Educational Theory Research Articles

Evolution of Practice in Undergraduate Architecture Education through Institutional Formations

Practice has always had an important place in the basis of architectural education, which exists with the mentoringsystem. With the influence of studio culture, practice has been relatively more prominent than theory in architectureundergraduate education. While the practical tendency in architectural education, which became theoretical withBauhaus, takes place in workshops, an architectural education pedagogy is shaped in research-practice intersectionswith environments such as the Space Syntax Laboratory established at UCL. It can be said that technology plays anactive role in the orientation of education. This study investigates the question 'How has the practical approach inarchitectural education been transformed?’ By using the historical research method, it examines the methods andenvironments of the realization of practice in architectural education. It reveals architectural education within fivedistinct periods: The ancient period, the Renaissance period, the Modern period, the Post-modern period, and theContemporary period. The convergences and disconnections between the workplace, competition, studio, andlaboratory, which are determined as the environments of practice in architectural education, are analyzed. As a result,it aims to provide a critical analysis of the current opportunities and future practice possibilities that practice offers toarchitectural education.

A collaborative approach to help future teachers plan their teaching: the Prep.AR tool

ABSTRACT The planning of lessons holds a significant place in the training of future teachers, but it also presents various challenges, such as the integration of innovative pedagogical practices advocated in the training programme and the resulting cognitive overload. Differences among trainers regarding preferred practices create uncertainties for prospective teachers. To address these issues, we conducted a collaborative three-year research project. The group, dubbed GCEO, consisted of trainers, teachers, students, and researchers. The research led to a consensus on the practices to be incorporated into teacher training, while recognising the diversity of perspectives and contexts. This consensus, following the research-development principle, materialised through the co-construction of a tool to guide future teachers through the planning stages. We’ve called the tool, Prep.AR. Prep.AR is an acronym that stands for Prepare Action Reflection. It contains various parts. These parts are part of a whole that considers all planning to be based on three types of knowledge: the context, the classroom environment and the learners themselves. Although the tool represents a significant advancement, challenges remain, including its adaptation to different educational contexts and the assessment of its actual impact. Nevertheless, the collaborative approach adopted establishes a crucial link between theory and practice in teacher education.

Wokół śmiechu i jego funkcji wspólnotowych w życiu społecznym i w sztuce. Rozważania z perspektywy antropologiczno-pedagogicznej

The aim of the study which adopts an anthropological and pedagogical perspective is to reflect on the community functions of art that uses comedy eliciting laughter. The subject of interest is therefore comedy-related laughter perceived as a socio-cultural phenomenon. The article examines various forms of comedy that cause laugher, and discusses their conditions and transformations. Selected examples from the field of art (literature, theater, film, visual arts) are used for exemplification. The considerations presented in the text arose from the questions about the reasons for the marginal interest in comedy and laughter, including in its community functions, in the theory of aesthetic education and in the contemporary discourse of art pedagogy.

The Integration of Bugis Local Wisdom on Tolerance in Islamic Education at Senior High School: Strategies and Implications

This research explores the strategies and implications of integrating the value of tolerance, based on Bugis local wisdom, into Islamic religious education at SMA Negeri 1 Bone. It addresses the need for educational approaches that promote tolerance and understanding in diverse societal contexts. A qualitative research paradigm was employed, involving field research to collect data. The study focused on examining how Bugis local wisdom can be integrated into the Islamic religious education curriculum and how it can enhance teaching materials and learning media. The primary strategy identified was the integration of Bugis local wisdom values into the curriculum. This was achieved through the enrichment of teaching materials and learning media with Bugis cultural insights, alongside the reinforcement of universal values aligned with tolerance. Practical implementations included creating lesson plans, teaching aids, and media resources infused with Bugis wisdom. The findings suggest that incorporating Bugis local wisdom fosters collective awareness of diverse life phenomena, reduces arrogant behaviors among majority groups towards minorities, and promotes steps to reconcile differences, facilitating dialogue. The study emphasizes the need for detailed examples of enriched teaching materials and specific activities that promote tolerance in the classroom. It also highlights the importance of a clear theoretical framework based on existing theories of tolerance, education, and local wisdom to inform the study. Integrating Bugis local wisdom into the Islamic religious education curriculum at SMA Negeri 1 Bone effectively promotes tolerance and understanding. The study calls for further elaboration on the specific elements of Bugis wisdom incorporated and their adaptation within the educational framework to provide comprehensive insights for educators.

