Research Training Of Teachers Research Articles

EXPERIENCE REPORT OF A DOCTORANDA IN THE TRAINING AND RESEARCH ROUTE IN THE DOCTORATE IN UNR-AR EDUCATION: KNOWLEDGE, SENSES AND UPDATING

The objective of this article is to report the reflective experience experienced and elaborated during the training course as a doctoral student of the doctoral program in education at the Seminar on Education, Philosophy and Epistemology, held from January 9 to 14, 2020 at the Faculty of Humanities and Arts of the UNR in Rosario-AR, in which the professor of the discipline during the seminar encouraged and challenged the doctoral students regarding the need to think philosophically about reality, insisting on the need to assume the tension between philosophy and philosophizing. For the narrative of this experience we are inspired by the theoretical framework of Merleaupontian phenomenology for allowing us as researchers to seek the meaning of experiences as they are being lived (MARTINS and THEOPHILO, 2009), describing our perceptions and feelings perceived in this process in a phenomenological attitude. And also, the biographical approach of Josso (2005) as a research-training methodology that discusses the transforming power of narratives, emphasizing that in the formative future it allows the exercise of "self-training". Thus, during the seminar, the need to think philosophically about reality was shown, considering philosophy as a field of knowledge and a reflexive and critical way of thinking, in order to rethink education from our situation. Based on the authors studied Japers(1984), Díaz (2017), Carpio (2004), Lesteime (2019) Ranciére (2003), Antelo (2015), Frigerio (2003), Cullen (2013), Freixas (2006), Foucault (1994), Meireu (1996). The reflections and discussions carried out in this learning itinerary in doctoral training provided new learning, knowledge, skills and competencies necessary for our teacher-researcher training, contributing significantly to the (re)construction of our project and research problem, having been also a time of great human and intercultural development.

Errors in hypothesis as a methodological reflection subject of a teacher-researcher

Introduction.The present article outlines the results of a theoretical and practical study of the mechanisms of hypothesis in scientific research on the problems of education.The current research isaimedto study the methodological resources for improving the quality of scientific research on the problems of education through understanding the errors in hypothesising as a methodological reflection subject of a teacher-researcher.Methodology and research methodsare based on an activity-personal approach to the cognition of the education process and on research activities to investigate this process. In addition, the following areas of modern pedagogical science are used as the methodological framework of the study: the study of the axiological and conceptual foundations of scientific activity with an appeal to the cultural and historical concept; a hermeneutic phenomenological approach aimed at updating the interpretive potential of scientific texts; classical methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling and extrapolation as tools for studying the research activities of a teacher, as well as methods of expert assessment and included observation. The methodology is based on the criticism of the methodological concept of inductivism and involves the addition of a hypothetical-deductive method with the idea of prolonged end-to-end hypothesising, based on reflexive reassessment and prevention of meaning-making errors by the researcher.Results.As a result of the study, the mechanisms of trans-level conceptualisation of pedagogical knowledge in the process of working out the methodological apparatus of scientific research were revealed. In addition to the existing ones, unconventional - special - requirements for scientific hypotheses are justified, aimed at updating their prognostic and diagnostic functions. The systematisation of hypothesis errors was carried out, which makes it possible to regulate reflexive scientific and pedagogical search, to carry out feedback in the process of methodological preparation and self-education, and to stimulate the development of scientifically justified heuristic pedagogical solutions. Methodological resources and positive results of using knowledge about the productive possibilities of preventive error management activities in the practice of training teachers-researchers are shown: pedagogical goals and installations of research activities, principles, specific didactic means of formation of methodological competence and error management.Scientific novelty.The phenomenon of hypothesis error was first described in the context of the conceptualisation and interconnection of elements of the methodological apparatus of scientific research, taking into account the prolongation, cumulativeness and trans-level of the hypothesis nomination process as a regulator of scientific search.Practical significance. The research results are recommended to be applied in the preparation of curricula for the course “Methodology of Scientific and Pedagogical Research” and as didactic material for academic studies in the process of teacher-researcher training in the framework of master’s, postgraduate, doctoral and postgraduate self-education. The proposed typology of hypothesis errors is used in the development of methodological requirements for the scientific level of dissertation studies on the problems of education.

Modernization of Pedagogical Education Content and Principles of Developing a Modular Educational Program for a Teacher-Researcher Training

This article reveals the analysis of domestic and foreign experience in the development of an educational program for a teacher-researcher training. Within the framework of the competencebased approach it makes possible to formulate a number of positions regarding the status of an "educational program" and five principles for developing a modular educational program for undergraduate students, which also includes the formation of future teachers' research competencies. The experimental work was realized on the basis of scientific literature analysis, tests, questionnaires. Statistical data processing was accomplished by SPSS Statistics Program, moreover, the authors applied the Mann-Whitney U-test.

