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1
Zorina, Nataliya. "Dissertation researches of historical and pedagogical subject (1991—2021): bibliometric analysis." Вісник Книжкової палати, no. 10 (October 27, 2022): 19–25. http://dx.doi.org/10.36273/2076-9555.2022.10(315).19-25.
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The issue of presenting the achievements of domestic pedagogical science in dissertations defended in Ukraine during the years of independence is considered. The importance of dissertation research for the development of pedagogical science and practice is noted. The results of scientific research presented in dissertation papers largely characterize the development of pedagogical science in general, as well as certain stages of innovative trends in science. It is emphasized that bibliometrics plays an important role in evaluating the effectiveness of scientific activity — a scientific direction of research based on methods of quantitative analysis of bibliographic characteristics of documents that provide a basis for their qualitative assessment. The specialty 13.00.01 "General pedagogy and the history of pedagogy" is characterized as the basic for all pedagogical fields: the theoretical positions obtained in the studies of the specialty 13.00.01 are aimed at all education workers, and the results of these studies have the greatest impact on development of the pedagogic theory. The state of dissertation research in the field of pedagogical science conducted in Ukraine during the years of independence (1991—2021) is analyzed. The results of the bibliometric analysis of dissertations defended in Ukraine on the specialty 13.00.01 "General pedagogy and history of pedagogy" are presented, made in the process of creating a scientific auxiliary bibliographic index "Dissertations on Education (1991—2021)". Theses for obtaining the scientific degree of doctor and candidate of sciences in the above-mentioned specialty are researched and analyzed. Quantitative and chronological monitoring of dissertations was carried out according to various indicators: the dynamics of defense by year, the number of candidate and doctoral dissertations, dissertation topics, etc. It was concluded that the use of methods of bibliometric analysis of dissertations is expedient and promising for researching the state of pedagogical science and determining trends in its development.
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Liashenko, Olga, and Tetiana Bytenko. "Historical analysis of innovation paradigms in the education system." Academic Notes Series Pedagogical Science 1, no. 189 (2020): 142–47. http://dx.doi.org/10.36550/2415-7988-2020-1-189-142-147.
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The article analyzes various studies and publications of Ukrainian and foreign scholars-educators related to the organization of innovative activities in the education system. Innovations in pedagogical and music-pedagogical activity in the XX and XXI centuries are considered. The concepts of «technology» and «pedagogical technology» are defined. Attention is drawn to the pedagogical technologies used in the work of outstanding scientists-pedagogues: K. Ushinsky, B. Grinchenko, A. Makarenko, S. Shatsky, V. Shatskaya, V. Sukhomlinsky, O. Rostovsky, V. Shatalov, M. Shchetinin, E. Ilyin. There are also four stages in the development of the information technology of teaching in the field of view of the author, namely: verbal – audiovisual – programmable – multimedia and hypermedia. The approximate life of each of the four stages is determined. The modern pedagogical technologies of teaching in the higher educational establishments are characterized. First and foremost, it is computer and multimedia technologies that allow the use of a multifaceted field of information by means of technical means, first of all, of the computer, in the most optimal form of learning and information hypermedia environment. The historical analysis of paradigms of innovations in the education system conducted in the article allowed us to recognize that scientific and technological progress in the XX–XXI centuries not only led to the technologicalization of numerous industries. He also touched upon the sphere of culture, humanitarian branches of knowledge, in which the general idea is a humanistic worldview, which implies a rejection of authoritarian style of thinking, tolerance, compromise, respect for other people's opinions, other cultures, values and beliefs. At the heart of this process of technologicalization is the formation of a new methodology, the creation of innovative paradigms of teaching and education, the focus of which is the individual. Outstanding teachers of the twentieth century have left a valuable educational, theoretical and practical heritage, which continues to be relevant and needs deep knowledge and use in the modern pedagogical space. Assimilation of educational, scientific and pedagogical achievements accumulated by mankind over the centuries, allows to objectively assess the pedagogical phenomena of today and on this basis to formulate the conceptual foundations of modern innovative pedagogical technologies related to the interaction of science, art and human values.
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Abykanova, B. T., A. A. Saypova, K. K. Shalgynbaeva, and G. M. Kussainov. "Pedagogical Technology: A Specific Historical Approach." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 11–19. http://dx.doi.org/10.32523/2616-6895-2020-133-4-11-19.
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In modern conditions of numerous reforms, modernizations and updates, much attention is paid to the content of education and the technological basis of education, which has not been reformatted for centuries. It is practically ignored. As a result, the quality of education is constantly deteriorating, as evidenced by data from international studies PISA, TIMSS, PIRLS, TALIS, etc. In this regard, the article deals with the organization of the educational process, the core component of which is the General forms of education, which, depending on specific historical conditions, dominate in its organizational structure. The underestimation of these laws of development of the educational process has led to the constant and systematic improvement of the traditional pedagogical technology, i.e. the group method of learning (GML), which was established in schools and universities in the XVI-XVII centuries. The lack of a unified understanding of the essence and classification of pedagogical technologies in pedagogical theory and practice has led to the need to define the concept of «pedagogical technology», classification of pedagogical technologies based on a specific historical approach.The content of the article includes an analysis of the concepts and classifications of pedagogical technologies that are built in accordance with the so-called psychological and pedagogical approach. Based on the concrete historical approach (V.K.Dyachenko), analysis of long-term pedagogical practice and scientific research, the author offers a justification for the need to restructure and master the new and newest pedagogical technology of collective method of learning (CML) and ways to implement it. The novelty consists in the author’s approach to defining the essence of the concept of «pedagogical technology», classification and characteristics of the implementation of CML technology «horizontally» and «vertically», and the practical results of implementing each of them are presented.
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Yanchenko, Т. V., О. S. Tretiak, and S. О. Chebonenko. "HISTORICAL-PEDAGOGICAL AND THEORETICAL DISCOURSES." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 1 (2022): 208–23. http://dx.doi.org/10.32755/sjeducation.2022.01.208.
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The peculiarities of distance learning and its technologies in historical perspective, pedagogical methods and techniques used in distance learning are considered in the article. The purpose of the article is to analyze the historical and pedagogical aspects and theoretical foundations of distance learning and its introduction by higher educational institutions of Ukraine in modern conditions. Methodology of the article. Consideration of the essence of the concepts of “distance education” and “distance learning”. It is found out that distance learning involves the interaction between teacher and students at a distance with the use of information and communication technologies that allow to provide it in individual and group forms. It is revealed that in historical retrospect the stages of distance learning development are identified with the use of one-way information transmission (radio, television, video), case studies, two-way communication (consultations, correspondence, etc.), broadcast learning (conferences, forums, computer technology and educational platforms, etc.). The advantages and disadvantages of synchronous and asynchronous learning are demonstrated. The theoretical basis of distance learning is presented with the help of didactic teaching methods, scientific and methodological support, principles of didactics. Results. Analysis of historical stages of distance learning allowed to identify the peculiarities of the use of didactic models, methods, computer technologies (online learning, online interactive learning, e-mail, Web, multimedia programs, games, studying platforms, etc.). It is proved that the effectiveness of distance learning depends on taking into account the individual characteristics of the subject of studying, adherence to the appropriate rate of presentation and control of student’s acquired knowledge and skills, professional orientation of studying, essence of studying, development of individual and group creativity and competencies declared in the academic program. Practical significance of the obtained results is in the fact that they allow a teacher to choose time-tested methods and technologies of distance learning, take into account their advantages and disadvantages in the educational process. Key words: didactic principles of distance learning, transmission of information by means of communication, online services, advantages and disadvantages of distance learning, stages of development of modern distance learning.
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Bashkir, Olha. "Challenges and prospects of teacher training in Ukraine: analysis of historical facts." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (358) (2023): 9–15. http://dx.doi.org/10.12958/2227-2844-2023-4(358)-9-15.
