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1
Kulinka, Yu. "ART TECHNOLOGY IN THE FORMATION OF DESIGN CULTURE OF FUTURE TEACHERS OF LABOR STUDIES." INNOVATIVE SOLUTIONS IN MODERN SCIENCE 4, no. 23 (July 16, 2018): 62. http://dx.doi.org/10.26886/2414-634x.4(23)2018.6.
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This article presents the approaches to the understanding of the concept of «art-technology», describes the shape of the art technology for the formation of design culture of future teachers of labor studies; formulates author's definition of the art technology. The aim and the result of this study is to justify the methods of using art technologies in professional design training of future teachers of labor studies. The methods of art technique that can be used at the art lessons are proposed and tested in the process of professional design training of future teachers of labor studies.Key words: art therapy, art pedagogy, art technologies, professional training, future teacher of labor training, art lesson, art situations.
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Kushnir, K. "Peculiarities of valuable competencies development of future teacher of musical art." Musical art in the educological discourse, no. 3 (2018): 25–31. http://dx.doi.org/10.28925/2518-766x.2018.3.2531.
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The article is devoted to the current problem of modern art, especially music education. It reveals peculiarities of valuable competencies development of future teacher of musical art in conductoing-choral training at a higher education institution. The society is interested in development a highly-qualified specialist, who has high level of valuable competencies development, who meets the demands to the teacher in modern school. It is emphasized that the future teacher of musical art should be mobile, use computer technologies, take an active part in a socio-cultural environment, all this will contribute to achieve high results in the level rising of the conception under analysis determined and grounded in the article. The theoretical and practical aspects of professional mobility as a complex integrative quality of the future specialists are examined. Modern computer technologies, combined with the latest educational technologies, become effective means in the development of professional thinking of the future teacher of musical art, which allows to supplement and change the nature of the teacher’s activity, which will contribute to the spiritual development of the individual as well as development of their valuable competencies. The essence of values competencies is revealed and provides a definition of the concept of «valued competencies of the future teacher of musical art, in the conductor-choir training». Specialists of higher education institutions can find the information contained in this article useful for improving the training of future teachers of musical art and use it in teaching disciplines of the conducting-choral cycle.
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Wang, Xia. "FUNCTIONS OF ARTISTIC-PERFORMANCE SELF-EFFICIENCY OF A TEACHER OF MUSIC ART IN THE PEDAGOGICAL PROCESS." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 164–67. http://dx.doi.org/10.36550/2415-7988-2021-1-195-164-167.
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The article considers the problem of the functions of artistic and performing self-efficacy of a music teacher in the pedagogical process. It is proved that the identification of the functions of performing and artistic self-efficacy plays a significant role in determining the theoretical and practical principles of improving the professional activity of a music teacher in modern conditions. Important functions of artistic and performing self-efficacy of a music art teacher are defined as: presentative-communicative, cognitive-evaluative, stimulating-developmental, constructive-transforming, reflexive-hedonistic. The presentative-communicative function is aimed at achieving the success of the teacher's professional activity, in particular the impact of his performance on the aesthetic education of students. The essence of this function is to demonstrate the teacher's creative personality while communicating with the student audience. In this sense, the artistic and performance presentation of the teacher is an important factor in achieving successful artistic and creative contact with students. Cognitive-evaluative function involves the teacher's ability to assess their performance, as well as the nature of the impact of music on the artistic and creative development of children. The stimulating-developmental function involves providing the teacher with the influence of art on the spiritual, aesthetic, musical development of students' personalities. The constructive-transforming function of the teacher's performance self-efficacy is to select a performance repertoire that would correspond to the teacher's artistic individuality, as well as correlate with pedagogical tasks. The reflexive-hedonistic function is focused on the teacher’s ability to objectively assess his performance skills, the ability to develop students ’listening abilities, and to enjoy communication with art. It is proved that the definition of the functions of artistic and performing self-efficacy of a teacher creates a theoretical basis for the development of methods of its formation at the art faculties of pedagogical universities
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Byvshenko, Anastasia Sergeevna, Natalia Vladimirovna Vlasova, Nikita Andreevich Ivanov, and Dmitry Nikolaevich Kuzmin. "The possibilities of theatrical art in the devel-opment of the negotiation competence of the teacher-mediator." Journal of pedagogical innovations, no. 1 (April 15, 2021): 67–76. http://dx.doi.org/10.15293/1812-9463.2101.07.
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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).
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Лупак Н. М. "СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МИСТЕЦЬКИХ ДИСЦИПЛІН: СУЧАСНИЙ ФОРМАТ." International Academy Journal Web of Scholar, no. 4(34) (April 30, 2019): 32–38. http://dx.doi.org/10.31435/rsglobal_wos/30042019/6447.
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The article deals with the essence of communicative competence of future teachers of artistic disciplines in the context of modernizing education and expanding the boundaries of art communication. The theoretical analysis of scientific sources on the problem of formation of communicative competence of future teachers, in particular, teachers of artistic disciplines has been carried out. The own definition of the notion «communicative competence» taking into account modern requirements for the professional training teacher of art has been proposed. The main tendencies for the structure of components of communicative competence as a system have been revealed. The own vision of the structure of communicative competence of future teachers of artistic disciplines, which is presented as a model, has been substantiated. The main structural elements have been demonstrated: criteria (axiological, cognitive, personal-active), components (valuable-motivational, informational-semantic, algorithmical-active, artistic-creative), indicators of formation of communicative competence.
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Kalinina, Larisa Yuryevna. "Art workshop as a form of student’s artistic and creative activity." Samara Journal of Science 7, no. 1 (March 1, 2018): 256–59. http://dx.doi.org/10.17816/snv201871306.
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The paper describes an innovative form of organization of educational art-creative activity of students - art workshop. The author refers to the justification of the concept art workshop in the context of current ideas of the theory and practice art education. The contradiction between the content of student creativity in the XXI century and common in the practice of traditional forms of introducing them to the art may be withdrawn by the structuring activities in accordance with the phases of the creative process. Article submissions are a contribution to solving a larger problem of early diagnosis of giftedness, since supposedly this quality of the individual manifests itself more and more noticeable in terms of artistic and creative process. A definition of art workshop is given, its features are highlighted: polyart nature of childrens activities, productive and aimed at understanding the meanings of reality through creative experience; engaging of elements of expression from the arsenal of modern composers, artists and poets. The implication is that the teacher is able to perceive the environment with immediate disciples, directing, but without limiting the collective creativity. This work makes it possible to orient teachers of music, fine arts teachers and teachers of additional education, as well as students of a pedagogical high school to making children be creative in accordance with their interests, abilities and their outlook.
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Danyliuk, Liudmyla. "Decorative-usage arts as means of formation of professional competence of future teachers of fine arts." HUMANITARIUM 44, no. 2 (December 31, 2019): 40–47. http://dx.doi.org/10.31470/2308-5126-2019-44-2-40-47.
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In the article on the basis of analysis and generalization of literary sources, pedagogical theory and practice, the means of formation the professional competence of future teachers of fine arts are determined. The main basis component of the formation of the art culture of future teachers of fine arts is decorative- usage arts, folk art crafts are noted in it. An important condition for the professional activity of future teachers of fine arts is the formation of art culture, which includes the ability to emotionally perceive of the environment, creatively transform it, culture of work, knowledge of culture people and nations in different periods of development of society, possession of universal values, in particular, the values of creative, which provide of personality of self-realization and self-development in decorative- usage arts and fine arts. The main basis component of the formation of the art culture of future teachers of fine arts is the decorative-usage arts, folk artistic crafts, the cultural and educational mission of which consists, first of all, in the increase of a productive representation of the values of human life, represented in figurative form of art works, the development of art intuition, aesthetic taste, emotional perception of art creativity, the definition of art as a specific spiritual activity in the development of culture of a particular epoch and on this based on the achievement of a high level of their own art skills.The important condition of professional activities of the future teachers of fine arts is formation of art culture is grounded. In the research and mastery of techniques of decorative-usage art in the future a teacher of fine art form of the desire to learn and protect the Ukrainian people’s material and spiritual achievements is determined.
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Aulls, Mark W., Diana Tabatabai, and Bruce M. Shore. "What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry." SAGE Open 6, no. 4 (October 2016): 215824401668139. http://dx.doi.org/10.1177/2158244016681394.
