Pedagogical Reality Research Articles

Modernising the Professional Training of Choirmasters: Challenges and Opportunities in the Context of Global Transformations

The article is devoted to the study of the modernization of choral conductors’ professional training in the context of global transformations. The purpose of the research is to substantiate theoretically the latest approaches to teaching choir conductors that combine traditional skills with innovative methods in the context of digitalisation and socio-cultural changes. The research methodology includes a theoretical analysis of musicological works, a comparative method and an analysis of pedagogical experience. The scientific novelty of the research lies in the identification of new approaches to the integration of distance technologies and individually oriented teaching methods into the process of training choirmasters. Conclusions. The study has shown that effective training of modern choirmasters requires the integration of individually oriented educational methods and technologies that contribute to the development of creative potential, psychological comfort and the formation of innovative performance practices. The article highlights the relevance of combining traditional academic principles with innovative approaches to teaching that take into account modern technological and pedagogical realities, especially in the context of distance learning and the challenges posed by the pandemic and war. The conclusions also state that the modernisation of choirmasters’ training is a key factor for the preservation and development of choral art in the face of constant change.

NOVOS PARADIGMAS AOS DOCENTES DO ENSINO SUPERIOR COM O USO DA INTELIGÊNCIA ARTIFICIAL PELOS ESTUDANTES, O CASO DO CHATGPT

This communication deals with “New paradigms for higher education teachers with the use of artificial intelligence by students, with the specific case of ChatGPT”, which aims to analyze the new roles that teachers must adopt with the use of artificial intelligence by students. Recently, the use of the famous ChatGPT, an artificial intelligence tool created by OpenIA, by society with access to technology, has been frequent. This practice has had a positive and negative impact on Teaching and Learning Process (TLP) in Higher Education institutions, requiring a general and specific analysis. about how teachers can adapt to this reality. Exposing this communication makes teachers aware of taking new positions and pedagogical measures during their Teaching and Learning Process. Furthermore, some results from surveys submitted to some higher education teachers from various national institutions will be presented. There will also be recommendations on how teachers can adapt to the new pedagogical reality without changing the real meaning of the Teaching and Learning Process.

Влияние содержания образования на становление педагогической позиции обучающегося

<p><em>The article reveals the features of designing the content of pedagogical education, which make it possible to activate the activity component of training a future teacher. The creation and application of professional activity situations in the educational process of the university allows to form the pedagogical experience of students, to model possible situations of behavior based on independent choice and personal-semantic attitude to pedagogical reality with the help and support of a teacher, to the values of pedagogical and national culture.</em></p>

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

Prolegomena about the cluster-network model organization of the educational system in musical academies of Ukraine

The article „Prolegomena about the cluster-network model organization of the educational system in the musical academies of Ukraine” discusses the complexity of higher musical education and the need for new scientific approaches to address the changing pedagogical reality. The authors propose a cluster-network model for organizing the educational system in musical academies, which is based on the following components: conceptual – tasks, methods, forms, means; axiological– values; psychological and pedagogical – mechanisms of learning values; organizational and management – management of elements of the educational structure. The cluster-network model aims to increase the competitiveness of the educational system by developing the students’ competencies that meet the requirements of the social order. It also emphasizes the importance of spirituality in education and the need for a holistic approach to human development. The authors argue that the ideal of human education is constantly changing, but the ability to correlate the concepts, ideas, and theories acquired during cognitive activity with an individual value system is a key indicator of successful education. The article highlights the importance of understanding the inner class and spiritual being of a person, as well as the need to implement some methods that contribute to penetrating into the phenomenological secrets of human consciousness for researching and revealing the most important mental structures of man. It also discusses the role of dialogue as a way of existing and coexisting- with the „other” in the communication process. The proposed model aims to address the challenges of the postmodern era, where the world is thought of as an open text not limited in its manifestations and interpretations. It emphasizes the importance of continuous education and the integration of knowledge from related disciplines to develop digital education and innovative work practices.

