Pedagogy Course Research Articles

A LOOK AT THE LIFE AND SCIENTIFIC (PEDAGOGICAL) ACTIVITY OF UZBEK GERMAN SCIENTIST, PROFESSOR SHUKHRATKHON IMYAMINOVA

One of the leading linguists, translators and German scholars who has played a significant role in Uzbek and German linguistics is the candidate of philological sciences, professor Imyaminova Shukhratkhon Salijanovna. Sh.S. Imyaminova was born in Maslakhat village of Altynkul district of Andijan region in an educated family. He began his pedagogical career in 1975-1977 as a teacher of German at the secondary school No. 60 in the village of Maslahat, Altynkul district, Andijan region. In 1977-1978 he worked as a teacher at the Department of German for junior courses of the Faculty of Foreign Languages of the Andijan State Pedagogical Institute of Languages. Sh.S.Imyaminova worked tirelessly as a young specialist and had a strong love for pedagogy (their family is a dynasty of teachers). Due to his diligence, diligence, dedication and love for his profession, the department in 1978-1980 sent a young specialist to study at the Tashkent State Institute of Foreign Languages (now UzSWLU) at the Faculty of German Philology for a two-year Higher Pedagogical Course.

OPEN PEDAGOGY: INDEPENDENCE AND INTERDEPENDENCE IN TEACHING ABOUT NEW MEDIA

In the quest for independence from traditional media constraints, open pedagogy — involving students in the creation of openly licensed materials — offers training in open culture practices alongside deeper learning. Our research builds upon an exploratory study by Hilton et al. (2019). We collected quantitative and qualitative data about the experiences of 85 students participating in an open pedagogy course project: creating content for the open textbook Humans R Social Media (HRSM). We asked students to compare their experiences working on HRSM with traditional learning activities (e.g., writing papers, taking quizzes). About 66% of students said the HRSM project had greater educational value than traditional learning activities. Most students (54.1%) also reported that HRSM helped them master more core academic content, and 51.8% said the project helped them become more collaborative learners. Although a small percentage preferred traditional learning activities, most students reported that open pedagogy’s focus on agency and choice enabled them to share their individuality and creativity. We also found that students valued knowing their work could be shared beyond the classroom; and that publishing, in the words of one student, “gave me more incentive to make sure my assignments were my best product.” This study tentatively reinforces the benefits of independent, hands-on learning as well as collaborative interdependence in an online environment. These findings suggest the active nature of open pedagogy holds rich possibilities for cultivating participatory learning activities, involving students in the creation of knowledge as they learn, and cultivating interdependent connection and community.

“Quilt”, aesthetic experience and autobiographical narrative: future teachers and the art of listening

Abstract The purpose of this paper is to analyze “Quilt”, a formative and investigative device, methodology, and epistemology developed by Berkenbrock-Rosito and used since 2001. In this study, we present Quilt, a device intended to contribute to teacher education through the production of written, pictorial, and oral (auto)biographical narratives, in the Pedagogy Course of a university private area on the east side of the city of São Paulo. The methodology included a contextual questionnaire featuring questions on what “Quilt” participants liked and did not like about the experience. Data shows that “Quilt” can be considered a valuable methodology to listen to subjects, which postulates the existence of an aesthetic dimension in the constitution of one’s teaching identity.

Design of university pedagogy programs: integrating ideology and pedagogical science (1930-s) (to the 110th anniversary of the Minin Nizhny Novgorod State Pedagogical University)

