Pedagogical Meaning Research Articles

THE DESCRIPTION OF THE CONCEPT"SOCIAL-INFORMATION COMPETENCE"

Today, the concept of “socio-informational competence” is actively used in the use of language. According to the description, this type of competence represents a person’s ability to correctly relate to information transmitted on social networks, to be able to separate it according to the principle: whether this or that information is needed or not needed, important or not important. Effective mastery of this competency helps prevent a person from wasting time on social networks. The article reveals the lexical, psychological and pedagogical meaning of the concept of “social and informational competence”. The lexical content of the main concept is explained on the basis of its characteristic descriptions.

The Significance Construction of Higher Education Pedagogy

The outcomes of higher education pedagogy encompass cognitive products, aesthetic products, and identity products. Traditional teaching models often lack an exploration of meaning and interactive relationships. Through a comparative analysis of teaching models and a methodological perspective, this study uncovers the objectives, foundations, and approaches to constructing pedagogical meaning, which are to foster the recognition of professional cognition and practitioner identity, strike a balance between value judgments and embodied practices, and forge connections between disciplinary symbols and real-life symbols. As witnesses of social environments, higher education institutions should place emphasis on the integration of online and offline teaching spaces in their practical endeavors to construct pedagogical meaning. Furthermore, the generation of faith in disciplinary methodologies within teaching content and the cultivation of dynamism in teaching approaches are crucial aspects to consider.

On the One‐Dimensional Transition State Theory and the Relation between Statistical and Deterministic Oscillation Frequencies of Anharmonic Energy Wells

AbstractThe transition state theory allows the development of approximated models useful to study the non‐equilibrium evolution of systems undergoing transformations between two states (e.g., chemical reactions). In a simplified 1D setting, the characteristic rate constants are typically written in terms of a temperature‐dependent characteristic oscillation frequency , describing the exploration of the phase space. As a particular case, this statistical oscillation frequency can be defined for an arbitrary convex potential energy well. This value is compared here with the deterministic oscillation frequency of the corresponding anharmonic oscillator. It is proved that there is a universal relationship between statistical and deterministic frequencies, which is the same for classical and relativistic mechanics. The independence of this relationship from the adopted physical laws gives it an interesting thermodynamic and pedagogical meaning. Several examples clarify the meaning of this relationship from both physical and mathematical viewpoints.

Authentic context as educational object and green spaces as pedagogical environment: the approach to outdoor learning in the practice of Sreten Adžić (1856–1933)

ABSTRACT The study deals with the outdoor learning approach developed by Sreten Adžić (1856–1933), who is considered the founder of the outdoor learning movement in Serbia. He greatly influenced pedagogical practice as a primary-school teacher, professor, and teacher-training school manager. According to this approach, the term outdoor learning had two meanings: learning through exploring the local environment and staying outside the school building in green spaces during regular classes. This paper deals with the questions related to the theoretical and political foundations of that approach, its didactic characteristics, possible pedagogical, social, political and economic scope, and its position and role in the circulation of knowledge about the international context. The first part of the paper deals with the Pestalozzianism and socialism foundations of Adžić’s practice at the beginning of his professional career. The second and third parts thematise outdoor learning as student-centred learning in an authentic context based on sense perception and students’ self-activity. The local environment is interpreted as an educational object. This approach aimed to develop students’ critical thinking and civic education. The fourth part presents the realisation of Adžić’s project of outdoor classrooms as green spaces for learning and explains their pedagogical meaning. Key findings presented in the final part are those encouraging teachers to come outdoors contributed to rethinking the traditional teaching model and school education in giving a background for the new school movement, which was widely accepted in Yugoslavia between the two world wars.

INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A MEANS OF MODERNIZATION OF HIGHER EDUCATION

The article is devoted to the consideration of current issues of educational innovation in the context of modern paradigmʼs formation in higher education.As a result of the conducted research, the essence of innovative pedagogical technologies as a means of modernizing the current educational environment is established. Based on the analysis of the regulatory documents of the education development strategy, the author substantiates the natural prerequisites for updating the educational policy in the context of European integration and global challenges of today as well as effective implementation and proactive approval of progressive achievements of education and science in the practice of domestic universities. In terms of the raised problem, the content of technological processes as a pedagogical category is revealed. In addition, the pedagogical meaning of innovations and the process of innovations in technologies as well as methods of modern education are clarified. Moreover, the meaningful content of key concepts in the field of technological education is examined.The article highlights the fundamental theoretical and methodical foundations of the formation of an improved system of promising technologies, aimed at the development of communicative, creative and professional competencies of students. The practical levers of the productive use of modern pedagogical technologies in the training of future competitive specialists of the innovative type are outlined. The specifics of the targeted application of methodological innovations in the interactive environment of higher education institutions based on the principle of their integration with traditional forms and methods of organizing educational and cognitive activities are revealed.In the research, the descriptive method, the method of critical analysis of scientific and methodical sources, generalization and systematization of practical experience as well as the method of systematic analysis are used.
 Keywords: educational environment; educational technologies; innovation; innovative pedagogical technologies; interactive learning technologies; learning technologies; linguistic training; modernization of education.

Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with newly arrived students in Sweden

ABSTRACT The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the study was collected in the upper secondary context in Sweden and consists of documents, field notes, and qualitative interview. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers' institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution. This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.

Critical thinking in the national curriculum and teacher education in South Korea: a missing link

ABSTRACT Critical thinking (CT) is an essential quality promoted in educational policies across diverse education systems, yet there has been little effort to clarify its meaning and significance at the policy level. Because such clarification is essential to derive meaningful implications for preparing teachers for CT, this study critically analyses the conceptualisation of CT in two interrelated key policies—the national curriculum and teacher education (TE), focusing on the South Korean context. From a combination of quantitative and qualitative content analyses on pertinent policy documents, a serious inconsistency is found between the national curriculum and TE in terms of their understanding and presentation of CT. Although CT is presented in several subject syllabi as an important skill in attaining the curriculum vision, it is greatly marginalised in TE. This study contends that because the meaning of CT is ambiguous and has a lower status than other curriculum-based skills, this could lead to ignorance of it in TE. To identify the specific knowledge and skills that would build teachers’ capacity for teaching CT, further clarification of CT regarding its definition, pedagogical meaning and relationship with other comparable skills is thus necessary at the policy level.

Diversity and inclusion. Shared meanings between Italy and Lithuania. International comparative analysis of inclusive trajectories in eduvational policies and practices

The meaning of inclusion is complex and related to every form of diversity; it needs to be defined in broad horizons, within and beyond the school context, with the aim of overcoming all forms of exclusion and discrimination. The concept of inclusive education concerns proper and appropriately agreed terminology and meanings expressed in the 2006 UN Convention ratifying the need of recognizing the same rights for all individuals, as human beings, beyond stigma and categorising labels. In this article we examine the Italian and Lithuanian inclusive systems, within the paradigm of social constructivism and the contribution of both national and international scientific literature referring to bio-psycho-social pedagogical meanings. In order to reveal the developments towards inclusive education in two countries contexts, the methodology of this article is based on the relevant literature, document and research reports review.

‘They can do many things’: rhymes as a pedagogical tool

Rhymes are popular tools in children’s learning in many cultures, but the pedagogical underpinnings of rhyme practice are largely unknown. Drawing on insights from a study in China, this paper explores the pedagogical meaning and function of rhymes in early childhood education. Individual interviews were conducted with 10 Chinese early childhood teachers and a series of classroom observations of teachers’ rhyme practices were undertaken. An overarching theme from the data was the multifunctionality of rhymes, or in teachers’ words ‘they can do many things’. Framed by the notion of tools in sociocultural theory and existing studies on rhymes as a pedagogical tool, this theme is discussed with reference to the discourses on mediation, habitual practice, and professional support which bring to the fore some issues in Chinese early childhood education.

