Place In Pedagogy Research Articles

THE IMPORTANCE OF PHYSICAL EDUCATION CLASSES FOR PRIMARY STUDENTS

Physical education of elementary school students has its own characteristics due to their anatomical, physiological and psychological characteristics, as well as adaptation to new conditions. With the beginning of studies, the amount of mental work of children increases significantly, and their physical activity and ability to be outdoors is significantly limited. In this regard, proper physical education at primary school age is not only a necessary condition for the comprehensive development of the student’s personality, but also an effective factor in increasing his mental activity. Therefore, in terms of relevance, this topic should occupy a leading place in pedagogy.

Philosophical background of experimental pedagogy (based on E. Meumann�s concepts)

Relevance. The problem of classical philosophical pedagogy in the late 19th and early 20th centuries is analyzed in the article.Purpose. The issue of the basis of experimental pedagogy and the philosophical and pedagogical principles of E. Meumann are highlighted.Methodology. E. Merman�s undeniable merit is that the educator pointed out the substantiation of the content and place of pedagogy in the system of sciences and the correlation of pedagogy with psychology, philosophy, ethics, aesthetics, culturology, religious studies, logics, etc.Results. E. Meumann formulated the main tasks of experimental pedagogy and declared that the classical philosophical pedagogy, state and society should remain the definition of the general tasks of education and training. According to E. Meumann, philosophy can provide many important and necessary preliminary data for solving pedagogical problems, and therefore the philosopher should be of great importance in pedagogy as a representative of the science of values and norms.Conclusions. The philosophy as the main part of pedagogy ought to be accomplished in upbringing because it combines the religious, ethical and aesthetic values that are the foundation for the full development of personality and society.

МЕТОД ПРОЄКТІВ – ЗАСІБ ФОРМУВАННЯ В ЗДОБУВАЧІВ ТЕХНІЧНОЇ ОСВІТИ ЕКОЛОГІЧНОЇ КУЛЬТУРИ

The article describes the theoretical and methodological aspects of the project method and features of its implementation in the environmental training of applicants for technical education. It is shown that the project method is one of the effective methods of forming the ecological culture of students of technical vocational college, which allows to solve a certain environmental problem due to the independent actions of students of technical education with the mandatory display of results. It is emphasized the need to introduce project technologies in the education of technical college students to increase the motivation and quality of environmental education, the disclosure of personal capabilities of students of technical education in the development of new and use of acquired knowledge. Project activity is considered to be one of the most promising methods teaching. In essence, the work on the project is innovative: requires the application of new knowledge; forms the ability to act and make decisions independently according to or complex commands, look for and apply a new one information from various sources, using information and computer technologies, develops critical thinking, promotes self-development personality. The new Ukrainian school requires an innovative specialist from the future creative approach to self-development and professional activity. Ago project activities occupy an increasingly important place in pedagogy. Gives possibility of formation of ecological orientation, key competencies; continuous process of self-knowledge and self improvement; individual direction of education and further program vital activity of the individual; mastering the methods of activity in their own opportunities and interests; formation of a culture of thinking and behavior in including environmental. Using the project method in the educational process always involves the presence and consideration in two planes: the activity that aimed at achieving the design result, the other - the solution educational and developmental tasks in the process of activity. For Applicants are always based on design activities. Knowledge, the skills and abilities they will gain as a result of designing for them are not an end in itself, and a means of project implementation. As for the teacher, the situation is reversed: students' mastery of educational material is a priority, and design is seen as a means of learning. The method approach is defined projects provides for the appropriate training of the teacher who has imagine what knowledge will be relevant to students at each stage designing to ensure their timely transmission. So in the initiated research, features are allocated project method, namely: effectiveness, interdisciplinary, problem, independence, dichotomy, which are important to consider marked during implementation of each educational project.