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This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers’ inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inquiry instruction, in terms of 23 potential learner-inquiry outcomes. Only two of seven educational-context variables related to understanding: prior experience doing a thesis or research—especially to definition quality and having taken a research-methods course—especially to description quality. How definitions and descriptions of inquiry are different and similar was analyzed qualitatively and quantitatively. Implications for methodology, theory, and practice were presented, for example, research opportunities and research-methods training during teacher education.
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Khairullina, Yulia. "The techniques of artistic drama in the preparation of a teacher of musical art to the teaching of the integrated course «Fine Art» in the context of the New Ukrainian School." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 319–22. http://dx.doi.org/10.33310/2518-7813-2019-65-2-319-322.
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integrated course «Art» in the conditions of the New Ukrainian school. It actualized the phenomenon of artistic dramaturgy in the context of application its regularities in the pedagogy of art. It was considered the features of using the techniques of artistic dramaturgy for ordering the structural and content elements of the modern «art lesson» in the secondary school. It was provided some recommendations to applicate the artistic dramaturgy as an educational technology. The levels of using the artistic dramaturgy at the lesson was describe. Dramaturgy, as «the art of constructing a dramatic work» is described by Aristotle, at that time, the main feature is formulated as the presence of action, changes in events in time. Using of artistic dramaturgy in pedagogy dates back to the 1960’s and 70’s of the twentieth century, when the implementation of new programs for a secondary school required updated methodological approaches. Ukrainian researchers of the problem of an artistic dramaturgy in the field of pedagogy ( O. Rudnitskaya, O. Sholokova, G. Padalka, L. Masol) provided the definition of the concept and levels of its existence in the art of pedagogy. According to previous studies, and based on his own intelligence, the author of the article gives the diagram of the art lesson, where was connected the didactic requirements to school lesson with the elements of the artistic dramaturgy. The author recommends a methodology of tracking the pupil’s emotional reactions for the forecasting the successful educational activity and improving the methodological training of future art teachers. In order to adequately implement the techniques of fiction dramatics, the future teacher needs to master special skills: linguistic and acting skills, possession of a musical instrument, elementary choreographic and pictorial skills, because the teacher is the performer of the lesson, screenwriter and director of artistic dramaturgy.
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Kosinska, Nataliia. "FORMATION OF THE SCENICALLY-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART: METHODOLOGICAL BENCHMARKS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 109–16. http://dx.doi.org/10.24195/2218-8584-2018-9-109-116.
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It is proved in the article that at the current stage of development of artistic and pedagogical education its traditional principles of development that are oriented at acquiring of knowledge, formation of experiences and skills, range of competences are established. It is defined that the new requirements are imposed on a teacher in the context of innovational approaches as follows: the modern society needs professionals who can perform professional functions and will be ready from the beginning of professional activity to manifest professionalism, competences in formation of the generation with a high level of aesthetic culture, values and ethical orientations. Methodological aspects of formation of scenically-shaped culture of future teachers of the musical art are highlighted. The concepts of methodological approaches in the context of problem formation of scenically-shaped culture of future teachers of the musical art are disclosed. It is defined that among the leading methodological approaches that determine the essence of scenically-shaped culture of a teacher of the musical art are cultural, axiological, competence-based and hermeneutic ones that enables definition of the corresponding professionally- meaningful quality, professional competence that allow a specialist to master the content of a musical composition as a particular cultural phenomenon, to consider it as synthesis of spiritual, emotional and aesthetic experience of humankind on the basis of interpretation of its artistic and sense dimension to build its scenic image and to relay it to the pedagogical, performing and vocal activities. This quality manifests itself in orientation on artistic image interpretation through a scenic image on the basis of universal and national culture experience, personal life and professional experience, value orientation in command of interpretative skills, vocal and acting techniques, pedagogical talent in decoding of shaped system of a musical composition through the mediation of a stage image, manifold quality, structural components of which are motivational and empathetic, cognitive and educational together with creative and active. Keywords: future teachers of the musical art; methodological foundations; scenically-shaped culture; cultural approach; axiological approach; hermeneutical approach; competency-based approach; image.
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Chen, Hsiu-Ju. "Linking role definition rigidity to elementary school teachers’ e-service for in-service teacher development." Computers in Human Behavior 107 (June 2020): 105990. http://dx.doi.org/10.1016/j.chb.2019.04.014.
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Buzova, Olena, and Oleksiy Boiar. "FORMATION OF PROFESSIONAL AND PERSONAL QUALITIES OF FUTURE MUSIC TEACHERS BY MEANS OF COMPLEX ARTS INTERACTION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 60–66. http://dx.doi.org/10.36550/2415-7988-2021-1-195-60-66.
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The article analyzes the professional and personal qualities that create a system of ideas, notions, concepts for personal development during professional training and musical and pedagogical activities of a future teacher in terms of effective pedagogical activities. The definition of "personal qualities" and "professional-personal qualities" is considered, the structure of creative personality qualities and search of natural bases of arts interaction is presented. Professionally important qualities affect the effectiveness of activity. The most important professional qualities of a teacher include the ability to understand students, the ability to exppain the material easily, respond quickly to pedagogical situations, the ability to a particular subject. Not less important role is played by special qualities such as persuasiveness, purposefulness, principledness, creativity, as they contribute to the optimization of pedagogical activities. The set of certain qualities of the teacher's personality, which is caused by the high level of his psychological and pedagogical readiness, the ability to optimally solve pedagogical problems, manifests itself in the pedagogical skills of the teacher. In this context, the author emphasizes the teacher’s personality, which in addition to a set of constituent properties and characteristics, is characterized by a developed motivational orientation and a focused process of communication with various kinds of art. Studying the problem of complex arts interaction we have found out that there has become extremely important the issues related to the need to pay more attention to the principles of professional and personal qualities of music teachers, pedagogical rethinking of fundamental musical and general artistic knowledge and skills in the learning process. Supervising students during the pedagogical practice has shown that many of them have difficulties with the involvement of artistic images of other kinds of arts and verbal application of specific musical and general artistic knowledge in the process of musical education of schoolchildren. In preparing the lesson, the future teacher should take care of the selection of tools and the organization of effective, pedagogically appropriate interaction of music images, literature and fine arts. We pay special attention to the process of creating an image based on artistic analogies in different kinds of arts. Taking into account the pedagogical potential of artistic analogies, which allow to direct the process of communication with different kinds of arts, the following methods were proposed: image-associative, analytical-formative, artistic-formative. The definition of the essence of professional and personal qualities of a music teacher, its component structure and principles of formation by means of complex interaction of arts is interpreted by us as an actual and essential problem of further development of pedagogical science.
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Сергій Твердохліб. "INTEGRATION OF DIFFERENT ART TYPES IN THE PROCESS OF FORMATION OF FUTURE TEACHERS OF CHOREOGRAPHY INTERPRETATION COMPETENCE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 52–60. http://dx.doi.org/10.31499/2307-4906.4.2020.224094.
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The aim of the article is to actualize the integration of different arts in the process of forming the interpretive competence of future teachers of choreography, based on the functional model of art, namely its hedonistic, aesthetic, cognitive, educational, social-transforming and information-communicative functions. The process of interpretation of the artistʼs creative concept in the plane of choreographic art is determined by the ability of the teacher-choreographer to integrate the universal artistic heritage. At the heart of any movement there is always a relationship with the musical accompaniment, which is due to the synthesis of the concept of composer and choreographer. In turn, due to the general canons of world art, each choreographic pose gives a stylistic color to the composition. The design of scenery and costumes is based on the tendencies of artistic creativity, and drama is based on the functional canons of the theatrical act.The methodology of integration of different types of arts in the process of professional training is based on the syntheticity of the categorical apparatus of art and the sensualism of human perception. The process of integration is considered in terms of the application of pedagogical principles and methods of synthesis of universal cultural heritage. The article presents an analysis of the scientific literature on the definition of “integration”, “integration classes”, pedagogical principles of “integration of different arts in the process of professional training”. It is proved that the integration of musical, artistic and theatrical arts plays a crucial role in the process of forming the interpretive competence of future teachers of choreography and determines the positive dynamics of the development of creative abilities.
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Dobaev, K., V. Sergeeva, and N. Ramazanova. "Polyparadigmality of modern Kazakhstan education in the formation of a competent teacher." Bulletin of the Innovative University of Eurasia 82, no. 2 (June 24, 2021): 21–26. http://dx.doi.org/10.37788/2021-2/21-26.
