Pedagogical Tasks Research Articles

Формирование готовности аспирантов к педагогической деятельности в классическом университете в рамках изучения курса «Педагогика высшей школы»

In the introduction it is stated that forming graduate students’ readiness for pedagogical activity is based on the methodology of the post-non-classical science, which allows to use qualitative research methods aimed at interpreting opinions, standpoints, values of the actors as legitimate “data” and to define understanding of pedagogical activity’s specifics and the key trends in the development of higher education. Theoretical analysis is dedicated to understanding the purpose and meaning of pedagogical activity of a university professor from the standpoint of holistic approach. The article analyses valuable, theoretical and technological components of activity. It is pointed out that pedagogical activity can be logically analysed as a type of activity aimed at certain pedagogical problems. Empirical analysis is built around describing research results within the framework of solving academic pedagogical tasks by graduate students of Saratov State National Research University within the framework of the course named “University-level Pedagogics”. The article presents the results of academic tasks performed by graduate students. Conclusion Graduate students working as teaching assistants and instructors showed greater psychological readiness to carry out teaching activities at university. On the one hand, a significant fraction of graduate students has virtually no experience in teaching and, due to this, has certain expectations of teaching practice; on the other hand, the empirical study results indicate that it is this category that is interested in working under conditions of changes in the digital environment and mastering new educational technologies.

The Head Coach as a Coach Developer: A Coach Education Case Study inside a World Champion Futsal Team

As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it enables an in-depth investigation of the complexity and uniqueness of this particular technical staff in educational context. Participants included four experienced coaches, one HC and three ACs. Data was gathered through semi-structured interview method and analyzed by thematic analysis. Findings highlighted an intentional structuration of sequence and timings of the pedagogical tasks and activities assigned by the HC to ACs. Evidence emphasized the (i) vision of mistakes as learning opportunities, (ii) fostering commitment of ACs to enhance team performance, and (iii) space to plan and lead in practical contexts as the main strategies adopted by the HC, who also considered reflective skills as a paramount competency and pedagogical strategy in coach education. From ACs’ perspective, these strategies largely impacted their personal and professional growth. Findings could guide the re-design of future coach education programs.

Методологічні засади формування музично-слухових уявлень молодших школярів у процесі фортепіанного навчання.

The article emphasizes that the state of modern music education in Ukraine and China requires the introduction of new methods aimed at forming musical and auditory ideas into the practice of teaching pupils’ in extracurricular art educational institutions. Taking into account the complexity and different ways, they are considered in the process of teaching and learning the piano on the basis of environmental, individually differentiated, reflective and creative activity approaches. The author points out some pedagogical principles: realization of the pupils’ personal potential, accentuation of auditory attention during the performance of a musical piece, aesthetic perception of musical works, focus of musical education on the development of the emotional and sensory experience of younger school-age children, encouragement to self-evaluation and personal adjustment of one's own games in accordance with the imagined image, the connection of musical education with national culture. Thus, the selected scientific approaches and pedagogical principles become the basis for using the necessary methods and techniques for working with elementary school-age children. Pedagogical conditions were also substantiated for effective musical education of younger school-age children: 1) selection of the most emotionally expressive musical works taking into account their pedagogical tasks; 2) the introduction of creative tasks aimed at the development of musical and auditory ideas of younger school-age children into the system of primary education of children; 3) orientation of musical and auditory ideas of younger school-age children in the mode of independent development. The step-by-step method covers in teaching and learning the piano of younger school-age children in three stages: emotional-developmental, reproductive-accumulating and communicative-creative. By their essence, these stages correspond to the content of piano learning in extracurricular art institutions and are correlated with certain structural components: motivational, emotional-reflective, active and creative-performing. The theoretical provisions developed by the author regarding the formation of musical and auditory ideas of younger school-age children are presented in the form of an organizational and methodological model, which includes the goal, tasks, principles, pedagogical conditions, structural components, stages, forms and methods. During testing in Ukrainian and Chinese specialized music institutions, it showed its effectiveness and feasibility in the process of teaching and learning the piano.

