Pedagogical Situations Research Articles

Methodological approaches as a scientific basis for creating a pedagogical concept of distance learning organization in higher education institutions

The article examines e-learning as a special form of education and a pedagogical system based on the use of digital technologies. The content of the structural components of e-learning at universities is a pedagogical system that includes goals, means of communication, content of educational information, and subjects of the educational process. with guaranteed achievement of results as a system-forming factor. The following features of the means of communication between the subjects of the educational process are taken into account: students, teachers, tutors, specialist experts, resource developers (designers of pedagogical situations) and their functions. Scientific, methodological and technological support for achieving the desired result of e-learning at universities has been built, taking into account the individual needs of students, expanding the functions of teachers and implementing educational information through digitalization. A diagnostic toolkit has been developed for conducting a predictive pedagogical examination to develop, clarify and adjust students’ individual educational trajectories, taking into account expert opinions.

Unveiling the Significance: Pattern Practice in Language Learning

This theoretical article sheds light on an aspect of traditional language teaching that is still used in foreign language teaching classrooms and commonly called drills. These repetitive drills are designed to practice specific language elements, such as grammar structures. The current paper tries to test the assumption that the practice of mechanical drills helps students of English reinforce the learning of the target language through practice. Thus, the paper mainly evaluates the role of “mechanical practice,” or “pattern practice” in improving the learning of the target language with a particular emphasis on the learning advantages of a type of mechanical practice called repetition drills. Tracing recent research on drills, the researcher concludes that if used appropriately and in some pedagogical situations contextualized, the practice of these drills can be effective for language learning and should be included as a key part of the instructional practice.

VR-Peas: a Virtual Reality PEdAgogical Scenarisation tool

ABSTRACT In this paper, we address the issue of the design and deployment of VR-oriented pedagogical scenarios by teachers as designers. To provide practical and theoretical solutions, we analyse the various existing models and tools for assisting teachers in the design and deployment of virtual reality learning environments (VRLEs). We identify a need for a model that covers the pedagogical needs of teachers, including the modelling of pedagogical structuring and the consideration of the specificities of the VR environment. Our main contributions are a pedagogical scenario model and the development of an editor called VR-PEAS (Virtual Reality PEdAgogical Scenarisation tool), which provides a solution that can support and help teacher-designers to design, adapt and reuse pedagogical scenarios oriented towards VR. We proposed a literature review to identify the main concepts of pedagogical scenario design and developed the computer solution according to an agile approach. To validate the basic concepts of our contribution and the impact of our implementation, we define a case study evaluation based on four different pedagogical situations using a qualitative method based on questionnaires. Our findings indicated that teachers could design VRLEs that were aligned with their pre-defined scenario and operate them successfully.

Favouring of Gifted Pupils by Elementary Teachers: A Labelling Theory Perspective

Improving the quality of care for gifted pupils also brings problems related to their favouring. Favouring, as a part of the labeling theory, leads to the selection of gifted and stagnation in their development, making it one of the risk factors. This study identifies and analyses pedagogical situations leading to favouring of gifted pupils. The qualitative research is conducted in the elementary schools in the Czech Republic (Central Europe). Data are obtained through observation of school lessons and from interviews with teachers and were subsequently analysed by the situational analysis. The study has found five typical situations, such as teachers’ increased expectations of gifted pupils, privileges only for gifted pupils, gifted pupil as the teacher’s assistant, additional tasks only for gifted pupils, and gifted pupil as the captain of group work. We also detect typical features leading to favouring as a privilege, representation, performance, segregation, lack of purpose, and rigidity. The study draws attention to the existence of high-quality formalized care for the gifted (anchoring care in school legislation), for which school practice is not sufficiently prepared.

Особливості роботи спеціальних закладів середньої освіти з сім’ями учнів

The article highlights the results of a theoretical-experimental study of the work of teachers and administrators of special secondary education institutions with families of children with special educational needs of primary school age. Disadvantaged are families that have completely or partially lost their educational opportunities due to one or another reason, as a result of which they objectively or subjectively have unfavorable conditions for raising a child. Interaction with a dysfunctional family, the ability to find points of contact with it, requires the educator to have a deep knowledge of the peculiarities of the functioning of the modern family, methods of studying it and organizing work with parents, choosing effective forms and methods of working with various types of dysfunctional families. In this regard, it is important to find out the causes of family dysfunction and potential mistakes in raising children in such families. Educators experience significant difficulties in working with dysfunctional families. The insufficient number of scientific and methodological recommendations regarding the activities of educators of special institutions leads to spontaneity in working with disadvantaged families, inconsistency of pedagogical influences, which generally reduces the effectiveness of educational work. Such methods of working with families, such as discussion of pedagogical situations, role-playing and business games, trainings, familiarization with psychological and pedagogical literature, etc., are neglected. The work carried out makes it possible to determine the characteristic signs of family dysfunction: negative emotional and psychological family microclimate; parents' indifference, their insensitivity to the child's age and individual psychological characteristics in the process of family upbringing; parents' lack of control over the child's success and behavior, parents' harmful antisocial lifestyle.