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In recent years, several trends can be recorded in the educational space. There is a great variety, including the emergence of new competing educational theories and practices that represent different educational paradigms. This situation makes it relevant to address the issue of the nature of the existence of educational paradigms and their role in the formation of future teachers ' competencies, including social and personal ones. The purpose is to analyze the polyparadigmality of modern Kazakh education and its role in the formation of the teacher's social and personal competence. We used methods of analysis, synthesis and deduction. The analysis of the competence approach is based on the descriptive-analytical method. Polyparadigmality in the field of education is analyzed as a natural phenomenon. The methodological basis for the analysis of various positions of researchers and teachers was the general scientific definition of the paradigm given by T. Kuhn. According to him, it is a set of theoretical and methodological attitudes, a concept more general than a theory, concept or approach. Several pedagogical theories, concepts, or approaches may correspond to the same paradigm that serves as their ideological basis. Returning to the general scientific interpretation of the paradigm will eliminate confusion in understanding the accumulated experience and prospects of education, and will help to adequately perceive the pedagogical reality in the formation of competencies. The expansion and development of knowledge in the field of formation of teachers' competencies is inevitable, so a change in the pedagogical paradigm is inevitable and necessary. The synthesizing core in it should be a culture that combines science, art and spiritual teachings into the integrity of the noosphere. Today, in pedagogy, much attention is paid to the combination and complementarity of pedagogical paradigms. Competent perception of the polyparadigmality of education by both teachers and students, as well as awareness of the complex nature of the polyparadigm approach in the education of the future teacher, in our opinion, will provide a qualitative level of formation of a competent teacher at the stage of their training at the university. Most modern scientists (S. V. Belova, O. S. Gazman, I. G. Fomicheva, etc.) admit the simultaneous existence of several paradigms in the same conditions of education, possibly with the dominant role of one of them at a particular stage. Thus, as the main strategy for the formation of the teacher's social and personal competence, we assume the harmonization of various educational paradigms.
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Alla, Zaytseva, and Kozyr Alla. "Ontopsychological aspects of artistic communication in the context of paradigmal changes within the system of modern art education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 47–52. http://dx.doi.org/10.24195/2617-6688-2019-2-7.
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The article is devoted to the problem of improving the quality of the training aimed at future teachers of Art disciplines in the context of paradigmatic changes within the system of modern art education. Based on the methods of theoretical analysis, generalization and abstraction, the state of research of the scientific problem has been clarified; the viewpoints of some researchers in this regard have been determined and connected with the ontological content of artistic communication. There have been considered scientific conceptual directions for defining the essence of the “artistic communication” and “ontological aspects of being” phenomena in the context of: philosophical concepts (M. Bakhtin, M. Buber, M. Kahan, V. Frankl et al.), ontological conditions of communication in the hermeneutic paradigm (H.-G. Gadamer, P. Ricœur); ontological ideas of the philosophers-existentialists, representatives of humanistic psychology (A. Maslow, K. Rogers, R. May), theoretical concepts of the ontological dimension of the “being” intended for the subjects of the artistic and educational process (N. Huralniuk, O. Yeremenko, O. Mykhailychenko, O. Oleksiuk, V. Orlov, G. Padalka, O. Rebrova, O. Rudnytska, V. Fedoryshyn, O. Shcholokova et al). The synthesis method enabled us to make a deliberate formulation of the author’s definition. The phenomenology of communication in the artistic and educational projection as a vector of humanistic orientation of the subjects of interaction with an art to the awareness and correction of their own subjective development has been presented. The author emphasizes the implementation of the existence-centred and reflexive approach, which makes it possible to achieve coherence between ontological positions of the teacher and the student in the process of communicating with arts. The author’s position, according to which communication is determined by the deep onto-psychological connection between two individuals oriented to meeting the other type of existence and involves the achievement of a spiritual unity between them in the joint work, has been grounded. Keywords: higher Art education, future teacher of Music, the existence-centred and reflexive approach, onto-psychological aspects, values, meanings, artistic communication.
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Olafsson, Brynjar. "Norwegian art and crafts teachers’ conceptions of creativity." Journal for Research in Arts and Sports Education 4, no. 1 (February 12, 2020): 1–18. http://dx.doi.org/10.23865/jased.v4.1700.
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This study investigates Norwegian art and crafts teachers’ conceptions of creativity through the responses to a questionnaire from 791 teachers in compulsory education. The curriculum in Norway for compulsory education emphasizes the development of creativity in the art and crafts field more than in the other core subjects. However, the curriculum does not offer a clear definition of creativity or how creativity-related goals should be reached. According to prior research, teachers express different ideas about what creativity involves, and their conceptual understanding can affect their teaching practices. Results indicate that teachers hold beliefs that are in misalignment with recent literature, and a better conceptual understanding could support them in emphasizing creativity in the classroom. This applies especially to individual creative capacity, assessment, and the role played by domain knowledge in education.
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Базиль, Людмила, Валерій Орлов, and Оксана Фурса. "A DESIGN TEACHER IN THE CONTEXT OF PEDAGOGICAL REFLECTION." Мистецька освіта: зміст, технології, менеджмент, no. 14 (December 28, 2019): 5–15. http://dx.doi.org/10.37041/2410-4434-2019-14-1.
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The paper deals with one of the areas in the development of pedagogical skills of art teachers and the role of reflexive pedagogy in shaping creative personality in the system of training of future designers. One of the critical issues in design education is to bridge the gap between the information provided and its practical demand. During their years of study, students acquire too much and too little knowledge at the same time. Much knowledge refers to its volume, whereas little knowledge implies their adequacy to particular circumstances under which they have to work. Reflexive pedagogy can help to solve this issue. The paper considers the most common definitions of the term “reflection”. It indicates that pedagogical reflection of a design teacher is a system of linguistic and thinking processes, ensuring the realization of goals of future designers’ professional training and education in the system of artistic and pedagogical interaction. It demonstrates that cultural reflection is aimed at rethinking cultural acts and one’s cultural experience. It justifies the obtained results to reveal fundamentally essential conditions for developing professional reflection. It proves that many psycho-pedagogical studies cover the issue of professional reflection of art teachers, and there is no concept of its development for future designers. Therefore, it is essential to find out how to develop reflexion of students and university teachers. The paper concludes that one’s ability to generate new and non-standard ideas should be considered as one of the conditions for developing creative thinking of university teachers, boosting their self-confidence and promoting individual independence of vision.
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Stratan-Artyshkova, Tetyana. "CREATIVE AND PERFORMANCE TRAINING OF THE FUTURE TEACHER OF MUSIC ART IN THE CONTEXT OF THE HUMANISTIC PARADIGM OF EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 33–36. http://dx.doi.org/10.36550/2415-7988-2021-1-195-33-36.
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The article reveals the peculiarities of creative-performance training of a future teacher of musical art; analyzes the definitions of «creativity» and «performance»; proves the expediency and effectiveness of composer-performer activity in the formation of author ability, ability of a future specialist to self-expression and self-actualization in his own work. Music performance is undoubtedly a creative process, and creativity involves the creation of new products and does not exist without performance. Thus, creative-performance training of future teachers of musical art becomes significant and innovative, as it is based not only on the ability to creatively perceive, perform and interpret musical works (instrumental, vocal, choral), to express themselves in performing activities (co-creation), but also assumes the ability of future teachers to self-create, to be both the author and performer of their own work. The meaning of professional training, its qualitative characteristic is the creative and performing training of the future teacher of musical art, which is due to the theory and practice of musical education, the originality of musical and pedagogical activity and consists in solving pedagogical problems by means of musical art, is aimed at developing a personality capable of self-expression and self-realization, capable of perceiving new knowledge and experience, organizing the conditions necessary to express its subjectivity, uniqueness, unique essence.In the complex process of creative-performance activity based on artistic perception-interpretation, design of artistic image, musical work - to its creative presentation the self-expression and self-actualization of future specialists is carried out. This process implies self-realization of own forces, abilities, talents, opportunities, disclosure of all reserves of creative activity of personality, the whole complex of individual-personal qualities, objectification of essence forces in own production, various social activity, leads to transformation of personality into a subject of own life and profession.
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FARLEY, JEFF. "Jazz as a Black American Art Form: Definitions of the Jazz Preservation Act." Journal of American Studies 45, no. 1 (July 19, 2010): 113–29. http://dx.doi.org/10.1017/s0021875810001271.
