Pedagogical Orientation Research Articles

Caste, Reading-habits and the Incomplete Project of Indian Democracy

Emphasizing on the functioning of caste as embodiment, this paper attempts to show how the internalization of dominant caste-based framework(s) shapes our habits of thinking which include epistemological and pedagogical orientations as well. The paper briefly traces how such frameworks have settled through historical shifts and shaped dominant imagination of the nation’ that has appropriated caste-system as its essence. To show such making of a dominant framework of caste and Hindu-nation, the paper briefly turns towards nineteenth century Bengal, both as a reminder of the many forms of dwelling within vernacular communities and how such multiplicities came to be reduced within a hegemonic framework of majoritarian Hindu- nation. Such making, the paper submits, shapes a doubleness of the decolonial project of nation-making which finds its paradoxical settlement within the postcolonial democratic framework through the embodiment of the majoritarian (casteist) framework of Hindu-nation. The paper, therefore, examines how such problems of embodiment become an infrastructural problem that haunt one’s everyday imagination, and therefore calls for creation of infrastructures that can enable a training of imagination to unlearn such embodied frameworks of segregation. As one such small onto- epistemological possibility, the paper examines the role of aesthetic education and its suspending potentials.

Language Teachers’ Pedagogical Orientations in Integrating Technology in the Online Classroom: Its Effect on Students Motivation and Engagement

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning.

EDUCATIONAL OR SCIENTIFIC CAREER?

One problem with teaching higher educational institutions by university professors is that the educator spends most of the time on their own scientific activities to the detriment of the pedagogical orientation of the learning process and methodology. In addition, the requirements for research and publication activity are constantly increasing, and we often encounter the concentration of teachers' attention on a scientific orientation. As a result these teachers sometimes neglect the very process of teaching students, which leads to the loss of the importance of the pedagogical component of the educational process. The overall nature of the problem lies in the importance of teaching in universities, where teaching is considered a priority activity comparable to science and research. Therefore, in our environment, we can observe a gradually increasing offer of programs to strengthen the pedagogical competencies of teachers. In this article, we decided to focus on the pedagogical component of the educational process of teachers of higher educational institutions of the Chuvash Republic and their participation in the educational program. Purpose of the study: analyze how university teachers perceive and evaluate their pedagogical competencies, that is, how university teachers perceive themselves as a teacher and at the same time how they evaluate professional development programs that are focused on systematic improvement of the level of pedagogical competencies. The research problem lies in the dilemma between the pedagogical development of university teachers (participation in professional development programs) and the concentration on the research component of teaching. The central point of this entire study is the perception of their own pedagogical development by the university teachers themselves and the assessment of the quality of professional development programs. We chose to conduct detailed interviews with 25 teachers from the Chuvash State University of the Chuvash Republic as the central method for data collection. The respondents perceive other university professors not only as scientific experts in their discipline, but also as teachers capable of providing high-quality teaching. At the same time, none of the respondents called themselves a scientific expert in their field. All respondents would like to reduce the scientific component in their pedagogical work, leaving it for some specialized scientific centers. Also, all respondents would like to pay more attention to the very pedagogical process of teaching students - transferring knowledge, communicating with students or teaching students logical thinking, and forming high-quality professional competencies in their pupils. They also pointed out that attempting to save time in the learning process of students forms a "time bomb”, which will further negatively affect the socio-cultural development of society. Most of the respondents believe that the best way to develop their pedagogical competencies is to regularly communicate with their mentors - more professionally competent people. They do not believe that the use of advanced training programs is so important.