Practice-oriented training of future Computer Science teachers

The article reveals the purpose of practical work on the methods of teaching Computer Science, investigates their place in the curriculum, the processes of their organization during the professional training of students in the educational and professional program "Secondary Education (Computer Science)". General secondary education institutions need a Computer Science teacher who has active knowledge of computer science and methods of teaching it, the ability to organize and effectively implement the educational process, alongside the willingness to develop as a person and as a specialist. Theoretical, empirical, and statistical research methods are used. Practice-oriented training combines educational and cognitive, professional and practical, research- and development-centred activities, solving pedagogical situations and methodological problems, integrating the knowledge of computer science, pedagogy, psychology, theory and methods of teaching. An important place in solving this problem is occupied by laboratory and practical work within the discipline "Methods of teaching computer science", which are defined as forms of organization of education in higher education institutions and as methods of professional training aimed at future teachers of Computer Science. The purpose of these forms of education is to train teachers who are able to: perform methodological activities in the design, organization and implementation of the educational process in Computer Science; use forms, means, methods and techniques of teaching students appropriately; develop author's educational and didactic materials for curricula and model programs; develop comprehensively. The conditions for effective practice-oriented training are the reproduction of the process of performing professional duties by a teacher, the use of active teaching methods, as well as the cooperation of the subjects of the educational process. The prospect is to find effective methods of involving students in modelling the professional actions of a teacher, developing methodological cases.

The phenomenon of artistic and pedagogical mentality in terms of the professional activity of a fine art teacher

In the study, an attempt was made to represent the conceptual meaning and specifics of the artistic and pedagogical mentality of a modern art teacher. The aim of the study was to highlight the structural organization of the phenomenon of artistic and pedagogical mentality of an art teacher. The article highlights the terminological contours of the categories “mindset” and “mentality” in modern scientific discourse. It was revealed that the psychological and pedagogical content of mentality consists in a special way of thinking, the orientation of thoughts that are born in the subconscious, but gradually absorb what is common, what consists of natural data and socially conditioned elements and is reflected in the perception of professional reality. It is maintained that the professional mentality of a teacher is an integrative characteristic of a personality that reflects the system-specific features of the mental makeup and worldview of people in the teaching profession. The structure of artistic and pedagogical mentality of art teachers includes: artistic and figurative thinking, artistic and creative reflexivity, pedagogical creativity, multi-artistic orientation, professional and pedagogical intentionality, scientific-research culture. The functional-role and conceptual significance of the phenomenon “artistic pedagogical mentality” in terms of the specifics of the professional activity of a modern art teacher is determined. The author determines pedagogical conditions for the formation of the artistic and pedagogical mentality of future fine art teachers: the formation of a positive value attitude of future art teachers at the worldview level and an active motivational focus on the formation of the artistic and pedagogical mentality; introduction of pedagogical situations of quasi-professional activity, which require activation of the mechanisms of artistic and pedagogical mentality into the process of professional and pedagogical training of future art teachers; actualization of personal and professional reflection as a basis for artistic and creative self-development of future art teachers.

Application of the Concept of Multidimensionality of Education Based on a Phenomenological Approach (on the Example of Pedagogical Observation)

The purpose of this article is to demonstrate possible ways to solve pedagogical situations based on the concept of multidimensional education and a phenomenological approach. In the course of the study, based on the phenomenological consideration of the student’s personality, an attempt is made to select pedagogical means of education (upbringing) that are poorly amenable to quantitative characteristics. Some universal and situational means of student’s personality development used in the logic of the concept of multidimensional education are described, an example of pedagogical observation of a student in dynamics is given. The category of spirituality, values, as well as the concept of meaning, ideas, and upbringing cannot be quantified, but at the same time they constitute qualitative educational results that a teacher should focus on in his activities. Understanding the multidimensionality of education as an infinitely complex reality with the characteristics of dynamism, multidirection and diversity, capable of influencing the value and semantic attitudes of the individual, it is necessary to master the tools of this reality based on the understanding of the priority of education and the emphasis on the development of personality based on its actual needs. The example of the analysis of the pedagogical situation in dynamics presented in the article gives teachers the opportunity to use such tools and means in their activities. Consideration of such pedagogical situations allows not only to analyze the features of the educational routes of students, but also to equip the teacher with practical methodological tools on which the content of pedagogical work is based.