Re-thinking the Teaching of Mathematics: COVID-19 and Beyond

The COVID-19 pandemic has brought drastic shifts in teaching, forcing a rapid transition from face-to-face to online learning spaces, with schools adopting new modes of pedagogy and assessment. Educators were faced with a situation where they needed to relearn ways of teaching mathematics and reimagine possibilities for teaching mathematics within the constraints imposed by the pandemic. Despite the difficulties, these constraints gave rise to innovative ways of teaching mathematics, and provided an opportunity for teachers and students to find new ways of interacting and working together. With a focus on the teaching of mathematics at post-secondary level, this paper explores the teaching experiences of four lecturers during the COVID-19 pandemic. It looks at the emerging pedagogical realities as the lecturers adjusted their teaching practices, as well as the pedagogical insights that they gained for their future practice. While initially the lecturers attempted to replicate a teaching and learning environment similar to what was before the pandemic, remote teaching then led to searching for digital tools that sought to enrich the teaching and learning experiences and afforded new opportunities for teaching and assessing mathematics. Following the period of remote teaching, the lecturers are looking towards a future practice as one which involves a blended learning approach, utilising aspects of online teaching and technology to complement and enrich their face-to-face teaching. The pandemic and remote teaching should provide an impetus to the sharing of pedagogical practices and to effective professional development on the use of effective teaching approaches, including the use of digital tools, to enhance mathematical teaching and learning experiences for students.

ПРАКТИКА ФОРМИРОВАНИЯ АНТИКОРРУПЦИОННОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В ИНЖЕНЕРНОМ ВУЗЕ

The article is devoted to the formation and definition of an anti-corruption educational environment in an engineering university. The meaning of the concept of «environment» is analyzed from the point of view of the educational component and phenomenon. The educational environment acts as a psychological and pedagogical reality created on the basis of pedagogical conditions and circumstances, the direction of which is the creation, formation and development of the personality of an educational subject. One of the basic aspects of the organization of the educational space is its sustainable provision of security, which, in particular, is associated with anti-corruption education. The understanding of the anti-corruption educational environment as a factor in ensuring the safety of subjects of the educational process is presented. A descriptive characteristic of the organization of anti-corruption activities is presented on the example of the Kazan National Research Technological University. Security, expressed in the system of organizing actions and measures against the phenomenon of corrupt behavior within the framework of an engineering university, is formed on the basis of certain conditions for preserving the life and health of subjects of the educational process. As the postulates on which the system of anti-corruption educational environment of the university is based, there are key principles that characterize the pedagogical principle of taking into account age characteristics; consistency; continuity; integration; partnership. In order to determine the level of coverage of anti-corruption activities, an anonymous survey of first and fourth year students was conducted within the walls of the university. The survey system chosen as the key research methodology characterizes the efficiency of collecting primary information, tangential to the anti-corruption educational environment. The survey questions characterize the concept of corruption from the point of view of subject-object manifestation; the degree of awareness of students about the activities carried out within the framework of anti-corruption policy at an engineering university; the definition of the initiator, a certain «agitator» of corruption spreading in an educational institution; the degree of readiness to report or contact the appropriate authorities in case of potential corruption manifestations. The results of the survey are presented in a comparative equivalent, which reflect a holistic picture of the «penetration» of the anti-corruption process into the educational sphere of the university.

Beyond Standard Measures: Crafting an Inclusive Evaluation Tool for Special Education Teachers in Self-Contained Settings

Self-contained special education teacher evaluations are investigated in this study. The perceptions of special education teachers and building administrators are explored and the suitability of standard teacher evaluation tools, such as the Marzano Teacher Evaluation System, for special education teachers in self-contained classrooms are discussed. This study highlights the significant gap in these tools’ relevance and efficacy due to the unique challenges and individualized instruction required in special education settings. The study utilizes a quantitative survey method to gather perceptions from teachers and administrators, revealing widespread dissatisfaction with current evaluation processes and a lack of alignment with special education needs. Results indicate a pressing need for tailored evaluation frameworks that accurately reflect the pedagogical realities of special education. The article advocates for reforming evaluation systems to foster professional growth and improve educational outcomes for students with disabilities, thus transforming the approach to educator accountability and development in specialized teaching environments.