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Careful analysis and thorough generalization of the experience of preparing future teachers is the key to successful pedagogical education in Ukraine in the post-war period, which the country is going through today. The most intense, in terms of normative resolutions and reorganizations, is the beginning of the 20th and the beginning of the 21st centuries, which are marked by unique challenges which Ukraine faced with: defending its national identity during the formation of the union and after its collapse during the formation of independence. These events had a strong impact on the educational system of the country, especially the pedagogical one. When writing the article, historical and pedagogical research methods were used to identify factors in the formation of pedagogical education in the periods under study; a comparative method with the aim of comparing the events of the early XX and early XXI centuries for the qualitative construction of the prospects for higher pedagogical education in Ukraine in the war and post-war period; prognostic method as a way to identify progressive directions in the organization of higher pedagogical education in the near future. The development strategy of pedagogical education in Ukraine in the post-war period includes the following: replenishment of the network of pedagogical universities, development of a strategy for their development; strict selection of applicants for pedagogical HEIs; encouragement and stimulation by the state of stakeholders of graduates of pedagogical universities; improvement of curricula, updating the scientific content of educational and professional training programs for future teachers; stabilization of the system of training pedagogical personnel in accordance with the requests of educational institutions that provide graduates of pedagogical HEIs with jobs; increasing the component of practical training of future teachers.
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Golovchenko, G. О. "Historical and pedagogical analysis of development of media education." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 24–28. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-24-28.
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БАБАЯН, ЮЛІЯ. "THE HISTORICAL AND PEDAGOGICAL ANALYSIS OF THE CATEGORY “EDUCATION”." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (October 10, 2019): 10–18. http://dx.doi.org/10.31494/2412-9208-2019-1-2-10-18.
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Verbivskyi, D. S. "HISTORICAL AND PEDAGOGICAL ANALYSIS OF EDUCATIONAL INNOVATIONS: FOREIGN EXPERIENCE." Innovate Pedagogy 1, no. 67 (2023): 142–45. http://dx.doi.org/10.32782/2663-6085/2023/67.1.30.
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Vakhovskyi, Leonid, Tetiana Ivchenko, and Svitlana Sechka. "A Casual Analysis in Research on History of Education." Journal of Education Culture and Society 13, no. 2 (2022): 253–62. http://dx.doi.org/10.15503/jecs2022.2.253.262.
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Aim. The purpose of the study is to reveal the cognitive potential and limitations of causal analysis in historical and pedagogical research and to consider alternative methods of explaining historical and pedagogical facts. Methods. Methodological significance for the study were the principles of historicism, objectivity, historiographical tradition, taking into account the totality of facts. To implement the goal a set of theoretical methods was used: analysis, synthesis, comparison, generalisation, and systematisation of scientific positions, historical-genetic, historical-comparative, historical actualisation of the problem. Results. The essence of causality as one of the most important forms of interconnection and interdependence of phenomena and processes of being, expressing a special genetic relationship between them, reveals the specificity of functional and stochastic (random) causality. Historical forms of determinism were characterised: classical (linear), non-classical (non-linear) and neoclassical (fractal). Conclusion. The search for monocausal determination in the study of historical and pedagogical processes seems unproductive. To get a more complete and reliable picture of the cause-effect relations the causal analysis should be complemented by teleological analysis, which will make it possible to find out not only why, but also for what purpose certain actions were carried out. Only in this case is it possible to provide scientific and objective historical explanations and interpretations, the adequacy of understanding of historical and pedagogical facts, to find ideas and meanings in the past experience, which will help to solve contemporary educational problems, to predict the development of education in the future.
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Басенко, Руслан. "ІСТОРИКО-ПЕДАГОГІЧНА РЕКОНСТРУКЦІЯ РАННЬОМОДЕРНОЇ ІДЕЇ ЦІЛІСНОЇ ОСВІТИ ОСОБИСТОСТІ: КОНЦЕПТУАЛЬНО-ЕПІСТЕМОЛОГІЧНІ ІНТЕНЦІЇ ДОСЛІДЖЕННЯ". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 357–69. http://dx.doi.org/10.24139/2312-5993/2024.04/357-369.
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The article is devoted to the analysis of the epistemological foundations of the historical and pedagogical study of the development of the idea of a holistic education of the individual in the European worldview systems of the early modern period. The author's vision of the research tools for the formation of historical and pedagogical knowledge is proposed, presented according to four conceptual and epistemological intentions: epistemes, concepts, priorities and risks. The author's definition of the concept of "conceptual and epistemological intentions of historical and pedagogical research" is given, which is considered as a system of methodological values, attitudes, priorities and scientific and ideological visions that allow for historical and pedagogical research, the result of which is a legitimized historical and pedagogical research. The epistemes of the study are identified and analyzed, in particular, methodological diffusion and interdisciplinary synthesis; continuity of empirical, rational and intuitive structures of the formation of historical and pedagogical knowledge; gnoseological legitimation of historical and pedagogical discourse The heuristic possibilities of the concepts of paradigmality; comparability; anthropologization are named and outlined, contributing to a comprehensive and systemic consideration of the idea of holistic education of the individual, allowing us to identify its humanistic nature and human-creative content. The priorities of the epistemology of the study are analyzed: historical primary sources; historical context; historical interpretation, which allow us to build the research process on historically correct and correct facts, contribute to their scientifically correct interpretation. Methodological risks are named, in particular, the modernization of pedagogical phenomena of the past; mechanical extrapolation of pedagogical phenomena of the past to modern educational practice; the risk of "idols". Conclusions are made on the implementation of the proposed epistemology in the study of the early modern idea of holistic education of the individual. Key words: holistic education, historical and pedagogical discourse, epistemology of the history of pedagogy, methodology, conceptual and epistemological intentions, early modern times.
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Semenovska. "CONCEPTUAL AND METHODOLOGICAL PRINCIPLES OF PERIODIZATION OF THE HISTORICAL AND PEDAGOGICAL PHENOMENON." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 50–57. http://dx.doi.org/10.37835/2410-2075-2020-13-4.
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Based on the analysis of the achievements of the classical and modern philosophical, psychological and pedagogical knowledge, theoretical and methodological foundations for substantiating the periodization of the historical and pedagogical phenomenon are determined. In this regard, the general scientific, pedagogical and historical-pedagogical approaches have been characterized, their importance has been proved to ensure the narrative nature of the study, the unity and continuity of the historical-pedagogical process.It is proved that the periodization of historical and pedagogical phenomena is one of the most complex, complex and multilevel problems of scientific knowledge. Periodization requires a thorough study of the object of study, data related to the pedagogy of science, a developed scientific and methodological worldview of the researcher. Analysis of the state of periodization of historical and pedagogical phenomena will identify the most typical shortcomings in the implementation of this scientific task, so to create conditions for further development of methodological foundations of historical and pedagogical science.The article states that classical and modern philosophical teachings are reflected in general and specific scientific methodologies of historical and pedagogical research, the main provisions of which are interdependent and interact with each other. This approach ensures the objectivity and narrative of scientific research, which is aimed at justifying the periodization of the historical and pedagogical phenomenon. Analysis of the methodological foundations of the problem allows us to conclude that their specificity is a combination of the doctrine of cognitive and practical methods. Therefore, the definition of theoretical and methodological principles of studying periodization is not only a means of achieving a high level of generalization, but also a tool for the practical transformation of pedagogical reality on a scientific basis. Key words: period ization, historical and pedagogical phenomenon, development, scientific approaches, philosophical doctrine.
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Fetisov, Alexandr S., and Yulia V. Kudinova. "A Retrospective of Specialized Psychological and Pedagogical Classes and Technology of their Practical Implementation in a Pedagogical University." Siberian Pedagogical Journal, no. 2 (April 22, 2024): 64–73. http://dx.doi.org/10.15293/1813-4718.2402.06.