Can There Be a Recourse to a Philosophy of Love? A Confronting Question at the Heart of a Poor Pedagogy

The question of love and its place in pedagogy has brought diverging views and disagreement. It would appear to be creating more problems than it solves. On one hand, the contention lies on the discussion of love as something extraneous to our being by using an either-or approach. On the other hand, it lies on the understanding of love as something bereft in our shared human experience especially in moments of suffering. These problematic approaches have led to disagreements among those who subscribe to the place of love in pedagogy and those who propose that love does not have any place in education. I hereby propose an alternative approach; one that encourages willing the good of the other for the other. If all educational endeavours and all the opposing positions on love and its place in pedagogy is done based on promoting the good of the other, then love is essentially and existentially integral in education because love is for the good of the other. This became apparent to me through a ‘poor pedagogy’ that opened the door for a transformative learning curve. I explored this insight philosophically through a discussion of the Socratic way that shaped the ancient Greeks’ understanding of love and education. I relate this understanding to my personal teaching experience and then examine the implication of love for education as something that influences positively the educational experience of both teachers and students in their pursuit of the highest good, manifesting in the reward of love as love.

PANORAMA DA PEDAGOGIA NO BRASIL: CIÊNCIA, CURSO E PROFISSÃO

ABSTRACT: After completing eighty-three years of existence in Brazil, Pedagogy stands out among the undergraduate courses with the highest number of students in the country. Despite its contribution over all these decades concerning the training of educators and studies related to education in general, its historical trajectory is marked by intense disputes around its training purposes. Based on the understanding that the definition of the profile of graduates of a higher education course must be traced in dialogue with the epistemological nature of the scientific areas that configure it and the demands of the social and educational field, this article sought to analyze aspects of the course’s historical trajectory at the interface with the production of pedagogical knowledge in the country. From this perspective, it begins with a conceptual discussion about education as a social phenomenon and Pedagogy as a science that has it as an object of study. This study also analyzed the course’s historical trajectory and pedagogical thinking in Brazil and problematizes the (dis)place of Pedagogy in the scenario of Brazilian graduate studies.

THE TECHNOLOGY OF USING DIDACTIC GAMES IN ON-LINE LEARNING IS BASED ON THE WORK OF T.KOZHOMBERDIEV IN THE VII GRADE

The article describes online learning in the current educational process. The teacher points out that when organizing work with students, it is still necessary to be guided by the didactic principles of education, specify which competencies will be emphasized, and then combine them into an author's idea, so that students can decide in advance on the principle of literary and artistic thinking what knowledge they will receive through the studied educational material. At the same time for time management are important key features, which has found its place in pedagogy and didactics, which provided information technology has impressive properties of online communication. The use of information technologies in the performance of tasks of the lesson is empirical in nature and can not be focused on solving theoretical problems. It was about the fact that the tasks assigned to the teacher will be fully fulfilled, and the ideas laid down by the author in the work will become available to students.

Актуальні проблеми визначення рівня розвитку особистості

The article reveals the problems of general secondary education school (GSES) graduate’s personal development. The essence of the term «personality», its place in pedagogy, compared the development of personality from a biological perspective and pedagogical science are analyzed. It is emphasized that the formation of students as a highly developed personality is provided by the conditions of construction of the New Ukrainian School and the state educational standards. Therefore, the process of reforming education assumes that the personality is developed during the acquisition of both subject and general competencies, the state of development in native science of criteria for determining the development of subject and general competencies in students is studied. These studies have revealed the existence of different approaches to the assessment of competencies, but the level of competence does not indicate the development level of the student as a highly developed personality. They focused on the fact that a highly formed personality must have a holistic consciousness and a formed life-affirming image of the world. Analysis of pedagogical research on development of the image of the world of schoolchildren is conducted, attention is paid to the necessity of definition of criteria and levels of formation of the person, the maintenance of formation of a life-affirming image of the world of pupils, and their place in the personal level development determination of GSES graduate. We note that during the construction of NUS the image of the world should be developed in the conditions of education of sustainable development on the basis of mastering subject and general competencies, forming a life-affirming view of the world. The result of students acquired during the educational process a life-affirming view of the world based on the subject and general competencies is the development of a life-affirming image of the pupils’ world, the level of which can determine the level of comprehensively developed and holistic personality

