Pedagogy Course Research Articles

Багъбостан Мөэминова һәм аның Оренбургтагы кызлар мәктәбе (икенчел анализ материаллары нигезендә)

The study is dated to 140th anniversary of the birth of the outstanding representative of the Tatar people, Bagbustan Vildanovna Mukminova (1884–1963). She is a well-known educator, teacher and author of numerous articles on women’s issues. Thanks to her, in 1908 the first new-method school, the Bagbustan School, was opened in Orenburg, which operated until 1918. Baghbustan Khanum resumes summer pedagogical courses created at the turn of the 19th – 20th centuries on the initiative of Gabdulgani Khusainov in the village of Kabanovo, Burzyan-Kipchak Volost, Orenburg Province. She is one of the first Tatar women to receive an official certificate from the Orenburg Muslim Spiritual Assembly, which allowed teaching activities. B. Mukminova went to Turkey in 1914 to study teaching experience and improve education. There she seeked permission to enter the parliament and spoke before local deputies. That was an unheard of event for Turkey and was covered by the Turkish press. The presented article presents the biographical facts and principal directions of B.V. Mukminova’s pedagogical activities. The study is based on a secondary analysis of information from the book “Un ellyk gyilmi hezmat”, dedicated to the 10th anniversary of Baghbustan School and its leader's pedagogical work. The book, prepared by members of the Orenburg Muslim Women’s Society, describes the history of the Bagbustan School from the first days of its existence, mentions people who provided material and moral support to the school, lists the subjects taught, discloses the income and expenses of the educational institution, and highlights the work of pedagogical courses. The publication describes in detail Baghbustan Khanum's trip to Turkey and contains the memoirs of the teacher of the Ak-Mechet girls’ school, Hermez Muhammedova, who was a participant in the summer pedagogical courses. Particular attention is given to the note about Baghbustan Khanum from the Turkish newspaper “Tasfire Afkar”.

Academic developers’ roles and responsibilities in strengthening student evaluation of teaching for educational enhancement

ABSTRACT Student evaluation of teaching (SeT) is ubiquitous in higher education but has been criticized by many scholars because of low use for course improvement benefiting student learning. Academic developers (ADs) are responsible for pedagogical courses and to support leadership and academics in processes enhancing educational quality. We could therefore expect ADs to play a key role in SeT practice. This paper investigates how Norwegian ADs and Academic Development Units (ADUs) are engaged in SeT practice. Norwegian academic leaders of twelve ADUs are interviewed about ADs’ roles and responsibilities in evaluation policy and SeT practice. The empirical data are analyzed by using the terms ‘accountability’ and ‘professional responsibility’ aiming to better understand the use of SeT. Before the turn of the millennium, ADs were actively engaged in SeT practice, but our study found that they are no longer central actors and little time is spent on the topic in pedagogical courses. Today evaluation is dominated by accountability logic and is professionalized by administration and leadership. We will argue that there is a potential to strengthen SeT as a tool for educational development by inviting ADs into evaluation policy development and by including evaluation as part of pedagogical courses.

The training of pedagogues at the Universidade Federal de Rondônia and their preparation to work from the perspective of rural and in-clusive education

In this article, we present an analysis of the Pedagogical Political Projects of the Pedagogy Degree Courses (PPCs) offered on the campuses of the Federal University of Rondônia (UNIR), focusing on the teacher training of the pedagogue from the perspective of Rural Education. The research is based on the assumption that, according to the 1988 Federal Constitution, everyone has the right to education, which implies the need for adequate teacher training to meet this demand, considering their socio-historical, economic, geographic and cultural singularities. Therefore, the general objective of this article is to analyze the offer of subjects that contribute to the training of professional Pedagogues, within the perspective of Rural Education that includes rural populations. The research uses bibliographic and documentary methods, with a qualitative approach, following the guidelines of Gil (2008) and Stake (2001). The PPCs of the six UNIR campuses were analyzed: Ariquemes, Guajará-Mirim, Ji-Paraná, Porto Velho, Rolim de Moura and Vilhena, which offer the degree course in Pedagogy, using the data available on the page of each course/campus. The results obtained in general, the UNIR campuses include in their curricula subjects referring to one or more groups that make up the rural populations, but they do not offer pedagogical practice subjects with an emphasis on Rural Education.