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The article provides a historical overview of the development of psychological and pedagogical classes, as well as the current state of the network of psychological and pedagogical classes in the Russian Federation. The importance of psychological and pedagogical classes in the system of pre-professional pedagogical training is shown. The purpose of the article is to analyze the retrospective of specialized psychological and pedagogical and to show the technology of their practical implementation in a pedagogical university. The main methods of this article are: content analysis of the concepts of “pre-professional pedagogical training” and “psychological and pedagogical class”, analysis of scientific and methodological literature, analysis of historical and pedagogical, normative and comparative sources, as well as the results of domestic and international studies of specialized pedagogical classes, their formation, specialization, features of manifestation in different regions and model specifics. The results of the study. It is revealed that the idea of creating specialized psychological and pedagogical classes is not new. The conducted historical and pedagogical analysis showed that pedagogical classes arose in the middle of the XIX century and are connected with the history of the formation of women’s education in Russia. Over more than a century of history, teaching classes have acquired new formats, been abolished several times and revived again. A new period in the history of specialized psychological and pedagogical classes began in 2021 with the adoption of the Concept of specialized psychological and pedagogical classes. The technology of practical implementation of the Concept of specialized psychological and pedagogical classes in a pedagogical university is shown on the example of one of the models. The experience of organizing psychological and pedagogical classes in the Voronezh region is analyzed. In conclusion, conclusions are drawn about the importance of psychological and pedagogical classes in the system of continuing pedagogical education, as well as the integration of pedagogically gifted schoolchildren into professional community at the stage of studying at school. Various model organizations in the educational practice of psychological and pedagogical classes contribute to increasing the status of a teacher, as evidenced by the practice of the Voronezh region on the example of the Voronezh State Pedagogical University.
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Sagalaeva, Evgenia, Irina Komarevceva, Olga Landina, and Marina Melnichuk. "Pedagogical Technologies in Legal Education: Historical Analysis and Modern Experience." International Journal of Engineering & Technology 7, no. 3.15 (2018): 309. http://dx.doi.org/10.14419/ijet.v7i3.15.18695.
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The article is dedicated to research and analysis of the issues of formation and development of pedagogical technologies in legal education. The historical experience of training of legal human resources both in Russia and in foreign countries is investigated. Special attention is paid to the enchiridia of M. Psellus. The theoretical and practical problems that affect the application of pedagogical technologies in legal education at the present stage are analyzed. The potential of problematic training in the context of legal education is revealed. The scientific novelty of the work is that the authors on the basis of studying the history of the formation and development of pedagogical technologies both in Russia and abroad attempted to determine the main trends in the development of this sphere of social relations and to justify the most constructive proposals in order to improve the training of graduate lawyers.
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Chik, Sergey. "Peculiarities of parental education in Russia (USSR) (1980s to present time): historical and pedagogical analysis." Педагогика и просвещение, no. 1 (January 2025): 29–45. https://doi.org/10.7256/2454-0676.2025.1.73283.
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The subject of the research is the pedagogical education of parents in Russia (USSR) (1980s to present time). The purpose of the article is to present in chronological order the main pedagogically significant events and facts, to identify key ideas and features of the implementation of pedagogical education of parents in different periods. There are three periods of parents education: the Soviet (from the 1980s to 1991), the post–Soviet (1992 - the end of the 2010s) and the modern (the end of 2010 to the present time). It is shown that the pedagogical education of parents in Russia has evolved from pedagogical universal education, popularization of Westernization, opposition to Westernization and traditional approaches, to familiarization with traditional Russian spiritual and moral values. Research methods: theoretical analysis of sources, comparative analysis, generalization. Research sources: normative legal acts in the field of education, upbringing, and the development of family relations, the works of teachers, psychologists, and publicists, the journal for parents "Family and School." During the Soviet period, official pedagogical universal education with a formal approach and party postulates, and separate practices based on Western ideas (attention to the feelings of the parent and positive child-parent communication) coexisted. The specific psychological and pedagogical knowledge needed by the parent did not fit well with the communist ideology. Testing and adapting Western ideas to the Soviet reality was difficult. In the post-Soviet period, educational programs implemented in schools and social protection institutions rely mainly on a traditional approach with a passive and often indifferent parent, but influencing the child. Western practices have not been fully understood and accepted by educators and psychologists. The modern period is characterized by the development of unified methodological and substantive approaches: the All-Russian conferences on family education and parental education "School of Gifted Parents" are held annually, the All-Russian competition of best practices in parental education, a project is being implemented in all regions of Russia to provide psychological, pedagogical, methodological and counseling services to parents, university psychological services are being created that provide psychological education of parents. Information and methodological support are being created, unified education programs for parents and specialists are being developed.
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qızı, Dauletmuratova Bayramgul Maxsetbay. "Historical Analysis of Approaches to The Formation of Creativity in Primary Education." International Journal of Pedagogics 5, no. 5 (2025): 199–203. https://doi.org/10.37547/ijp/volume05issue05-51.
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This article presents a historical analysis of approaches to fostering creativity in primary education, tracing the evolution of pedagogical thought and practice. Early theories often emphasized rote learning and memory-based approaches, yet experimental educators challenged these norms by advocating for methods that engaged children’s innate imagination. Present-day educators can benefit greatly by understanding historical trends and insights, integrating them into their own classroom practices to further enrich the creative capacity of young learners.
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Milto, Liudmyla. "Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars′ Views)." Comparative Professional Pedagogy 7, no. 2 (2017): 36–42. http://dx.doi.org/10.1515/rpp-2017-0020.
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Abstract The article is devoted to scientific analysis of the phenomenon of pedagogical mastery. Research findings on pedagogical mastery, pedagogical creativity, pedagogical technologies have been studied in the light of historical and pedagogical paradigm. In addition, various scientific approaches and views of scholars on the essence of pedagogical mastery have been considered and the ambiguity of their scientific interpretations has been justified. The scientific category of pedagogical mastery is regarded as a social, cultural and historical phenomenon, caused by the challenges of society in line with the relevant social priorities and directions according to the goals and objectives of a particular historical period. Subsequently, complexity and multidimensionality of the notion of pedagogical mastery and presence of various scientific approaches (technological, creative, personality- and activitybased) to interpreting the scientific category have been proved. Based on the current sociocultural situation, the relevance of researches on pedagogical mastery as a scientific category has been proved and its role in training future teachers, which can be considered as a certain teaching strategy and factor in forming their readiness for innovative activity has been defined. It has been found out that diversity and interdisciplinarity of pedagogical mastery in the system of scientific knowledge promote methodological strategies for its research, the need for their systematization and complex implementation.
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SEMENOVSKA, L. "PERIODIZATION OF THE HISTORICAL AND PEDAGOGICAL PHENOMENON: METHODOLOGICAL DIMENSION." Pedagogical Sciences, no. 75-76 (December 12, 2020): 92–97. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226387.
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Conceptual bases of development of periodization of the historical and pedagogical phenomenon are substantiated with application of philosophical and psychological and pedagogical scientific achievements. In this regard, the leading scientific trends (postmodernism, modernization theory), the general scientific, pedagogical and historical-pedagogical approaches (systemic, synergetic, axiological, civilizational, culturological, personality-oriented, etc.), principles have been characterized, their importance has been proved to ensure the narrative nature of the study, the unity and continuity of the historical-pedagogical process. It is proved that the periodization of historical and pedagogical phenomena is one of the most complex, complex and multilevel problems of scientific knowledge. Periodization requires a thorough study of the object of study, data related to the pedagogy of science, a developed scientific and methodological worldview of the researcher. Analysis of the state of periodization of historical and pedagogical phenomena will identify the most typical shortcomings in the implementation of this scientific task, so to create conditions for further development of methodological foundations of historical and pedagogical science. The article states that classical and modern philosophical teachings are reflected in general and specific scientific methodologies of historical and pedagogical research, the main provisions of which are interdependent and interact with each other. This approach ensures the objectivity and narrative of scientific research, which is aimed at justifying the periodization of the historical and pedagogical phenomenon. Analysis of the methodological foundations of the problem allows us to conclude that their specificity is a combination of the doctrine of cognitive and practical methods. Therefore, the definition of theoretical and methodological principles of studying periodization is not only a means of achieving a high level of generalization, but also a tool for the practical transformation of pedagogical reality on a scientific basis.