The Education of Communication. The Pedagogical Meaning of Noematic Correlation

The Education of Communication. The Pedagogical Meaning of Noematic Correlation

“It’s just a table of numbers”: the search for pedagogical meaning in psychology practicum logbooks

ABSTRACT Objective Postgraduate training programs are required to maintain a formal record of trainees’ placement experiences in the form of placement logbooks. There is a need to explore the perceived functions, benefits and shortcomings of placement logbooks, as well as how practicum information can be further utilised to support trainee development. Method This qualitative study aimed to better understand the placement logbook user experience. Sixteen participants (eight trainees and eight academic staff) at Australian higher education providers participated in focus groups and interviews. This study was informed by a critical realist epistemological framework with transcripts analysed using thematic analysis. Results There was substantial overlap in themes identified across the participant groups, therefore results for trainees and academic staff were merged. Findings indicated that the logbook was perceived to be predominately a tool to keep track of placement hours, with potential pedagogical functions noted but seldom employed. Completion and review of the logbook was mostly expressed in negative terms, with trainees reporting anxiety related to attaining needed hours, and academics noting time constraints for review. There was notable confusion regarding what counts as recordable activity. Participants raised a number of ways to improve logbooks, including better use of technology, standardized formats and integration with other systems. Conclusions Findings highlight that more could and should be done to improve the use of logbooks in psychology training.

Distance Learning at University Mastering Modern Technologies

The main goals of the education system are the formation of a versatile, creative personality with a high level of cognitive interest. At present, it is important for society to follow global information processes on the basis of their informational nature. Therefore, the attitude to the types and methods of Education began to change. Informatization of education and the use of information technologies in the educational process are becoming one of the most important issues in the education system. As you know, one of the biggest tasks of today is to master modern technologies. In the article, the authors give an overview of the history of distance learning of the educational process in universities due to the suppression of the epidemic around the world. According to international organizations, the views of Western scientists on online education were studied. In the process of Distance Learning, Microsoft has made sure that it is possible to increase the activity of students in a wide audience using various methods on the platforms «Teams», «Bandecam», «Canva Com», «LMS». When using the Microsoft Teams platform in the learning process, you can name its advantages and disadvantages. The university was able to use various methodological approaches to teaching using information technologies. The effectiveness of distance learning is determined and explained by the pedagogical meaning embedded in it. Distance learning technologies are designed to create an educational space that promotes students' self-determination by organizing elective courses, information work, and profile orientation.

Pedagogical meaning of Misspelling Creatively: An action-research on adolescents’ literacy education in a local children’s center

목적 본 연구는 가정에서 언어적 자극을 충분히 받지 못해 문해력이 부족한 지역아동센터 중3학생들의 문해력 증진을 목적으로 이루어졌다. 방법 실행연구의 일반적 절차에 따라 현장에서 문제를 발견하고, 문제를 새롭게 정의하며, 문제를 해결하기 위한 실행을 하고, 실행에 따른 참가자들의 반응을 성찰한 후, 또다시 실행으로 옮기는 순환적 연구를 실시하였다. 결과 연구 결과, 교육자의 입장이 아닌 학생들의 입장에서 교육이 개발되어야 한다는 것을 알게 되었다. 또한 디자인씽킹을 활용하여 창의적으로 맞춤법 틀리기를 개발하였다. 마지막으로 문해력이 부족한 학생들이 문해력을 기르기 위해서는 문해력을 기르기 위한 교육을 하기 이전에 ‘문해력의 출발점’을 형성하는 교육을 선행해야 한다는 것을 발견하였다. 결론 따라서 첫째, 문해력이 부족한 학생들의 경우 문해력 자체보다는 먼저 문해력을 기르기 위해 필요한 문해력의 출발점을 만들어야 한다. 둘째, 문해력이 부족한 학생들이 글쓰기에 자기효능감을 갖게 되면, 국어만이 아닌 학습 전 영역에서의 자기효능감과 참여도가 높아질 수 있다. 셋째, 오개념 수정을 ‘교육자 중심’이 아닌 ‘학습자 중심’으로 진행하는 교육 방식이 학생들로 하여금 문해력 기르는 과정을 포기하지 않게 한다.