Open Educational Resources and Artificial Intelligence for Future Open Education

This article explores the intersection of open educational resources (OER) and artificial intelligence (AI), with an emphasis on open pedagogy applications. The article comprises a document analysis to summarise expert perspectives on generative AI and two open pedagogy course concepts that explore the relationship between OER and AI through a practical lens of contexts, infrastructures, and sample work products. The expert interviews were published in the open-access magazine AACE Review and were conducted by the author to capture the dynamic field of generative AI. The two course concepts offer first-hand experiences of designing and implementing student-centred, non-disposable assignments by embedding AI tools in open-access book projects.

A ESCOLA INDÍGENA NO DIREITO BRASILEIRO

This article presents an excerpt from the Doctoral Thesis that investigates HIGHER EDUCATION: THE TRAINING OF INDIGENOUS TEACHERS IN THE PEDAGOGY COURSE – NATIONAL PROGRAM FOR TRAINING BASIC EDUCATION TEACHERS (PARFOR), IN THE MUNICIPALITY OF SANTO ANTÔNIO DO IÇÁ – AMAZONAS. The study deals with the insertion of the school in the Brazilian indigenous space where the school among indigenous communities acquires a new meaning, starting to be contemplated as a means of guaranteeing access to general knowledge without having to deny their cultural specifi cities and their ethnic identities. The proposal for a diff erentiated indigenous school represents a great novelty in the country’s educational system and requires that responsible bodies and institutions defi ne new mechanisms, concepts and dynamics so that these schools are eff ectively benefi ted and incorporated with their inclusion in the offi cial network, and respected in their particularities.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

Exploring Tanzanian Pre-service Science Teachers’ Understanding of the Notion of Knowledge About Alternative Conceptions

This study investigated the extent to which the notion of knowledge about alternative conceptions is featured in the curriculum for pedagogy courses of a pre-service science teacher programme and explored pre-service students’ understanding of the notion having completed the pedagogy courses. This was achieved by analysing three curricula, one each for physics, biology and chemistry pedagogy courses and by interviewing 29 pre-service teachers from one university in Tanzania. The study was guided by a framework of five aspects of the notion of knowledge about alternative conceptions, which were adapted from Gomez-Zwiep. These are the definition of alternative conceptions, their nature and origins, examples of alternative conceptions in science, their impacts, and instructional strategies to address alternative conceptions. The results indicated that the notion of knowledge about alternative conceptions is generally not featured in pedagogy courses. Further, although most of the pre-service teachers could identify the impacts of alternative conceptions on students’ learning, they had a limited understanding of the notion. Thus, the study recommends that pedagogy courses should emphasise explicit instruction of the notion of knowledge about alternative conceptions. Further, pre-service teachers should be exposed to the debate about how to approach good instruction in relation to alternative conceptions.

EXPANSÃO E MERCANTILIZAÇÃO DOS CURSOS DE PEDAGOGIA: DEFORMAÇÃO EM LARGA ESCALA DE FUTUROS PEDAGOGOS

ABSTRACT: This paper brings the analysis of characteristics of the expansion of Pedagogy courses in Brazil, especially in the last decade, based on data from the Higher Education Census and the National Student Performance Exam (known by the acronym ENADE, in Portuguese), from the National Institute of Educational Studies and Research Anísio Teixeira (INEP), updated until 2021. The process of expansion of the Pedagogy course follows two trends: at a macro level, there is the process of growth in private Higher Education, especially concentrated in a few financialized groups; at the micro level, there is a set of legal inductions for teacher education to take place at a higher level and the consolidation of the Pedagogy course as a privileged place for teacher education for Early Childhood Education and early grades of Elementary School as opposed to other courses like the course of Normal Colleges (Teacher training colleges which prepare teachers for Elementary School). The results presented by this work point to what was here called “large-scale deformation”, considering the increasing concentration of enrollments in private universities focused almost exclusively on teaching (with little articulation with research and extension), in distance learning courses, with high dropout rates and low scores in ENADE compared to federal and state public institutions.