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Shishkarev, Viktor A. "HISTORICAL-PEDAGOGICAL ANALYSIS OF THE FORMATION OF DISTANCE LEARNING SYSTEM." Scientific Review. Series 2. Human sciences, no. 4-5 (2018): 112–18. http://dx.doi.org/10.26653/2076-4685-2018-4-5-12.
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Ryndak, V. G., and Yu A. Bazhenova. "HISTORICAL AND PEDAGOGICAL ANALYSIS OF V.A. SUKHOMLINSKY’S HOLISTIC PEDAGOGICAL SYSTEM IN THE CONTEXT OF MODERNITY." Vestnik Orenburgskogo gosudarstvennogo universiteta, no. 3 (2023): 6–14. http://dx.doi.org/10.25198/1814-6457-239-6.
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This article was prepared on the eve of the 105th anniversary of the birth of V.A. Sukhomlinsky. To analyze his holistic pedagogical system, we used the main scientific works of the teacher-researcher, substantiated and proven by many years of practice on the issues of education of a comprehensively developed personality, the organization of educational work with students, cooperation of schools, families and the public in the upbringing of children. The problems of the content, methods and forms of teaching, pedagogical creativity and mastery of the teacher, works of art for children are analyzed. His pedagogical heritage is considered as the author’s system of humanistic views based on the understanding of the philosophical truth that education, upbringing and development of a growing personality is, first of all, the affirmation of harmony of mind and heart, where, according to V.A. Sukhomlinsky, a gentle and subtle melody belongs to the heart, which naturally claims to be modern and timely comprehension. The purpose of the article is to show the significance of V.A. Sukhomlinsky’s views in the context of modern and promising development of education and pedagogical science.
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MILTO, L. "PHILOSOPHICAL AND METHODOLOGICAL APPROACHES TO RESEARCH THE DEVELOPMENT OF IDEAS OF PEDAGOGICAL SKILL." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 162–67. http://dx.doi.org/10.33989/2075-146x.2017.20.209802.
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The article is devoted to the scientific analysis of philosophical and methodological approaches to the development of pedagogical skill. Historical and pedagogical analysis of scientific sources on the problem of methodology of pedagogy has been carried out, the views of scientists (philosophers, teachers, psychologists) on the interpretation of the concept "methodology", "methodological approaches", reveal the ambiguity of their scientific interpretations. In the article the methodological approaches are considered: systematic-chronological and systematic approaches, historical, etc., which in the process of studying the development of ideas of pedagogical skill contributed to the creation of a system of pedagogical mastery of a teacher, which we regard as the possession of a teacher by professional knowledge and pedagogical technique. To obtain objective historical data on the selected problem, a complex of theoretical interrelated methods of historical and pedagogical research was used, namely: general science (historical and pedagogical analysis, synthesis, generalization, comparison, concrete search methods (terminological analysis, generalization, systematization of foreign and domestic literature on the problem under investigation). It is established that the methodological approach determines the content, character and direction of research activity, is the basis of pedagogical research, which reveals its key idea, the main idea, indicating the tendencies of education development, the direction of development of pedagogical knowledge in the historical epoch. In general, the methodological approach means the search for a method, a sequence of actions that provide a purposeful, systematic motion to the final result.The philosophical and methodological approaches of the study directed the analysis and substantiation of the development of the idea of pedagogical mastery of the teacher not as an isolated process, but as a process due to internal and external dependencies associated with the historical features of the country and the current trends in the development of European educational space. The research is based on certain principles, methods, appropriate categorical-conceptual apparatus and theoretical principles of domestic and foreign scholars related to the essence of the problem under investigation. The perspective direction of further research is the justification of the algorithm for the formation of a source base for systematic and multidimensional analysis of the history of the development of pedagogical science in a certain period of time and the methods of its research.
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Zierer, Klaus. "Pedagogical Eclecticism." Journal of Educational Thought / Revue de la Pensée Educative 45, no. 1 (2018): 3–20. http://dx.doi.org/10.55016/ojs/jet.v45i1.52230.
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Eclecticism is no "terminus technicus" of pedagogy, as defined in a relevant lexicon, but it repeatedly appears in educational discussions. The contribution on hand is an attempt to define the eclectic approach as an important pedagogical approach. Therefor this article will make four arguments: First, I want to think about the term "eclecticism." Second, I will present a historical review on the "eclectic idea," including a framework of eclecticism. Third, I will pick up on modern theories of eclecticism as they relate to the framework eclecticism. Fourth and finally, I will summarize my main thoughts and draw some conclusions arising from this analysis.
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Rodkina, Ye V. "The Historical Aspect of Studying Innovative Pedagogical Activity." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 13, no. 3 (2013): 109–14. http://dx.doi.org/10.18500/1819-7671-2013-13-3-109-114.
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The paper gives an analysis of the historical and pedagogical aspect of studying innovational pedagogical activities which allows us to make the following conclusions: innovativeness has always been characteristic of educational work, determined the processes of its renovation, improvement and development as evidenced by the history of the formation of pedagogical ideas. The most radical innovative processes in pedagogical theory and practice were developing at the end of the 19th and the beginning of the 20th century when the progress in various spheres of humanology sharpened an interest in a forming personality. The most intensive are innovative processes in pedagogical theory and practice in the recent years. Innovations in education and teaching are closely connected with the changes in society and conditioned by them. The changes in teaching and upbringing firstly manifest themselves in aims and tasks of education beginning, as a rule, in extra-educational activity then gradually going on in a general educational school and after that in professional and higher schools.
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Leerssen, Joep. "Culture in a Moving Rearview Mirror: A Historical Meta-Analysis of Canonicity." International Journal of Documentary Heritage 1, no. 1 (2024): 8. https://doi.org/10.71278/ijodh.2024.1.1.8.
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Discussions of cultural and literary canonicity usually extrapolate “historical importance” from applying axiological (ethical/aesthetic/pedagogical) value judgements to the available cultural heritage, including documentary heritage. As such they cloak their contemporary topicality in the discourse of historical importance, in the process eliding their own transience. This research looks at the documentation indicating historical importance. The documentation itself is a historically accumulated corpus, which provides one indicator to measure the rise and fall in “canonicity” of cultural figures over the decades and centuries. The chosen test case is that of Dutch literary and cultural history, as referred to in the holdings of the Netherlands Royal Library.
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Shimko, Sergey Yuryevich. "Historical and pedagogical analysis ofthe development of pedagogical systems in parts ofthe internal guard of Russia." New in Psychological and Pedagogical Research, no. 3-4 (2021): 48–64. http://dx.doi.org/10.51944/2072-2516_2021_3-4_48.
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Slepenkova, E. A., and S. I. Aksenov. "Formation and development of pedagogical education in Russia: XVIII - XX centuries." Vestnik of Minin University 9, no. 1 (2021): 7. http://dx.doi.org/10.26795/2307-1281-2021-9-1-7.
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Introduction. The article summarizes the results of the authors' long-term research work devoted to the study of the history of the development of the domestic system of teacher education.Materials and Methods. The research is based on the analysis of a complex of various sources: regulatory documents of different years, monographs, articles. dissertation research, materials of pedagogical periodicals, memoirs. A large place is occupied by the study of archival sources from four archives of the country: the Central Historical Archive of the Nizhny Novgorod Region (TsANO); State Archives of the Russian Federation (GARF); Russian State Historical Archive (RGIA); Central Historical Archive of Moscow (CIAM). The main research methods were: critical analysis of historical sources, historical reconstruction, historical-genetic, historical-comparative.Results. Based on the study and analysis of all the collected materials, the article determines a set of factors that have had the greatest impact on the development of the domestic system of teacher education since its inception in the second half of the 18th century: socio-economic, socio-cultural and cognitive factors. Based on the study of the combination and mutual influence of these factors, the authors in different years, the authors distinguish four historical periods in the development of the domestic system of pedagogical education: pre-revolutionary, post-revolutionary, Soviet and post-Soviet. In each historical period, the leading theoretical model of the professional training of a teacher that meets the requirements of the time is determined (a kind of paradigm of pedagogical education), its characteristics are given and trends in the historical development of the domestic system of pedagogical education are substantiated.Discussion and Conclusions. On the basis of the conducted historical reconstruction, it is concluded that many modern directions of reforming pedagogical education continue the trends of its historical development.