Research of Reliability and Informativeness of Indicators of Muscular Fitness of Karate Boys Aged 8 Years

The aim of the research is to develop a program for testing the strength fitness of boys aged 8 years at the level of orange belt (10, 9 kyu) with the use of informative tests that are available for application in conditions of general education school.
 Materials and methods. The study involved 20 boys aged 8 years. Informed consent for children’s participation in the experiment was obtained from their parents. The following research methods were applied to solve the set tasks: analysis of scientific and methodical literature, pedagogical testing of strength abilities, and methods of mathematical statistics for processing research results.
 Results. The analysis of correlation dependence between test tasks that characterize the display of different types of force generally shows a large and numerous interrelation of the average and high level of significance between all tests (ρxy = 0,508 - 0,879 at p<0,05; p<0,01. Processing of retest data showed the stability of the battery of tests and sufficient retest reliability for most test scores (rtt ranged from 0.818 to 0.984, p<0.001).
 Conclusions. The selected battery of tests is accessible, informative, and reliable. It will allow us to solve the following pedagogical tasks more effectively: to control the efficiency and effectiveness of physical training as an element of the pedagogical process of formation of motor skills and development of physical qualities, to maintain and strengthen health, to maintain a productive level of general working capacity, and to increase body resistance to action of unfavorable factors of the present.

Comparing two formats of data-driven rating scales for classroom assessment of pragmatic performance with roleplays

Rating scales that language testers design should be tailored to the specific test purpose and score use as well as reflect the target construct. Researchers have long argued for the value of data-driven scales for classroom performance assessment, because they are specific to pedagogical tasks and objectives, have rich descriptors to offer useful diagnostic information, and exhibit robust content representativeness and stable measurement properties. This sequential mixed methods study compares two data-driven rating scales with multiple criteria that use different formats for pragmatic performance. They were developed using roleplays performed by 43 second-language learners of Mandarin—the hierarchical-binary (HB) scale, developed through close analysis of performance data, and the multi-trait (MT) scale derived from the HB, which has the same criteria but takes the format of an analytic scale. Results revealed the influence of format, albeit to a limited extent: MT showed a marginal advantage over HB in terms of overall reliability, practicality, and discriminatory power, though measurement properties of the two scales were largely comparable. All raters were positive about the pedagogical value of both scales. This study reveals that rater perceptions of the ease of use and effectiveness of both scales provide further insights into scale functioning.

Formation of Mathematical Literacy of Students With the Help of Practice-oriented Tasks

The use of practice-oriented pedagogical tasks in the process of teaching mathematics, the task as a means of managing students’ learning activities, as a pedagogical form aimed at achieving results, and as a learning activity of students. The main features of practice-oriented tasks are defined. Considering the task as a material of educational discipline, practice-oriented tasks allow students to move from a passive object of the pedagogical process to an active subject of educational activity, as well as the use of tasks designed in accordance with local and national characteristics is the best example of establishing a link between mathematics and everyday life. Generalization of practical experience and active application of mathematical knowledge in everyday life contributes to the formation and development of students’ mathematical literacy.

The effect of task complexity and gender differences on EFL learners’ writing performance

The current study investigates the Effect of Task Complexity and Gender Differences on EFL Learners’ Writing Performance. Task complexity is the inherent cognitive demands of the tasks imposed on the learners by the structure of the tasks. It is investigated along the resource-dispersing variables of pre-task planning time, post-task editing time and prior knowledge. This study also tries to intertwine the concepts of task complexity and sociolinguistics (i.e., gender differences). The participants are 160 high school students (80 males and 80 females) studying at international schools in Riyadh City, Saudi Arabia. The writing topics were selected among the essay prompts similar to those of the IELTS test using the cause-and-effect essay task type. A series of T-Test and one-way ANOVAs were used for detecting the significant differences within the same gender and across genders, Cronbach's alpha (α) for the task reliability, Wilk’s Lambda for variable contributions, Partial Eta squared (ηp2) for the effect size, and the Observed Power (or post-hoc power) for the test statistical power. This study is thought to be laden with manifold implications for varied stakeholders within the realm of didactics, including language teachers, learners, syllabus designers, test developers, educational bodies and many other individuals in the ministries of education and higher education. Should this be done, it can contribute to improving EFL undergraduate students’ ability to a level of writing production that is more likely to be satisfactory. The current study found different effects of task complexity on EFL learners’ writing performance across gender. There were both similar and different impacts on CAF metrics between the writing tasks across genders. The results indicate a partial support to the predictions of Skehan and Foster (2001) and those of Robinson (2005) where there is a partial increase in the CAF scores along the resource-dispersing variables. Conversely, findings show no support to the Gender Similarities Hypothesis (GSH) by J. S. Hyde (2005). This study also explored the effect percentage of task complexity along the resource dispersing variables planning time, editing time and prior knowledge on CAF. Besides, the researcher sorted the significant CAF metrics within same gender and across genders according to their occurrence and percentage in the performance of the current student participants.It is recommended that pedagogical tasks should be sequenced for learners on the basis of increasing in their cognitive complexity to help promote learners' performance in terms of accuracy, fluency, and complexity. In addition, educators should motivate male students to engage more and perform better in the writing classes; syllabus designers should introduce new teaching methodologies that help bridge the gap in gender differences between boys and girls.