Formation of creative potential of students-philologists

In the article the authors highlight the results of work with students-philologists when teaching disciplines of pedagogical orientation (methods of teaching Russian at school, methods of speech development, etc.). The novelty of the research is seen in the application of the methodology for the development of students' creative abilities in the classroom at the university by organizing the educational process based on the problem-based teaching method. It is reported that the combination of methods of logical and creative solution of the assigned tasks contributes to the formation of a creative approach in the educational system at the university. The classification of methods of logical and creative mastering of the knowledge system is carried out. It is emphasized that the teacher must create conditions for the development of the student's creative potential by introducing methods of creative cognition into the learning process (the method of brainstorming, the method of constructing definitions of concepts, the method of experiment, the method of modeling, the method of design, the method of conversation / discussion, the method of consultation, the method of reflection). The article presents examples of tasks of creative orientation according to the methodology of teaching Russian language, a methodological commentary on the tasks is given. The authors of the article argue that creative work not only contributes to deepening and expanding the knowledge and capabilities of students, but also has a positive effect on their personal growth, increases cognitive interest in learning in general and helps modern students in socialization and interaction with the team. It is concluded that creative methods of working with students described in the article can be used in teaching university disciplines.

Toward Deliberate College Teaching: A Constructivist Grounded Theory

Deliberate college teaching can empower learners and help instructors foster welcoming and inclusive classrooms for all students. Yet, despite a growing literature on effective pedagogies, college teaching practices are largely outdated and often fail to respond to students’ needs. This grounded theory examined the teaching approaches of 25 instructors at an academic department in a US university. Findings show that instructors engage in a constant process of self-questioning that guides their practice. Three teaching orientations illustrate how some faculty move from adoptive to experimental to deliberate instruction. Specific recommendations for faculty and administrators to bolster deliberate teaching are presented.

Islamic Education Reform in Facing the Globalization Era

This writing discuss about Islamic education which gets some crusial challenges in globalization era Islamic teaching plays important role in glonalozation. Seince globalization itself has positive also negative in Islamic teaching and training. This reformation of Islamic teaching could strive for raising better vision of Islamic teaching for building and upgrading quality of human being and moslem society in globalization that ought to refer to both Al Koran and Al Hadith as source of its teaching. The goal of this current research is to describe reformation of Islamic teaching in facing globalization. Data of this paper is literatature fact which is analyzed trough descriptive. The result of this writingshows that globalization can be opportunity and also challenge for Islamic teaching. The stream of globalization is not an opponent or companion for Islamic teaching, on the other hand being as motivator. If slamic teaching takes position non global, it will not move and it will undergo blocking of intellectual. On the contrary, if Islamic teaching involves to globalization era, Islamic identities will be gone. Thus, Islamic teaching ought to take partto measure globalization era, it means by orientation and values of Islamic teaching in order to could be reformed, adopted and developed.

Research on the Construction of Class Culture from the Perspective of Employment Orientation

With the popularity of the Internet, colleges have become an important gathering place of multi culture. With the acceleration of social rhythm, employment oriented talent training has become an important indicator in college teaching, which requires colleges to continuously enhance employment orientation (hereinafter referred to as EO) in daily teaching. At the same time, with the school enterprise joint education in full swing, it has become an important index for colleges to cultivate and transport professional talents for enterprises, which requires colleges to establish a learning atmosphere based on EO. The construction of class culture (hereinafter referred to as CC) is an important basis for the construction of campus culture, which requires us to constantly integrate CC and EO, which will better meet the needs of colleges for skilled talents. Through the integration of employment culture and CC, colleges can build employment oriented CC, which will achieve the training objectives of colleges. CC construction can realize ideological and political education (hereinafter referred to as IAPE). First, this paper analyzes the importance of building employment oriented CC. Then, this paper puts forward some problems. Finally, some suggestions are put forward.

Investigating the Goal Orientations for Teaching of Teachers in Turkey According to Different Variables