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Malohat Odilova. "The Evolution of Pedagogical Terminology: Historical Development and Practical Implications." Jurnal Bahasa Daerah Indonesia 2, no. 1 (2025): 8. https://doi.org/10.47134/jbdi.v2i1.4023.
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The formation and development of pedagogical terminology reflect the evolution of educational thought and the changing nature of teaching and learning across historical epochs. This article investigates the historical trajectory of pedagogical terms, focusing on how they emerged, transformed, and became institutionalized in educational discourse. By reviewing significant milestones in pedagogy, from classical antiquity to the digital age, and exploring how pedagogical terms were coined and adapted, the study demonstrates how terminology influences and is influenced by pedagogical practices. The article includes a literature review, critical analysis, and discussion of implications for contemporary education
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Minina, Veronika. "Historical and pedagogical analysis of the national vocational education system development." Man and Education, no. 1 (70) (2022): 64. http://dx.doi.org/10.54884/s181570410019925-2.
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The article analyzes the historical foundations of the creation and development of the vocational education system in Russia, the trends and risks of training middle-level specialists, and the institutional basis of the process. The theoretical foundation of the study of combining theoretical vocational training with practical training at the enterprise, the specificity of vocational education in the modern world, affecting the formation of the economy, production and the development of the structure of society are considered. Based on the historical analysis, the stages and periods of the formation of the professional training system are described. The results of the study are presented.
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Алексеева, И. С. "Stages and Features of the Development of Higher Pedagogical Education in Yakutia: Historical and Pedagogical Discourse." Северо-Восточный гуманитарный вестник, no. 2(47) (July 1, 2024): 37–50. http://dx.doi.org/10.25693/svgv.2024.47.2.003.
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Статья посвящена историко-педагогическому осмыслению становления и развития высшего педагогического образования Якутии. Новизна предпринятого исследования заключается в обосновании этапов развития высшего педагогического образования. Материалы статьи представляют междисциплинарное исследование, основанное на изучении, анализе, интерпретации документов Национального архива РС (Я), положений, трудов отечественных ученых в области гуманитарных наук. В ходе исследования определены особенности и этапы развития высшего педагогического образования: предпосылки (1808–1909 гг.), истоки (1909–1934 гг.), становление (1934–1956 гг.), классический университет (1956–1996 гг.); педагогическое образование (1996 г. – настоящее время). The article is devoted to the historical and pedagogical understanding of the formation and development of higher pedagogical education in Yakutia. The purpose of the undertaken research is to determine the stages and identify the features of the development of higher pedagogical education in Yakutia on the basis of historical and pedagogical analysis. The methods are determined by the specifics of conducting historical and pedagogical research and are presented by theoretical analysis, comparison, generalization of literature and sources; discursive analysis of facts, events, phenomena related to the topic being studied. The novelty of the presented article lies in the understanding of the formation and development of higher pedagogical education: archival documents have been introduced into scientific circulation – reports and I.E. Vinokurov’s speeches by the Government Chairman of the YASSR, S.F. Popov’s memoirs – one of the organizers of higher education in Yakutia, in the context of interpreting the processes of formation of teacher education in Yakutia; the evolution (prerequisites, formation, development, transformation) of higher pedagogical education is presented by substantiating the stages and features of the development of pedagogical education. The significance of the results of the research conducted by the author lies in the enrichment of the content of the history of pedagogy and education of Yakutia with the results of a historical and pedagogical analysis of the development of higher pedagogical education with the identification of features, determination of the main stages of formation and development, the introduction of documents and materials that reveal the specifics of training highly qualified teaching staff for schools in the republic.
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Hanson, Rebekah. "Chamber Music by Female Composers: A Pedagogical Analysis and Historical Overview." American String Teacher 73, no. 1 (2023): 41–48. http://dx.doi.org/10.1177/00031313221146949.
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Zakharishcheva, Marina A., and Natalia P. Khvataeva. "HISTORICAL AND PEDAGOGICAL WORLD PICTURE: RUSSIA IN 20TH CENTURY." Bulletin of Pedagogical Experience 63, no. 1 (2025): 5–9. https://doi.org/10.62957/2949-3269-2025-63-1-5-9.
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The authors conduct a complete review of historical and pedagogical process in Russia from the revolution to the end of 20th century. Five stages of pedagogical thought development are identified. For each stage, characteristic features are identified, problems and achievements are formulated, fundamental documents and most significant personalities are presented. The analysis presents general trajectory of domestic education development.
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Zuziak, Tetiana, Oleksandr Lavrinenko, Oksana Marushchak, Larysa Semenovska, and Oksana Klochko. "A METHODOLOGY TO STUDY PEDAGOGICAL EDUCATION OF UKRAINE: THE REGIONAL DIMENSION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 796–809. http://dx.doi.org/10.17770/sie2021vol1.6315.
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Aim of the research is to validate the methodological approaches, developed by the authors, for the further use in the studies on historical pedagogy that within the regional aspect examine the processes of emergence of pedagogical education in Ukraine. For highlighting the issues of methodology of the historical and pedagogical research within the regional dimension, contemporary scientific approaches were used, including the integrated, systematic, activity, and synergic ones. The principles of objectivity, evidence, comprehensiveness, substantive analysis, of historical and logical coherence, of continuity, and systematic one were chosen as the main methodological grounds for the research. The study is novel in that it allows to assert: the mentioned methods of research with regard to its key concepts provide an opportunity to compare and trace the evolution and dynamics of development of the pedagogical education of the region within the defined chronological frame, shaping it as a complex, controversial process, influenced by many factors. The results prove that a research on pedagogical history should be grounded in holistic, historical and chronological, systematic, paradigm, structural, functional, axiological, and cultural studies approaches, be science-based, historically accurate, congruous with nature and culture. Within the scope of these approaches and principles, appropriate research methods should be used, i.e. empirical, general-science and specialized ones.
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GULYAEVA, Elena Sh, Vyacheslav I. CHUMAKOV, Alexandra I. ARTYUKHINA, and Lyubov I. BELOVA. "FORMATION OF GENERAL CULTURAL COMPETENCIES OF STUDENTS WHEN STUDYING HISTORICAL DISCIPLINES IN A MEDICAL UNIVERSITY." PRIMO ASPECTU, no. 3(47) (September 15, 2021): 70–75. http://dx.doi.org/10.35211/2500-2635-2021-3-47-70-75.
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The article is devoted to the study of the place of historical disciplines in the formation of general cultural competencies of medical students studying in medical and humanitarian specialties. A theoretical analysis of the topic in domestic and foreign historical and pedagogical science is carried out. The necessity of the presence of historical disciplines in the system of higher professional medical education has been substantiated. On the basis of many years of pedagogical experience, pedagogical technologies developed by the authors are presented, which most fully form general cultural and professional competencies within the framework of historical disciplines. The data of pedagogical research on the stated topic are given, the opinions of students about the content of historical disciplines, about the process of forming knowledge, abilities and skills in the general training of a student of a medical university are explicated. The practical significance of the study for improving the pedagogical process in the classroom at a medical university is reflected.