Development of skills in the fi eld of neural network technologies for future teachers: opportunities and advantages

The article discusses the experience of teaching neural network technologies and their use in education in the context of professional training of future teachers in a pedagogical university. Based on the existing practical experience, the authors analyzed and briefly presented the advantages of using the developed neural networks in education and described the possibilities of their development. In addition, a modular content of the training course on neural network technologies for future teachers is proposed, which contributes to the development of their special competencies to create their own projects to fulfil professional and pedagogical tasks in the conditions of digital transformation of the school. Approaches and methods for the development of skills in the field of neural network technologies for pedagogical areas of training with a view to their introduction into the educational process of a pedagogical university are determined. The article describes the ways and directions of using neural networks, including data analysis, content adaptation to the individual needs of trainees and the organization of personalized learning

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.

From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching

Input and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extremely challenging. Current L2 speech learning models attribute difficulties in L2 speech acquisition to L2-to-L1 perceptual sound mappings guided by L1-based perception and poor phonological awareness and noticing of cross-language phonetic differences, which are typically not adequately addressed in instruction through pedagogic tasks. Explicit and incidental pronunciation teaching methods have been found effective at improving learners’ pronunciation, but ways to integrate them into communicative approaches to language teaching are still largely unexplored. Thus, language education practices currently lack a research-informed pedagogical approach that incorporates principles of L2 speech learning and task-based language teaching (TBLT) into pronunciation instruction. This article (1) presents an outline of new avenues for research and practice in L2 pronunciation instruction and (2) reports on the findings of an empirical study that implemented a task-based pronunciation teaching (TBPT) approach to teaching a difficult L2 vowel contrast through computerized collaborative map tasks that could be easily integrated into communicative FL classrooms.

Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design

This theoretical article sets a goal to investigate how task-based needs analysis (TBNA) as part of instructed second language acquisition (ISLA) may mediate between constructs and concepts in second language acquisition (SLA) and task-based design. It is claimed that as an instantiation of instructed second language acquisition (ISLA), TBNA in task-based language teaching (TBLT) may bring together decision-making during task design and what is known about SLA products and processes. The article then explores some of the key SLA concepts in ISLA around the constructs of input, intake, knowledge, and output and relates them to task-based research. Thirdly, TBNA is defined and analyzed in terms of how it may inform task and syllabus design. Finally, SLA constructs are directly associated with pedagogic task design that springs from TBNA. After a close inspection of all dimensions of TBNA, the article concludes that task design based on detailed TBNA has indeed the potential to bring reality into instruction through thorough task descriptions and methods, as well as to trigger well-known and specific processes that bring SLA and language education closer.

ПРАКТИЧЕСКАЯ ПОДГОТОВКА ВРАЧЕЙ-ОРДИНАТОРОВ К РЕАЛИЗАЦИИ ПЕДАГОГИЧЕСКИХ ЗАДАЧ В УСЛОВИЯХ ЛЕЧЕБНОГО УЧРЕЖДЕНИЯ

This article discusses the topical issue of preparing medical residents for professional and pedagogical activities in a medical institution. The role of the subject ‘Pedagogy’ in the system of professional training of students is shown, as well as the use of appropriate technologies that contribute to the formation of the pedagogical competence of a medical worker. The preventive and educational work of a doctor is one of the main directions in the development of medical science and practice in Russia, which includes a set of preventive and health-improving measures aimed at strengthening the health of the population, preventing the occurrence and spread of various diseases, and ensuring the working capacity and life expectancy of people. The results of research work aimed at studying the problem of the readiness of medical residents to implement pedagogical tasks in the organization and conduct of preventive, educational activities in medical institutions are described. A practice-oriented approach to the training of residents ensures a more complete mastery of theoretical knowledge; reflects the practical orientation of not only classroom and independent work, but also extracurricular activities, and also creates conditions for the creative activity of students in the context of continuity of professional and pedagogical training. In order to master professional competencies medical residents are immersed in a professional environment: with the help of professionally oriented technologies and teaching methods, residents model fragments of their future professional activities. To improve the quality of education in the field of preserving and strengthening the health of the population, the article presents a set of organizational and pedagogical methods and technologies for preparing a medical resident for the implementation of pedagogical activities in a medical institution.