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Jazz music and culture have experienced a surge in popularity after the passage of the Jazz Preservation Act (JPA) in 1987. This resolution defined jazz as a black American art form, thus using race, national identity, and cultural value as key aspects in making jazz one of the nation's most subsidized arts. Led by new cultural institutions and educational programs, millions of Americans have engaged with the history and canon of jazz that represent the values endorsed by the JPA. Record companies, book publishers, archivists, academia, and private foundations have also contributed to the effort to preserve jazz music and history. Such preservation has not always been a simple process, especially in identifying jazz with black culture and with America as a whole. This has required a careful balancing of social and musical aspects of jazz. For instance, many consider two of the most important aspects of jazz to be the blues aesthetic, which inevitably expresses racist oppression in America, and the democratic ethic, wherein each musician's individual expression equally contributes to the whole. Balanced explanations of race and nationality are useful not only for musicologists, but also for musicians and teachers wishing to use jazz as an example of both national achievement and confrontation with racism. Another important aspect of the JPA is the definition of jazz as a “high” art. While there remains a vocal contingent of critics arguing against the JPA's definitions of jazz, such results will not likely see many calling for an end to its programs, but rather a more open interpretation of what it means to be America's music.
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Shastina, Tatiana V. "Ethnovocal education today: vectors of development." Vestnik of Saint Petersburg State University of Culture, no. 2 (47) (2021): 114–19. http://dx.doi.org/10.30725/2619-0303-2021-2-114-119.
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The problems of modern culture related to the dynamics of the folklore tradition and its development have set scientists and practitioners the task of predicting the development of folk singing culture and awareness of the possibility of human influence on this self-developing system, the solution of which is closely related to education. In Russia, there is a holistic, dynamic system of professional ethno-local education, the development of a strategy for its development in the modern cultural space, requires the definition of the vectors of this development, one of them is called immersive, which helps to create an imitation of the folklore sound environment, increase the efficiency of deciphering and notifying folklore texts, analyze and master works of art of the oral tradition. The solution of the main task of ethno-local education – the formation of a new professional: a teacher, researcher, performer directly depends on the ethnically oriented content of educational programs, the use of innovative technologies, the definition of prospects, the foundations of the future paradigm of the considered education.
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Kosinska, Nataliya. "Stimulation of creative self-realization of future teachers of musical art in sociocultural vocal activity as a pedagogical condition for the formation of the scenic-figurative culture." Musical art in the educological discourse, no. 4 (2019): 90–96. http://dx.doi.org/10.28925/2518-766x.2019.4.13.
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The article defines pedagogical conditions of formation of stage-shaped culture in the process of vocal preparation. The important pedagogical condition is described in detail: stimulation of creative self-realization of future teachers of musical art in socio-cultural vocal activity. The main forms and methods of formation of a scenic culture according to the determined pedagogical condition are characterized, the purpose is determined, the essence of concepts is revealed and their influence on the improvement of professional training of future teachers of musical art is determined. The main tasks of the paper are to analyse the state of the problem under study in pedagogical theory and practice; definition of the pedagogical conditions that are most expedient and effective for the formation of stage-shaped culture in the process of vocal training, namely: strengthening the humanistic function of the content of vocal training on the basis of the implementation of the value meanings of musical art; the inclusion of interactive methods in the process of vocal training for future teachers of musical art; stimulation of creative self-realization of future teachers of musical art in socio-cultural vocal activity.
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Sirotkina, Jeanne, and Lyudmila Chebotar. "The development of musical children’s health in the process of vocal and intonational diyalnost." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 202–6. http://dx.doi.org/10.33310/2518-7813-2019-66-3-202-206.
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The article substantiates the importance of vocal-choral work with children of various age categories in the revival of the national traditions of modern Ukrainian society. Systematized scientific and practical experience regarding the role of art in the creative formation of personality. Various approaches to the definition of “musical ability” have been studied. After a thorough study of the problem, the definition of musical abilities was chosen according to B. Teplov, who claims that musical abilities are a complex of individual psychological abilities necessary for engaging in musical activity and associated with any type of musical activity. The importance of vocal and choral skills in the development of musical abilities of children is revealed. It is specified that vocal skills include singing, breathing, sound production, sound science, diction, ensemble, system, articulation and diction. And the skills of the system and the ensemble; singing skills according to the conductor’s gesture of the teacher belong to choral skills. Attention is focused on the fact that possession of the listed skills contributes to the development of intonation. The results of observation regarding the effectiveness of vocal-intonation activity in the development of musical abilities of children are presented. The necessity of improving the studied phenomenon is proved. Vocal -intonation exercises aimed at developing children's musical abilities are proposed.
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Lifeng, Xie. "Content and structure of the future music teachers’ performing will in the context of choirmaster training." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 131–38. http://dx.doi.org/10.24195/2617-6688-2020-2-17.
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The article is devoted to the study of the essence of the phenomenon “performing will” as an important professional quality of future specialists in the field of art education. The purpose of the article is to substantiate the essence, content and component structure of the performing will generated by future Music teachers, in the context of choirmaster (choral) training in particular. These methods are used in the article: analysis, synthesis and generalization (in order to substantiate the key provisions of the study); the method of shifting from the abstract entities to the concrete ones (in order to study the essence of the complex concept "performing will of a Music teacher in the context of choral training"); the methods of modelling and systematisation (in order to study the structural components of the phenomenon under study). Based on the study, it was determined that the choirmaster training aimed at the future Music teachers involves mastering the competence in specific activities with pupils’ non-amateur and amateur choirs, as well as mastering the forms and methods of organising pupils’ group choral performance. The performing will of the future Music teacher in the context of choirmaster training is considered as individual basic personal and professional properties which provide mental and emotional influence of the conductor on the members of the choir to unite them on the basis of emotional and spiritual resonance. The will of the conductor-choirmaster acts as a mechanism of energy impact on each member of the team in order to achieve the necessary, highly artistic and convincing level of implementation of the performance conception as an intonation-auditory and emotional image of the musical work envisioned by the conductor. Based on the definition of the content-oriented and attributive characteristics of the performing executive will, the component structure of the studied phenomenon is substantiated, it consists of four interconnected components: motivational-incentive, intonation- and image-centred, manual-expressive and reflexive-corrective
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Masjkur, Muhammad. "PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBANGUN SELF CONTROL REMAJA DI SEKOLAH." At-Tuhfah 7, no. 1 (September 13, 2018): 19–36. http://dx.doi.org/10.36840/jurnalstudikeislaman.v7i1.114.
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Self control is the ability of the individual to inhibit or prevent an impulse from appearing in the form of behavior that violates or contradicts moral standards. In another definition self-control is a network that is intact or integrated between individuals and their environment. Individuals who have high self-control seek to find and apply appropriate ways to behave in varied situations. Self-control affects individuals to change their behavior according to social situations so as to manage the impression of being more responsive to situational, flexible, and warm and open guidelines. Self-control is concerned with how the individual controls his emotions and drives from within himself. According to the scientific concept, emotion control means directing emotional energy to a useful and socially acceptable expression channel. Teachers' efforts in establishing adolescent self-control means the efforts or endeavors undertaken by a teacher attain a goal in the process of building the ability of the individual adolescent to inhibit or prevent an impulse from appearing in the form of behavior that violates or contradicts moral standards. In building self-control teenagers in school, of course, a teacher must first have a good self-control and strong, so it can be used as a mirror for them. Based on the above description, there are two issues that will be discussed, namely: 1) How the role of Islamic Religious Education Teacher in building self-control teenagers in school, 2) What efforts can be done Islamic Teachers in building self-control teenagers in school. From the discussion can be concluded: 1) Islamic education teachers have a very important and strategic role in building self-control teenagers in school. PAI Teachers have to act as mentors, advisors, models or models and evaluators in building self-control teenagers 2) The efforts made by PAI teachers in building self-control teenagers in schools, among others through the following activities: a) Educate by giving exemplary, b) Educate by implementing a policy of supervision and counseling together, c) Educate by doing habituation, d) Educate by fostering the discipline of learners.
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Rakhmanova, O. K. "Pedagogical conditions of artistic and creative synesthesia of junior students at integrated music lessons." Musical art in the educological discourse, no. 2 (2017): 150–53. http://dx.doi.org/10.28925/2518-766x.20172.15053.