Introduction. The article presents the results of the author's research work on the study of the factors that determined the development and approval of the content of the course of university pedagogy in the 1930s on the basis of the integration of state ideology and pedagogical science. The article makes an attempt to highlight general (on a national scale) and specific (using the example of the Nizhny Novgorod Pedagogical Institute, which celebrates the 110th anniversary of its foundation this year) features of the development of the content of pedagogical science in this period.Materials and Methods. The research was carried out on the basis of the analysis of normative documents, materials of pedagogical periodicals, generalizing works of scientists, archival documents of the Central Archives of the Nizhny Novgorod Region: articles, reports, resolutions, protocols, etc. Basic research methods: analysis of sources, comparative analysis of data.Results. Based on the study and analysis of data, trends in the development of the content of pedagogy as a science under the influence of government decrees, through the prism of socio-political events taking place in the 1930s, are shown. The dynamics of the development of the content of pedagogical science and education in the period under review is analyzed, the influence of state ideology on the development of pedagogical science in a national and regional format is characterized on the material of pedagogical educational institutions of Nizhny Novgorod, mainly the Nizhny Novgorod Pedagogical University. The role of government decrees in the field of pedagogical education in the practice of regional pedagogical universities and departments of pedagogy is shown. It can be stated with complete confidence that the 1930s in Soviet pedagogy passed under the sign of the development of program documents on university pedagogy.Discussion and Conclusions. The author considers the problems of the formation and development of pedagogy as a social and humanitarian science, shows the influence of politics and ideology on the development of pedagogical science and practice, substantiates the dependence of pedagogy on the order of society, the state, and the ruling party.

Pedagogical Courses in the Caucasus: From the Experience of the early 20th century

Pedagogical Courses in the Caucasus: From the Experience of the early 20th century

Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén (review)

Reviewed by: Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén Alexandria J. Ekler Robert J. Blake and Gabriel Guillén. Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown UP, 2020. 231p. Professor of Spanish Linguistics, Robert J. Blake, and Assistant Professor of Spanish, Gabriel Guillén, collaborated to create a critical pedagogical handbook outlining the importance of technology use in the language classroom. The authors propose that employing a variety of resources—technological as well as traditional—offers the largest benefit. While some educators may fall on one side or the other of the digital debate, this more moderate approach suggests that too much— or too little—of one sort of teaching may not be in the best interest of students’ development. Teaching methods (especially in language) have changed drastically over the last 50 years and continue to evolve as more research is devoted to language acquisition. New online resources and technologies have revolutionized the learning process, making not only more interactive and communicative options available, but also activities that may better spark student interest. The first chapter cites technology as a primary component in language teaching development and clearly states that it is not the solution to all struggles in the classroom. General classroom practices and a thorough understanding of second language acquisition (also addressed throughout) should be in conjunction with lesson plans that incorporate technology to deliver the most beneficial learning environment. Leading up to the second chapter, the authors debunk certain misconceptions [End Page 266] about second language acquisition and the use of technology. Considering the frequent mention of various scholarly articles and the explanation of principle pedagogical concepts, Brave New Digital Classroom would serve well in any language pedagogy course, especially one focusing on the use of technology. Each chapter offers powerful insight to aspiring educators by beginning with a concept of human nature and relating it to language learning. For further study, a list of citations and discussion questions encourages research and critical thinking on the topics. Various activities that may help learners include task-based language teaching (TBLT) that focuses on real-world communication and comprehension (50). Examples of options for TBLT tasks and advice on how to prepare them are also illustrated (51–52). Additionally, the authors emphasize computer-assisted language learning, or CALL. While CALL programs are great tools, there are now many of them and they are not all created equal. Some appear to be beneficial for learning several topics, but are really only helpful in one arena. For example, the book cites Duolingo as a good option for expanding vocabulary, but, even though verb conjugations are included in the learning interface (112), they are not as effective. A table evaluates the pros and cons of each application (39). There are still many fallacies with technology, because, after all, technology will never bring to the table all of the options and assessments that humans do. Nonetheless, these programs still have value and this volume will help readers navigate them. For many years, researchers have attempted to produce a technology advanced enough to aid students with their conversation skills. Created for this purpose, ICALL is unable to emulate natural, human conversation. Despite that, teachers can still use student input for evaluation (125). Chapter 5 discusses the importance and usefulness of games in the classroom, but also mentions that there are still very few game options for language learning, despite the benefits and booming gaming industry (133–35). However, students may use online games produced for social entertainment to practice at home by changing the language settings and communicating with people from other countries. Brave New Digital Classroom does a good job of stating the facts and leaving readers to arrive at their own conclusions about what is appropriate for the circumstance. It is clearly stated that too much or [End Page 267] too little of anything can have a negative impact on learning, but the authors do not outline exactly how many technological resources should be used. The bottom line is this: each student and class is different; therefore, there is no exact formula for how to create the perfect learning...