CREATIVE PEDAGOGICAL THINKING OF FUTURE MUSIC TEACHER: WAYS OF FORMATION

The article deals with the problem of forming the creative pedagogical thinking of a future music teacher in the process of vocal and choral training in the aspect of intensifying the intellectual and creative development of students. The author notes the need to increase the level of creativity of future teachers in order to effectively solve problematic situations of professional pedagogical activity from the stand point of situational and supra-situational problematic. The substantiation of the practical formation of creative pedagogical thinking of students of art faculties is based on the pedagogical stimulation of the thinking functions of setting and solving musical and pedagogical tasks and reflection. The ways of forming the creative pedagogical thinking of future teachers of music are presented in the context of targeted modelling of problem situations of vocal and choral teaching, involvement of theoretical methods in the methodological toolkit, as well as development and implementation of targeted trainings on the creativity of pedagogical thinking.Keywords: creative pedagogical thinking, future music teacher, functions of thinking, problems ituation, setting and solving musical and pedagogical tasks, psychological and pedagogical training.

Pedagogical tasks of forming the rules of perception of art works on the example of painting

Pedagogical tasks of forming the rules of perception of art works on the example of painting

Dominant metacognitive competencies of modern schoolchildren and the problems of their formation: theoretical and empirical substantiation

Introduction. In accordance with the modern requirements of the state, the number of normative results of general education includes personal, interdisciplinary and subject results. The possibility of full-fledged formation, development, education of personal qualities, knowledge and skills, set as the expected results of education, is largely determined by the abilities, cognitive activity of the students themselves. In turn, the subjective position of schoolchildren in the educational process, their cognitive activity, the ability to selforganization and self-development require improvement and manifestation of the formed metacognitive competencies. The purpose of the study: theoretical definition and empirical substantiation of the set of dominant metacognitive competencies, as well as key pedagogical tasks in the field of their formation in modern schoolchildren. Materials and methods. The main method of research is the method of expert evaluation. A group of experts from 50 teachers of general education organizations and higher educational institutions was formed to conduct it. The results of the study. The category of metacognitive competencies includes a set of metacognitive knowledge (knowledge about oneself, about tasks, actions or interaction strategies, about the impact of knowledge on the final result of cognition), metacognitive strategies (mastered intellectual actions related to setting goals, planning one's cognitive activity, monitoring and evaluating its effectiveness, detecting intellectual difficulties), characteristics of metacognitive thinking (premeditation, planning, purposefulness, perspective, cognitive orientation). The expert assessment made it possible to include the following characteristics in the dominant metacognitive competencies: creative thinking, critical thinking, reflexive thinking. Experts' assessment of teachers' readiness to organize and implement the process of formation of dominant metacognitive competencies in schoolchildren showed that more than 60% of the responses indicated complete or partial theoretical, motivational and practical unpreparedness. Conclusion. The results obtained are the basis for designing a system of training future teachers to form dominant metacognitive competencies, which determines the practical significance and illustrates the future prospects of the study.

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).

Calcio, media e formazione tra professionismo ed età giovanile. Dalla carta al web, ai social media, riflessioni sul caso fiorentino

The paper reflects on the training potential of soccer - addressing both professional and youth activities - and investigates the way in which the media have represented (during the 20th century) and represent (today) soccer, emphasizing how narratives and discourses about soccer produce both formative potentials as much as troubling outcomes that can overshadow the authentic values of the sport. The task of pedagogy is precisely to highlight the risks and opportunities of these representations and to promote, in all the actors involved, active attitudes to ensure that soccer, even today, can create opportunities to promote self-care, of the other and of the world.