Актуальні проблеми визначення рівня розвитку особистості

The article reveals the problems of general secondary education school (GSES) graduate’s personal development. The essence of the term «personality», its place in pedagogy, compared the development of personality from a biological perspective and pedagogical science are analyzed. It is emphasized that the formation of students as a highly developed personality is provided by the conditions of construction of the New Ukrainian School and the state educational standards. Therefore, the process of reforming education assumes that the personality is developed during the acquisition of both subject and general competencies, the state of development in native science of criteria for determining the development of subject and general competencies in students is studied. These studies have revealed the existence of different approaches to the assessment of competencies, but the level of competence does not indicate the development level of the student as a highly developed personality. They focused on the fact that a highly formed personality must have a holistic consciousness and a formed life-affirming image of the world. Analysis of pedagogical research on development of the image of the world of schoolchildren is conducted, attention is paid to the necessity of definition of criteria and levels of formation of the person, the maintenance of formation of a life-affirming image of the world of pupils, and their place in the personal level development determination of GSES graduate. We note that during the construction of NUS the image of the world should be developed in the conditions of education of sustainable development on the basis of mastering subject and general competencies, forming a life-affirming view of the world. The result of students acquired during the educational process a life-affirming view of the world based on the subject and general competencies is the development of a life-affirming image of the pupils’ world, the level of which can determine the level of comprehensively developed and holistic personality.

Teaching and Learning English Language through Literacy Drive Policy in Grade 3 in Public Schools: Teachers’ Perception and Challenges

This paper investigates the place of pedagogy in language-in-education policy through an analysis of how the macro-level government policy interacts with the micro-level English language teaching practices. Since 2015, the teaching and learning of English language to grade 3 students, in all public schools of the Punjab, has been carried out through a literacy and numeracy drive called LND. The present study investigated the effectiveness of teaching English to grade 3 through literacy drive policy (LDP) of LND programme. It locates the implementation of LDP, in language in acquisition policy perspective and supports the stance that language teaching and learning is central to language planning and policy research (Johnson, 2013; Menken & García, 2010). It argues that language interventions deployed at any level of education are extension of language education policies which aim to improve the quality of education and to promote the learning of the language. Like all language in acquisition policies, LDP for teaching and learning of English is being executed in the same context of increasing the number of language users through teaching of foreign or second language (Cooper, 1989). The study investigated perceptions of teachers regarding teaching and learning of English through LDP with the notion that effective implementation of any language programme is linked with the understanding and practices of teachers who are the real implementers and final arbiters at micro level (Menken, 2008). The present study included a portion of data from my PhD dissertation. It collected teachers’ experiential standpoints to explore teachers’ awareness regarding implementation of LDP and issues they face inside the classrooms when they carried out teaching learning of English through LDP. The findings of the study revealed that teachers teaching English to grade 3 lack awareness in terms of clear understanding regarding LDP mainly because it is less elaborated and not accessible. It ultimately hindered the successful implementation and poses multiple classroom challenges.

Роль и место педагогики в современном профессиональном образовании

Роль и место педагогики в современном профессиональном образовании

PROFILES OF SOCIAL COMPETENCE OF ACADEMIC TEACHERS OF MILITARY UNIVERSITIES

Among the many requirements posed today for the education system, the question of teacher competence deserves special attention. Previous explorations have demonstrated the unquestionable excellence of professional competences over formal qualifications, including in other professions. Psychological competences, increasingly appreciated by psychologists, are still searching for their place in pedagogy and other scientific disciplines. When I examined the social competence profiles of a particular group of teachers of academic military universities, I decided to show a new perspective on education in the army. I presented the subject matter with the help of a standardized measurement tool on the example of The War Studies University in Warsaw.