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Romaeva, Natalya Borisovna, and Yulia Anatolyevna Makarova. "A person's intellectual abilities: historical and pedagogical discourse." KANT 40, no. 3 (2021): 284–89. http://dx.doi.org/10.24923/2222-243x.2021-40.54.
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The purpose of the study is to reveal the features of the development of intellectual abilities of the individual in the historical and pedagogical context. The article presents a brief analysis of the development of the views of teachers and psychologists on the problem of determining the essence and structure of the intellectual abilities of a person. The scientific novelty lies in the fact that the authors focus on the little-studied works of scientists of the early twentieth century (A. P. Nechaev, G. I. Rossolimo, V. M. Instantirsky), which proposed various structures of intellectual abilities, methods for studying the intellectual abilities of schoolchildren, as well as the differentiation of training in accordance with the features of the intellectual development of students. As a result, the data of monitoring the development of intellectual abilities of students of the Stavropol Territory are identified and summarized.
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ILCHENKO, O. "BIOGRAPHICAL METHOD IN HISTORICAL AND PEDAGOGICAL RESEARCH: ESSENCE, PRINCIPLE, SPE." Pedagogical Sciences, no. 77 (August 28, 2021): 61–66. http://dx.doi.org/10.33989/2524-2474.2021.77.239295.
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The article examines the role and importance of the biographical method as a key tool for studying the creative biography of a person in the history of pedagogy. It is recognised that, as a scientific method of perceiving identity, the biographical method has been gaining more and more popularity, by extending the investigative potential to the whole system of humanitarian knowledge – philosophy, history, sociology, psychology, history of pedagogy and other sciences.The article summarises the features of the biographical method in historical and pedagogical research, analyses the scientific principles of knowledge that ensure the effective implementation of the investigative potential of the biographical method (the principle of historicism, systematism, scientific objectivity, absence of dogmatism, reliance on historical sources).The author noted that despite the growing number of historical and pedagogical biographies, their quality and progressiveness for science is still important, which is possible under the conditions of: a) priority of studying the genesis and transformation of scientific phenomena, adequately searching for the sources of contemporary problems in the past; b) methodologically sound application of the biographical method with the totality of its ideas and principles, rules and techniques; c) clear maintenance of the organic integrity of the three projections – “retrospective assessment of the past, an objective appraisal of the present, and a clear and informed foresight of the future”; d) revealing the true essence of the historical and pedagogical process with all its strengths and weaknesses, with an analysis of individual accomplishments and failures; e) the researcher having a high scientific qualification, pedagogical outlook, broad observation and ethics, experience in critical analysis of the literature, knowledge of the historical and pedagogical process, etc.
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Nikolaii, Halyna, and Alina Sbruieva. "Evolution of Music teachers’ training in Poland in the process of development of pedagogical education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (2019): 90–101. http://dx.doi.org/10.24195/2617-6688-2019-4-12.
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Integration of Ukraine into the European educational space necessitates solution of a number of complex problems, including modification of music-pedagogical education, taking into account historical experience of training music teachers in other countries. Taking into account the fact that educational traditions of Ukraine and Poland are very similar, a constructive study of the evolution of music teacher training in the system of pedagogical education of the Second Commonwealth of Poland seem to be timely. The article is aimed at revealing peculiarities of the evolution of music teachers’ training in Poland in the process of development of pedagogical education. In order to achieve this goal, a number of research methods have been used, in particular: analytical (comparative-terminological, historical-pedagogical (historical-genetic, retrospective), comparative-diachronic), structural-typological and empirical (conversations, discussions and e-mailing). The characteristics of the evolution of music teacher training in Poland as a historical reality is carried out in the form of historical-genetic analysis of a set of facts substantiating the theoretical ideas on such development, logical reconstruction of historical-scientific processes, identification of national specificity and All-European development tendencies, which allows us to predict the ways of modernization of music-pedagogical education in Ukraine. It has been proved that, throughout its historical development, despite constant socio-political influences of other states (Austrian, Prussian and Russian empires, later – USSR), Poland has tried to preserve national traditions of teachers’ training, which was primarily reflected in the developed structure, the variety of types of centres of pedagogical education, the search for its optimal models. It has been found out that under modern conditions, bifurcation processes in the systems of higher pedagogical and secondary school education lead to the weakening of the bonds between them. The impact of secondary school reforms on modification of pedagogical education, which is being brutally macadamized, is being greatly decreasing. At the beginning of the XXI century, an external (supranational) attractor – the Bologna Process – started influencing dramatically the development of the higher education system in Poland, in particular pedagogical which aims at ensuring the conformity of the structure and quality of Polish education with the European standards and European dimension of higher education. The results of the study include, in particular, identification of terminological differences in the works of certain Polish and Ukrainian scholars regarding the training of Music teachers; concretization of the heuristic potential of the laws of dialectics and synergetic approach concerning contradictory development of music training of teaches and pedagogical training of Music teachers in the context of historically conditioned changes within the structure of pedagogical education and cultural-musical needs of society. Keywords: Music teacher training, historical-pedagogical discourse, development of pedagogical education, musical training, school reforms, European dimension of higher education, Poland, Ukraine, national traditions.
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Perrotta, Katherine. "Pedagogical conditions that promote historical empathy with “The Elizabeth Jennings Project”." Social Studies Research and Practice 13, no. 2 (2018): 129–46. http://dx.doi.org/10.1108/ssrp-11-2017-0064.
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Purpose The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy. Design/methodology/approach A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students. Findings Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies. Originality/value Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.
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Shakir Hussein, Khalid. "Re-contextualisation and the Transformation of Meanings: A Critical Discourse Analysis of the Islamic State Pedagogical Discourse in Iraq." Studies in Pragmatics and Discourse Analysis 2, no. 1 (2021): 11–25. http://dx.doi.org/10.48185/spda.v2i1.147.
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This article is an attempt to investigate the recontextualisation and transformation process involved in the pedagogic discourse of Islamic State classroom textbooks during its takeover of some parts of Iraq. The article uses an eclectic analytical framework comprising Bernstein's pedagogical model of recontextualization, Linell's levels of recontextualization, Fairclough's concept of genre mixing, Wodak's discourse-historical approach (DHA), and Barthes' model of visual semiotics. These mixed approaches are applied to the analysis of a variety of visual images of Islamic State published textbooks and classroom pedagogic visual aids downloaded from different websites. It is found that the meaning of the pedagogic discourse is transformed via interdiscursive recontextualisation processed in two reversal directions: a militarization of pedagogic discourse and a pedagogization of decapitation practice. Recontextualisation is exceptionally significant with regard to Islamic State jihadist pedagogic discourse that is reframed historically and ideologically to suit an extreme sense of religious intolerance which Islamic State prioritizes as a foundation of regaining and refreshing their lost Islamic caliphate.
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Волошин and D. Voloshin. "The Role of the Russian Provisional Government Penitentiary Courses in the Training of the Prison Administration (1917)." Socio-Humanitarian Research and Technology 5, no. 1 (2016): 55–60. http://dx.doi.org/10.12737/18423.
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Historical pedagogical aspects of establishing and functioning of the Penitentiary courses of professional training of penitentiary staff in 1917 are concerned in the article. In respect of the successive influence of the past on the modern conditions in the sphere of the penitentiary staff training, the actualization of its historical pedagogical evolution is shown. Based on the analysis of the scientific historical pedagogical sources, the article presents the social and historical premises of establishing the Penitentiary courses after the February Revolution of 1917. The great attention is paid to the analysis of the organizational-pedagogical structure of the Penitentiary courses. The conceptual part of the penitentiary staff training program and the instructional staff recruitment is analyzed; the author draws a parallel between them and the modern researches in the sphere of conception of person-centered approach in education. The author’s point of view on the role of the Penitentiary courses in training modern federal penitentiary staff is provided.
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Kodola, Natalia V. "University media of the 30s of the twentieth century: historical and typological analysis." RUDN Journal of Studies in Literature and Journalism 27, no. 3 (2022): 541–50. http://dx.doi.org/10.22363/2312-9220-2022-27-3-541-550.