Педагогические кейсы в системе высшего образования

Introduction. In the system of domestic higher education, the creation of individual cases on pedagogical situations in higher education, and then the formation of their base is in demand. The purpose of the study is to develop a version of the pedagogical case on the situation in the system of higher education as a model for creating a bank of similar cases in the future. Theoretical analysis. When teaching disciplines in the field of higher education for future teachers, cases on various pedagogical situations are used. At the same time, publications on pedagogy consider professional trainings and similar cases on certain situations in preschool and school education, but cases on pedagogical situations that arise in the process of university educational activities are not presented in scientific literature. Results and their discussion. The author’s definition of the case is formulated; the case study on the pedagogical situation when an exam on a discipline is taken ahead of schedule is proposed in the basic and extended version and its solution based on the legislative framework, life and pedagogical experience of the author is given. Conclusion. The formation of the bank of cases on pedagogical situations that characterize the educational process in higher education is only at the initial stage. They have to be worked out and improved in the context of the transformation of higher education in order to effectively solve the problems facing the national higher school today.

Methods of forming a responsible attitude to the system of professional values in future teachers

The article describes the method of forming a responsible attitude to the system of professional values in future teachers. The essence of a responsible attitude to professional pedagogical activity is manifested in: the future teacher's awareness of the value of his profession, his own place in the professional environment, the formation of motives for professional behavior; the teacher has integrated subject and psychological-pedagogical knowledge, formed professional abilities and skills, experience in the practical implementation of professional activities; skillful organization by the teacher of his activity and effective management of it; the teacher's abilities to analyze pedagogical situations and pedagogical reflection; feelings of satisfaction from the results of pedagogical activity, striving for creative implementation of the teacher's duties and overcoming difficulties on the way to professional development. In the process of teaching the educational disciplines «Pedagogy», «Methodology of educational work», «History of pedagogy», «Fundamentals of pedagogical mastery», the methodology of forming a responsible attitude to the system of pedagogical values in future teachers was introduced. The requirements for the teacher's professional competencies were analyzed on the basis of modern documents on education. We determined the content of the educational material, identified semantic connections between its elements. The development of the procedural component consisted in the study of professional experience, the performance of cognitive and practical tasks. In the process of organizing educational activities, both traditional (lectures, practical, laboratory classes) and interactive (group work, business games, problem-based learning, project method) forms of work were introduced.

УЧЕТ НАЦИОНАЛЬНО-ПСИХОЛОГИЧЕСКИХ ОСОБЕННОСТЕЙ ЛАТИНОАМЕРИКАНСКИХ СТУДЕНТОВ НА НАЧАЛЬНОМ ЭТАПЕ ОБУЧЕНИЯ В РОССИЙСКОМ ВУЗЕ

The object of study of this article is the national psychological characteristics of students from Latin America, whose percentage in the total number of foreigners in Russian universities does not exceed 2-3%. Meanwhile, the Ministry of Science and Higher Education of the Russian Federation and Rossotrudnichestvo set universities the task of actively attracting students from this region to Russian universities. Thus, teachers’ familiarity with the characteristics of the psychological makeup of the people of Latin America is dictated by the practical need to communicate productively with this insufficiently studied contingent. The novelty of the work lies in the study of both the national psychological characteristics of students representing different countries of Latin America, and in the generalization of the main features of the unified national character of Latin Americans. The result of the study was practical recommendations for teachers on taking into account the national psychological characteristics of students from different countries of Latin America for organizing educational and extracurricular work at the initial stage of education. These recommendations help teachers in modeling pedagogical situations, allow them to build pedagogical intercultural communication based on dialogue, develop their intercultural competence, which contributes to the successful adaptation of Latin American students in the multicultural space of the international faculty.