Teacher-Researcher Training in Higher Education: a Systems Thinking Approach

There is a current consensus on teacher training as a key element to promote the quality of higher education. Despite that, a lot of teacher preparation programs are short-term training efforts enmeshed in a politically endorsed ‘social market’ perspective that emphasized instructional skill training and adaptation to the existing curricular organization. In this context, training processes based on an innovative alternative vision framed in a dynamic learning system were context plays a determining role are crucial. This article presents a formative experience of teacher-researchers in the university context, theoretically oriented from systems thinking and characterized by a holistic approach based on contextual learning. The research was designed using Grounded Theory with a biographical-narrative approach. Participant observation, sociodemographic questionnaire, and semi-structured interviews were used as data collection instruments. The results show a formative process in which the pedagogical practice is the training core, and highlight the strengths of systems thinking to favor the co-construction of a teacher identity that integrates biographies and personal interests of teachers, as well as the configuration of teacher training processes oriented to collaborative learning. Additionally, it was found that the process shows strengths in several relevant aspects in teacher education such as reflective teaching as a rejection of top-down forms of educational programs, the importance of reflective thinking and reflective feeling and the importance of collaborative learning to contribute to the solution of contextual problems.

A Practical Pilot Experience of a Mindfulness Program in University Teacher—Researcher Training

This paper is aimed at relating a practical pilot experience of mindfulness meditation in a university context. This pilot experience aims to acquire an incipient understanding of the potential of this practice as a training mechanism for teaching staff. A qualitative method was used to record the mindfulness meditation practice experiences of teachers and instructors being trained; the trainees comprise the teaching staff that coordinates a learning environment called Context and region: Introduction to systemic thinking at Ibague University. A qualitative record and analysis process of the narratives of the practice experience were conducted based on the voices of the participants. Categories demonstrating aspects perceived as favorable or annoying with regard to the practice of mindfulness emerged. Benefits are perceived by participants in the following order: awareness, well-being, gratitude, and attention toward the other and oneself in the relationship. The annoyances are referred to as perceptions of physical discomfort present at the time of practicing mindfulness. The experience allowed a practical pilot that was shared with the team supporting the incorporation of attitudes related to the teaching role, personal experience, and the composition of teaching staff.

Training of future teacher of music to research activity based on competency approach

The publication highlights the interconnection of research students’ activities and structural elements of their professional competence: personal, that reveals knowledge, experience in national and universal culture, shows values and artistic worldview; social, that is related to the environment, social life and social activities; subjective, that reproduces integration of professional artistic, professional performing, psychological and educational activity; methasubjective, that concerns creativity and usage of the system of methods of professional self-improvement and self-organization. Despite the fact that research work is the priority area in the educational process of the higher educational institutions of artistic direction, the problem of involving first-year students of I-II accreditation educational institutions to research work is still out of scientists’ sight. The analysis of first-year students’ basic music education has been carried out and it showed different levels not only of their musical knowledge but also of musical performing and auditory experience. The current disadvantages of the training process of future music teachers is outlined: professional training outruns the process of a teacher-researcher training; research credentials of such disciplines as "Main musical instrument", "Voice training", "Choral Conducting", "Additional musical instrument" is not used to the full extent. The main attention is paid to the reasoning of the choice of the mini-investigation as a form of first-year students’ involvement into research activities; the topic "Literary texts of vocal works by L Beethoven "Malynovka" in verse of G. Bürger and "Babak" in verse of J. Goethe" was chosen; the object, the subject, the objectives, methods and practical meaning of mini-investigation were determined; single-step objectives of the study aims realization were examined. The result of the work was the performance of vocal works in the original language. It is established that the implementation of mini-investigation into the educational process has led to a positive influence on the incidence of professional competence not only for the student, but also for a teacher.

The challenge of competencies in training for educational research: a conceptual approach

This article shows the results of the study, which purpose was to reconfigure and develop a conceptual approach to research competences for the strengthening of educational research training processes. The research was conducted in four academic semesters and was based on a mixed approach with a Sequential Transformative Research Design (DITRAS). The process included a stage of documental analysis and systematization of qualitative data that were collected through semi-structured interviews. The second stage included the implementation of the CMI technique, which purpose was to identify categorical systems to classify research competences through the analysis of hierarchical conglomerates. Eleven experts in the area of ​​teaching-research in Higher Education participated, 24 students and 4 alumni from an undergraduate program in Early Childhood Education. The result of the study was to build a conceptual and taxonomic approach to the competencies for teacher-researcher training, which includes 79 learning outcomes that are classified in 29 constructs, and related in 8 competences. The strong theoretical influence in the processes of research training, the gradual devaluation of the experience as an agent in the construction of knowledge, and the pedagogical practice focused on the instrumentalization represent new challenges that go beyond the methodological. These challenges focus on the development of research training processes based on ethics, technology, teamwork and innovation. The final reflections constitute an approach to rethink the academic curricula based on formative research as an agent of transformation and assurance of educational quality.

Las murallas invisibles entre la investigación educativa y los docentes

El presente artículo analiza los principales obstáculos que enfrenta la relación entre la investigación educativa y los docentes. Se asume la presencia de una brecha cada vez más grande que la está llevando por caminos distantes y casi antagónicos, y que no favorece el progreso de la educación. Se exponen, de igual manera, las características de cinco “murallas invisibles” que se interponen entre ambos conceptos: la investigación como un tipo de saber construido entre cuatro paredes y alejado de la realidad cotidiana de los docentes, las temáticas inútiles que eligen los investigadores, la escasa formación en investigación del profesorado, los resultados poco concretos de los estudios, y el lenguaje especializado en que es comunicada la investigación. El artículo finaliza con algunas reflexiones y sugerencias para superar estas murallas y lograr un discurso más conciliador entre investigadores y docentes.

Training Of Teacher-Researcher As Prior Consideration Of Professional Training Of Pedagogues In Great Britain Abstract

AbstractThe article is devoted to the problem of professional training of pedagogues in foreign countries. Special attention has been paid to the experience of Great Britain. It has been underlined that the teacher has to acquire thorough knowledge in profession as well as to master the methods of teaching. Nevertheless, this is not enough to reach success in a professional field. The educational system today needs a teacher-researcher. It has been proved that the process which provides scientific and educational unity by means of involving students into scientific work is stirring up in European pedagogical institutions. The problem of orientating the teachers to be on research work is considered to be the most important condition of their personal professional self-determination and professional culture. A new teacher-researcher training pattern in British higher educational system has been made. This pattern includes some interdependent components and is successful under certain pedagogic conditions: the possession of research position by a teacher-to-be; ensuring creative interaction and cooperation among students and teachers; introduction of special educative modules with research orientation; the use of project technologies; the arrangement of creative educational atmosphere; establishing friendly relationships among university teachers (lecturers), students and school teachers. The accent is made on the urgent necessity of implementation of British experience in Ukraine.

МОДЕЛЬ ПІДГОТОВКИ ВЧИТЕЛІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ ДО ВИКОРИСТАННЯ КВЕСТ-ТЕХНОЛОГІЇ В ОСВІТНІЙ ДІЯЛЬНОСТІ

The article presents an aspect of pedagogical research training of teachers in the system of postgraduate education implementation quest technology in educational activities. To train teachers in the system of postgraduate education is necessary to create a modern model, as a holistic pedagogical process that would be based on the basis of the leading traditions of modern pedagogy and modern pedagogical innovation and helped the teacher to form a readiness for the introduction of technology in the quest in professional activity. There is presented the characteristic of model of teacher training, as well as revealed the conceptual and methodological foundations, principles and described learning, pedagogical conditions, the basic components of the model.

A FORMAÇÃO DO PROFESSOR-PESQUISADOR DE HISTÓRIA

Neste artigo refletimos acerca de um processo de formação de professores de História tomando por base a promoção de pesquisas em educação, bem como acerca da importância de parte das atividades de estágio supervisionado ser desenvolvida sob a forma de pesquisa. Partimos do pressuposto básico da necessidade e da viabilidade da formação do professor-pesquisador. Com base em pesquisa bibliográfica, refletimos sobre a orientação teórica relativa à pesquisa educacional, com ênfase na pesquisa do tipo etnográfico, bem como com direcionamentos práticos na definição do lócus da pesquisa (escola campo de estágio) e na elaboração dos projetos de investigação de licenciandos, tendo como foco o ensino de História. A iniciação à pesquisa sobre o cotidiano escolar durante a formação docente inicial é condição relevante para a promoção do professor reflexivo. Verificamos que por meio de uma proposta de formação docente, baseada na pesquisa educacional, os futuros docentes experimentam o lugar de participantes de um saber que se constrói e reconstrói a todo o instante e compreendem a complexidade do seu campo de trabalho. Contudo, tal proposta de formação é permeada de desafios. Mas, os resultados positivos mostram-se reais, a exemplo da promoção de reflexões e aprendizagens coletivas nas escolas onde atuam, ainda durante o curso de formação inicial. Palavras-chave: Formação docente; Pesquisa educacional; Ensino de História; Professor-pesquisador.