Problem-оriented approach to training specialists in Russia and abroad

The article considers the current situation in Russian vocational education and its focus on training specialists for the digital economy. It presents the results of the study of various approaches to the training of teachers and specialists for the field of education in Russian and foreign universities. The article reveals the contradiction between the selection of the content of the professional training of future specialists and the understanding of the image of the profession by teachers and students, within which this professional training is carried out. The article substantiates the need for understanding the pedagogical meaning of the profession in the process of professional training of future specialists, which allows improving the selection of the content of professional training and ensuring that the graduate becomes mobile, competitive, ready to solve professional problems in conditions of dynamic changes in various areas of professional work. The article presents the experience of organizing training based on a problem-based approach in Russia, France and Canada. It substantiates the effectiveness of this approach in training of specialists, subject to the use of information and communication technologies.

LES KURBAS ARTISTIC AND PEDAGOGICAL SCHOOL IN THE DEVELOPMENT OF CHOREOGRAPHIC EDUCATION IN UKRAINE

The article substantiates the relevance of the artistic and pedagogical heritage of the outstanding Ukrainian director of the XX century, a theater teacher, a thinker, and a founder of the national modern theater Les Kurbas, and his influence on the development of choreographic education in Ukraine. His stage-creative and pedagogical contribution to an actor’s plastic culture formation is analyzed. It has been found that the master’s achievements are formed into a coherent pedagogical system and a separate paradigmatic direction of theater education. The significance of the ‘Berezil theater school’ phenomenon in the formation of concepts of national choreographic pedagogy is studied. The complex of innovative artistic and aesthetic principles of work with future stage art performers, introduced by L. Kurbas, is characterized.
 It is proved that Berezil art and pedagogical system created by L. Kurbas, in general, caused innovative changes in the choreographic training of actors and directors in the first third of the XX century. It significantly adjusted the training content, defined strategic guidelines in the formation of theoretical and practical principles of professional choreographic education. Firstly, in determining the essential features of the updated model of actor training, the status of dance as an integral part of acquiring the basics of professional skill was significantly strengthened. The formation of choreographic training content in theater universities was influenced by the choreographic and pedagogical ‘Berezil’ achievements in the areas of expanding the content of the course ‘Stage Movement,’ active implementation of the principle of unity of theoretical training with practical study of ‘Fundamentals of Acting.’ Secondly, the large-scale educational work of the Berezil association had primarily a pedagogical meaning, played a significant role in educating a wide range of amateur actors, coordinating the activities of its branches. The heads of Berezil’s peripheral studios synthesized innovative creative ideas in the field of choreographic education along with the theatrical vertical, involving working and rural youth in their understanding. 
 The study summarizes the leading trends of the master’s educational activities in the field of actor and director professional training by means of expressive stage movement. Among the promising key principles of the concept of choreographic education of actors and directors, formed by L. Kurbas, the deep ideological orientation, cultivation of new aesthetics of stage movement, integration of production and educational objectives, practice-oriented content, emphasis on self-improvement are singled out.

Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions

This article is based on research in which the three authors participated. The main objective is to identify, describe and analyze the practices of using digital tools and platforms for teaching mathematics in lower secondary education. Framed within a set of ICT policies promoted since 2007 by Plan CEIBAL in Uruguay, a mixed study was conducted, 176 teachers participated in a digital survey, and 15 of the participants were interviewed. Among the study’s main results, it is worth mentioning that mathematics teachers reported a low-frequency use of digital tools and platforms, and mainly an instrumental use of digital technology. It is necessary to foster and boost the development of best practices on the use of digital tools with pedagogical meaning in the context of teacher education degree courses through more prescriptive proposals that give meaning to innovation.

