Subject Pedagogy Research Articles

Islamonderwijs aan de Vlaamse Hogescholen: een stand van zaken

In this article, we elaborate on the current state of Islamic education in Flanders. Due to a difficult start, the school subject is, up until the present day, highly contested and challenged. In order to increase its quality, several initiatives have been taken over the past decades. One of these initiatives is the establishment of teacher training programs for Islamic religious education. The article first discusses the complex story of the instutionalization of Islam in Belgium. Subsequently, an overview of the different trajectories regarding the professionalization of Islamic education is given. In order to make the reader familiar with these trajectories, we focus on the curriculum of Islamic religious education in two Flemish university colleges. Contents, subject didactics, teaching internships and student testimonies clarify the teaching strategy. In conclusion, we argue that there is still room for quality improvement. In this regard, this article provides useful recommendations such as increasing the number of inspectors, updating the curriculum, and providing innovative learning materials.

Педагогика поддержки в системе МВД России: от педагогической практики к научной концепции

Abstract. The article is based on the results of the study of the phenomenon of pedagogical assistance in the system of the Ministry of Internal Affairs of Russia. Pedagogical assistance is considered as a professional and personal position of a pedagogical subject in relation to another person and as the basis of his project activities for the organization of educational environments. Pedagogical assistance acts in a dual capacity – on the one hand, as a way of organizing humanistically directed pedagogical activity, on the other hand, as a system–forming core of the scientific concept of managing the personal self-development of an employee of the Ministry of Internal Affairs of Russia in the educational process and professional activity. The concept of pedagogical assistance presented in the format of the article complements the methodological foundations of modeling pedagogical activity in line with the situational-environmental approach of N.V. It provides the possibility of fixing the dynamics of personality development as increments of personal experience within the boundaries of the stages of the situational cycle in the appropriate environments: goal-setting, sense-seeking and free creativity. The developed scientific concept of pedagogical assistance expands the possibilities of managing the environment of personal development in the system of continuing education.

Analysis of the Educational Administration Domain in the Pedagogical Subject of the Secondary Teacher Appointment Test

이 연구는 2002학년도부터 2022학년도, 총 21년 간 이루어진 중등교사 임용후보자 선정 경쟁시험 교육학 과목의 교육행정 영역의 주제 및 내용을 분석하는 데 목적이 있다. 출제된 교육행정 주제를 분석한 결과, 선다형 시기(2002～2013)에 비해 논술형 (2014～2022)시기에는 학교조직의 성격, 장학과 교원전문성 등 6개 영역에 집중되어 있다. 교육행정 문항의 내용 분석은 논술형 시기를 중심으로 이루어졌는데, 대부분 2개 이상의 복합적인 인지 과정을 요구하였다. 1단계 기억하기, 2단계 이해하기의 혼합형태가 가장 기본적이며, 최근으로 올수록 6단계 창안하기의 인지과정을 요하는 문항들이 제시되었다. 특히 6단계의 경우, 1단계 재인하기와 회상하기, 2가지 세부 인지과정에 따라 문항의 난이도가 차별화되는 것을 확인하였다. 이러한 결과를 바탕으로 현장성 높은 평가 지문에 대응하는 세부 문항 강화, 주제 혼합형 문항 개발 방안, 고차원적 사고 능력과 관련한 열린 문항 등을 제안하였다.

Analysis of items in subject pedagogy of the first examination for appointing secondary life science teachers from 2014 to 2022: Focusing on the theory and practice of science teaching-learning

Analysis of items in subject pedagogy of the first examination for appointing secondary life science teachers from 2014 to 2022: Focusing on the theory and practice of science teaching-learning