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The methodological concept of “pedagogical conditions” is analysed and its essence is disclosed. Special attention is given to the modern interpretation of this concept and its meaning in modern science is examined in details. The article is dedicated to the revealing the pedagogical conditions that influence the process of development of junior students’ artistic and creative synesthesia. Careful attention is paid to the author’s point of view on the definition of the concept of “pedagogical conditions” as well as to the additions which should be included to the definition taking into account the modern tendency to technology and science development. These pedagogical conditions disclose specifics of the artistic and creative synesthesia and creative potential of junior pupils at the integrated music lessons, which contributes to their deliberate orientation in the system of art values. The author defines a complex of the pedagogical conditions that symbolically can be divided into three groups: 1) creating emotionally-creative environment that stimulates development of junior students’ artistic and creative synesthesia during the process of listening to musical composition; 2) dialogical interaction between the teacher and student in the process of junior students’ artistic activity; 3) implementation of the individual differentiation in the development of junior students’ artistic and creative synesthesia at the integrated music lessons, which considers individual characteristics of creative potential and creative abilities of junior students and setting the differentiated creative tasks in this way.
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Zinchenko, V. P. "The importance of outdoor lessons for students." E3S Web of Conferences 273 (2021): 12126. http://dx.doi.org/10.1051/e3sconf/202127312126.
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In the article, we consider the problems of teaching painting to students of art specialties in plein air practice. Based on a historical study of the stages of development and formation of landscape as an independent genre in the fine arts, the specifics, and features of teaching the art of painting in the open air are determined. The definition of the concept “Motif in the fine arts” is being clarified. The dependence of the format of practical tasks and stages of work on a pictorial etude on the goals and objectives of teaching painting in the plein air is established. Research methods: analysis of literature on the research problem (art history, theory, and methods of teaching fine arts, etc.); student work performed in plein air practice; works of famous artists; survey of students and teachers. The results of the research can be used in the process of teaching painting to bachelors, masters, and specialists in the field of painting, graphics, design, architecture.
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Padilla-Petry, Paulo, and Jennifer A. Vadeboncoeur. "Students’ Perspectives on Engagement, Learning, and Pedagogy: Self-Evaluations of University Students in Spain." SAGE Open 10, no. 2 (April 2020): 215824402092406. http://dx.doi.org/10.1177/2158244020924063.
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Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students’ attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher’s pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning.
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Козлова, Тамара Алексеевна, and Лариса Павловна Карпушина. "FORMATION OF FOLK SONG PERFORMANCE SKILLS IN THE FOLKLOR ENSEMBLE UNDER THE CONDITIONS OF ADDITIONAL EDUCATION." Pedagogical Review, no. 6(34) (December 14, 2020): 61–66. http://dx.doi.org/10.23951/2307-6127-2020-6-61-66.
Full textAbstract:
В рамках дополнительного образования воспитание детей начинается с приобщения к народным традициям, музыкальному фольклору. Одной из форм вовлечения детей в народно-певческое исполнительство является фольклорный ансамбль, на занятиях которого формируются навыки исполнения народных песен. На основе комплексного, диалектического, сравнительно-сопоставительного, логического подходов, а также теоретического анализа психолого-педагогической и методической литературы, обоснован процесс формирования навыков исполнения песен в рамках народных традиций в фольклорном ансамбле, осуществляемого в условиях дополнительного образования. At present, additional education is especially important, within the framework of which a person’s upbringing begins with an introduction to folk traditions, musical folklore. One of the forms of involving children in folk singing performance is a folklore ensemble, in the classroom of which the skills of performing folk songs are formed. The methodological guidelines were complex, dialectical, comparative-contrastive, logical approaches, as well as theoretical analysis of psychological, pedagogical and methodological literature. In the course of the research, the process of forming the skills of performing songs within the framework of folk traditions in a folklore ensemble, carried out in conditions of additional education, has been substantiated. The skills of performing folk songs in a folklore ensemble include: skills of folklore intonation (smooth sound science; natural sound formation; use of both head and chest resonators; improvisational approach to singing and lyrics); singing skills; skills in performing polyphonic tunes of heterophonic style, style of two-, three-, four-voice drone polyphony, etc. The main repertoire of the folklore ensemble is samples of folk musical art. Folk musical art is an art of a special kind, which is characterized by tradition, syncretism, variability, collectivity, emotional saturation, a combination of the universal and the national. Taking into account these features of musical folklore leads to the definition of special pedagogical principles for mastering folk musical art. One of the leading principles on which the development of musical folklore is based is the legibility of the transmission of musical material. The principle of improvisation comes from the very nature of folk art. He suggests that the development of folklore should be creative. The principle of combining individual and integrated approaches in teaching the folklore tradition of performance presupposes the combination of collective and individual creativity. The principle of syncretism involves the use of various types of activities in the classroom – singing, dancing, playing instruments. The principle of confidential communication between a teacher and children presupposes open, emotional relations between the participants of the folklore action. The principle of ensemble teaching will allow you to teach how to adapt your voice to the overall sound, organically including it in the overall performance. The mastering of a folk song is distinguished by its great originality and requires the teacher to implement all the principles that reflect the specificity of musical folklore.
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Maimunah, Maimunah, Lenny Marzulina, Herizal Herizal, Muhamad Holandyah, Amirul Mukminin, Robin Pratama, and Akhmad Habibi. "CUTTING THE PREVALENCE OF PLAGIARISM IN THE DIGITAL ERA: STUDENT TEACHERS’ PERCEPTIONS ON PLAGIARISM IN INDONESIAN HIGHER EDUCATION." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 663–77. http://dx.doi.org/10.33225/pec/18.76.663.
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It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The research was undertaken as a mixed-method research. Questionnaire and face to face interviews were the instruments to collect data. A paper-based questionnaire was administered to 534 student teachers while face to face interviews were conducted with twenty voluntary participants. The data from the questionnaire were analyzed and presented in the form of percentages, frequencies, and standard deviation while interview data were first analyzed by transcribing the audiotaped interviews into texts, which were then read line-by-line to find and list every significant statement relevant to knowledge of plagiarism definition, research ethic, and research misconduct types, attitudes towards plagiarism, practicing of plagiarism, and reasons of plagiarism among twenty participants. Results showed that most student teachers knew the definition of plagiarism, but they did not know the types of research misconduct. They considered plagiarism as an act of stealing but being unable to avoid in for their study. They tended to do plagiarism because they wanted to save time and they considered about the pressure of their study. Based on the findings of this study, it is important that participants should be required to have more education on plagiarism and its effects and consequences on the ethics of research and education. More strict policies should be implemented to evaluate and supervise plagiarism emerged in Indonesian higher education institutions for undergraduate programs. Keywords: Indonesian higher education, plagiarism in higher education, student teachers, teacher education.
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Khan, Rehan Ahmed. "Role of Medical Educationists, Educators, and Teachers in Health Professions Education." Health Professions Educator Journal 2, no. 2 (June 30, 2019): 9. http://dx.doi.org/10.53708/hpej.v2i2.237.