The research aimed to examine the teachers' goal orientations for teaching in terms of different variables. The relational survey method was used in the research. The participants of this research consists of 496 teachers. The “Goal Orientations for Teaching Scale” developed by Butler and Shibaz (2014) and adapted into Turkish by Yıldız Saban and Baştuğ (2016) was used as a data collecting tool. The scale consists of four sub-dimensions which are the ability approach, mastery, student relations, and work avoidance. The teachers who volunteered to participate in the research filled out the prepared data collection tool over the internet. While analyzing the data; mean, standard deviation, mode, median, skewness, and kurtosis values of each sub-dimension were calculated. Pearson correlation was used to determine the relationship between sub-dimensions. Independent samples t-test and one-way analysis of variance (ANOVA) were used to determine the effect of gender, educational level, years of work experience, branch, and weekly course load on the goal orientations for the teaching of teachers. According to the findings; there was a low linear correlation between student relations, mastery and ability approach goal orientations. A low level of a linear relationship between the ability approach and work avoidance goal orientations has been found. As a result of the difference tests, it was determined that the dimensions of mastery and work avoidance differed according to gender, while the mastery and ability approach differed according to the education level, and ability approach and work avoidance differed according to weekly course load.

Teacher Professional Development: Experiences in an International Project on Intercultural Education

The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented.
 The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training. 
 The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication.
 It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

Language in Academic Writing: Features and Topical Issues

The quality of language of a scholarly paper determines its acceptability for academic publication. Books, editorials and journals have distinguished styles of expressions, sentence construction, lexicon and mode of writing or reporting, in addition to reference and citation styles within the academic domain. Given that authors are expected to communicate their organized thoughts and research findings with accuracy and sensitivity, challenges abound in conformity to house style or grammar. Sometimes, the authors encounter the interference of structural construction or the interference of the mother tongue for a non-native speaker writing in a second language. There is need to interrogate the specific features of academic writing that would guide intending authors and qualify their manuscript for publication. Through a conceptual and critical analysis of the literature and guidelines laid down by some academic house styles like APA 6th Edition, this paper examines the specific features of language that an author writing in any language for publication needs to consider for acceptability. It also considers some topical issues attendant to writing in scholarly language. The findings reveal that scholarly research is a specialty, thus the language is within the unique set of rules governing academic writing. The nature of some scholarly research disposes them to an exclusive audience which might demand language conceptualized within the boundaries of a specific discipline. In addition, the language barrier between thoughts and written words constitutes a hindrance for non-native speakers. The study concludes that the language of academic report communicates and authenticates the findings, thus editors give priority to manuscripts that demonstrate clarity, objective and analytical skills. It also posits that academic writers need special tutoring in the language, both for native and non-native speakers. Linguistic variance in textual and rhetorical structure lends itself to socio-linguistic, ethnographic translation, logical and pedagogic orientation. Academic brokerage should be encouraged. Minimizing rejection might call for academic communities not represented in high impact factor journals to grow journals with high impact factor within national or cultural boundaries.

Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course

The importance of language teacher identity has been widely recognized recently as teachers’ professional development is highly influenced by the ways teachers view themselves. Critical orientation towards identity has also received considerable attention recently. The present study, thus, investigated the effect of a Critical Teacher Education Course (CTEC) on EFL teachers’ identity (re)construction. The participants included thirteen teachers who were first interviewed using a 20-question interview checklist whose items enabled the researchers to elicit teachers’ professional identity with a focus on critical pedagogical orientation. The teachers then attended an in-service CTEC held for ten sessions. The course was primarily dialogue-based where different premises of transformative education and critical pedagogy were introduced and discussed. This was followed by the second interview session in which the teachers were asked the same questions as the first interview. In the meantime, the teachers were also required to critically reflect on their classroom practices through reflective journals. The data were subjected to content analysis (inductive category development). The findings revealed that prior to their participation, the teachers viewed teaching English as a neutral act unaffected by contextual factors, whereas after the CTEC, they became more aware of the social, cultural, economic and political factors that might affect the whole process. Secondly, compliance with the rules and regulations, policies, and the status quo marked teachers' identities. However, they changed to more integrative teachers with critical orientations after CTEC. The findings might imply that EFL teacher training/education programmes become more localized, dialogic, interaction-based, negotiation-oriented and integration-driven.