Narrating Peer Assessment in a Group Task

COVID19 interrupted many things in our life. To curb the spread of the virus, Movement Control Order (MOC) was enforced. Though face to face teaching and learning came to halt, was replaced by online learning. In the context of teaching and learning, teachers face a lot of problem in carrying out practices which were a norm before. This study intends to explore a group work, which was carried out during the pandemic. More importantly, on how to assess a group work, which was carried out online, is explored. The aim of this study is to reveal how a peer assessment, for a group task was carried out during the pandemic. Instead of students, 30 music pre-service teachers were involved in this study. They were divided into ten groups. These pre-service teachers were enrolled in a music pedagogy course. One of the tasks involves a group work. Each group is required to produce a video. The video is assessed based on three criteria i.e content of the video, creativity and group collaboration. Each pre-service teacher assessed another group’s video using these criteria. Descriptive statistics and web analysis were used to analyse the scores given by the pre-service teachers. The result revealed that the component of creativity is viewed differently by many pre-service teachers, compared to the other two.

LEARNING CHANNELS AND KNOWLEDGE MANAGEMENT TOOLS AND PRACTICES IN VOCATIONAL TRAINING

Objective: This research aims to identify the channels of learning in a group of academics from the Pedagogy course.
 Methodological procedures: To conduct this study, an exploratory research was carried out in the case study format with data collection through a questionnaire with 20 questions that were answered by all students in the class, corresponding to 18 participants.
 Results: The results showed that most students are synesthetic and learn better if the strategy adopted by the teacher involves dynamic interactions and practical activities.
 Benefits: In this way, it is understood that the tools and practices of Knowledge Management have a lot to offer teachers in view of their demands in the classroom, as well as academics can benefit when their learning channels are considered in conducting the teaching and learning process, which contributes to the formation of competent professionals who perform the profession with excellence.

Postgraduate Course in Pedagogy as a Step Towards Developing the Creativity of Future Teachers

Педагогика – та дисциплина, которая является обязательной для аспирантов первого года обучения и предметом по выбору для магистрантов первого курса всех российских вузов. В статье речь идет о том, что именно данная дисциплина, благодаря своему содержательному потенциалу, позволяет расширить и углубить общеобразовательный кругозор учащихся и выстроить диалог поколений, так как дает возможность достучаться до сознания будущих преподавателей с опорой на историко-культурно-педагогические концепты. Особое внимание уделяется когнитивно сложным заданиям, требующим аргументации, не имеющим не просто однозначных ответов, а относящимся к заданиям открытого типа, то есть в отличие от тестов предполагающим множественный творческий выбор без опоры на правильные ответы, в том числе и возможность не согласиться с преподавателем или с учебником. Подобного типа задания позволяют осуществлять двустороннюю обратную связь учащихся с преподавателем как онлайн, так и оффлайн, а также являются шагом на пути, как следует из названия, к формированию нового типа мышления, к формированию критического мышления и открытого сознания учащихся в русле межкультурной глобальной коммуникации сегодняшнего дня. Статья проиллюстрирована конкретными заданиями и ответами на них, данными аспирантами МИИГАиК и других московских вузов, сравнение которых представляет особый интерес и повод для анализа и дальнейших исследований. В ходе обсуждения предметом размышлений аспирантов и авторов статьи стали такие основные навыки и умения, как креативность, коммуникабельность, критическое мышление, развитый эмоциональный интеллект и ряд других навыков и умений. Отмечается важность воспитания этих качеств у аспирантов. Подчеркивается важность изменения в настоящих условиях подхода к образованию и преподаванию. Авторы статьи обращают внимание на различие позиций аспирантов технических и гуманитарных вузов по ряду вопросов. Вместе с тем с точки зрения содержания ответов принципиальные различия в ответах аспирантов отсутствуют. Следует особо выделить замечания аспирантов в адрес преподавателей вузов, их требование модернизации образовательного процесса в вузах.