Full textAbstract:
Educationists are professionals who develop and design educational policies and conduct research on different aspects of education. Some of them also teach ‘Education’ as a subject. Education is being more streamlined and accepted as a separate entity in medical education, with more and more doctors opting for courses in medical education such as certificates, diplomas and masters in medical education (Tekian, Roberts, Batty, Cook, & Norcini, 2014). Hence, a discussion often ensues regarding the definition of medical educationists, educators, and teachers. Literature does not discriminate clearly between these three terms. In this editorial, I will share my perspective on these terminologies based on my experience and supportive evidence from the literature. A clinician needs a license to practice, so it is unfair to consider a doctor as a teacher by default, without a license to teach. Hence, to be considered a medical teacher, a prerequisite of obtaining a certificate, diploma, or masters in medical education should be fulfilled. At the least, courses or workshops in different aspects of medical education should be completed by the doctors. Regarding medical education, faculty in medical and dental colleges in Pakistan can be divided into three categories: (1) Doctors with basic medical education (MBBS or BDS) and a postgraduate degree in medical education (e.g. MHPE or MME, etc). These professionals are usually concerned with medical education as a discipline and work in the department of medical education (DME) and can be called ‘Medical Educationists’. (2) Doctors with a post-graduate degrees in their primary discipline (such as Physiology or Surgery etc ) but an additional post-graduate degree in medical education. These professionals teach their primary disciplines but at the same time work actively with DME in a collaborative or leadership role. They can be considered as ‘Medical Educators’. (3) The third type of faculty confines them to teaching their own subjects who can be considered as ‘Medical Teachers’. They either have a license to teach (CHPE, Diploma or Masters) in addition to a postgraduate qualification in their own discipline or have learned the art and craft of teaching through experience and self-training. However, in this day and age when teaching is no more delivery of knowledge (Harden & Crosby, 2000), it is difficult to be a medical teacher without a formal degree and training in teaching. All these professionals define and shape the structure and role of medical education departments or units. In Pakistan, where medical education departments are still in infancy in the majority of the medical schools, it is important to understand how these departments should be run (Batool, Raza, & Khan, 2018; Davis, Karunathilake, & Harden, 2005). Department of medical education may be headed by either a medical educationist or medical educator, but the gist is that they should have a basic degree in medical education. In the author’s experience, it is better to have all three types of professionals in the DME or related to it. Each has its own benefit. The medical educationist is focused on administrative and research areas related to educationists, the medical educator can act as a bridge between DME and other disciplines, and the medical teacher is the brace of DME, ensuring the implementation of the educational program. Successful collaboration between these three types of professionals is important for the effective implementation of the curriculum. The nomenclature of medical educationists, educators, and teachers do not have strict boundaries and are being interchangeably used in practice. It would be interesting to define them empirically and describe the roles and responsibilities for each one of them separately.
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Колоніна Л. Г. "ОСНОВНІ ХАРАКТЕРИСТИКИ СУТНОСТІ ТА ЗМІСТУ ПОНЯТТЯ ІНДИВІДУАЛЬНОЇ ОСВІТНЬОЇ ТРАЄКТОРІЇ СТУДЕНТА В ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ." World Science 2, no. 12(52) (December 30, 2019): 10–14. http://dx.doi.org/10.31435/rsglobal_ws/30122019/6833.
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The author provided the theoretical grounding of the essential characteristics of the concept of “individual educational trajectory”. Based on the logem of the system of the methodological approaches (holistic- emergent, humanitarian, axiological, trans-communicative, personal- activity, praxeological, projected, competent, creative-acmeological), she formulated the definition of the individual educational trajectories of the future teachers of the music art and she outlined briefly the structural content of the research question which is represented with two blocks: personal potential (motivational-value, personal-experience, orientation- cognitive, communicative reflexive and regulatory components) and its realization in the educational activities.
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Dronov, Ivan. "Group blog as one of the modern Internet-technologies in foreign language teaching." Tambov University Review. Series: Humanities, no. 180 (2019): 61–69. http://dx.doi.org/10.20310/1810-0201-2019-24-180-61-69.
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The using of modern Internet-technologies in a foreign language teaching is one of the most promising areas from the standpoint of optimizing the educational process. We propose the author’s definition of the term Internet-technology, which refers to the multi-species system of in-teraction between a teacher and a student with using modern technical tools of the Internet, aimed at the realization of the tasks set by communication. Also group blog is defined as the most promising subtype of Internet-technologies. It was given the author’s definition as a collective blog in which students from one group publish their work for further discussion with the aim of developing thought-thinking skills. The constituent elements of the communication act, including the participants, purpose, theme, language tools and circumstances, are implemented with group blog using. The advantage of didactic properties and methodological functions of the group blog in the formation and development of the communication skills “reading”, “writing”, “speaking”, “speech” and “listening” is noted. Studied in the scientific research center type of blog is presented as a unified platform for communication and space for teamwork of users group and moderator. Based on the constant set of statuses and roles in the teacher–student dyad, the thematic focus of blog is determined by the moderator – completing of assignments, participation in discussion of published material, reflection on other users’ messages. We also examine the group blog as one of the modern Internet-technologies in foreign language teaching.
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Ernomo, Zandi. "Language Learning Strategies (LLS) Instruction to Help Students Become Better Language Learners." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (August 31, 2018): 79. http://dx.doi.org/10.30587/jetlal.v2i2.2466.
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Based on act of The Republic of Indonesia number 20, year 2003 on National Education System, learners should be active participants and able to develop their full potential. From the statement, the paradigm in educational field has changed from teacher centered learning to student-centered learning. Teaching language learners to learn so that they will be effective learners is a major issue in language teaching nowadays. A way to do that is by conducting strategy instruction. So, the purpose of this paper is to find out the definition of LLS, factors affecting the choice of LLS, classification of LLS, characteristics of LLS instruction, and models of LLS instruction.
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Ahmed, Dr Ishag Adam Hassan. "Problems in English Communicating Skills for Learners of English." International Journal of Contemporary Research and Review 9, no. 07 (July 7, 2018): 20484–91. http://dx.doi.org/10.15520/ijcrr/2018/9/07/548.
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This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised. Finally, the paper concludes by representing the pedagogical implications of conversation strategies.
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Kagan, Dona M. "Teaching as Clinical Problem Solving: A Critical Examination of the Analogy and Its Implications." Review of Educational Research 58, no. 4 (December 1988): 482–505. http://dx.doi.org/10.3102/00346543058004482.
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In 1974, when research on teachers’ cognitions became a major focus of inquiry, teaching, like the practice of medicine, was described as a form of clinical problem solving. The concept of clinical problem solving was invoked primarily in terms of its traditional definition: the diagnosis and treatment of dysfunction. Today, after 14 years of studying teachers’ cognitions, educational researchers are beginning to provide models of classroom teaching that reflect a very different, hierarchical kind of clinical problem solving. Empirical models of each kind of clinical problem solving (diagnosis/treatment vs. hierarchical) are described and compared, as a means of evaluating the distance researchers of teachers’ cognitions have traveled. The author suggests that the transition from the initial to the newer model represents a shift in perspective that has effectively moved teaching farther from science and closer to art. The implications of this shift are discussed in terms of how pre- and inservice teachers are evaluated and trained.
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Kovalchuk, Vasyl, Tetiana Aheikina-Starchenko, Nataliia Chorna, and Svitlana Iskra. "Formation of national self-consciousness of future musical art teachers in the process of their professional training." SHS Web of Conferences 104 (2021): 03012. http://dx.doi.org/10.1051/shsconf/202110403012.
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The authors of the paper analyze the definition of “national self-consciousness” and outline its structure, which includes self-esteem, socio-psychological expectations, and self-identification. From the point of view of the authors of the paper, the national self-consciousness of future musical art teachers includes three interrelated components. They are: an information-cognitive one, which involves mastering the system of general knowledge and special knowledge, as well as the possession of certain information regarding one's own self-identification; an emotional and value one, which reflects patriotic feelings, the desire for the national ideal, the value attitude towards the Ukrainian cultural heritage; and a reflexive and activity one, which characterizes the awareness of the nationality, awareness of oneself as a bearer of cultural values and heritage of the nation, and awareness of one's role in future professional activities. As a result of the analysis of the researches on the problem under our consideration, we made some conclusions about the ways of forming the national selfconsciousness of young people. The authors of the paper conducted a pedagogical experiment that allowed identify methodological aspects and suggest forms and methods that should be used in the training process to form the national self-consciousness of future teachers of musical art.
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Tellioğlu, Hilda. "FCE." International Journal of Human Capital and Information Technology Professionals 7, no. 3 (July 2016): 19–32. http://dx.doi.org/10.4018/ijhcitp.2016070102.
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This paper is an attempt to conceptualise the scope of an evaluation framework for curricula in higher education. The framework presented in this paper (FCE) considers static and dynamic aspects of curricula. While briefly showing the state of the art requirements to an evaluation framework are summarised. After introducing the research setting and the methodology applied for this work, the Framework for Curriculum Evaluation (FCE) is presented with its two levels: definition level and execution level. For the execution level the questionnaires used for students, teachers and administration staff are briefly presented to make the utilisation of the FCE explicit. Some of the questions are exemplified to demonstrate their use in real settings. Discussion and conclusions finalise the paper.
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Borenzweig, Suzanne Rachel. "Coming To Craft and Coming Of Age: Teaching Advanced Placement English In The Classroom-Workshop." Phenomenology & Practice 6, no. 2 (February 14, 2013): 153–79. http://dx.doi.org/10.29173/pandpr19868.
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This article explores the lived experiences of Advanced Placement English teachers in public high school, as the author addresses the question: "What is it like to teach Advanced Placement English while caught in the tension between teaching and testing?" The phenomenological text constructed from conversations and written reflections with six Advanced Placement teachers brings forth aspects of the experience of dwelling aright in the Zone of Between in AP English teaching: between teaching and testing, high school and college, and childhood and adulthood. The teachers use the exam as a foundation for courage and encouragement, confidence and passion building, and creative ways-of-being with students. The study suggests a need for Advanced Placement teachers to participate in the development of curriculum, to retain the autonomy to teach from the self, and to be trusted to provide students with meaningful experiences in the art and craft of literature study. The article also reveals the importance of widening the narrow definition of student achievement to include more than test scores.
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Трухан, Г. В. "ФАСИЛІТАТИВНІ ВМІННЯ СУЧАСНОГО ВЧИТЕЛЯ: СУТЬ, СТРУКТУРА, МІСЦЕ В СИСТЕМІ ПЕДАГОГІЧНОЇ ФАСИЛІТАЦІЇ." Теорія та методика навчання та виховання, no. 47 (2019): 148–58. http://dx.doi.org/10.34142/23128046.2019.47.13.
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The relevance of the research of the facilitation was indicated in the article and it was also established that this term is widely used in modern pedagogical and psychological literature, the modern interpretations of the concept of «facilitation» was considered. The scientific approaches to the definition of the terms «pedagogical facilitation» and «facilitation skills of the pedagogue» have been analyzed. The pedagogical facilitation was considered as a specific type of activity, which promotes the awareness of the personality of one’s own self-worth, self-development and self-perfection. It was found out that the pedagogical facilitation manifests itself in stimulating, initiating, encouraging the subjects of the educational process to independently search for answers to the question, and the conditions of its effectiveness were indicated. It has been established that the pedagogical skills of the teacher are the ability to organize the process of conscious learning and personal growth. It was noted, that the skills that should be possessed by the teacher-facilitator include: the ability to organize educational dialogue, as a facilitation of the processes of conscious learning and personal growth, the ability to listen to somebody carefully, to analyze and correct students’ actions, to promote the creation of effective behavior, to provide apositive attitude of psychological mood, act preventively, conceptually think and predict the results of their own pedagogical activity. It was revealed the importance of such pedagogical interaction that will make every student will feel accepted and heard. It has been established that the pedagogical orientation and flexible approach in the realization of the activity these are characteristic features of the teacher’s facultative skills. It has been found out that the formation of facilitation skills is possible if they work on themselves and their self-development. It was noted that this is due to the getting and bringing to the automatism of certain knowledge and skills.
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Arif Pamessangi, Andi. "تطبيق تعليم اللغة الجماعة في تعليم اللغة العربية." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 9, no. 2 (April 11, 2020): 299. http://dx.doi.org/10.22373/ls.v9i2.6748.
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The method is the theoretical basis for something important in language teaching, such as teaching Arabic. In teaching Arabic, the method has many roles, such as the steps in giving a better understanding to teachers and students about the grammar of language, its use, and other functions related to language. In this article, the author discuss about one way to teach a language, which is Community language learning. The researcher searches for the importance of Community language learning, its definition, when it originated, its goals, how the functions of the teaching elements work, as well as how they are applied to education and what have its advantages and disadvantages. Community language learning is a method developed by Charles A. Charles A. Curran and his colleagues are also called counseling learning method. Community language learning has some major characteristics. The basic principle of this method is for the teacher to act as a counselor or mentor who plays a negative or inactive role. The aim of this education is to upgrade students' competence in proficiency in the foreign language as native speakers, as well as to increase the confidence and spirit of students in using this language. Community language learning is a valid and appropriate method for Arabic Learning.
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Yadryshnikov, Konstantin S. "Assessment of the regulatory impact of a normative act as a pedagogical tool for the formation of a student's legal culture." Pedagogy: history, prospects 3, no. 5 (October 29, 2020): 85–99. http://dx.doi.org/10.17748/2686-9969-2020-3-5-85-99.
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This article examines the problems of forming the legal culture of the students’ personality when teaching legal disciplines (on the example of educational institutions of Technical and Vocational Education and Training) with the use of pedagogical meth-ods - assessing the regulatory impact of a normative act. The paper provides an over-view of the application of regulatory impact assessment in various spheres of public life. The author substantiates the possibility and necessity of using the assessment of the regulatory impact of a normative act in pedagogy, as an independent pedagogical methodology. The necessity of forming the legal culture of a student's personality is revealed, the semantic load of the definition of «legal culture» is considered and the optimal definition of the concept is selected for use in this study. The paper proposes a relatively new pedagogical methodology for teaching legal disciplines, with the help of which the goals of education are realized and at the same time the legal culture of the individual is formed. The results of the effective application of the methodology for assessing the regulatory impact of a normative act (on the example of teaching students of Technical and Vocational Education and Training), expertise that is formed at the same time among students, are presented. The features of the application of the methodology for assessing the regulatory impact of the normative act are indicated, as well as the difficulties that the teacher should take into account when using this pedagogical toolkit. The conclusion is made about the possibility of applying the methodology for assessing the regulatory impact of a normative act in educational institutions of all types.
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Zhao, Pei, and Xiaojun Li. "Arts Teachers' Media and Digital Literacy in Kindergarten." International Journal of Digital Literacy and Digital Competence 6, no. 1 (January 2015): 1–17. http://dx.doi.org/10.4018/ijdldc.2015010101.
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Children live in a media oriented world, and media skills need to be taught already starting from the early years. Practicing media production can be seen as a core activity for media education in early childhood. The idea is linked to the 21st century definition of media: instead of thinking of media and digital culture as a simple, one-to-one way communication, it is better to consider media as parts of systems of actions and activities. In other words, it should be seen as a form of social processes. In this case study, the authors investigated children's shared blogging in a kindergarten in two different countries. The public blog was operated between Finland and China in order to build communication between those countries and get children's viewpoints from a different culture and shared communication. Arts education (visual art) was used as a tool for the online communication and blog's content production. On the basis of this study, a shared blog could be a pedagogically functional way to teach children the social media use and interaction as a part of their early childhood education. Pedagogically organized use of social media is also the way to give young children own voice in digital media culture, and to connect other children around the world.
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Chertov, V. F., and I. V. Sosnovskaya. "Harmony of theory and practice in the works of V.V. Golubkov." Literature at School, no. 1, 2020 (2020): 108–20. http://dx.doi.org/10.31862/0130-3414-2020-1-108-120.
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The purpose of the article is to analyze the methodological heritage of V.V. Golubkov, to establish links between the practical activities of the teacher and his scientific publications, teaching and methodical manuals, the definition and updating of the main directions of research of the scientist’s methodological system. The article uses the comparative historical research method, with the use of memoirs and archival sources. The authors characterize the methodological concept of V.V. Golubkov as fundamental and theoretically substantiated, based on the achievements of pedagogy, psychology, literary criticism. The article highlights the main features of this concept: the significance of the issues of methodology and methodical thesaurus in research on the methodology of teaching literature; “psychologism” as attention to the personality of the reader, their reading interests, and features of the artistic perception; a take on literature as human knowledge expressed in artistic images; considering reading as a creative process; the development of specific techniques for the modern reading of classics and the development of critical thinking of students; statement of the problem of stimulating personal memories, emotions, imagination and independent judgments of students; introduction of the concept of “sense of proportion in the study of a work of art”, etc. In conclusion of the article, the authors deduce that the methodological system of V.V. Golubkov has laid the foundations for teaching literature in the 20th century and can be regarded as a tradition that still retains its significance and relevance in the face of changing sociocultural realities and approaches to the study of literary text in lessons of literature.
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Tsarcova, Vera B. "INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT." Educational Psychology in Polycultural Space 54, no. 2 (2021): 121–29. http://dx.doi.org/10.24888/2073-8439-2021-54-2-121-129.
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The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.
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Nelson, M. S. "Teacher definition." Academic Medicine 66, no. 11 (November 1991): 681. http://dx.doi.org/10.1097/00001888-199111000-00011.
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Ferlin, Maria, and Per Sundberg. "Grundskoleelevers uppfattningar om begreppet art relaterade till formuleringar i läroböcker i biologi12 to 15 year old pupils' perceptions of the concept species related to formulations in textbooks in Biology." Nordic Studies in Science Education 11, no. 1 (March 23, 2015): 3–18. http://dx.doi.org/10.5617/nordina.805.