Psychological Principles in Education: Reviewing William James' Impact on Teaching Practices

The well-known psychologist William James made significant contributions to educational theory that significantly affected how teachers imparted knowledge. William James was a prominent psychologist in the late 19th and early 20th century who made substantial contributions to education. Theory and practice in education have been greatly influenced by his knowledge of human consciousness, emotion, and behavior. This review of the literature aims to find out how James' psychological theories have influenced contemporary teaching methods. This review attempts to provide educators with useful guidance for enhancing student growth and learning, with an emphasis on James' theories and their relevance to modern classrooms. The significance of the study is to know about James’ psychological theories that influence modern teaching pedagogies and learning and by studying this study educators can find guidance for improving and enhancing student learning and growth. The conclusion of the study shows that modern teaching methods are highly influenced by James’ ideas like habit formation, students’ attention and engagement, and the nature of awareness moreover, implementation of James’ ideas may help teachers improve the students’ results and performance as these provide more interesting, engaging, and effective learning environments. James’ philosophies are useful for the implication of modern educational trends like active learning techniques, the creation of mindful activities, social and emotional learning, and student-centered learning.

PROGRAM TRAINING DUTA BAHASA SEBAGAI AGEN PENYULUH BAHASA DAN LITERASI

The Indonesian Study (TBI) of FTIK IAIS Sambas also supports educational programs, especially in efforts to promote literacy in Sambas Regency. One of these programs is manifested in sending delegates to West Kalimantan Language Ambassadors every year which of course requires training and implementation of literacy advocacy for the benefit of the community. The purpose of this community service is to invite language and literature ambassadors through training and program implementation to support community literacy in Sambas Regency. The author uses service learning methods that are in accordance with andragogy (educational theory for adults) which is implemented through public speaking, personal branding, and pageant manner training. The result of the training was 2 delegates to the quarantine stage with one person who won third place. The Language Ambassadors 2024 representing Sambas Regency have contributed by implementing literacy programs in the campus and public. The training program was continued by the IAIS Sambas Quality Assurance Institute (LPM) which was handled and funded directly by the Student Reasoning and Creativity Center.

A Development and Succession of Prof. Cheon Kwang-Seok’s Constitutional Law of Education Theory

A Development and Succession of Prof. Cheon Kwang-Seok’s Constitutional Law of Education Theory

Wspólnotowość jako wartość edukacji estetycznej w tradycji europejskiej

This paper discusses the issue of the sense of community as a value of the aesthetic education theory. The topic refers to the still ongoing search for permanent references to the European cultural heritage. The author poses a question about how inspiring and permanent are the traditions of the European sense of community created by Friedrich Schiller and Herbert Read. They both proposed a visionary perspective of the “aesthetic state” or “saving the humankind through art”. They worked in different historical eras but they both made an attempt to overcome the unfavorable civilizational conditions of their times. They created a different but related category of describing the sense of community, i.e. the “I-We” co-dependency. This paper contains the analysis of their views with the emphasis on the variety of accents in the understanding of the sense of community. In the summary, the author discusses the relevance of their ideas.