A Case Study on Goal Orientations for Teaching

The present research aimed to explore actions, views, and emotions in relation to teachers’ goal orientations and the reflection of goal orientations on their teaching practices. The study also aimed to compare whether there were differences among teachers’ practices based on their goal orientations. A case study design was adopted and 10 teachers who taught in different schools and school levels participated in the study. Those 10 teachers were grouped into two goal orientations; those with Learning-Mastery-Goal-Orientations (L-M-GO) and those with Learning-Mastery-Performance-Goal-Orientations (L-M-P-GO). A questionnaire and semi-structured interviews were held with teachers and the collected data were analysed using qualitative techniques. The results suggested while all teachers -regardless of their goal orientations- defined themselves as individuals who made efforts to learn, those with L-M-P-GO orientations experienced negative emotions and ideas in their learning journeys. Moreover, all teachers reported that there were certain cases where they avoided work. There were differences between teachers’ classroom practices and ideas based on their goal orientations.

Simulación Clínica en Enfermería. Un enfoque para la práctica pedagógica del acto de cuidar

La Simulación Clínica como estrategia educativa constituye una enorme oportunidad para revisar las prácticas pedagógicas de las disciplinas del área de la salud en general pero de la Enfermería en particular. En este sentido, el trabajo en conjunto con las Ciencias de la Educación ofrece un campo fértil para proponer enfoques que contribuyan a reformular los roles de docentes y estudiantes. Si bien hay un acuerdo en identificar el aprendizaje significativo como la principal orientación pedagógica, la mención de autores como Kolb y Schön sólo ofrecen un marco general en lo que respecta al proceso enseñanza-aprendizaje-evaluación del cuidado enfermero. Desde este artículo se propone el enfoque del Aprendizaje Pleno de David Perkins que, en la misma línea del aprendizaje experiencial, contribuye específicamente a la Enfermería al proponer jugar el juego completo, lo que habilita la inclusión de un modelo disciplinar en la resolución de casos clínicos como puntapié para las actividades de simulación. Cabe aclarar que la propuesta surge fundamentalmente, a partir de los resultados obtenidos en un proyecto de investigación que se desarrolló en el año 2018 denominado “La utilización de simuladores en la enseñanza en Enfermería. Salir de la racionalidad instrumental a través de nuevas prácticas pedagógicas” y se acompañó de la realización de Talleres de cuidados en lo que a la docencia respecta. Además, se presentó y publicó la experiencia en varios eventos académico científicos de nivel provincial (Entre Ríos), nacional e internacional lo cual demuestra el estrecho enlace entre las actividades que corresponden al nivel superior: la docencia, la investigación y la extensión. En el caso específico de este artículo se presenta una introducción desde las Ciencias de la Educación, se detallan los principios de Perkins en relación a las etapas de la Simulación Clínica y se comparte el testimonio de un Coordinador de un Centro de Simulación con el propósito de orientar un recorrido heurístico en la docencia en Enfermería. Se sugiere que esta unión entre salud y educación se acompañe de investigación en la que participen las carreras tanto de pregrado como de posgrado y los Centros de Simulación a fin de validar resultados y verificar el impacto en el proceso enseñanza-aprendizaje-evaluación del cuidado enfermero.

The preparedness of future primary school teacher for professional activity in physical culture: the structural-component analysis

In modern pedagogical science, the study of the preparedness of future specialists for professional activity remains relevant. The research of many scientists has been devoted to the study of this problem in recent years. Revealing the essence of the state of preparedness of future primary school teachers for professional activity in physical culture, some authors consider it as a personal characteristic of a specialist, others as functional. Modern higher school pedagogy is faced with an important theoretical and practical task, which concerns improving the process of professional development of the personality of a teacher in general and a primary school teacher, in particular, to work on physical education. Ways and methods of forming preparedness for teacher activity among students of the pedagogical university are a complex socio-psychological phenomenon. It combines a complex of individual and psychological qualities of the personality, a certain system of professional and pedagogical knowledge, abilities, and skills. The teacher’s preparedness for work is considered a form of connection of a vocational and pedagogical orientation with the worldview, life attitudes, and spiritual values, as well as with the ethical, strong-willed, and emotional spheres. A significant drawback in this field of knowledge and practice continues to be the weak connection of theory with practice in the process of training in IHE. References to the experience of schools in the study of theory, the orientation to knowledge in the process of pedagogical practice don’t solve the problem yet, we are studying. We need special work of IHE, which would help to understand the theoretical and practical preparedness of students for pedagogical activity.