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This study contributes to knowledge about pupils’ conceptions of species. There is no unique and unequivocal definition of the species concept and this is a matter of discussion among biology researchers. This complexity is not communicated when the species concept is presented in Swedish Biology textbooks used in grades 6/7–9. Diverse conceptualizations of science concepts among pupils have, however, been analyzed in previous educational studies. This study analyses pupils’ expressions concerning species and the species concept and how these correspond to the presentations of them in Biology textbooks. The findings are based on results from content analyses of seven textbooks as well as a questionnaire answered by 12–15-year-old pupils. The results demonstrate that pupils essentially base their perception of the species concept on morphological similarities; hence the pupils’ perceptions deviate from textbook presentations. This is an issue which teachers, textbook authors and producers of other teaching materials should be aware of.
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Gray, James U. "An Art Teacher Is an Art Teacher Is an Art Teacher... Fortunately!" Art Education 45, no. 4 (July 1992): 19. http://dx.doi.org/10.2307/3193331.
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Chemberzhi, Daria. "The importance of installation art for the development of contemporary art in the world and Ukraine." Bulletin of Lviv National Academy of Arts, no. 39 (2019): 278–87. http://dx.doi.org/10.37131/2524-0943-2019-39-19.
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Article is devoted to a research of a role and the place of art installation in the modern world. At the same time the retrospective analysis of a role of art installation in the past and comparative characteristic with the present is carried out. The Ukrainian context of development of art installation is also revealed. At the same time it is found out that installation is not only an important component of modern art, but also an integral part of historical discourse. Due to its visual functions, the installation actively influences the viewer. For the most part, installations are not just an object in space, it is what is the very space - how much the installation work has the ability to fill the space, integrate into it organically and holistically. At the same time, the main factor in the creation and existence of an installation in the exhibition space, as well as in other relevant arts, is its relationship with the viewer. In this study, the socio-cultural aspect of the installation is important, understanding of the significance of this form of contemporary artistic practices for a common worldview system. Such problems as the assimilation of new experience from the point of view of global processes, on the one hand, and the preservation of the national cultural identity in contemporary art, on the other – actualize the pattern of the process of perception of a new culture. In article it is found out that graphic schools are based on existence of certain art and educational institutions where graphic artists who carry out the teaching activity and own creativity a high mission of formation of new generation of masters create. Not less important factor is acceptance of experience of teachers and its further development in creativity of pupils and followers. Art of installation is an integral part of the modern fine arts of Ukraine. Emergence and development of this art form in the national cultural environment became possible under conditions of intensive creative activity of artists which reached the high level of mastery in connection with deeply philosophical judgment of problems of the present. At the end of XX – the beginning of ХХІ century, looking for new ways of development, the Ukrainian artists addressed installation which as it is possible better answered esthetic inquiries of an era and became a symbol of spiritual updating of the personality. Installation turns into a key factor of development of different spheres of culture, thereby playing a noticeable role in development of national culture. Installation in the modern art helps to be focused and inform of the idea and understanding of global problems to adherents of different genres of art, the audience of different age categories and social groups. Since declaration of independence development of the independent state and formation of own cultural policy aimed at providing free development of national culture and preservation of cultural inheritance begins. The state forms the legislative base which can provide cultural development and an open entry of all citizens to its achievements. In 1992 the Verkhovna Rada of Ukraine accepts "Principles of the legislation of Ukraine about culture" where the basic principles of public policy in the sphere of culture directed to revival and development of the Ukrainian national culture, ensuring freedom of creativity, free development of cultural and art processes, realization of the rights of citizens to access to cultural values, creation of material and financial conditions of cultural development were declared. It is found out that installation is an art equipment which uses the three-dimensional objects intended for change of perception of space by the person. The term "installation" in English appeared long ago – in the XV century. It means process of construction, collecting, drawing up something (now use it also for establishment definition, for example, of the software). With the advent of different technologies – videos, and later and the computer – arose also different types of installations which now peacefully coexist with other arts, for example, painting or a sculpture, without being inferior to them. Hardly somebody will be able to designate exact date of emergence of installations and their judgment as art form. Now installation represents the certain room according to the decision of the author transformed to art space. It is filled with a number of objects to which the symbolical value is often provided. Harmonious connection of things, their arrangement indoors is also art. Installations can be the constant objects exposed in the museums or be created temporarily in public and private spaces. The space of installation can include different types of the things and images circulating in our civilization: pictures, drawings, photos, texts, video, movies, tape recordings, virtual reality, Internet, etc. Installations are regularly presented at the international exhibitions of the modern art, such as Venetian the biennial. The most prestigious art museums and art galleries of the world give to installation art the best platforms from time to time. At the same time, the research of this form of art lags behind the progressing shaping a little. The phenomenon of installation is considered as a part of a performance that is entirely logical. But install processes, especially the last decades, proved what is absolutely self-sufficient the cultural phenomena which need serious scientific approach and judgment, require attention to a research of characteristics install the practician, activity of certain artists, a tipologization and the scientific analysis of modern processes
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Северин, Віктор, and Надія Северин. "ДЖЕРЕЛО СТВОРЕННЯ АСОЦІАТИВНОГО ОБРАЗУ В ДИЗАЙНІ." Humanities journal, no. 4 (February 4, 2020): 140–47. http://dx.doi.org/10.32620/gch.2019.4.15.
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Under today’s conditions in Ukraine a process of a new information-driven society creation is observed, where design plays a prominent role. Design appeared at the intersection of science, technology and art; it is implemented in different social systems and conforms to social and natural laws. Under today’s circumstances design is creativeness, which always has its place in people’s activity and is defined as an important cultural phenomenon, performing different cultural functions. The aim of the article is the definition of artistic-expressive means role in the artistic image creation in design, determination of Design Olympiad role for creative thinking cultivation and occupational skills in future specialists.The holding of the All-Ukrainian Student Olympiad on Design in Ukrainian higher educational establishments has already become a constant, important, time-consuming event. Such an event contributes to revealing of students’ professional abilities, establishing creative and friendly relations among art educational establishments of Ukraine, enables to decide the winners among the most talented participants and, thus it helps to select students for participation in International Olympiads on Design. Since 2012 on the basis of Kharkiv State Academy of Design and Fine Arts, which became the main establishment, the All-Ukrainian Olympiad on Design has been held, gaining popularity and significance: more and more educational establishments are involved, the number of participants is growing together with the quality of their creative efforts. The Olympiad programme consists of two stages and determines each of them. In 2019 the purpose of this event was the knowledge evaluation, skills and students’ design thinking level as well as their creative manner. The task was aimed at new creative solutions, activation and imagination in student designers of different specialties, enrichment of design culture, outlook broadening with the objective of original and perspective innovative design conceptions generation. Whereas art higher educational establishment teachers’ task is to help the modern youth see beauty and direct their activity to create magnificent and eternal images.
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Mozgovyi, Victor. "The Directional Spectrum of Pedagogical Action in the Context of Foreign Scholars’ Views." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 20–25. http://dx.doi.org/10.1515/rpp-2017-0003.
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AbstractThe article deals with the study of crucial features and functions of the direction of pedagogical action in educational practices of Ukraine and the Russian Federation. Using the descriptional characteristics presented by scientists and pedagogues-scholars from the mentioned countries we have defined common and distinct features of the phenomenon under study, compared its structure and components. The analyzed definitions suggest that the direction of pedagogical action is based on the synthesis of theatrical and pedagogical art. The direction of pedagogical action is oriented toward methodical provision of modern trends in the development of humanistic education and creates relevant emotional field for the comprehensive development of personality. As a result, we have found out that the direction of pedagogical action in the Russian Federation is practice-oriented and is used as a method of emotional influence on pupil while solving educational tasks of a comprehensive secondary school. More common is the spectrum of using the direction of pedagogical action in the national systems of secondary and higher education where this phenomenon is mostly associated with the development of teacher professionalism, their pedagogical mastery that contributes to the organization of the educational process at a new level – a creative function that is oriented toward the establishment of efficient pedagogical interaction. Based on the results of the comparative analysis, we have concluded that comprehending the efficiency of using the direction of pedagogical action in the systems of secondary and higher education in Ukraine and the Russian Federation will contribute to a new level of organization of free pedagogical interaction where the author’s position of teachers may surely help to meet personal educational needs of their pupils and students.