Realization Of Educational Activities Research Articles

The possibilities of theatrical art in the devel-opment of the negotiation competence of the teacher-mediator

The purpose of the article is the theoretical substantiation of the didactic potential of the means of theatrical art in the development of the negotiation competence of the future teacher-mediator. The main idea of the research is to consider the problem of organizing the training of negotiators for the field of education at the interdisciplinary level, which ensures the complex nature of the educational activities of students-future teachers-mediators. More results consist in the presentation of an innovative approach to the development of the negotiation competence of the teacher-mediator, in particular, in development of the idea to Supplement the structure of the negotiation competence of acting component, the formulation of the scientific definition of acting competence of the teacher-mediator, development and justification of the conditions of realization of educational activity in the University by means of theatrical art, contributing to the successful professionalization of the future teacher-mediator. The theoretical significance of the research is to expand the understanding of the phenomenon of negotiation competence in relation to acting creativity, in particular, with acting technique, and to identify opportunities for developing the negotiation competence of a future teacher-mediator based on the methodology of theatrical art (on the example of theatricalization, forum theater and the use of acting and directing memoirs in professional training).

Music-Educational Activity of Music Art Teacher in the Professional Competence Structure

The article outlines the essence of the concept «music- educational activity». It is defined its content and structural components. The interconnected levels of internal regulation of the indicated phenomenon are revealed. Singled out knowledge, abilities, skills, attitudes, which are peculiar indicators of the formation of professional competence of the teacher The focus is on the structural components of musical and educational activities. The personality-qualitative perspectives of professional musical-educational activity are revealed. They are based on informed educational activities as a social phenomenon which leads to the transformation of the general need into the personal and forms a target setting on this basis.The motivational, content, operational and control-estimating in the context of the professional competence of the teacher of musical art is allocated. The need to develop this activity as an integral part in the structure of the professional competence of the teacher of musical art is well-grounded The purpose of the article is to reveal the essence of the concept of «music-educational activitiy» and to substantiate the necessity of mastering this ctivity as an integral part in the structure of professional competence of the teacher.Music-educational activity (MEA) is a process of conscious, active and purposeful interaction of educator as a subject of enlightenment and an audience as an object of enlightenment. This process is predetermined by an independent position of the person in the choice of musical values and is aimed at the dissemination of musical aesthetic knowledge in order to enhance thespiritual development of the person.The Realization of educational activities as a social phenomenon leads to the transformation of the general need into personal, leads to the formation on this basis of the target setting, which determines the personality-quality perspectives of professional MEA.Thus, to summarise, we can assert that MEA is an integral, dynamic system that has its own content, structure, it includes components such as motivational, content, operational and control-evaluation, it is an integral part of the proffessional competency of the music art teacher.

Educação em saúde com estomizados e seus familiares: possibilidade para melhor qualidade de vida

Objetivo: relatar a experiência de enfermeiros frente à realização de ações educativas com pacientes estomizados e seus familiares em uma Estratégia Saúde da Família da Fronteira Oeste do Rio Grande do Sul. Método: relato de experiências acerca da realização de ações educativas com um grupo de pacientes estomizados e seus familiares, desenvolvido no período de seis meses, pela equipe multiprofissional da Estratégia Saúde da Família. A proposta educativa ocorreu sob uma perspectiva de roda de conversas, o que propiciou o compartilhamento de saberes científicos e populares entre os envolvidos. Buscou-se incentivar o cuidado de si e a participação da família no processo. Resultados: no grupo educativo foram abordados assuntos relativos à alimentação, sexualidade, autocuidado e autoimagem, além dos cuidados básicos com a estomia e manejo da bolsa coletora. Considerações Finais: a proposta contribuiu para a melhoria da qualidade de vida desses pacientes, minimizando dúvidas pertinentes surgidas naturalmente pela sua condição.

Importance of computer technology in realization of cultural and educational tasks of preschool institutions

The rapid scientific and technological development imposes numerous changes in all spheres of life and work. In such circumstances, a computer has become a part of all aspects of life: economy, education, free time, family. Since children in contemporary society increasingly acquire knowledge before the school age, the question is how to prepare them for the world in which we live, bearing in mind how significantly different it is from the world in which the previous generations grew up. The research was aimed at examining the attitudes of preschool teachers about the importance of computers in the realization of educational activities in preschool institutions. The study included 54 teachers from Kosovo and Metohija: Kosovska Mitrovica, Donja Gusterica and Ropotovo. The research results indicate that digital technology is a very important and a useful didactic tool in the realization of educational activities in preschool institutions and that preschool teachers have the required competence to implement the technology. However, they are not satisfied with the quality of their ICT education and training during their studies; they also feel that their institutions do not provide adequate working conditions for the use of computers in the realization of educational tasks.

Social Competencies and Global Skills—Professional Competences of University Teachers of Engineering Programmes

Globalization of education is closely connected to increasing personality requirements for university teachers who should be well-educated professionals as well as mature personalities coping with interactions not only within the environment of their faculty or university, but also in the broader new global environment. As they are expected to provide complex training of the graduates for the practice in the globalized world, they are supposed to have mastered not only professional and pedagogical competences, but also social competences which belong amongst the key competences. This contribution deals with the issue of social competences amongst which we also include specific group of global skills. The issue of competences can be perceived as a challenge for the whole educational system, including the training of future teachers who in the new global environment gradually change into global teachers. For realization of educational activities at universities in the new global environment intercultural and global competencies or global skills are important in particular. Not only they facilitate fulfilling of educational goals, they also provide complex training of the graduates for the practice in different fields of science and technology with regard to the the fact that they will then realize teaching in the new global economic and social environment. At the same time they provide easier communication and cooperation with different subjects at schools, universities and in the broader social environment. In the contribution we provide a summary of definitions and opinions of different authors on this issue. Currently these are considered to make a part of the “professional competence” of a global teacher who can understand the changes in the global environment and react to them flexibly through his pedagogical activities. No matter to what extent the competencies along with knowledge and skills are considered to represent goals and simultaneously results of education, social competences of university teachers should be currently perceived as an issue that demands increasing attention also from university pedagogy which is understood as an important prerequisite of quality pedagogical work of a university teacher. This issue actually became a matter of interest of numerous university workplaces.