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For the first time in the theory of media, the publication of the Moscow State Pedagogical Institute named after A.S. Bubnov (MGPI) - the newspaper Kultharmeets is considered. The newspaper Kultharmeets is an important historical document that reflected the realities of research processes and the socio-political situation in Russian educational institutions in the early 1930s. Such famous figures of education as Dmitry I. Azbukin, Mikhail Ye. Dyment presented their scientific and pedagogical views here, students of the Moscow State Pedagogical Institute, who later became famous scientists and writers in Armenia (Gurgen Hovnan, Kazar Ayvazyan and others), were published here. The history of the newspaper Kultharmeets , its problems, features of the organization are investigated, the list of editors is published for the first time. As an empirical material, some previously unexplored archival documents on student media of the Central Archives of the Ministry of Defence of the Russian Federation, the Russian State Archive of Socio-Political History, the Central State Archive of Moscow, the Moscow State Pedagogical Institute named after A.S. Bubnov (minutes of meetings of the university party Committee) were used and introduced into scientific circulation. The analysis of the articles of Kultharmeets contributes to the study of the history of Russian pedagogy and journalism.
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Lysenko, Galyna. "ARCHIVAL SOURCES ON PEDAGOGICAL TRAINING OF TEACHERS OF HIGHER TECHNICAL EDUCATION INSTITUTIONS OF THE UKRAINIAN SOVIET SOCIALIST REPUBLIC." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 118–27. http://dx.doi.org/10.31499/2307-4906.3.2021.241752.
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The purpose of the article is to conduct a source analysis of archival documents of the State Archives of the Dnipropetrovsk region in order to determine their information capabilities for historical and pedagogical research. The use of historical and logical methods in the course of the study allowed us to move away from everything secondary and to distinguish the essential characteristics of the process under consideration. The application of the system method, in combination with the principle of comprehensiveness and complexity, made it possible to identify general and specific aspects of the studied archival funds, taking into account their place in the structure of the State Archives of the Dnipropetrovsk region and identify multifaceted links with other archival funds. The method of functional analysis in combination with the principle of origin provided the identification of the relationship between the functions of fundraisers and documentary information of the funds formed by them. Analyzed archival documents indicate the importance of using archival sources in historical and pedagogical research. The author claims that archival documents allow to “reconstruct” the historical environment, analyze causal links, determine the influence of party-state structures on the activities of higher educational institutions, and understand not only the level of training of scientific and pedagogical staff but also the ratio of disciplines and teachers of humanities and technical fields. Thus, the source analysis of archival documents of the State Archives of Dnipropetrovsk region helped to identify the main trends that accompanied the process of pedagogical training teachers of higher technical educational institutions of the Ukrainian Soviet Socialist Republic.
 Keywords: professional and pedagogical training; scientific and pedagogical activity; higher technical educational institution; technical institution of higher education; archival source; historical and pedagogical research; source analysis; source base.
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Chik, Sergey. "The ideologization of pedagogical education of parents in the USSR (1930s – mid-1950s): historical and pedagogical analysis." Педагогика и просвещение, no. 2 (February 2024): 26–36. http://dx.doi.org/10.7256/2454-0676.2024.2.70233.
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The subject of the research is the study of the ideologization of pedagogical education of parents in the USSR (1930s - mid–1950s). It is argued that family life was subordinated to the institutions of power: education of children in the spirit of communism. Ideologization led to the saturation of the transmitted information with certain material showing the advantage of the Soviet government: a new happy world, a Soviet family, the upbringing of a new person, Soviet pedagogy. The historical and pedagogical analysis makes it possible to identify the peculiarities of the education of parents in the conditions of totalitarianism, to highlight the dangers of the ideologization of education. The author analyzes in detail the books for parents by A.S. Makarenko, M.V. Sarycheva, K.A. Arkin and others. Special attention is paid to the analysis of the nature of work with the family. The following forms of pedagogical education of parents are highlighted: work at school, at the place of residence, parent universities. The main research methods are the study and analysis of normative legal acts in the field of education, upbringing, development of family relations, the works of teachers, psychologists, the magazine "Family and School", books for parents. The novelty of the study lies in the fact that the education of parents is considered in the context of ideological influence. It is shown that in the conditions of a totalitarian regime, in the absence of empirical studies of parenthood, the isolation of the country, the education of parents was ideologized. The ideal family was represented by an economic team with a regime, order, and unquestioning discipline. The forms of work with the family were at the same time the control over the behavior of the family. Ideologization assumed the upbringing of conscious discipline in children and was supposed to develop "correct" parenting techniques from parents and stimulate the ideological growth of the parents themselves, allowing them to counteract Western influences and educate children with the highest qualities necessary in the construction of communism. The result of the ideologization of parents' education was the spread of disrespect for the child, increased authoritarianism of parents, ignoring feelings, and disruption of communication between parents and children.
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Palacios Mena, Nancy, Paula Bibiana García Cardona, María Lucía Mosquera, and Natalia Alarcon Gama. "Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools." Australian Journal of Teacher Education 45, no. 11 (2020): 93–115. http://dx.doi.org/10.14221/ajte.202v45n11.6.
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The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.
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Zakharischeva, Marina Alekseevna, Daria Yuryevna Scriabina, Nadezhda Mikhailovna Ichetovkina, Aleksey Alekseyevich Romanov, and Irina Aleksandrovna Golubeva. "Education in the Volga Federal District in the second half of the 19th-20th centuries." SHS Web of Conferences 121 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112101003.
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The article attempts to present a holistic view of the theory, practice and history of the development of public education in the modern Volga Federal District in the chronological framework of the second half of 19-20th centuries. In order to achieve the presented goal of the research, we used theoretical methods (analysis, synthesis, generalization, modeling, abstraction, classification, systematization, periodization) and historical and pedagogical methods of research, namely, comparison and contrast (comparativist), historical and structural and historical and typological. Within the geographical framework of the Volga Federal District as a complex sociocultural region with the cohabitation and interaction of different nationalities and confessions, the history of education in a holistic form has not been considered before. The authors proposed modern scientific and pedagogical methodological approaches to the analysis of the history of education of the region represented: pedagogical axiology, pedagogical regionalism, pedagogical comparativism, pedagogical synergetic, systemic-activity approaches. For the first time, the theory and practice of public education in the modern Volga Federal District are considered in the context of a unified historical and pedagogical process (without the traditional division into pre-revolutionary and Soviet stages). In addition to theoretical results of the historical and pedagogical research and practical: the formation of a bank of archival materials on the history of education in the republics and regions of the Volga Federal District; publication of the textbook “History of Public Education in the Volga Federal District”; publications in peer-reviewed journals devoted to the study of educational development in the Volga Federal District; organization and conduct of the Pedagogical Festival of Student Science of the Volga Federal District republics; as well as the preparation and production of a series of television programs about the history of the development of public education in the republics and regions of the Volga Federal District.
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Xakimova, Gulnora Tillayeva Nargiza Kadirova Nilufar. "STEPS OF FORMATION OF DIFFERENTIATED TEACHING IN PEDAGOGICAL SCIENCES." «Zamonaviy dunyoda pedagogika va psixologiya» nomli ilmiy, masofaviy, onlayn konferensiya 2, no. 2 (2023): 48–52. https://doi.org/10.5281/zenodo.7572681.
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The article considers the characteristic features of the retrospective development of differentiated education in our country, analyzes theoretical sources containing historical and pedagogical research on this problem, describes the stages of formation of profile differentiation in the direction of pedagogical training in order to increase the efficiency and optimize the learning process of future specialists. Based on the periodizations of differentiated learning existing in pedagogical science and the analysis of theoretical sources, a periodization of the development of differentiated learning in pedagogy is proposed, reflecting a historical and logical view of this pedagogical phenomenon.