STRENGTHENING APPLIED ORIENTATION OF SCHOOL NATURAL EDUCATION BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

The article reveals essence of the applied orientation of school education. Organizational and pedagogical conditions for the introduction of information and communication technologies in the practice of school work is determined. The application of such technologies in the educational process of the new Ukrainian school attaches special importance to the problem of strengthening the applied orientation of school natural education, development of computer-based ways of solving applied problems of industrial nature, filling the content of educational material with mathematical methods of displaying and processing information and reference support, etc. In order to visualize and define the system-creative relations of the concept of “applied orientation”, its structural and functional model which contains the main pedagogical objectives of school science education and possible ways to implement them is constructed. The pedagogical tasks reflect the goals of basic secondary education, as they present the main functions of the studied concept, determine its purpose and meaning of existence. Ways to implement the applied orientation are structural elements of the concept and reflect the actions and relationships in it.
 The main types of computer modeling used in IR support systems for teaching natural subjects, didactic possibilities of their use in teaching students of general secondary education are characterized. The analysis of interactive environments for solving applied problems using appropriate models is carried out. An algorithm for their design in various computer-aided design environments has been developed. Features of the formation of basic knowledge, practical skills in the use of measuring instruments, key competencies, cross-cutting skills and attitudes in computer-oriented environments are highlighted. In order to solve the tasks, the following methods and types of activities were used: the study of philosophical, psychological and pedagogical, scientific and methodological literature, advanced pedagogical experience, the content of curricula, programs, textbooks, didactic manuals for school science subjects and computer science, modeling of educational activities with the use of information and communication technologies, conversations, questionnaires, interviews and expert evaluation; experimental teaching using the developed system of tasks and diagnostics of student achievements; analysis of the results of educational activities using ICT; pedagogical experiment and statistical data processing.

Innovative Technologies in the Management of the Educational Process in the University: Prospects and Ways of Implementation

The purpose of the article is to provide a concise overview of the potential and methods for implementing groundbreaking technologies in the management of higher education. Research methods. The research utilized a variety of scientific and specialized research techniques, such as analysis and synthesis, comparison, generalization, and systemic and structural analysis. The scientific novelty is to highlight the prospects, ways of implementation, as well as benefits of involving innovative technologies in the management of the educational process in higher education institutions. Information and innovative technologies and computerization in all areas of education have been one of the main trends in the development of modern society for many years. Although new information and innovative technologies are being introduced into the educational process, higher education institutions are provided with computer equipment and constant access to the Internet, which is openly used by teachers and students, where these processes have formed a new scientific and technical basis for the development and operation of virtual tools in education. The virtual educational environment formation is one of the most significant methodological and pedagogical tasks of the efficient organization of the educational process, which consists in developing the higher education establishment’s infrastructure, namely the information environment, which involves implementing new information services. Conclusions. It has been established that under current conditions, innovative technologies serve as tools for solving individual pedagogical tasks and provide new opportunities for managing the educational process. The progressive development of the educational process organization requires the involvement of new learning models integrated into information and communication technologies. As a result, higher education establishments will receive the following benefits: teaching students the skills they will need in further education throughout their lives and future professional activities; access to information and communication outside the classroom; use of innovative technologies to support the pedagogical development of teachers through external networks, etc. The use of innovative technologies in the management of the educational process in universities requires the development of the infrastructure of the education environment: the commissioning of computer equipment, network support, information terminals, educational and methodological techniques and technical support for innovative technologies, as well as the development of a strategy for equipping higher education institutions with the necessary educational software. The ways of implementing innovative technologies in the management of the educational process in universities are identified: development of partnerships between higher education institutions, government agencies and other organizations; availability of qualified personnel whose activities are aimed at implementing innovative technologies in the management of the educational process; development of a strategy that defines goals and objectives, necessary resources and schedule for a particular higher education institution.

FORMATION OF FUTURE TEACHERS' VALUE ATTITUDE TO THE TEACHING PROFESSION: PROBLEMS AND PROSPECTS

Pedagogical education determines the quality of professional training of specialists in all spheres of functioning of society and the state, which therefore contributes to their stability and development. In this regard, serious requirements are put forward to the personality of a modern teacher. However, the training of a teacher with an innovative type of thinking, ready for self-improvement throughout life, faces a number of problems: organizational, content, financial, etc. The development of modern pedagogical education is greatly influenced by informatization and the development of an open society, the development of civil society, the need to form a new cultural type of personality, etc. High requirements for the training of future teachers in modern conditions are in conflict with the falling prestige of this profession. In modern Ukrainian society the pedagogical profession is usually highly appreciated at the scientific and theoretical level, as well as at the declarative state level. However, despite this, in practice this assessment in terms of salary and working conditions is low. After all, the assessment of teachers by themselves as well as parents is not very high. The survey of future teachers (n=102) also confirmed this tendency. This circumstance actualizes the search for ways to form future teachers' value attitude to the teaching profession. Value attitude is the subject's internal acceptance of an object as a value. The value attitude to the pedagogical profession is represented by the unity of three components: cognitive, emotional and functional. In order to form in the mind of future teachers a value attitude to the teaching profession in the educational process of a higher education institution, a system was created in which the emphasis was placed on the formation of motivation for professional activity, modeling and solving professional and pedagogical tasks, as well as the permanent involvement of students in practical activities. The implemented pedagogical experiment proved the effectiveness of such a system.