THEORETICAL ASPECTS OF POLITICAL SOCIALIZATION OF YOUTH OF KAZAKHSTAN

In the process of development of any science there is a constant need for the introduction of new terms and concepts for a clearer and more accurate description of real scientific facts and phenomena, their mutual relations and interdependencies. Often this becomes necessary in the study of certain problems that are at the junction of different Sciences, which necessarily leads to the need for a clearer delineation of the boundaries between this concept and other, close in meaning. The term “socialization” as a pedagogical category has already taken its place in pedagogy, but its use today has a wide range of applications

Made in Denmark: Scientific mobilities and the place of pedagogy in global health

ABSTRACTTransnational Global Health programmes planned and financed in the North and executed in the Global South usually involve some transfer of capacity between sites or capacity building in place. Capacity investment in the form of skills, knowledge, experience and equipment is often assumed to ‘flow’ between countries, laboratories and institutions, following the trajectories of mobile subjects in the knowledge economy. Drawing on in-depth interviews with Danish and East African scientists, this paper considers the mobilities that underpin scientific capacity building, drawing attention to the paradoxical in ways in which these programmes produce stasis and fixity, as well as mobility and exchange.

Everything Into One Place: Beginning Teachers and the K-12 Art Room Taskscape

Art rooms are dynamic and multifaceted, determined by our everyday engagement with them. K-12 art rooms are also an underemphasized element in beginning art teacher pedagogy. Drawing on qualitative research using ethnographic maps of place as an elicitation tool during interviews, I discuss the importance of understanding the art room as a taskscape, a place of pedagogy. I present the experiences of four beginning K-12 art teachers in the United States as they detect and make sense of this taskscape. I argue that beginning art teachers approach the art room as a dynamic taskscape, one in which they attempt to layer various studio engagements into one place. I discuss possibilities for support of learning and engagement with the taskscape; I advocate for support of beginning art teachers in their efforts to think actively about art rooms as a place of pedagogy; and I consider next steps in research.

The Prevalence of Pedagogy-Related Research in Applied Linguistics: Extending the Debate

In this article, we respond to the special issue ‘Definitions for Applied Linguistics’, where the past and future of applied linguistics are discussed, and the place of pedagogy in the field’s scope is debated. In the issue, Hellermann (2015) uses data from 1980 to 1984 and 2009 to 2013 to show a shift in the field towards an emerging range of language-related problems, coupled with the declining prominence of pedagogy-related research in the journal. In this article, we extend Hellerman’s work to investigate whether this trend is reflective of other published work in applied linguistics. In our investigation, 336 research papers published in 2015 were analysed from 10 self-identified applied linguistics journals. Data revealed language-pedagogy-related studies constituted 32 per cent of all empirical research, although this representation was unevenly distributed across the journals. Findings suggest a number of practice-oriented journals now take the lion’s share of pedagogical research, allowing other key applied linguistics journals to focus on a diverse range of non-pedagogy-related language problems. Nevertheless, in general, pedagogy remains a key topic in the field.

Making decisions in the mechanistic, probabilistic and scientific domains of medicine: a qualitative study of medical practitioners

Rationale, aims and objectives: To find out how medical practitioners perceive the processes of decision-making in the context of the individual patient and to examine the importance of decision-making in the development and identity of medical practitioners throughout their clinical lives and to suggest how these perceptions might influence medical pedagogy.Method: A qualitative study of medical practitioners of varying ages and specialties, using loosely structured biographical interviews that were read to determine the different ways in which decisions were constructed and recalled and the impact these decisions were felt to have on both the decision-maker and others for whom the decision was salient.Results: Personal decisions about career choice were important because they shaped the life of the practitioner and made a significant impact on those around them. Professional decisions were made in the domains of the mechanistic and probabilistic scientific world of medicine and in the domain of human relationships, emotions and suffering. There was often a tension between the different domains and the context of the life-world often modified decisions that might logically have been determined by evidence-based medicine and its bio-knowledge.Conclusions: Decisions had a strong effect on the development of identity within the field of practice. Individuals came to see themselves as doctors who made certain kinds of decisions of immediate relevance to the individual patient. Teaching medical students and graduates how to apply evidence to their decisions and how to use formal computational decision aids may well have a useful place in pedagogy, but the impact of decision-making on the lives of doctors and their individual patients deserves at least equal emphasis.