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I.R.Ummatov, D.N. Alibekova A.K.Abbosova. "STEPS OF FORMATION OF DIFFERENTIATED TEACHING IN PEDAGOGICAL SCIENCES." «Zamonaviy dunyoda pedagogika va psixologiya» nomli ilmiy, masofaviy, onlayn konferensiya 2, no. 1 (2023): 41–44. https://doi.org/10.5281/zenodo.7519262.
Full textAbstract:
The article considers the characteristic features of the retrospective development of differentiated education in our country, analyzes theoretical sources containing historical and pedagogical research on this problem, describes the stages of formation of profile differentiation in the direction of pedagogical training in order to increase the efficiency and optimize the learning process of future specialists. Based on the periodizations of differentiated learning existing in pedagogical science and the analysis of theoretical sources, a periodization of the development of differentiated learning in pedagogy is proposed, reflecting a historical and logical view of this pedagogical phenomenon.
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Rezer, Tatiana. "Historical and pedagogical analysis of the process of global digitalization of education." E3S Web of Conferences 273 (2021): 12036. http://dx.doi.org/10.1051/e3sconf/202127312036.
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The purpose of the article is to conduct a historical and pedagogical analysis of the process of global digitalization of education, to determine the stages of this phenomenon, and to highlight the features of online learning. The objectives of the study are the analysis of sources on the digitalization of education, the definition of the “global digitalization of education” concept, the classification of the stages of this digitalization, and the definition of the main aspects of online learning. The methodology is the use of a comparative analysis of theoretical and practical sources of global digitalization of education. The lack of attention in modern research to the disclosure of the historical and pedagogical subject of this phenomenon was identified. The method of theoretical analysis was used to identify new realities in the educational process. The main aspects of the global digitalization of education were identified by applying the method of deduction and historical and pedagogical analysis. These aspects were classified to positive and negative lists by their impact on the participants of the educational process The global digitalization of education is the technical and technological development of civilization, as a result of which there was a change in informational social development according to the scheme: informatization-digitalization-artificial intelligence. It led to the new forms of thinking and socialization of the individual in the digital educational environment. The phasing is from the 60s of the last century and to the present, due to the rapid technological progress.
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Hinsdale, Mary Ann. "Teaching Church Teaching: Theological and Pedagogical Reflections." Horizons 20, no. 1 (1993): 87–98. http://dx.doi.org/10.1017/s0360966900026773.
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AbstractThis article describes a process of research and critical analysis of Catholic church pronouncements which I have used with both undergraduate and graduate students over the past ten years. Students are taught a method of “close reading” of Roman Catholic church pronouncements which involves their analysis of such issues as the statement's canonical significance, authorship, audience, historical context, content, and underlying ecclesiology. Through this method, students acquire a working knowledge of theological research methods and tools and learn how to practice a hermeneutics of suspicion and retrieval. They also learn how to recognize the various models of church which underlie particular formulations, the compromise nature of conciliar statements, and become acquainted with recent discussion concerning “reception” and the “hierarchy of truths.” Student awareness of the historically conditioned nature of dogmatic statements and of the need for reforming the way in which universal church teaching is formulated is also heightened.
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Yanchenko, Tamara. "EDUCATION OF CHILDREN WITH DISABILITIES: HISTORICAL AND PEDAGOGICAL DISCOURSE." Bulletin of the T.H. Shevchenko National University "Chernihiv Colehium" (Series: Pedagogical sciences) 1 (September 15, 2022): 112–16. https://doi.org/10.5281/zenodo.7083306.
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<strong>The purpose of the article</strong> is to analyze the experience of the organization and content of education of children with disabilities in the first third of the twentieth century. <strong>Methodology</strong>. In order to achieve the goal of the research, the results of which are presented in the article, such general scientific methods as analysis, synthesis, generalization were used. The historical-comparative method made it possible to assess the phenomenon of teaching children with disabilities in the historical and pedagogical context, to determine the features of domestic historical and pedagogical experience, to compare historical and current trends in inclusive education. Narrative and hermeneutic methods provided the collection, description and evaluation of historical and pedagogical facts concerning the education of children with disabilities, combining them into a single sequence, interdependence and conditionality, taking into account the socio-political context of education in the first third of the twentieth century. <strong>Scientific novelty.</strong> The article analyzes and summarizes the organization of joint education of different children, which indicates the development of inclusive education, and the activities of special education institutions in Ukraine in the outlined period. <strong>Conclusions. </strong>Analysis of historical and pedagogical sources shows that, despite the lack of special terminology, in the pedagogy of the first third of the twentieth century there were processes related to the development of inclusive education and the creation of inclusive educational space. At the same time, during this period there was a system of special education for children with disabilities. Historical and pedagogical experience in the organization of education, development and social education of children with disabilities deserves further study in the context of current issues of modern pedagogy. Thus, in our opinion, the methods of teaching, social education and development of children with intellectual disabilities, as well as children with hearing and visual impairments, developed by Ukrainian scientists in the 20-th – first half of the 30-th of the twentieth century, are worthy of attention of scientists and practitioners.
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Raisovna Sagitova, Rimma, Evgeniya Vladimirovna Gutman, Bulat Ildarovich Fakhrutdinov, and Raikhana Ibragimovna Turkhanova. "FORMATION OF THE CONCEPT OF SELF-EDUCATION IN THE HISTORY OF RUSSIAN AND FOREIGN PEDAGOGY." Humanities & Social Sciences Reviews 7, no. 6 (2019): 28–32. http://dx.doi.org/10.18510/hssr.2019.767.
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Purpose of the study: The problems of the self-education of the person, the organization of his/her self-directed activity have deep historical roots and considered to be one of those pedagogical problems that have remained relevant regardless of certain historical conditions, being the focus of researchers for almost a century and a half. The authors have analyzed the concept of self-directed learning in Russian and foreign pedagogy, introduced the formation of self-education in domestic and foreign pedagogical science and identified the essential characteristics of self-education in different historical periods.
 Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, historical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; the method of the unity of historical and logical consideration of pedagogical phenomena.
 Results: The historical retrospective of processes of formation of self-education presented in the context of social development shows that essential characteristics of self-education are caused by a set of historical, economic, political and social factors including the entire logic of development of education in general. The author defines the essence of self-education in the context of a new paradigm of development of education – Life-Long Learning.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of the Formation of the Concept of Self-Education in the History of Russian and Foreign Pedagogy is presented in a comprehensive and complete manner.
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SILVA, Jusselino Correia da, Neuton Alves de ARAÚJO, and Valdirene Gomes de SOUSA. "TRAINING NEEDS OF BACHELOR TEACHERS: AN ANALYSIS IN THE LIGHT OF ACTIVITY THEORY." Boletim de Conjuntura (BOCA) 20, no. 60 (2024): 169–86. https://doi.org/10.5281/zenodo.14580458.
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Pedagogical activity, the core of teaching actions that aim to appropriate theoretical-scientific concepts, is demarcated by the production of meanings, whether social meanings and/or personal meanings. It is in this context that the meanings developed by the teacher regarding his/her training needs emerge. Thus, this study aims to analyze, based on the contributions of Historical-Cultural Theory/Activity Theory, the training needs of bachelor teachers considering their meanings regarding the objective and subjective conditions for the development of pedagogical activity in higher education. Methodologically, this is a theoretical-bibliographical study, with a qualitative approach, with data collection carried out through the systematic survey of studies that effectively translate the process of analyzing the training needs of bachelor teachers in light of the Historical-Cultural Theory/Activity Theory and Historical-Dialectical Materialism. The results show that pedagogical training is a fundamental and permanent training need for the work of university graduate teachers, as they do not have specific training for teaching, which implies that the professional activities of these teachers are permeated by mechanized attitudes and devoid of intentionality. It is concluded that developing pedagogical activity requires that the bachelor teacher reflect on his/her professional practice, a formative need that implies intentionality and, by extension, the systematic organization of teaching, especially in the theoretical-critical deepening of the main dimensions that anchor his/her training.