ЛИНГВООРИЕНТИРОВАННЫЙ УЧЕБНИК РУССКОГО ЯЗЫКА В СИСТЕМЕ ОБУЧЕНИЯ РКИ

The article deals with the issue of linguistic-oriented teaching of Russian as a foreign language. The features of the methodological concept of the national-linguistic orientation of language teaching are described, the advantages of this approach to teaching are formulated. As an illustrative example, a description of a textbook on the Russian language for English-speaking students is given. Some illustrative fragments of the textbook and ways of presenting language material are presented. Analyzed the scientific works of modern methodologists on this topic. Revealed the urgency of the problem, which is associated with the need to create educational materials of a linguistic nature for a different contingent of students, studying the interaction of languages in the minds of students, ways of representing linguistic phenomena, taking into account the general and specific features of contacting language systems, difficulties in teaching Russian due to the originality of the native language, transfer current rules, programs of speech behavior from the native language into the studied (Russian) language. A linguistic textbook on the Russian language must certainly take into account the peculiarities of the studied language through the prism of the native language and consciously rely on it, but not by comparing the systems of two languages, but by including educational comments, increased attention to a particular language fact that causes special difficulties, and the choice of semantization techniques lexical units, the sequence of studying the material and certain ways of presenting the material. Taking into account the above factors contributes to a quick and adequate understanding of the facts of the studied language, a solid assimilation of the material.

Students’ research activity in pedagogic institutes in the late 1940s – early 1970s: document analysis

The article presents the results of the document analysis since the late 1940s to early 1970s devoted to the development of students’ research activities in pedagogic institutes. The author studied documents of three levels – the level of the Central Committee of the Communist Party of the Soviet Union, the level of relevant ministries and state organisations of a pedagogic orientation, the level of an institute. The documents were analysed in terms of the use of words in describing the process of formation and development of students’ research activities in pedagogic institutes, the frequency of these terms use at different time stages, their meaning and context of use. The author identifies several main categories of lexical units used: "person," "student activity/result", "form of presentation of the student activity result," "activity aimed at the student," "association," "characteristic of scientific work," "abstract concepts used to describe science." Analysis of each selected term category has been carried out. Based on the analysis, conclusions were drawn on the reflection of the peculiarities of each stage, allocated within the framework of internal periodisation, in the use of lexical units. In terms of words, a parallel is drawn with the modern meaning of the lexical unit, the features of the development of the object or the course of the process in the studied chronological period and nowadays are compared.

Moral Education Orientation and Realization Path in Primary Chinese Teaching

Moral Education Orientation and Realization Path in Primary Chinese Teaching

‘Do frogs have a palm?’Behind the scenes of the Norwegian translation of Les soleils des indépendances

ABSTRACT This article discusses challenges found in translator working papers from the process of translating the novel Les soleils des indépendances (Ahmadou Kourouma) into Norwegian. It also draws on interview material connected to the same translation process as well as a scholarly article written by the translator herself, Ingse Skattum. Anchored in the theoretical framework of genetic Translation Studies and the archival turn in Modernist Studies, the present article explores the translator’s decision-making by comparing cited passages from the published novel to the same textual issues in the working papers. Furthermore, it displays how the translator is faced with several difficulties that require creativity, a profound knowledge of cultural references, and a pedagogical orientation towards the reader. Thus, this article attempts to shed light upon the translator’s constant hesitation between textual alternatives. Using Skattum’s multifaceted translation project as a case, the article shows that the idea of the translator’s agency should be problematised. The overall aim is to bring attention to the underlying textual process normally invisible to the public and to call for a stronger consciousness and recognition of the translator’s complex work among laymen as well as among professionals.

Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared

ABSTRACT PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK.