Pedagogy Course Research Articles

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.

Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions

Teachers’ diagnostic competence is fundamental for supporting students’ individual learning processes and must be fostered in teacher education. Following a design-based research approach, a learning environment is developed focusing on preservice physics teachers’ diagnostic competence in diagnosing students’ conceptions. A core element of the learning environment are video vignettes of high school students solving tasks on mechanics. The learning arrangement was implemented in a bachelor’s level physics didactics course. We aimed to identify supportive and obstructive elements for the preservice teachers’ learning processes when training with the video vignettes to inform the redesign of the learning environment. The working phases centred around the training video vignettes were videotaped and data of four groups of preservice teachers was analysed with thick description. We reconstructed preservice teachers’ intentions of action to gather a deeper understanding of supportive and obstructive elements. Among other findings, results show that preservice teachers’ gaps in content knowledge highly influence the training situation.

The formation of the senior school students’ economic culture in conditions of development of digital economy

The article analyses the formation of senior school students in the educational school setting which reflects modern market tendencies. One of the priorities of directions in Russia has become the process of digitalization of the education of late. It creates the digital educational setting and the use of the possibilities of digital technologies in implementing the improvement of education quality. The authors underline that in modern conditionsthe necessity to form the senior school students’ economic culture is actualized by the fact that the economic education is created in school built on the proactive principals which are taking place in the society and closely connected with the fact that the school is becoming digital. In this connection exactly digital technologies which are mentioned by the government of Russia as a way to solve the educational tasks which are not solved or badly solved on the basis of traditional technologies. To find out how to carry out the formation of the senior school students’ economic culture under conditions of digital economy. Method and methodology of work performance: scientific-pedagogical grounds for research served as a set of initial theoretical justifications: key provisions of cultural and learner centered approach for the description of characters and types of teaching and learning activities of school students; provisions of competency based approach to describe the essence of competency being in the structure of senior school students economic culture; ideas of individually oriented education to find out patterns of senior school students’ economic culture’s formation in conditions of development of digital economy. Results: The development of the education system under condition of the digital economy presents new approaches to comprehension and the formation of new economic culture. The field of application of results: results of the study may be applied in the scientific research and in the teaching of courses of pedagogy, social pedagogy, comparative pedagogy and in career guidance in pedagogical higher and secondary institutions as well as in the system of staff training.

Dilemmas and problems of being a moral educator

Kinesiology is the science of human movement. Within the United States, kinesiology encompasses different sub-disciplines of human movement, e.g., exercise physiology, biomechanics, sport psychology, and philosophy, as well as, the professions of teaching, leading, and training. This paper addresses one issue, the lack of moral education in the preparation of kinesiology pre-professionals. Moral education is imperative for kinesiology students to address issues of right and wrong as well as engage in higher order reasoning however, many problems exist in applying moral education to kinesiology. First, even though 37 states have some sort of requirement that moral education is a part of the general public education curriculum, apparently, no direct teaching of moral values exists in public elementary, middle, and high schools. Students arrive at the university with no background. Second, direct teaching of moral values is nonexistent because: teachers and college instructors are not content experts in moral education, consumer-based education drives and affects students’ value of education, and the fallacious argument that ethics should only be taught to the young. Third, moral pedagogy is seldom applied. All of which directly affects kinesiology students in making decisions of right and wrong in a service profession. Therefore, the purpose of this narrative philosophical paper is twofold: to discuss the problems and dilemmas incorporating moral education in kinesiology curriculum and discuss three specific solutions, the: a) creation of moral development courses, b) use of writing intensive courses, and c) development of courses in pedagogy. A narrative philosophical approach discusses theory and supports with real life examples.

DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES

In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.

Before the storm, the apparent calm: gender and sexuality in the humanities teacher education curriculums at UFS

In this paper, we analyze the place of gender and sexuality issues in the Pedagogical Course Projects (PPC) of ten teacher education courses at UFS, located at the Center for Human Sciences and Education (CECH), and in the specific National Curriculum Guidelines (DCN in portuguese) that are based on. We argue that the specific DCN in the humanities area, crossed by discourses of modern science and education, promoted investments in scenarios, neutral and normalizing regarding gender and sexuality in these curriculums. Not discussing gender sexuality relations, nor how to consider, directs the curriculums to materialize the norms prescribed for each biological sex, defining the appropriate and inconsiderable bodies in curricular concerns. The moment of production of the curriculum documents seems to be of light winds, of an apparent cultural calm, while different temporal pressures have already announced the arrival of the storms that moved from the margins.