DETERMINING THE ROLE OF THE TEACHER IN MEDICAL EDUCATION INSTITUTIONS AS A MANAGER OF THE EDUCATIONAL PROCESS

The article outlines the problems of applying educational, pedagogical, and professional types of management as a theory and practice of effective management, which is demanded by the medical education institutions (MEI) to find ways to solve the problems they face in modern conditions of life in society, globalization of the labor market and requirements for medical education. It was determined that educational management goes together with pedagogical management, which in turn includes educational management as a system of management of educational activities. The main elements in the "educational management" subsystem, where the teacher acts as a manager of the educational process, implements their own art of managing the education of medical education students, who are both objects of his managerial influence and active subjects of educational activity, are considered. It is necessary to consider the fact that each teacher actually creates an educational process, as if "breathing" life into it, using the available environment, conditions and own competences both as a teacher-specialist in teaching a specific discipline, and as a manager who implements the functions and methods of management, aiming on clearly defined results of joint educational activities with the student of medical education. It is substantiated that the quality of training in a certain academic group or a specific student of education depends not only on pedagogical and professional competencies, but also on the style of management and pedagogical communication used by the training manager; the degree of openness to medical education (student must demonstrate readiness and ability for effective interaction) and the role they play at one or another moment of education and upbringing (it should be oriented towards cooperation and contribute to the development of the personality of the medical education student – mentor, tutor, moderator, coach, facilitator, etc.). Attention is focused on individual pedagogical communication as a creative process that depends on the personal qualities of the teacher and the communicative situation in a specific social environment. It is the manager of the educational process who models, organizes, manages the process, monitors, and analyzes the results of communication during the solution of pedagogical tasks in the process of pedagogical interaction. Applying an approach to education as a management process is exactly what medical education institutions need today to achieve their goals. The study confirmed in practice the demand for the acquisition of managerial competencies by teachers of medical education institutions based on a pedagogical experiment.

A student-centered approach in the training of the document science specialists

On the basis of a comprehensive analysis of modern pedagogical ideas and the own years-long experience in scientific and teaching activities, the peculiarities of the application of a student-centered approach in the preparation of a new generation of document science specialists are considered. The social and academic significance of the transition to higher education focused on the interests of students is emphasized. Emphasis is placed on the need for equal, partnership interaction of all the main subjects of educational activity. The basic importance of the system relations "teacher — student", "studen — teacher" and "student — student" as an integral component of ensuring the integrity of the educational process, balance of the interests of its participants, and their responsibility for the quality of higher education is substantiated. The perspective of digital and innovative educational technologies, interactive methods and forms of teaching and learning in the training of intelligent, intellectual, creative highly qualified specialists for the information, library and archival industry of Ukraine has been proven.

Revisiting ‘blackboard’: Transformation of medium, space and pedagogy in school education

Appeared as a ‘low-tech’ yet significant teaching aid in the modern classroom, the blackboard has greatly shaped the medium, space and pedagogy of school education. Over the past two centuries, ‘blackboard’ itself has also been constantly remoulded in terms of its colour, material and function, from the traditional black wooden surface to the interactive digital screen, which requires comprehensive investigations from historical, technological and educational perspectives. This essay synthesizes approaches applied in three dimensions. First is the material and technological aspect, tracing the transformation of such ‘boards’ from stone/wood to plastic/steel to digital/online forms and their functions extended; then it focuses on the etymological and lexicographical dimension, comparatively analysing the definitions of blackboard, chalkboard and whiteboard in the representative dictionaries; moreover, an educational perspective is employed throughout the whole investigation, especially on how the invention and involution of ‘blackboard’ shaped the class space, teacher-student relationship and subject pedagogy. Beyond the concern of technology, this essay reserves due attention to the epistemological issue in dealing with the presentation, transmission and acquisition of knowledge under different cognitive contexts.

Les compétences professionnelles des futurs enseignants de langue : le cas des étudiants slovènes

Since the introduction of the Bologna process in higher education, future Slovenian teachers of French as a foreign language have been trained at the master's level after completing language, literature, and civilization courses at the bachelor's level. The pedagogical program consists mainly of psychological and pedagogical subjects, and there is little room for language classes. The situation is apparently similar in other countries, for example, in Romania: "As the study program is too full, there is little room left to our students for individual research, for reflection on grammar problems" (Manolache, 2013: 58). The French language will, however, constitute the discipline of the future teachers that we train and "mastering the discipline and having a good general culture" (Rey, 2012: 86) is one of the professional skills cited in the official programs. Every language teacher should first be a good philologist. We wonder if, for future teachers, three years of BA studies are enough to learn the language to be able to transmit it afterward to their future learners. The students - future teachers - find themselves in a transitional stage between learners and teachers. They are looking for professional autonomy, which is difficult, especially if they have doubts about their language proficiency. In this article, we propose to present the training of French as a foreign language in Slovenia and to expose points that seem problematic, among others, the language skills of future teachers. After analyzing the students' lesson planning prepared for the final course in high school, which also serves as an exam, we find that, even though these documents are written in schematic form, they are not without errors, sometimes quite basic. One of the solutions would be to introduce more language courses at the bachelor's level and especially at the master's level. This is also what the students propose in their evaluations.

Exploring Alignment between the Lesotho Secondary DS teachers' Pedagogy and Work Related Skills

This paper explores alignment between Lesotho secondary Development Studies (DS) teachers’ pedagogical practices and corporate world skills. The study complimentarily employed three research questions in determining approaches teachers employ in DS classrooms, corporate world skills such approaches are intended to promote and availability of necessary resources to support their promotion. Data was generated from six schools using semi-structured interviews and classroom observations. The findings reflected no interface between interviews generated data and observations on teachers’ practices. Despite being highly qualified and experienced, DS teachers in Lesotho are inclined to rote learning and therefore fail to deliver appropriate DS pedagogy for attainment of the desired work competencies. The practiced subject pedagogy is inconsistent with its teaching philosophy, the theoretical framework and complementing theory in this study. The findings suggested that there is need to revise teacher training programmes while also introducing continuous professional development (CPD) to change DS teachers’ pedagogical practices.

Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

A goal of teacher education is to promote evidence-based teaching. Teacher beliefs are assumed to act as facilitators or barriers to evidence-based thinking and practices. In three sub-studies with a total of N = 346 German student teachers, the extent of student teachers’ beliefs about education science and their consequences and sources were investigated. First, the results of questionnaire data indicated that student teachers held skeptical beliefs about education science: On average, they perceived education science as less complex than their subject disciplines and as less important for successful teaching than their subject didactics. Additionally, they endorsed myths about learning and teaching. Second, the more skeptical the student teachers’ beliefs, the lower their engagement in education science courses within teacher education. Third, hypotheses about potential sources of these skeptical beliefs were experimentally tested as starting points for changing beliefs. The results showed that the “soft” research methods typical of education science and a general tendency to perceive research findings as trivial (hindsight bias) might contribute to this devaluation. Furthermore, students studying the natural sciences and students with little experience with education science held more skeptical beliefs.

Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model

ABSTRACT Background Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme. Sample Twenty-four Design and Technology students from three year-groups took part in the study. Design and methods The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework. Results Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration. Conclusion The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements.

Партнерство образовательного учреждения с социокультурными институтами в открытой культурно-образовательной среде

The aim of the study is to substantiate the need for partnership between an educational establishment and various sociocultural institutions. The article provides a typology of models of their educational interaction, proposes a relevant model of interaction between the school and sociocultural institutions; the educational functions of the sociocultural institution as a subject of educational activity are actualized; the goals of interaction between educational and cultural establishments are substantiated. The scientific novelty lies in the identification of fundamental changes in the interaction of educational establishments and sociocultural institutions in open cultural and educational environment, which can be extrapolated to any establishments of cultural inheritance. The result of the study is the proposed step-by-step algorithm for the partnership of the mentioned institutions ensuring, on the one hand, the “pedagogical identity” of each educational institution, and on the other hand, building a fundamentally new, systematic work to modernize the educational process in accordance with the trends of the cultural and educational environment.

УПРАВЛЕНИЕ УЧЕБНО-ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТЬЮ ОБУЧАЮЩИХСЯ ПО ДИСЦИПЛИНЕ «ФИЗИЧЕСКАЯ КУЛЬТУРА И СПОРТ» В УСЛОВИЯХ ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ ВУЗА

Statement of the problem. The article states that the effectiveness of cognitive activity management of participants in the educational process directly depends on the degree of dissemination of the latest methods and techniques of knowledge transfer, through the introduction of technical and technological innovations, the quality of electronic educational resources and the readiness of scientific and pedagogical staff to carry out professional activities in a developed information society. This also proves that the improvement of the educational process in institutions of higher education in physical culture and sports is based on the latest ways of interaction of subjects in the educational process within the information and educational environment of higher education in physical culture and sports. The purpose of the article is to study the mechanisms of interaction between the subjects of educational activity in the information and educational environment of higher education in physical culture and sports in the process of managing students’ cognitive activity. Research methodology includes a systematic approach to the study of the process of managing the cognitive activity of students, theoretical analysis, systematization and generalization of scientific and pedagogical literature and advanced pedagogical experience, and modeling. Research results. It is determined that sports and pedagogical information is distributed in a higher education institution in digital form, and its characteristic features include a relation between physical culture and sports activities, a focus on highlighting aspects of the development of physical culture and sports, concentration on physical abilities of a person in motion. A schematic model of knowledge translation has been developed, the process of managing students’ cognitive activity within the information and educational environment of higher education has been studied and the conditions for effective management of students’ cognitive activity have been determined. Conclusions. The study showed that within a university, the creation and development of the electronic information and educational environment (EIEE) in Physical Culture and Sports is aimed at ensuring continuous training of students in a developed information society, taking into account the specifics of the content of education and the contingent involved in competitive training activities. It is established that, depending on the physical presence of the student in the classroom, the ways of interaction between the subjects of educational activity are being modernized. Free access to knowledge outside the University’s EIEE in Physical Culture and Sports on the territory of the information and educational space opens up opportunities for participants of the educational process to expand and deepen the updated and generated knowledge.