LEVELS OF CONTROVERSIAL REASONING OF THE PRE-SERVICE TEACHERS TO SOLVE MATHEMATICAL PROBLEMS

Controversial reasoning is very important to learn because controversial problems often occur in everyday life. This study examines controversial reasoning in the context of solving mathematical problems. Therefore, this study aims to develop levels of controversial reasoning in solving mathematical problems. The subjects of this study were 185 mathematics education undergraduate students in the sixth and eighth semesters as prospective mathematics teachers. Most of them had taken courses in Pedagogy and Mathematics. The students were given three controversial mathematical problems and interviewed in-depth. The students' thought processes in solving problems construct and determine the characteristics of controversial mathematical reasoning. The study found three controversial mathematical reasoning levels characteristics: initial, exploration, and clarification. At the initial level, the subjects can recognize the controversy on an issue but cannot trace the cause of the controversy itself. At the exploration level, the subjects can explore the components that cause the problem to become controversial but cannot clarify the problem as a solution. At the level of clarification, the subjects can clarify controversial issues using plausible reasons. All the 185 subjects who answered show the answers that can be classified into three levels: initial 55 (29.73%), exploration 52 (28.11%), and clarification 78 (42.16%) subjects.

THE ROLE OF ZEMSTVOS IN THE FORMATION OF TEACHER TRAINING

Zemstvos have become one of the most important sources of education for the Ukrainian people. They began to appear in Ukraine in 1865-1866. These were elected bodies, but their activities were controlled by the governor and the interior minister. It should be noted that the main composition of the zemstvos were intellectuals and public figures. One of the responsibilities of zemstvos was to support and control public education. It was in this area that the zemstvo activity proved to be the most successful. Zemstvos had to start school in very difficult conditions not only because funds for public education became “optional” (according to the “Regulations on Zemstvo Institutions”, approved in 1864, where the cost of public education was included in the number of optional and zemstvos had no right to interfere in the educational process of the school), but also because public schools were in great decline - there was a lack of premises, teachers, textbooks. In addition, it should be noted that all zemstvos were willing to undertake the establishment of primary schools, but not all could implement their plans. And during the first decade of the zemstvos the number of zemstvo primary schools increased significantly.An important issue was the preparation of teachers for professional activities in zemstvo schools, a significant place wasgiven to the problems of educational work with adults - the organization of Sunday schools, public readings, popular science lectures, libraries, cultural and educational events. For example, such issues were included in the program of pedagogical courses organized in 1894 in Chernihiv under the guidance of the famous teacher D. Tikhomirov .The zemstvo played an extremely important role not only in the organization of the educational process among children and adults, but also in the training of professional staff. All possible resources were used to make the teacher an experienced and versatile person. A separate socio-professional group was formed - the zemstvo teachers, which was distinguished by the presence of an organizationally designed coordinating basis for being within a single socio-professional group - zemstvo institutions that provided professional training.

Arte en la educación infantil

O texto resulta da pesquisa sobre a arte e seus desdobramentos na Educação Infantil, com foco no estágio de docência e em seu potencial formativo. Os fazeres e os saberes dos acadêmicos apresentam a arte e sua potência no trabalho com crianças no estágio. Aborda a importância da arte no curso de Pedagogia, enfatizando a pesquisa, a experimentação e a reflexão. Os resultados apontam que a compreensão de criança e seu potencial vivenciados na Educação Infantil divergem das concepções contidas nos documentos norteadores e que persistem as práticas que reduzem as propostas de criação por meio de modelos e da limitação de materiais, refletindo nas ações do estagiário.

PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning

ABSTRACT Both formal and informal learning activities contribute to learning about teaching. Formal learning occurs during pedagogical courses and may change teachers’ approaches to teaching. Informal learning in the form of conversations can also foster learning about teaching. This qualitative study explored the significance of a formal pedagogical course on informal conversations that led to learning about teaching. Twenty-five Estonian doctoral students participated in the study. The results indicated that formal learning has significance on informal learning in shaping conversations that led to learning about teaching. Specifically, the themes understanding the significance of talking about teaching and sharing insights about teaching were central in PhD students’ conversations.

A social learning theory model for understanding team-based professional communication learning for computer science students

The study interrogates an annual course with undergraduate computer science students that takes place against the background of national student protests at universities across South Africa to effect equitable access to universities. It uses reflections by computer science students of their experience of collaborative work on a Scenario Pedagogy (SP) course, as well as the results of a survey of student collaborative practices in a digital space as a window into their learning trajectories. The study demonstrates and offers an understanding of how SP can contribute to developing computer science students as communicators in their discipline at university and future workplaces. It explores the usefulness of Communities of Practice (COP) and Knowledgeability across Landscapes of Practice (KLP) theory as an analytical tool-set as well as a descriptive language for investigating and explaining learning events. The changing and changed landscape of higher education and the world of work present new challenges and opportunities, particularly in curriculum development and delivery. Utilising “authentic†pedagogies and social learning theory provides appropriate tools for meeting these challenges. Exploring reflective practices and their contribution to the emerging of transformed practices and identities in the South African higher education sector would be a fruitful avenue of future research.

The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan

The provision of quality teachers by teacher preparation programs determines the quality of education in schools. The study aimed to define trainee teachers' beliefs about teacher education and include recommendations for improving teacher education, giventhe importance of teacher education for the quality of education in educational institutions. The study included 45 trainee teachers from Shaheed Benazir Bhutto University's education department in Dir upper, Khyber Pakhtunkhwa, Pakistan. A total of 30 people were chosen for inclusion in the analysis using a purposive random sampling method. A questionnaire was developed, validated, and piloted to ensure its accuracy. The information was gathered using self-administered questionnaires and evaluated using mean ratings, standard deviation, and the chi-square significance test. The study found that trainee teachers in the institute are satisfied with their needs and demands through teacher education, that teacher education curricula are tailored to the needs of trainee teachers, that subject content courses are appropriate, that the scope of teaching practicum is broad, that training is linked to practical school experiences, and that school management courses are offered. The pedagogy courses help trainee teachers improve their teaching skills, and they receive adequate training in evaluation methods. There are also quality academic research activities. The study suggested that trainee teachers attend orientation sessions to learn about their needs and demands,which could be met through teacher preparation. Teacher education curricula are revised to provide more realistic exposure to the school's atmosphere and activities.Keywords:bachelor of education, beliefs, teacher education, trainee-teachers

The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan

The provision of quality teachers by teacher preparation programs determines the quality of education in schools. The study aimed to define pre-service teachers' beliefs about teacher education and include recommendations for improving teacher education, given the importance of teacher education for the quality of education in educational institutions. The study included 45 pre-service teachers from Shaheed Benazir Bhutto University's education department in Dir Upper, Khyber Pakhtunkhwa, Pakistan. A total of 30 people were chosen for inclusion in the analysis using a purposive random sampling method. A questionnaire was developed, validated, and piloted to ensure its accuracy. The information was gathered using self-administered questionnaires and evaluated using mean ratings, standard deviation, and the chi-square significance test. The study found that pre-service teachers in the institute are satisfied with their needs and demands through teacher education, that teacher education curricula are tailored to the needs of pre-service teachers, that subject content courses are appropriate, that the scope of teaching practicum is broad, that training is linked to practical school experiences, and that school management courses are offered. The pedagogy courses help pre-service teachers improve their teaching skills, and they receive adequate training in evaluation methods. There are also quality academic research activities. The study suggested that pre-service teachers attend orientation sessions to learn about their needs and demands, which could be met through teacher preparation. Teacher education curricula are revised to provide more realistic exposure to the school's atmosphere and activities.