METHODICAL WORK OF THE TEACHER AS A COMPONENT OF THE EDUCATIONAL AND PROFESSIONAL PROGRAM «SECONDARY EDUCATION (COMPUTER SCIENCE)»

The purpose of the article is to determine the content and functions of the methodical work of an informatics teacher, justifying the need to reflect it in the cycle of professional training courses of the Secondary Education (Informatics) educational and professional program. Research methods: bibliosemantic (analysis, generalization of scientific and theoretical information for the purpose of studying the problem); system-analytical (analysis through synthesis, reasoning by analogy to present the main material); sociological (questionnaires of fourth-year students, observation of their studies, study of results); statistical methods (analysis and systematization of experimental data, their visual representation). The article considers the methodical work of a computer science teacher as a component of professional activity, defining it as a system of interrelated and interdependent actions aimed at competent goal setting, planning and organization of the educational process in computer science, as well as at increasing personal creativity and professional skills. The article presents the results of a survey of bachelors at the stage of graduation from a higher education institution regarding their ability and willingness to perform the methodological work of a teacher during: analysis of the pedagogical situation; designing teacher actions and students' learning and cognitive activities; using teaching tools, forms and methods; creating information projects. 72% of students surveyed believe that they are well prepared for the methodological work of a teacher, but could be better; 15% believe they are well prepared, while 6% and 7% believe they are «poorly prepared» and «not prepared». The methodological work of the teacher should be reflected as widely as possible in the educational and professional program «Secondary Education (Informatics)», in particular in the results of student learning, in the selection of disciplines, and in the creation of a professionally oriented learning environment. It is necessary to focus students on knowledge of the subject area, making informed decisions about the organization of computer science lessons, the use of innovative teaching methods and technologies, etc. The functions and principles of methodical work are outlined, based on the school course of computer science, computer science methods, didactics, pedagogy. Its purpose is formed from the goals of education and study of computer science, means – from the principles and content of pedagogical activity, and results – from the purpose and tasks of designing, organizing and implementing the process of studying a certain content area of computer science. Methodological work should be pedagogically appropriate in execution, creative in content, and balanced in the choice of teaching methods and tools.

The nature of interaction in pedagogical situation

The paper examines in detail the essence and specificity of the process of pedagogical interaction within the boundaries of a pedagogical situation. Since the concept of "pedagogical situation" both in literature and in practice is interpreted too arbitrarily, on the basis of our research we proposed our own definition of the concept of "pedagogical situation" as a process of pedagogical interaction between the subjects of pedagogical activity, within the framework of which a single pedagogical task of translating a unit of culture is solved in specially organized pedagogical conditions and space-time continuum. The pedagogical process is a developing interaction of its subjects aimed at solving educational tasks. The usual system of teaching turns out to be oriented to subject-object interaction, in which the positions of the teacher and the student are in disequilibrium. Modern pedagogy is focused on the organization of subject-subject interactions, in which both teacher and student are subjects, collaborators in joint cognitive activity. It is shown that the student is a subject, appearing as an object of educational influence; this paradoxical relation of the participants of the situation represents the dialectics of the pedagogical process. Pedagogical situation is always focused on the interaction of one person, performing pedagogical functions, with another person for the purpose of his/her development and improvement, it determines the nature of emerging and developing relations of the subjects.

"That you try to keep it amicable" - Situational Emergence of Closeness from the Perspective of Addressees in Residential Childcare Facilities

The antinomy of closeness and distance is inherent in all pedagogical fields and particularly characterises everyday life in residential childcare facilities. In order to shed light on how young recipients of inpatient educational support perceive closeness and distance in different situations with professionals, group discussions were conducted with young people from inpatient educational support facilities and analysed using the documentary method.The analysis shows that the young people perceive different situations as characterised by closeness insofar as the role-specific asymmetrical character of the relationship with the caregivers becomes blurred and the roles diffuse. Taking the perspective of the addressees into account is part of the development of an adequate relation between closeness and distance and thus a prerequisite for dealing adequately with dilemmatic pedagogical situations.

USING PEDAGOGICAL SITUATIONS AS A METHOD OF FORMING PROFESSIONAL AND SPECIAL COMPETENCIES

In this article, pedagogical situations are used as a way to form professional and special competencies. The decision of pedagogical situations by future teachers can be influenced by cognitive distortions that impede the development of objective, adequate pedagogical actions and, accordingly, inhibit pedagogical communication between the teacher and the future teachers. The solution to the pedagogical situation is carried out in individual and group formats. Depending on the nature of the future teachers' activities, we distinguish pedagogical situations of two levels: 1) technological - solving the situations in accordance with the methods of problem-based teaching; 2) improvisational - the solution of the pedagogical situation and its implementation coincide in time. This article substantiates the main stages of experimental research on testing the hypothesis and solving the set objectives, reveals the logics and describes the methodology for conducting experimental work, presents its results and formulates conclusions.