Research project “Chronicle of Borys Grinchenko’s life and work”: from the vision to the practical implementation

The chronicle of the life and work of Borys Dmytrovych Grinchenko is compiled based on ego-documents (private letters (written and received), diary, individual records) memories of contemporaries, textological studies and is an urgent task of today, because it causes a rethinking of the profound meanings that the collective memory preserves. The purpose of the presented study is to reconstruct the events in B. Grinchenko’s life during 1883. The subject of the study was biographical data, as well as personal qualities, character traits, peculiarities of everyday life and all other data that make it possible to reproduce the facts from the life of Borys Grinchenko as exhaustively as possible. The theoretical and methodological framework is based on the general principles of scientificity, objectivity and specificity of truth, which are accepted in various scientific concepts, and are based on the use of the entire array of sources and their comprehensive analysis. The results of the study. 98 private letters written or received by Borys Grinchenko in 1883, his 76-page pocket notebook for 1883, and notes on scraps of paper (33 sheets of various formats and shapes), which were exchanged by students of temporary (summer) pedagogical courses in Zmiiv — friends and associates of Borys Grinchenko were found, systematized, analyzed and described. Attention to the year 1883 is due, firstly, to the fact that, according to individual testimonies, Borys Grinchenko began his writing activity in this year; secondly, attending pedagogical courses in the summer of 1883 became a step in Grinchenko’s professional growth as a teacher; thirdly, at the teacher’s courses, he met Maria Gladylina — his future wife, and this meeting determined their future life and joint work for the benefit of Ukrainian culture and enlightenment. 1883 is the year that falls into the third period of Borys Grinchenko’s life identified by researchers as Slobozhanshchyna (1881–1885). The novelty of the research lies in the fact that the analyzed documents made it possible to imagine and describe the life, activities, feelings, experiences, joys and disappointments of Borys Grinchenko during 1883, on his twentieth birthday. In the ego-documents, the private and professional appear seriously and as a joke, which is extremely valuable for revealing the personality of Borys Grinchenko and compiling his biography.

Special Education Formation in the North Region: a Look at Pedagogy Courses

RESUMO O objetivo deste artigo é analisar a formação em Educação Especial na região Norte do Brasil. Consiste em um estudo documental, envolvendo o levantamento e a análise de 15 Projetos Pedagógicos de Cursos de Pedagogia de universidades públicas da região Norte, que formam o pedagogo para atuar na docência em Educação Infantil e nos anos iniciais do Ensino Fundamental. Neste estudo, as questões de investigação são: Como a Educação Especial é mencionada em termos das diretrizes e dos objetivos do curso? Como a Educação Especial aparece no currículo do curso? O que o ementário das disciplinas aponta sobre a formação da Educação Especial no curso de Pedagogia? Nos referidos projetos, foram levantados os objetivos, o currículo e o ementário, buscando-se identificar como e onde a Educação Especial estava mencionada. Entre os resultados, destaca-se que o desenho curricular é reduzido a um número mínimo de disciplinas que discute temas sobre a Educação Especial.

PRÁTICAS PEDAGÓGICAS LIBERTADORAS: RELATOS DE UMA EXPERIÊNCIA NO ESTÁGIO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

This experience report is the result of the internship at initial years of elementary school, developed at a Pedagogy Course of the University of Bahia State – UNEB – Campus VII, which occurred from April to July, 2022, with 180 hours of workload. Internship was divided in meetings for theoretical discussions, text study and pedagogical praxis, besides the period for observation and teaching practice. The purpose of the report is to think about the challenges for teaching, aiming the insertion of liberating pedagogical practices at the initial years of elementary school in a rural school. Considering that this work has a qualitative approach, the basis for the analysis is taken from the reports of the observation that was developed before the teaching practices – Diagnose of the School Community Reality- DRCE, the research diary where the major learnings and teaching challenges were registered weekly, and the internship final report. The report is concluded pointing out that, even minor actions, developed in a classroom in a short period of internship, brings important meaning and effect for the school and for the person who experience these practices. These experiences are fundamental in order to understand the real dimension of the challenges brought by teaching praxis, especially when it is posed to face the authoritarian practices that are embedded at school.