DA PERFOMATIVIDADE À PRÁXIS: POR UM NOVO MODELO DE FORMAÇÃO DOCENTE

This essay presents the discussions about teacher training, initial and continuity, from the discussion of the notions of perfomativity and praxis. Performance training meets the logic imposed by the globalization of capital and distances teaching practice from the necessary pedagogy of praxis, proposed by Paulo Freire. For the construction of this reflection, the participation of students in the Pedagogy course at the Federal University of Sao Carlos was fundamental in terms of problematizing the challenges faced by future teachers. From a literature review of studies on teacher education, globalization of capital and pedagogical practices, came to the conclusion that the degree courses need to push the boundaries of performative training to strengthen the teaching identity, individual and collective, enabling professionals for a critical and dialogic action, inside and outside the school.

Roda de leitura nas escola: Um projeto de formação de leitores

This article refers to an action of the Roda de Leitura project, developed at FAESA -Centro Universitário, carried out between 2013 and 2017. This is an application of the project by undergraduate students of the Pedagogy course at a school in the Municipal Network of Vitória, in the period from March to November 2017, with the objective of experiencing reading circles with elementary school students, implementing dynamics and strategies that promote the development of reading competence and the pleasure of reading. It was verified that the students modified the reading behavior and presented better performance in their readings and written productions. These aspects could be evidenced through the teachers' testimonies, observations and analysis of the activities and records made at each reading wheel.

Conocimientos y experiencias de los estudiantes de enfermería sobre la leishmaniasis visceral durante la formación académica

Visceral Leishmaniasis, also populary known as calazar, is considered a contagious disease and a public health problem present in a large part of the Brazilian territory, and is the result of its innumerable spread among humans and animals, complications and the probability of let hality that failure otreat it properly cangenerate. Objectives: This study sought to analyse the discourse of nursing academics from a public university in the state of Paraibaonthe approach to Visceral Leishmaniasis in the training environment. Methodology: The methodology used was of the descriptive study type, with a qualitative approach, mediated by action-research that refers to social studies, aiming to intervene in reality, through actions that seek to solve collective problems, in addition to the use of scientific articles on the subject. Results: It was possible to identify the main problems and difficulties related to the approach to the disease during the formative process reported by the students, such as the traditional teaching model widely used, in addition to the deficiency in the face of a low approach to the subject during the whole graduation, obtaining as a consequence, their unpreparedness during the applicability of the care to the social actor affected by the disease. Final considerations: Therefore, it was possible to develop throughout theres earch some activities by means of educational actions, aiming at the awareness and empowerment of students in face of the disease and the context in which it is inserted, in addition, it was perceived the need for new research investigating in particular, as has been the learning of students in other higher education institutions and their Pedagogical Course Projects.

Pedagogical workshops and the problem-based approach as interdisciplinary strategy: an experience in higher education

Contemporary teacher training education reflects the specter of an education that today is guided by the demands placed in the context of a globalized economy. The logic of teaching in higher education curricula is still found, often guided by obsolete pedagogical practices. As the current paradigms are sometimes not enough to think about formation, it is necessary to analyze through another bias. Therefore, one should reflect not only on the prism of the theoretical contributions offered by scientific and technological knowledge; but in a way that also encompasses contributions from other fields such as Pedagogy, Sociology and Philosophy. With this perspective in mind, the research presents a structured teaching experience in the Problem Based Approach (PBA) and in the use of Pedagogical Workshops. The investigation took place at the Bahia State University (UNEB- Brazil) in the Pedagogy Course. The objectives were: 1) the proposition of learning situations that promote the active participation of students in solving real and everyday problems; 2) the combination of individual and group work; 3) the discussion of contents and how to approach them in an interdisciplinary way; and 4) arouse interest in attitudes of investigation, action, reflection, appreciation, and evaluation. The work portrays an experience analysis based on qualitative methods and uses as data collection the records in class diaries and the application of open questionnaires.