VIRTUAL EDUCATIONAL SPACE AND THE PROBLEM OF MORAL AND AESTHETIC DEVELOPMENT OF PERSONALITY

Moral and aesthetic education is the basis for the formation of humanistic consciousness of a person, which determines the nature of the direction of his actions and deeds in relation to himself, his family and society. Purpose of the article: to consider in the history of development the problem of organization of interaction of subjects of the educational process in the educational space and to substantiate the relevance of application in modern realities of the methodological approach of integration of science and art in the process of pedagogical design of virtual educational space. The methodological approach of science and art integration contributes to the processes of spiritual, moral and aesthetic formation of the student's personality. In order to comprehensively analyze the problem posed, the theoretical and methodological foun-dations for the implementation of the approach of integration of science and art in the conditions of modern pedagogical reality were presented. Special attention is paid to the integration of the latest information and communication technologies: virtual reality (VR), augmented reality (AR), artificial intelligence (AI), the Internet of Things (IoT). The development of quality educational content will be the prospect of future research.

The role of professional culture in the formation of future pedagogues of vocational education

The analysis of scientific works proved that, in general, the concept of “culture”, as a terminological unit, acquires various “specialist” or so-called “professional” colours in various fields of scientific research. It was revealed that the concept of “professional culture” is understudied in the system of training future teachers of professional education. The aim of the study was to determine the essence of the professional culture of future pedagogues of vocational training based on the specifics of the professional activity of a specialist in the field of “Vocational Education (Design)”. The author’s understanding of the essence of the professional culture of future pedagogues of professional training in the field of design is formulated, based on the general understanding of the concept of “professional culture” in the following interpretation: it is a specific subsystem of general culture, a systemic and holistic unity of cultural and social experience regarding the ways and means of interaction between generations, socio-cultural and value traditions professional activity and personal achievements of mankind. The professional culture of future pedagogues of professional training in the field of design is interpreted as follows: it is a specific type of professional and pedagogical culture, a universal (basic) characteristic of pedagogical reality, which reflects (decodes) specific markers of pedagogical activity and functions in the plane of both pedagogical (educational, didactic, developmental) and purely professional (design, construction, project, technological) self-realization of the teacher as a specialist and subject of professional activity.

Teacher's research activity in the context of updating the content of education

Relevance. The development of society in the XXI century assumes the importance of the teacher's role in the direction of increasing the research function, which will be able to actualize the student's position in the educational process. Whereas, the research activity of a teacher characterizes his ability to adapt to educational demands in the VUCA, to act effectively and teach in conditions of uncertainty, to apply the knowledge gained by experience and implement it into his own pedagogical program. Purpose. Kazakhstan according to UNDP, the goal of integration into the global educational space has been updating the content and structure of secondary education for more than 10 years. Methodology. This renewal of education presupposes the overcoming of traditionalism in teaching and the gradual introduction of a new model of education, in which cognitive activity and independent thinking of schoolchildren are encouraged. “One of the main tasks of school education today is to prepare students for the rapid perception and processing of large amounts of information, to equip them with modern means and technologies of work, to form their information culture.” Results. The main objectives of the state educational policy in the Concept of modernization of secondary education until 2025 are to ensure continuous processes of updating education, innovative orientation of educational practice at school, changing the function of the teacher in connection with new requirements for his personality. From a translator of knowledge and experience, the teacher must transform into an organizer-facilitator in the construction of a developing and educational environment. Conclusions. The teacher of the new model must systematically perceive the pedagogical reality, freely navigate in it, design, construct creative, student-oriented pedagogical systems, freely navigate in the subject area and possess relevant educational technologies. The research culture becomes the basic element in the new teacher model.