ИЗ ИСТОРИИ ПЕДАГОГИКИ: РОЛЬ ВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ КУРСОВ В ПОВЫШЕНИИ УРОВНЯ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ

Increased attention to the problems of continuous professional development of teaching staff has increased interest in the existing domestic experience in organizing such work. In the second half of the 19th century attention to professional teacher education has increased. Activities began to be carried out to improve the level of professional training of teachers. Temporary pedagogical/ teacher courses were designed to solve this problem. Turning to materials related to their organization and implementation contributes to deeper understanding of the processes that took place in the history of education and allows us to obtain new information regarding the history of additional professional education. The source base for the study is represented by periodicals, regulatory documents, offi cial records materials, and pedagogical works dating from the second half of the 19th to the beginning of the 20th centuries. The research tasks were solved through the use of a set of mutually complementary methods: general scientifi c, theoretical, histo rical analysis. The holding of temporary pedagogical courses was caused by objective reasons, one of which was the low level of professional training of a certain part of teachers. Zemstvos played a major role in organizing the courses. Well-known teachers and experienced practitioners were involved as course leaders and teachers, which made it possible to ensure their high-quality implementation. The courses were conducted for teachers of different types of educational institutions and were not small in number. The course program provided the opportunity to gain theoretical knowledge and practical experience in its application. The presence of a model school gave students the opportunity to prepare and conduct trial lessons and discuss them with their colleagues and teachers. The courses made it possible to gain new knowledge, improve the skills and abilities necessary for professional activities, and exchange positive experiences. The courses contributed to improving the level of professional training of teachers. The experience of conducting them laid the foundations for systematic work aimed at the professional development of teaching staff.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ВОЗМОЖНОСТИ ГРУППОВОЙ РАБОТЫ НА ЗАНЯТИЯХ В МАГИСТРАТУРЕ ДЛЯ РАЗВИТИЯ ПРОФЕССИОНАЛЬНЫХ НАВЫКОВ ПРЕПОДАВАНИЯ В ВУЗЕ

The article explores the features of utilizing group work in the training of Master’s students in the scientific and pedagogical field. To update this subject matter, the article provides a rationale for the methodological aspects of psychological and pedagogical support for group interaction of those pursuing Master’s degree. The theoretical framework explores key approaches in higher education applicable to Master’s degree courses, the intricacies of the educational process in training Master’s students, teaching methodologies, active learning techniques, and the psychological and pedagogical potential of organizing group work within the academic pursuits of Master’s students. Additionally, the article conducts a review of both relevant domestic and international scientific research to integrate theoretical and practical aspects and identify opportunities for effective practice-oriented learning for graduate students through pedagogical disciplines. Moreover, the article substantiates the essence and advantages of employing group work during the lessons. The experimental validation of the psychological and pedagogical possibilities of organizing group work includes diagnostics through participant observation and a questionnaire aimed at identifying mediated group cohesion and interaction within group activities while studying pedagogical courses. The practical significance of the study confirmed the legitimacy of substantiating the possibilities of group work for mastering professional competencies to prepare Master’s students for teaching in the future. Based on practical work and the involvement of Master’s students in group interaction, recommendations were developed for the algorithm of group work, and innovative methods, techniques and technologies were utilized to enhance group interaction of Master's students, techniques of cooperation, teamwork, development of innovative behavior of students.

Impacts of Self-Assessment on Students’ Self-Regulated Learning and Satisfaction at a University Foreign Language Pedagogy Course

Impacts of Self-Assessment on Students’ Self-Regulated Learning and Satisfaction at a University Foreign Language Pedagogy Course

“Gafas violetas” para reducir las desigualdades a través de la pedagogía: propuesta para incorporar la teoría de género en los cursos del componente pedagógico de las carreras compartidas de la División de Educología en la Universidad Nacional

This essay intends to provide specific recommendations aiming at the crystallization of the transversality of gender theory amongst the pedagogical courses of the common majors of the Department of Educology of Universidad Nacional (UNA). To achieve that, the axes and thematic contents of the following courses are revised: Teacher Development and Professional Career Scenarios, Costa Rican Development and Educational Models, Human Development and Learning Theories, Seminar on Pedagogical Education: Pedagogy and Educational Processes, Introduction to Educational Processes, and Pedagogical Mediation for Inclusive Education. A series of recommendations are suggested to modify the syllabi of those courses, achieving that those students enrolled in Education with Specialization on Secondary Education are given a teaching process which enables them to analyze their educational practice from gender and intersectionality. It was opted for micro-breaks where the teaching staff does not need to have extensive training in gender to understand and apply the suggested elements, but only social sensitivity and a desire to transform the environment for a more just and egalitarian one. As the next thematic axis, it is urged to continue proposing recommendations such as these in other academic units in order to broaden the mainstreaming of this theory throughout the academic offerings of UNA.