Teachers’ Creative Behaviors in STEAM Activities With Modular Robotics

As STEAM activities require both the teachers and learners to be creative, it is important to train teachers to instruct and guide creativity not only when students begin a task, but also throughout its entire process persistently to maintain creative behaviors. To assess the creative process in teacher education, a currently limited topic within the literature, we examined 37 in-service teachers, who were participating in a creative pedagogy course, through a divergent creativity test (Alternative Uses Test) and a CreaCube task (a creative problem-solving task involving modular robotics). We used CreaCube as a digital manipulative task that was performed twice to ensure the creative assessment’s authenticity in relation to STEAM education. In the second execution, the participants did not know whether they had to reproduce the same solution or find a new one. Our results show that only a quarter of the teachers proposed new solutions during the task repetition, and that this conservative and repetitive behavior increased the task completion speed. However, this suggests that even in the context of creative pedagogy courses, teachers’ tendencies to prioritize speed and the application of existing solutions tendency remains a barrier to engaging in more creative behaviors that require inhibiting previous solutions and exploring new ideas. This study sheds light on the importance of teachers experimenting with this conservative behavior bias during their training and the significance of persistently applying creative behaviors in STEAM activities. Accordingly, it is essential that teachers consider these factors when developing and delivering their courses.

Multiple Languages and the process of the Teacher Formation in Early Childhood Education

The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages ​​in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.

Master of it all? Survey of North American Master's Programs in Anatomical Sciences

There is a continued shortage of qualified anatomical sciences educators with a limited number of doctorate programs currently unable to accommodate. While the number of doctoral programs in anatomical sciences is slow to rise, there has been a notable increase in the number of Master's (MS) programs, many highlighting training anatomy educators as one of the program goals. Much of the existing literature documents curricular trends for professional health sciences and PhD programs but no comprehensive information on MS programs in anatomical sciences currently exist. Therefore, the aim of this study was to assess the curricular trends of MS programs in anatomical sciences in North America with emphasis on how anatomy educators are trained at this level. MS programs in the anatomical sciences were identified in professional anatomical organization websites, and Google search engine. Program websites were reviewed based on three criteria: 1)Stand-alone MS program with direct admission, rather than elective component of graduate program, 2) Minimal core curricular requirement of one anatomical science, and 3) A teaching requirement. For programs meeting these criteria, a series of semi-structured interviews were conducted with program representatives by two investigators (COMIRB exempt #19-0608). The 19 interview questions gathered information on curricular/enrollment/student population (8), teaching component (7), and status of anatomy educator training (4). By fall of 2020, a total of 61 MS programs meeting the selection criteria have been identified and interview invitation was extended. To date, curricular data from 20 MS programs are collated. From interviews, 13 programs (13 universities) were confirmed to meet study criteria. Of the 13, 8 were established in the last decade (2011-2020) and 4 the decade before (2001-2010). Program enrollment varied from 3-10 students (8 programs), 11-15 students (3), and 20-25 students (2). In regard to program development rational or program mission, advanced degree prep (7) and training anatomy educators (11) were reported with 4 programs stating both as rationale. While all 13 programs require gross anatomy coursework, just 9 required coursework in four anatomical sciences. The most frequent minimal teaching requirement was teaching assistantship (5 programs), 2 programs required minimum of pedagogical coursework completion, and 5 programs required a combination of pedagogical courses and teaching practicum or assistantship (Table 1). Additionally, 2 programs reported a teaching track and 3 programs reported conferring a teaching certificate, approved by the institution. In this work in progress, large variations in MS programs in anatomical sciences and inconsistent core requirements for pedagogical training were noted. Many of the identified MS programs have been established in the last decade and have varied enrollment rates. With continued demand for anatomy educators the MS-level anatomy programs may present an un-tapped pool of talent however, ensuring content and pedagogical expertise may pose a challenge.