New challenges in mitigating climate change: Digital teaching for the sustainable development and innovation

The phenomenon of climate change has become a global challenge that affects human activities in many ways. Exploring the sustainability and innovativeness of digital education is an important reference for the further implementation of science and education strategies and positive effects on climate change mitigation. This study designed two questionnaires for basic and tertiary education to address variability in education and collected 523 samples for basic education and 412 samples for tertiary education respectively. Using digital teaching practices and digital teaching quality as mediators, structural equation modelling (SEM) was used to examine the impact of digital education on sustainability and innovation in education. Research shows that digital teaching and learning in basic and higher education can significantly contribute to the two-way development of educational sustainability and innovation, through digital teaching and learning practices. Digital teaching practice and digital teaching quality in higher education play a complete mediating role, while basic education only plays a partial mediating role. Higher education emphasizes digital teaching and learning practice processes and teaching quality, and most students hope that online teaching and learning can be further integrated with offline education to form a new model of education. This study will help government departments understand the pedagogical reality of digital education at a deeper level and provide ideas for the subsequent sustainable development and educational innovation of digital teaching. It can also provide new ideas for climate change mitigation and sustainable development.

DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN HIGHER SCHOOL: FOREIGN EXPERIENCE

Teacher research constitutes an integral component of a pedagogue's professional activity, serving the purpose of comprehending and transforming the pedagogical reality through the application of scientific insights and methods. One of the benefits of such endeavors is enhanced research competence. The present paper delves into the approaches to developing research competence of students within the higher education institutions of European countries. The research methods include literature analysis, systematization (to elucidate key research concepts), comparative analysis (to discern the peculiarities of research competence development among students in European higher education), and synthesis (to formulate original conclusions). Based on the synthesis of scientific approaches (including the personal, activity-based, competence-based, systemic, knowledge-based, procedural-technological), research competence is construed as an integral quality of an individual, encompassing skills for conducting research to address educational issues and instructional management. A systematic examination of the approaches to research competence development among students in Germany, the United Kingdom, and France reveals a consistent and methodical progression. In the early stages of formal education, students are exposed to research-oriented learning, while in subsequent phases, they actively participate in undergraduate and graduate research. A recurring theme is the early engagement of students in research activities, bolstered by specific pedagogical conditions and teaching methodologies. These conditions include the encouragement of students' involvement in research, the reinforcement of interdisciplinary dimensions, and the pivotal role played by research advisors in coordinating student research endeavors. Additionally, active teaching methods, such as discussions, workshops, seminars, simulations, situational analyses, practical experiences, internships, and independent research, significantly contribute to the effective engagement in research activities. Project-based and problem-oriented learning methods emerge as predominant didactic approaches, seamlessly blending students' autonomous work with collaborative endeavors within small research groups. Key forms of research competence development encompass lectures, seminars, practical sessions, and consultations. These educational formats not only motivate students to apply their acquired knowledge in practical contexts but also ignite their enthusiasm for independent exploration, fostering creativity.

Historical and Cultural Prerequisites for the Formation of the Modern Image of an Educational Counselor

Introduction to the problem. The uncertainty of the professional position of the position of educational counselor is associated with insufficient theoretical and methodological substantiation of the content and functions of the activity. It becomes relevant to turn to the historical and pedagogical analysis of socio-cultural conditions mediating the practice of realization of the educational activity of a teacher. The aim of the article: to show the historical and cultural origins in the activity of the educational counselor, to determine the possible conditions for the formation of a positive image of the counselor in modern conditions. The methodological basis of the study is formed by the provisions of systemic (V. G. Afanasiev, M. S. Kagan, etc.) and sociocultural (A. G. Asmolov, A. S. Akhiezer, etc.) approaches, theoretical provisions of the concept of constructing social reality (P. Berger, T. Lukman, etc.). Berger, T. Lukman, A. Schütz, etc.), including in the form of images of pedagogical reality (T. A. Romm), the idea of polysubjectivity of education (D. V. Grigoriev, N. L. Selivanova, etc.). Research Findings. The position of an educational counselor can be interpreted in different senses, which set different images of his/her activity. For the formation of a positive image of the educational counselor it is important to comprehend the channels of influence on its perception by the public and professional consciousness, taking into account the existing historical experience. The formation of perceptions of the modern image of the educational adviser is connected with the existence in the national pedagogical tradition of the role of the counselor - an adult leader in children’s social organization (“vozhatsky image”) and the educational component of class leadership (“educational image”). Conclusion. Addressing the problem of forming the image of the educational counselor becomes an important task of education, because it expands ideas about the essence and functions of counselors (information function); promotes the inclusion of educational counselors in the everyday social and educational reality (integration function); promotes consolidation and identification of the bearers of this role among other social and pedagogical subjects (identification role).