Highlighting emotions through concept mapping: an exploratory study of adolescent patients

Introduction: Too often neglected to the detriment of therapeutic patient education (TPE), emotions occupy a fundamental place in pedagogy. They deserve to be explored more deeply. Objective: This empirical, qualitative study tests the feasibility of a new technique to elicite and highlighten emotions liked to knowledge organization. Methods: In this study, the patient creates a structure referred to as a “concept map/emotion map” (CM-EM) starting from a concept mapping activity. The emotion map is composed of symbols and colors. The technique is tested on 13 adolescents ranging from 11 to 15 year old, with a range of pathologies (cystic fibrosis, diabetes, asthma). The patients are treated in various health care facilities in the city of Nantes. The opinions of patients and observers are solicited to identify the advantages and limitations of this method. Results: The maps themselves and interviews with adolescents and caregivers show the effectiveness of the method for revealing the patients’ emotions patients. We also describe its educational limitations. Conclusion: At this stage of the study, the CM-EM permits a patient to better understand the emotions evoked by his/her illness, and to communicate to the caregiver the nature and intensity of his/her emotions linked to his/her knowledge organization. In return, and this is a new hypothesis, eliciting and highlighting emotions could modify the knowledge organization.

Pedagogy and the practice of academic history in late-twentieth century Britain

In the final decades of the twentieth century, academic history was beset by powerful anxieties that played upon the self-confidence and sense of identity of its practitioners. While this ‘crisis’ has been widely discussed in terms of historical writing, its pedagogic dimensions have been largely absent. This article examines the place of pedagogy in the public life of the discipline, the nature of academic historians' beliefs about teaching and on student learning, and the influence of these upon practice at a time of considerable change in British higher education. It uses the notion of a ‘moral order’ to explore dominant notions of educational ‘good’ in the discipline and analyse the tensions between a mainstream, and often implicit, pedagogic paradigm, an ascendant instrumentalist policy discourse in British higher education and revisionist voices within the discipline. Finally, it advocates a more expansive and reflexive stance to pedagogy grounded in attentiveness to taken-for-granted beliefs, assumptions and aspirations, their histories and the practices that stem from them, and a willingness to subject these to public scrutiny through informed critique, contestation and reinvention.

The Interplay of Evidence and Consequences in the Validation of Performance Assessments

Authentic and direct assessments of performances and products are examined in the light of contrasting functions and purposes having implications for validation, especially with respect to the need for specialized validity criteria tailored for performance assessment. These include contrasts between performances and products, between assessment of performance per se and performance assessment of competence or other constructs, between structured and unstructured problems and response modes, and between breadth and depth of domain coverage. These distinctions are elaborated in the context of an overarching contrast between task-driven and construct-driven performance assessment. Rhetoric touting performance assessments because they eschew decomposed skills and decontextualized tasks is viewed as misguided, in that component skills and abstract problems have a legitimate place in pedagogy. Hence, the essence of authentic assessment must be sought elsewhere, that is, in the quest for complete construct representation. With this background, the concepts of “authenticity” and “directness” of performance assessment are treated as tantamount to promissory validity claims that they offset, respectively, the two major threats to construct validity, namely, construct underrepresentation and construct-irrelevant variance. With respect to validation, the salient role of both positive and negative consequences is underscored as well as the need, as in all assessment, for evidence of construct validity.