교원양성과정 교직이론 담당 교강사의 통합교육 인식과 과목 내 통합교육 고려 현황

This study aimed to conduct an online survey of professors instructing teacher education theory courses at teacher education programs in South Korea to determine their perceptions of inclusive education and the current status of integrating inclusive education content into their teacher education theory courses. A total of 195 responses were included in the analysis. Descriptive statistics were computed; t-tests or correlation analyses were conducted to examine the associations between variables. The qualitative responses were analyzed using qualitative content analysis. Professors had neutral attitudes towards inclusive education. Prior diversity-related experience and collaboration with special education professors were more influential than demographic information in influencing their attitudes toward inclusion and their teaching practices. Four overarching themes emerged from the qualitative responses. Based on the results, recommendations were made to improve teacher education programs to better reflect the needs of the inclusive education field.

Peningkatan Kompetensi Keguruan Melalui Program Praktik Pengalaman Lapangan di MTsN 7 Aceh Utara

In an effort to enhance the teaching competencies of students, the Field Experience Program (PPL) at MTsN 7 Aceh Utara was implemented with the goal of applying educational theory in real-world practice. This study employs an action research approach with a classroom action research design, involving cycles of planning, implementation, observation, and reflection. The research methods include observation, interviews, documentation, and self-reflection by the practitioners. The collected data were analyzed descriptively to identify patterns and necessary improvements in the teaching process. The findings indicate that the implementation of PPL successfully improved practitioners' skills in determining and preparing teaching materials, applying effective teaching techniques, and developing well-structured Lesson Plans (RPP). Practitioners also gained direct teaching experience, enhanced classroom management, and better understood student characteristics. Additionally, the use of teaching media was refined, contributing to an increased understanding of the material by students. Although the PPL program yielded positive results, several challenges such as student attitudes and preparedness emerged. Efforts to address these challenges included regular consultations with supervising teachers, creating a conducive learning environment, personal approaches with students, and providing motivation. The recommendations from this study are the reinforcement of classroom management strategies, increased student participation through personal approaches, and the use of more varied teaching media to support a more effective teaching and learning process.

Reflections on Teaching of the Preparatory English Course for Minority Student

The Preparatory English course is a public compulsory basic course for ethnic minority students as a precursor course for the undergraduate English program. The author of this paper, as a teacher of the Preparatory English course, will first introduce the course and reflect on the teaching method, teaching process and teaching content. Only through continuous teaching reflection can the teaching level soar, the level of teaching theories can be improved, and we can grow up to be a more specialized English teacher. Teachers should develop a good habit of teaching reflection and cultivate the spirit of perseverance and research, so that every lesson taught will provide opportunities for reflection and improvement to benefit the students.

Pedagogy of live speech

The theme of the presented work is the pedagogical impact of theatrical activities on their participants, focusing on their ability to use live speech and satisfy the psychological needs of individuals in the 21st century. The author argues that a broader utilization of theater in education, especially at higher levels, could bring multifaceted benefits. The work emphasizes the role of conscious direct communication and the shared physical presence of the message sender and receiver. This natural interpersonal situation is increasingly being replaced by mediated contacts. While they expand the potential pool of conversational partners, they also carry risks that have only recently caught the attention of the worlds of science and medicine. It is worth considering these issues in the context of preparing students for professions that involve social interactions.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Merancang Struktur Konsep Pengembangan Bahan Ajar PAI dengan Mengadaptasi Beragam Sumber Informasi Hasil Riset Termutakhir

The development of teaching materials in Islamic Education (PAI) is crucial to facilitate effective learning experiences. This paper outlines a structured conceptual framework for designing PAI teaching materials by integrating various up-to-date research findings. The framework is informed by contemporary educational theories and pedagogical practices, aiming to enhance the quality and relevance of PAI instruction in diverse educational settings. By synthesizing recent research on learning styles, cognitive processes, and instructional strategies, the proposed framework emphasizes the importance of incorporating interactive and engaging elements into PAI materials. Furthermore, it advocates for the integration of digital technologies to cater to the preferences and needs of modern learners. The conceptual framework presented in this paper serves as a guide for educators and curriculum developers in creating comprehensive and effective PAI teaching materials that promote meaningful learning outcomes and foster a deeper understanding of Islamic principles and values.

Tri Pusat Pendidikan Sebagai lembaga Pengembangan Teori Pembelajaran

The Tricenter of Education is three educational centers that gradually and integrally carry out an educational responsibility for children. The three education centers in question include education in the family environment, education in the school environment and education in the community environment. The three persons in charge of education are required to cooperate with each other comprehensively. The family environment, which is the first environment and is considered as the foundation of children's education, which is also the beginning of the education that will be pursued next, also plays a very important role in the formation of personality. The school environment is the second environment faced by children. Education in the school environment has a basis, objectives, content, methods and other requirements that are systematically arranged in the form of a curriculum. Therefore, schools are considered as laying the foundation of scientific knowledge. Meanwhile, in the community environment, children will realize a number of educational and teaching theories that have been taught in educational institutions before. Because after all, children will actualize and involve themselves in the community environment.

In pursuit of knowledge: Liberal education as a public ideal of higher education

Higher education has often been accused of its anti-social character, represented by the metaphor of the ‘ivory tower’. However, the idea of the pursuit of knowledge per se, which is associated with the ivory tower, has not been widely recognized as a public ideal of higher education. In this study, by drawing on the 20th-century British educational philosopher Paul H. Hirst’s theory of liberal education, I revisit and re-evaluate the Newmanian idea of pursuit of knowledge as an end itself as a public ideal for higher education. I argue that the public criteria provided by discipline-rooted knowledge are among the criteria that are most able to define and legitimise higher education. These public criteria are compatible with the distinctive nature of higher education, which is essentially aimed at adult citizens and linked to research as the creation of knowledge, and can even serve to legitimise the cognitive structure of the society.

Prospects of Interdisciplinary Research into the Problem of Resource Mobilization of Academic Staff

Introduction. Training students for innovative engineering activity is one of the priority tasks of an engineering university. However, so far all existing approaches to its solution involve changes in the curricula of degree programmes. The aim of the research is to substantiate and develop a methodological system of training future engineers in innovative engineering activity in the educational environment. Materials and Methods. The methodology of innovative engineering education, environmental, project, convergent and other approaches was used. A quantitative assessment of the level of development of innovative competencies was carried out during a comparative training experiment based on the average indicator of time series. The Pearson test was used to assess the statistical significance of the data. Results. The possibility of preparing future engineers for innovative engineering activities during a comprehensive course projecting in general engineering disciplines without departure from the curriculum is substantiated. To create conditions for such training, a project-based and activity-based educational environment has been proposed, pooling into one system all the resources available at the university and ensuring their interaction on the basis of a convergent approach associated with the approximation and interpenetration of scientific, pedagogical and information technology knowledge. A system for teaching innovative engineering activities in this environment has been developed, including conceptual-target, content, procedural-technological and reflective components, implemented within the framework of a business game. Discussion and Conclusion. The conclusions made by authors contribute to the development of the environment approach to learning in terms of designing new educational environments, theory and methodology of teaching technical disciplines, as well as project-based learning – in terms of their focus on innovative training of students.

Prospects of Interdisciplinary Research into the Problem of Resource Mobilization of Academic Staff

Introduction. Mobilization of the resource potential of academic staff is a key task of university management. The development of management approaches to its solution should be preceded by a comprehensive study of both the academic staff resources and management practices. The possibilities of research are provided by an interdisciplinary theoretical and methodological framework. The purpose of the article is to substantiate the possibilities of developing interdisciplinary foundations for the study of the mobilization of the academic staff resource potential and the prospects for empirical study. Materials and Methods. The theoretico-methodological nature of the article required the use of methods for generalizing and systematizing the provisions of interdisciplinary and disciplinary approaches and theories that have been developed by social and humanitarian science. The main directions for the exploration of the problem of academic staff resource potential in modern socio-humanitarian knowledge have been identified through the method of systematic analysis of literature. Results. The main result of the research is the substantiation of the theoretical and methodological framework for an interdisciplinary study of the mobilization of the academic staff resources. This justification is based on the “revision” of theoretical and methodological provisions of theories of education. The basic interdisciplinary theories are the theories of adult continuing education, professional development and education, non-cognitive human capital, social networks, scientific and educational knowledge. Community-based, resource-based, institutional, normative, and communicative approaches are in demand. The provisions of these theories and approaches are adapted to the subject of the study. An important result of the research is the substantiation of the interdisciplinary synthesis in the practices of university management. Discussion and Conclusion. The prospects for using the interdisciplinary framework in an empirical study dealing with evaluation and activation of academic staff resources are shown. The practical significance of the results lies in the development of a model of mobilization management of the academic staff resources.

Features of creative self-development of adolescents with intellectual disabilities by means of theatrical art

Importance. The problem of creative self-development of adolescents with disabilities is very relevant, since the social adaptation of such adolescents implies the complexity of interaction with others, is characterized by an unformed skills of self-knowledge, self-organization, self-regulation, and other mechanisms of self-development. In particular, the creative self-development of adolescents with intellectual disabilities is associated with the development of thinking, motor skills, and communicative functions. This is possible through amateur theater as a form of social and pedagogical work with young people with disabilities. The purpose of the study is to determine the role and pedagogical possibilities of amateur theatrical art as a means of creative self–development of adolescents with disabilities, taking into account the specifics of adolescents with intellectual disability (mental retardation).Research Methods. In the course of the research, such theoretical methods as generalization, comparison, etc. were used, domestic psychological and pedagogical works in the field of theater pedagogy were studied, empirical methods were used – understanding the experience of working with participants of the psychotherapeutic theater “We”.Results and Discussion. It is revealed and substantiated that amateur theater is a means of creative development and self-development of a personality, that is, an environment where activities aimed at the personal development of adolescents with disabilities can be fully realized on the basis of the existing personal potential in accordance with the norms of morality and cultural context accepted in society. The pedagogical possibilities of theatrical art, realized in specific forms of work (trainings, sketches, effective analysis of a play, staged work, etc.) and used at various stages of organizational and creative activity of an amateur theater group, contribute to the development of appropriate skills of self-knowledge and self-organization, thinking, and communicative abilities of adolescents with intellectual disabilities (mental retardation).Conclusions. The application of the research results contributes to the development of new methods and means of pedagogical work with young people with disabilities, the formation of an effective creative environment for their creative self-development and social adaptation.

The Anthropological Content of Thinking: The Place of Thinking Among the Essential Forces of Man According to Hegel

Purpose. By appealing to Hegel’s philosophy, the article aims to understand the role of thinking through its relation to other essential human forces – feeling and will. Such a problem statement reveals the anthropological content of thinking, which is necessary for conducting a critical analysis of human nature. Theoretical basis. To realize the set purpose, the dialectical-logical method of categorical-reflexive analysis for texts and realities of human existence in the world is applied. Originality. The authors proceed from the fact that the usual way of interpreting thinking as existing alongside feelings and will is theoretically unsatisfactory since thinking is taken in a reduced way – only in its mental form. Thinking, as the mind itself, does not exist next to feelings and will, but permeates them through, at the same time being enriched by their definitions. In this case, thinking appears as an activity following the objective laws of reality itself, which implies a necessary and conscious change by the subject of the forms and schemes of its activity. The authors claim that the Hegelian paradigm of the interpretation of thinking as the substance of everything spiritual makes sense and provides an opportunity to adequately understand the nature of both feelings and will. Conclusions. Accusing Hegel of absolutizing thinking, attributing to him "panlogism" appears unfounded, since Hegel understands logic itself in a fundamentally different way. The interpretation of feelings and will as a kind of specifications of thinking by no means reduces them to thinking, but allows us to see their imbued with thinking as an orientation to reality itself in its essence, and not to partial features of the subject. Such an understanding of human nature is capable of adequately orienting pedagogical theory and practice toward the formation of a holistic culture of the individual as a culture of mind, feelings, and will.