DEVELOPING A CULTURE OF MINDFUL LEARNING: CHALLENGES, BENEFITS, AND OPPORTUNITIES

Learning is an individual process for each student. People can be aware of own learning or do not think about it at all in the diverse situations of life. However, in the pedagogical reality, the awareness of students' learning is essential as it contributes to self-regulation of behaviour and self-reflection of actions, striving towards continuous self-development. It is important to be aware of oneself mentally and physically, understanding and accepting own thoughts or feelings. The integration of all areas of personal development becomes relevant, as changes in one area are linked to changes in another. Awareness of own learning directs the learner towards the social, emotional and academic dimension, including not only awareness of the knowledge and acquired skills, but awareness of own goals, motivations, emotions, interests, the personal relevance of the learning content and also the variability of the current situation, strategies for future learning, and other elements of the learning process. Mindfulness can also be seen as a powerful 'antidote' to common mental health problems, e.g. fatigue, exhaustion, apathy, anxiety and difficulty in concentrating. Mindfulness practices can be implemented at schools as an element of the lesson, but it is also important to purposefully create a culture of mindfulness at the institutional level, which can be greatly facilitated by the professional development of teachers. Mindfulness is a mental state of being reflective in the present moment. It provides the ability to live intensely in the present moment, acceptance of own thoughts and feelings, a sense of perspective and the ability to cope with stressful situations through conscious concentration. The aim of this publication is to analyze the theoretical aspects of mindfulness, the possibilities of facilitating the learning process through mindfulness practices, as well as to carry out empirical research evaluating 16-19-year-old students` self-awareness skills, the phenomenon of the presence of mindfulness in their learning process and its impact on their learning outcomes.

Integrating the Social Context and Learning Ecologies of Digital Natives in EFL Teaching Approaches

Teachers aiming to develop approaches to learning that facilitate an harmonious and spontaneous relationship with EFL learning for twenty-first century digital natives must ensure that the learning process explores contexts pertinent to the learner. The pedagogical reality is determined by context-specific features on which are grounded methodological choices: the participants’ expectations and assumptions, and the teaching and learning features. Within a context of unprecedented exposure and occasions to use English in daily life, the present paper aims to provide pedagogical proposals which integrate learners’ experiences and their learning ecologies with approaches to EFL teaching.

THE PROBLEM OF DIGITALIZATION OF THE PROCESS OF MANAGING A COMPREHENSIVE SCHOOL IN THE CONTEXT OF NEW PEDAGOGICAL REALITIES

Within the framework of the article entitled "The issue of digitization of the public school management process in the context of new pedagogical realities", we have reached a number of conclusions: rapid penetration of information and digital technologies into all spheres of public life itself requires a digital transformation of the educational system, which should have a systemic and programmatic nature. Today, modern learning technologies, including digital ones, have become an integral part of the management process of all subsystems of the public school, ensuring their technological progress. Modern pedagogical technologies, including digital technology, are among the means of educational process management, the use of which in an educational institution is a top requirement today. Unprecedented use of digital technologies inevitably leads to cardinal changes in the management of the general education school, work with educational information, teacher's functions and methods of class management. Based on the results of our study and the observations made, in the context of digitalization of education, we proposed the technologies, principles, functions and methods of general education school management. Digital technology, which is one of the best mechanisms for the effective implementation of management functions: application, planning, organization, management, control, evaluation, reflection, is used with great efficiency in the school management process. In general, digital technologies are used in the process of managing a comprehensive school, working with educational information, and planning lessons. Principles, functions and methods of managing a general education school, which are undergoing tangible content and functional changes in the course and as a result of digitalization.