Трудности учения и обучения детей особого социально-психологического статуса

The article deals with the problems of organizing the activities of an educational organization to work with younger students who are included in the "risk groups" according to their socio-psychological status. The features of the interaction of the teacher with students experiencing difficulties in the process of adaptation to the educational team, with features of physical and mental development, as well as with signs of deviant behavior are revealed. Particular attention is paid to the characteristics of the styles of successful interaction between the subjects of educational activity.

Improving Educational Processes Using Research of New Knowledge in the Railway Energy Efficiency Management System

Abstract At present, new knowledge about the physical nature and empirical phenomena in the field of distribution, losses, recuperation and consumption of electricity in railway transport is undergoing revolutionary changes. To date, the outputs of various types of traction electricity consumption on electric traction units (HEKV) and in the railway distribution network of the EU railway infrastructure manager (LDSŽ - Local Distribution System of Railways) have not been theoretically or practically analysed in available publications or on the scientific market. There are no empirical or experimental calculations and mathematical models at the level of mathematical approximation and intelligent prediction, i.e. at the level of preparation of technical specifications and documentation for expert software and effective ICT solutions to this problem. Research into new phenomena in the field of railway energy and research in the field of railway energy and research into expert systems and machine learning. The article describes the basic characteristics of determining the prediction of energy efficiency of traction electricity. Brings the results of the project “Research of new knowledge in the field of intelligent energy efficiency management system in rail transport using a modular neural network”, which aims to innovate procedures in solving the problem and didactic transformation of scientific content to simplify them into a subject understandable to students as interpretive and application concept of didactics of professional subjects. Transform the curriculum into students’ knowledge, attitudes and habits using teaching methods, organizational forms and material resources.

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

The article deals with the problem of the future teacher's readiness to implement the continuity of preschool and primary mathematical education. The purpose of the study: to determine the level of training of future teachers to implement mathematical education and to summarize the data obtained during the pedagogical experiment. The standard curriculum of preschool education and training and the curriculum of the 1st grade are analyzed to determine the continuity of mathematical education. The authors developed a diagnostic program that allowed students to identify the level of readiness for the implementation of the continuity of math education. To gather objective information about the possibility of their further development, through the content of pedagogical subjects and elective course "Basics of continuity of preschool and elementary math education", as well as to identify ways to stimulate the desire of the interest of students to assimilate the necessary knowledge and skills in this field.

HUMANITARIZATION OF HIGHER TECHNICAL EDUCATION: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

The article deals with the organization of studying psychological and pedagogical subjects for students of technical universities.

Трудности учения и обучения детей особого социально-психологического статуса

The article deals with the problems of organizing the activities of an educational organization to work with younger students who are included in
 the “risk groups” according to their socio-psychological status. The features of the interaction of the teacher with students experiencing difficulties in the process of adaptation to the educational team, with features of physical and mental development, as well as with signs of deviant behavior are revealed. Particular attention is paid to the characteristics of the styles of successful interaction between the subjects of educational activity.

Formation of the Subjectivity of the Future Teacher in the Educational Realities of Ukraine

The article formulates the basic principles of forming the subjectivity of the future teacher in the Ukrainian educational field, which is in a transitional stage between modernist and postmodernist paradigms. Based on the analysis of secondary data (world neuro pedagogical and Ukrainian methodological experience) the directions of optimization of the educational space of Ukraine with the aim of deepening its subjective orientation are formulated. The international significance of the article lies in the possibility of using the achievements in reforming the educational policy and educational process of developing countries and having strong residual traditions of postcolonial consciousness. Subjectivity has been shown to have a natural biosocial basis as one of the main goals of education. The main stages of formation of the subjectivity of the future teacher in the conditions of reforming of higher education are outlined. It is argued that in the process of conscious and motivated educational activity of a student in the higher educational institutions of Ukraine there is ontogenetic environment, the main manifestations of which are social and professional subjectivity. This is the result of the actual formation and development of its subjectivity in the following areas: the subject of educational activity; the subject of educational quasi-professional activity; the subject of his own mental activity; the subject of pedagogical activity in primary school.

Variation in Interest towards Mathematics Between Students with Pre-Understanding of Pedagogical Subject Matter and those without Pre-Understanding of Pedagogical Subject Matter

Variation in Interest towards Mathematics Between Students with Pre-Understanding of Pedagogical Subject Matter and those without Pre-Understanding of Pedagogical Subject Matter