Deleuze on Francis Bacon’s Paintings: A Performative Witnessing of Coloring Sensation Among Schoolchildren

Inspired by the work of the Irish-born British figurative painter, Francis Bacon, Gilles Deleuze, one of the most influential French philosophers of the 20th century, wrote a book titled, Francis Bacon: The Logic of Sensation. In this book, Deleuze creates novel concepts of coloring sensation that rely on relations between colors or the juxtaposition of tints and hues in relation to feelings or perceptions, resulting from something that happens to or comes into contact with the body. Deleuze illuminates how Bacon uses the figure, colors, contours, and broken tones to show raw and dark motifs such as horror, vulnerability, and brutality. Using loosely connected scenes, narrative interruptions, storyline turns, recitations, and pedagogical moments, I show a tissue of coloring sensations among children in a primary school that will not be stilled, calmed, or dimmed. In this way, I pursue a desiring, political aesthetics of pedagogical, scholarly, and life-wide meanings.

Makna Kisah Panggilan Para Murid Yesus Bagi Metode Pendidikan Agama Kristen

Jesus is a teacher who sets an example of His teaching to the disciples. The story of the early disciples' vocation provides evidence that Jesus is expertise in personal development. This fact is a moral criticism issue that is not in line with religious values and a challenge to Christian religious education which means the Church work in the educational issue. Through a library research approach, this study aims to explore the pedagogical meaning and methods of Christian religious education in vocational stories (Matthew 4: 18-22, Markus. 1: 16-20, Luke 5: 1-14). The focus is on the pedagogical meaning, methodology and implementation of the teachings of Jesus in the vocational story. The result is an imaginative analogy, a term that affirms the educational meaning of Christian religious and educational methodology where the experience (in the light of) faith is accompanied by acts that are much more effective in Christian religious education. Keywords: Pedagogy; Educational Methods; Christian Religious Education; Disciples of Jesus.

Why Don\u2019t Japanese Early Childhood Educators Intervene in Children\u2019s Physical Fights? Some Characteristics of the Mimamoru Approach

This study aims to examine pedagogical meanings of the Mimamoru approach frequently used by Japanese early childhood educators in children’s physical fights. Mimamoru is a strategy in which educators intentionally withhold an intervention, while carefully observing children, to foster children’s voluntary participation in their own learning, socially and cognitively. In this report, we examine why Japanese educators tend not to intervene, and how they determine whether their intervention is necessary. Using methods from Tobin’s video cued multi-vocal ethnography, we conducted focus groups at 9 early childhood education and care facilities (7 in Japan and 2 in the U.S.) with a total of 34 Japanese and 12 U.S. educators. They watched a short video clip in which a mid-career male teacher, one of the Japanese participants, used the Mimamoru approach with two children involved in a physical fight. Educators, then, discussed their interpretations of the teacher’s responses to children. The analyses of the participants’ discussion suggest that educators’ non-intervention, an important feature of the Mimamoru approach, provides children with opportunities to autonomously learn interpersonal skills, for example, through the experiences of feeling guilty and solving problems by themselves. Yet educators do intervene when they determine that the risk of physical harm caused by fighting is greater than the benefit for children to learn. Implications of the Mimamoru approach, including in other cultural contexts, are discussed.

КЫРГЫЗ БАЛДАР АДАБИЯТЫНЫН ЭТНОПЕДАГОГИКАЛЫК МАЗМУНУ

In the works of children's poets, ideas of a deep understanding of the worldview, training, education and development are laid. Children's literature is part of the general literature. Children's writers are age-sensitive authors In children's poems, it is always relevant to talk about the people's pedagogical meaning and content. It is not only children's literature, but also literature that finds the language and soul of children matching to their psychology. From the very beginning, its goal was to educate children, introduce them to the environment, the world in which they live, and teach them life skills. Of these, the folk-pedagogical character of children's literature is especially appreciated. This scientific article examines the educational functions of works written for children, which are our future, and their significance in modern conditions.