Problems of formation of pedagogical consciousness in the framework of designing a coherent environment of the future

The subject of the study is the problem of the formation of pedagogical consciousness in the conditions of designing a coherent environment of the future. Based on the analysis of the development of pedagogical reality and activity over the past decades from the standpoint of system-structural, humanistic approaches, the concept of pedagogical education as the goal and result of psychological and pedagogical education, the conditions for ensuring the coherence of the environment is substantiated. A unique model of the formation of pedagogical consciousness within the framework of the design of the environment is presented. It is concluded that changes in the public world consciousness lead to the need for the Russian pedagogical community to rethink pedagogical education and consciousness in the system of functioning of the modern educational space of the surrounding world, the country, as well as to search for those guidelines that will remain core, value- and system-forming. The mechanism of formation of pedagogical consciousness among future teachers from the standpoint of the ideas of humanities, mediocrity, is the comprehension of values through the study and analysis of materials, the creation of dialogical situations, games based on the inconsistency of the pedagogical environment and the surrounding reality, inconsistent development of the environment, opposing views in its evaluation, based on the substitution of values. This process should be carried out purposefully, systematically, consistently. The dependence of students on consciousness, self-understanding, professional activity and its basic value orientations of the value attitude to their future profession, a conscious approach to the implementation of activities, understanding the dependence on the result of pedagogical and psychological-pedagogical activity of the conditions for designing a harmonious environment for the development of the younger generation of the future is revealed.

ФЕНОМЕНОЛОГИЯ ГЕРМЕНЕВТИЧЕСКОЙ ПРАКТИКИ СОВРЕМЕННОГО ОБРАЗОВАНИЯ

Objective of the study: to consider the phenomenology of hermeneutical practice of pedagogy and modern education. The methodological basis of the research consisted of the fundamental provisions of the philosophical foundations of hermeneutics, the ideas of the phenomenological approach, the idea of the content characteristics of cognitive processes. as well as the essence of understanding in the aspect of understanding the concept of "experience", considered as a factor of subjectivization of pedagogical reality. Research results consist in concretizing the definition of the category «life world» in the context of interpretation; defining hermeneutics and phenomenology by forms of discursive practices in terms of addressing the subject; understanding the experience that determines the completeness of understanding by the form of knowledge; defining the basic ideas of implementing the hermeneutic approach in modern educational practice; defining the characteristics of the technological aspect of phenomenological hermeneutic practice; substantiation of cultural guidelines of hermeneutical practice of pedagogy and modern education by metaprincipes. Prospects of the study are connected with the development and testing of an integrative complex of hermeneutical technologies of divination and the experience of social realization of personality in the existence of culture.

Healing assessment trauma: an experience of mutuality in Action Research

Learning assessment is a pedagogical reality such as in teaching professional education courses with preservice education students. Assessment problems like horrifying and boring test papers must be addressed because these cause trauma to learners. Using an Action Research Method, I subjected my test materials to democratic critiquing and enhancement process, taking-into account the experiences of my learners and the viewpoints of my colleagues as my study participants. Said materials were utilized as my pedagogical action to address student assessment animosity. The results made me discern that though the contents of my test papers were aligned with the learning outcomes defined by the Commission on Higher Education, they were merely words and sentences in monotone appearance and thus, not eye-catching. Consequently, I crafted a Holistic Written Assessment Guide (HWAG) ensuring in test paper construction the pedagogical values of multiple intelligences, learning taxonomies, grammar review necessity, proper coverage and level of difficulty sequencing and marking, and time-number of items balance. Utilizing this new form and substance of my learning assessment material and engaging with it turned out to be liberating thus mutual healing to me as a transformed purveyor of education, to my students as healthy collaborators, creators and ultimate beneficiaries of learning, and to educators in the global environment as inspirers of democratic, equitable, and lifelong education. With this mutuality, this paper potentially enables leaders of nations to engage in the transformation of the pedagogical landscape.