The peculiarities of organizing pedagogical courses in Podillia in the first quarter of the twentieth century

Based on archival and literary sources, the article examines the history of the creation of Vinnytsia short-term pedagogical courses for school, preschool and out-of-school education workers, Higher permanent 3-year pedagogical courses (Vinnytsia, Tulchyn, Bershad, Olgopil, Haysyn, Tyvriv, Khmilnyk, Nemyriv, Zholoby, etc.), which were established to provide teachers for all types of schools in Podillia in the first quarter of the twentieth century. The changes and innovations in the educational process of pedagogical courses have been considered, the peculiarities of the professional training of future teachers in the history of the formation of the national pedagogical system have been highlighted. It has been proven that pedagogical courses were almost the only pedagogical training that provided the retraining of teachers in the conditions of the transition period of pedagogical education, and as a result - the actual lack of professional training of future teachers, which negatively affected the entire educational system of Podillia, where graduates of pedagogical courses were working. It has been proven that pedagogical education has undergone numerous reforms and will continue to require in-depth study in the first quarter of the twentieth century in Podillia. Pedagogical courses were intended to improve the professional training of future teachers, to upgrade their future activities - to systematize purely pedagogical training, to acquaint them with the basics of didactics and methodology, with the best methods and techniques of teaching. It has been proven that, during the researched period of practice, the courses were assigned the same tasks that were to be performed by the pedagogical educational institutions, however, they could not replace the training of teachers in special pedagogical educational institutions.

Analysis Of the Use of Role Play to Improve Speaking Skill at Primer Año De Bachillerato

The objective of the study was to analyze the use of "Role Play" to improve the oral expression of students who are in the First Year of Bachillerato. After some observations, it was evident that it is very difficult for students to start, maintain and conclude a conversation in the classroom using English. The results obtained after the study show that the most important factors to apply the "Role Play" in activities that involve oral expression, were neglected in the different stages of the process, so the results are not as satisfied. It is suggested to take pedagogical courses, since the weaknesses detected in the application of "Role Play" did not affect only the development of speech, also the learning objectives in general, and it is also advisable to maintain a better relationship between theory and practice, this will help to improve the professional performance of the teacher and the learning of the students.

Integration of Reflective Practice into a Writing Pedagogical Course at a Teacher-Education Program in Thailand

Teachers are the greatest assets of any education, and teacher-educationplays a crucial role in reforming and strengthening the education system ofany country. In this practice-based professional learning setting, reflectivepractice (RP) is considered as an empowering teaching mode. The findingsfrom several studies on this topic, conducted in different EFL teachingcontexts, have proved that RP is a meaningful way of learning aboutteaching and plays a central role in teachers' professional development. InThailand, despite the commonly-reported problems about the Englishlanguage education program, a few studies were conducted on how toimprove the training for prospective English teachers. Besides a brief reviewof RP, its significance and classifications in teacher-education, this paper will share the integration of this practice into a Writing Pedagogical courseat a teacher-education program and its effectiveness to assist Thai preserviceEnglish teachers to become reflective practitioners. This paper is thusexpected to shed some light on how teacher-educators can improve thequality of Thai preservice English teachers by training them to be life-longlearners.

Collective health and health training: analysis based on pedagogical course projects

The training of health professionals has been the object of restructuring, transcending the idea of the closed curriculum. The new model, integrator, considers Collective Health as a field of knowledge and practices for the promotion and protection of health. This study aims to investigate, in the Pedagogical Projects of Courses (PPCs) of a private Higher Education Institution, approaches that direct training from the perspective of Collective Health. This is a documentary research with a qualitative approach, carried out in 2022. Ten Pedagogical Projects of specific undergraduate courses in the Greater Health Area were analyzed. The locus was a university center located in the city of Sobral-CE. The relationship between the professional profile of graduates and the availability of menus that addressed Collective Health in the formation of the graduate were researched. Data analysis was contemplated with legislation relevant to Public Health. Collective Health was perceived in the proposal of generalist graduate profile and disciplines directly or indirectly mentioned as Collective Health. It is concluded that the PPC analyzed approach Collective Health as an important field of knowledge that articulates knowledge and practices from the perspective of health promotion, but mainly rescues the importance of understanding the collective dimension as part of the subject's development.