Peru: A Case Study

Transformational Leadership and Pedagogical Management in Basic Education Teachers in Peru: A Case Study

Educational management approach to promote inclusion in the first cycle of primary education

The main objective of the study was to develop a pedagogical management strategy to promote inclusive education at Jorgillo Elementary School, first cycle, primary level. The approach is quantitative, since it allowed the collection and analysis of data in numerical and percentage form, which were subsequently represented through tables and graphs. The population included 6 members of the management team, 6 teachers who teach in the first cycle of the Jorgillo Elementary School, 9 students who present Educational Needs with Specific Support (NEAE) associated or not with disability and the 9 families of these students. The methods used included inductive and analytical approaches, and primary and secondary sources of information on the topic of study were used. Among the results, the strategies implemented to support children with SEN, whether or not related to disability, have had a positive impact on their experience at Jorgillo Elementary School. The management team highlighted that the tactics used by teachers in the classroom are motivating for students. As conclusions, Jorgillo Elementary School employs strategies to promote inclusive education, foster respect and tolerance, promote coexistence and participation, stimulate team learning, select appropriate educational materials, and involve families in their children's education.

Enhancing Learning Quality and Student Engagement: Utilizing Digital Technology in Islamic Education

The progression of science and technology has ushered in an era where knowledge, technology, and information have become inextricably intertwined with the realm of education. This prevailing reality underscores the imperative for Islamic universities to proficiently institute pedagogical management strategies. The primary objective of this study is to comprehensively examine and critically analyze the pivotal role of technology-driven digital learning within the domain of Islamic Religious Education (PAI). To achieve this objective, the study employs a qualitative research approach, utilizing the methodology of a thorough literature review. The findings of this research assert that the incorporation of digital technology in the realm of Islamic Religious Education unequivocally augments the overall quality of the educational experience while concurrently enhancing student engagement. It is imperative to recognize that educators, particularly lecturers, wield a pivotal influence in cultivating the requisite proficiencies and knowledge base among students. The innovation encompassed within technology-based digital learning encompasses the stages of discovery, development, and dissemination of digital technology utilization. The components encompassing digital content, curriculum design, faculty training, and the requisite supporting infrastructure collectively constitute indispensable facets in the evolution of digital technology. Inarguably, digital technology serves as an instrumental catalyst in heightening student engagement and optimizing the efficacy of the learning process. However, it is of paramount significance to underscore that the role of lecturers remains pivotal, as they assume the multifaceted functions of facilitators and adept learning managers

THE MOST IMPORTANT REQUIREMENTS THAT ENSURE EFFECTIVE PEDAGOGICAL CONTROL OF STUDENTS' SELF-EDUCATIONAL ACTIVITIES

Designing the process of self-education must be attributed, first of all, to the management of self-education by the teacher according to the alleged perturbations and by the feedback principle, as well as by the student. This article reveals the proposed model, which is complemented by recommendations for the organization of self-educational activities at the empirical, theoretical and practical stages of mastering educational material. Pedagogical management of self-education on the basis of this model takes place in four stages: preparatory, organizational, activity, analytical. And also among the most important requirements that ensure effective pedagogical control of self-educational activities of students, its objectivity, consistency, complexity, continuity, manufacturability.

Риск-менеджмент как фактор конкурентоспособности казахстанских вузов

В статье рассмотрена проблема развития риск-менеджмента в образовательной среде Казахстана. Обоснована необходимость образовательного контекста при рассмотрении категории риск-менеджмента, генезис которого связан с экономической сферой. Проведен анализ экспертных представлений о сути системы управления рисками, её роли в обеспечении конкурентоспособности вуза и качества образования. Дана характеристика вектора развития методологии образовательного риск-менеджмента. Предложен сравнительный контекст существующих классификаций рисков, в том числе в условиях высшей школы. Описаны функциональные границы риск-менеджеров казахстанских вузов, нуждающихся в адекватной модели управления рисками, научно-методическом её сопровождении. Проведённый анализ свидетельствует о процессе становления риск-менеджмента в системе высшего образования Казахстана и формировании необходимых правовых условий. В частности, введены в действие нормативные документы, обязывающие учебные заведения Казахстана применять принципы риск-менеджмента, учитывать их при стратегическом планировании своей деятельности и сделать частью корпоративного управления вузом. Авторами раскрыт тезис о том, что в исследовательском сообществе Казахстана наблюдается стремление осмыслить риск-менеджмент как междисциплинарную категорию, сопряженную с педагогическим менеджментом. Приведены примеры обусловленности факторов конкурентоспособности вуза системой управления рисками

Peculiarities of Pedagogical Management in Conflict Management in the Framework of Foreign Language Teaching in an Extralinguistic University

The article deals with the specifics of pedagogical management in conflict management in higher education in the context of foreign language teaching. The role of conflict management is analysed, key classifications and types of conflicts in the context of different levels of the educational process are described. It is noted that conflict management is extremely important for foreign language education because its effectiveness is directly related to the quality of communication between teachers and students, which depends on the effectiveness of conflict management and the nature of the communication environment as a whole. The authors pay attention to the essence and evolution of pedagogical conflicts, peculiarities and specifics of their resolution. It is noted that when managing conflicts in foreign language education it is important to implement the strategy of cooperation (cooperation, integration), characterised by a high level of orientation of interests of both subjects of conflict resolution, building a balance of interests, recognition of the value of interpersonal relations. The leading strategy of behaviour should reflect the stages and principles of conflict levelling within the framework of the modern conflict resolution paradigm based on mediation technologies, both on the part of students and on the part of the teacher.

Organizational Culture and Pedagogical Management in Peru

The purpose of the article was to determine the relationship between the organizational culture and the institutional management of the "Enrique López Albújar" Educational Institution, Piura. Work is worked under a quantitative approach, descriptive and correlational scope, 40 teachers participated as a sample. Among the results, it was found that there is no significant relationship between organizational culture and institutional management, which did not allow validating the research hypothesis; However, a significant relationship between norms and customs with institutional management was found; which concludes in compliance with the norms and good customs based on values.

Exhibition activity as a pedagogical factor in the formation of the personality of culture

The article presents the conceptual essence exhibition activities of art education institutions in addressing issues of aesthetic education of a person of culture; pedagogical views on the problem are highlighted, the phenomenon of exhibition activities of participants in the educational process of art education institutions; characteristics of creative assets exhibitions demonstrated by participants of educational process as well as the role of exhibition work in creating cultural and artistic space as an effective factor of aesthetic education of a person of culture are considered. The author indicated priority tasks of exhibition activities of educational institutions of different levels in the field of multicultural space and in the life of modern society, a number of issues related to methodological support and system solution of a complex of tasks arising within the exhibition process under current conditions of education based on methodology of the scientific theory of pedagogical management are identified.