PROFESSIONAL AND EMOTIONAL BURNOUT OF TEACHERS AS A MANIFESTATION OF THEIR EMOTIONAL INSTABILITY

The article reveals the problem of professional and emotional burnout of teachers as a manifestation of their emotional instability. The author notes the spread of this phenomenon among the professional and pedagogical community, which is facilitated by a number of reasons. The great emotional intensity of teachers’ professional activity, non-standard pedagogical situations, responsibility and complexity of teachers’ professional work contributes to the development of emotional instability. The author claims that emotional instability is a consequence of professional burnout of teachers. Emotional stability of teachers is associated with their ability to resist emotional burnout. This article describes the results of an empirical study aimed to test the effectiveness of the training course developed by the author to correct emotional burnout of teachers. The study was conducted in 2023 on the basis of one of the educational organisations of Novorossiysk. To obtain the necessary information, the author selected appropriate research methods. The results of the study showed that 16 teachers had symptoms of emotional burnout in the resistance stage. The work has reduced the degree of tension of most of the symptoms of emotional burnout, which reduces their destructive effect on teachers’ psychological health and increases emotional stability.

The Students’ Skill to Create a Pedagogical Situation in Bulgarian Language in the Kindergarten in the Context of the Competence Approach

The article examines students’ key skills necessary for an independent development of a pedagogical situation in Bulgarian in the kindergarten. It is indicated that the successful execution of this task largely depends on the ability of the students to get familiar with the content of the educational documentation, to properly prepare informational materials related to the educational work and to communicate with the parents. The combination of knowledge, skills and attitudes that fall within the framework of the competence approach, engaging the students with an active role in the educational process, is analysed. An exemplary framework is set regarding the essential methodical elements, necessary for the successful development of a pedagogical situation in Bulgarian and literature, which assists future teachers in their practical work and boosts their confidence when participating in current and state practice.

Implementing the Competence Approach into the School Projects in Primary Grades

The article examines students’ key skills necessary for an independent development of a pedagogical situation in Bulgarian in the kindergarten. It is indicated that the successful execution of this task largely depends on the ability of the students to get familiar with the content of the educational documentation, to properly prepare informational materials related to the educational work and to communicate with the parents. The combination of knowledge, skills and attitudes that fall within the framework of the competence approach, engaging the students with an active role in the educational process, is analysed. An exemplary framework is set regarding the essential methodical elements, necessary for the successful development of a pedagogical situation in Bulgarian and literature, which assists future teachers in their practical work and boosts their confidence when participating in current and state practice.

Unsuccessful pedagogical situations

On the basis of the previous theoretical and practical research conducted by the author, in this paper the concept of pedagogical situation is studied. The suggested classification of pedagogical situations is based on the ability of a pedagogical situation to solve pedagogical tasks, reach pedagogical problems, achieve a pedagogical effect and thus to become a pedagogical event. On these basis as well as on the logic and practice of a teacher's everyday work, the three types of situations were previously identified. One type of these situations is described in this paper. The goal of such situations is unachievable, which means that the situation can not change from a potential situation to an actual situation. The goal-oriented principle of analysis opens up the prospect of establishing relationships between all the parameters of the situation and the personal characteristics of its participants. The scheme for describing pedagogical situations logically includes the following components: participants (teachers and students a potential pedagogical agent), goal/task, conditions (locus).

Intensive course of ukrainian language as a foreign language as a cultural intelligence achievement

Teaching the Ukrainian language as a foreign language at Ukrainian universities of medical and natural sciences is currently at the stage of forming the main methodological and educational principles. The purpose of the article is to outline and clarify the basic principles of language education in the conditions of an intensive course and to refine the function of cultural intelligence in this process. Considering the methodological and pedagogical situation in terms of "supply and demand", we have a rather small corpus of educational and methodological literature on the Ukrainian language as a foreign language, which forms the novelty of the article. These problems of a general nature are related to the relatively short history of teaching the discipline in our country. However, alongside the general and organizational problems of teaching the Ukrainian language to foreign citizens, there are highly specialized tasks today. Current special problems of teaching include the following: comparing the "discipline", "subject" and "course" of the Ukrainian language, the cross-cutting problem of teaching methods for different age and national groups of students, and also the issue of methodological support for teaching. The methodology of the article is based on descriptive and comparative methods. Conclusions. It should be noted that when interacting with representatives of their own culture, people intuitively use a set of social signals, most of which are unconscious. On the contrary, when a person encounters a new culture, the signals and information that worked before lose their meaning. In new cultural situations, there is a feeling that the behavior of others is incomprehensible. People with highly developed cultural intelligence are able to analyze such situations and make appropriate adjustments to their attitudes and behavior in the context of different cultures. Such an analysis and correction of one's own behavior helps the formation of a single conscious complex of characteristics that make up cultural intelligence, which is qualitatively formed and determined during the study of an intensive course of the Ukrainian language as a foreign language.