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Relevant bibliographies by topics / Humanistic orientation of future teacher

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Academic literature on the topic 'Humanistic orientation of future teacher'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Humanistic orientation of future teacher"

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BOCHARINA, Natalia. "Humanistic orientation of future social workers." EUROPEAN HUMANITIES STUDIES: State and Society, no. 3 (June 25, 2015): 156–67. http://dx.doi.org/10.38014/ehs-ss.2015.3.14.

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The article features with the development of a humanistic orientation of the future social teachers. Empirical study was carried out in the aspects of cognitive, motivational , emotional and communicative spheres of the person of the future social teacher as the subject of social and educational activities. There is a focus on the study of cultural and professional competence of the future experts, preparedness of the student to professional self-determination and self-realization, the valuable relation to society and to themselves, and the positive social and communicative activity of future

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Milošević, Danijela, and Gorana Đorić. "THE TEACHER OF THE FUTURE WE WANT." Knowledge International Journal 31, no. 2 (2019): 411–17. http://dx.doi.org/10.35120/kij3102411m.

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Comparative analyzes of educational systems indicate that a teacher is one of the most important factors in improving the education system. The greatest challenges of the modern era faced by teachers are: increasing student's antisocial behavior, inadequate cooperation with school community actors, parents and other educational institutions, the absence of greater autonomy in curriculum innovation, and technological development in educational system. That is why modern teachers are expected to adopt new roles and competences. When talking about a teacher of the future, it is most often meant t

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ХАРЧЕНКО, Анжела Станіславівна, та Наталія Олексіївна ГОНЧАРОВА. "ОСОБЛИВОСТІ ПСИХОЛОГІЧНОГО БЛАГОПОЛУЧЧЯ СТУДЕНТІВ ІЗ РІЗНИМ ТИПОМ СПРЯМОВАНОСТІ". Психологія і особистість. 2, № 12 (2017): 186–94. https://doi.org/10.5281/zenodo.853451.

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The article presents the results of empirical studies that addressed the features of psychological well-being of future teachers with humanistic, self-centered, existential and pragmatic types of orientation. The sample included students of pedagogical university who chose the teaching profession. The study used the K. Riff approach to psychological well-being as a basic subjective construct that reflects the perception and assessment of its functioning in terms of the top of personal potential abilities. K. Riff proposed the model of psychological well-being, which includes the following para

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Levytska, Lyudmyla. "FORMATION OF VALUE ORIENTATIONS AS A COMPONENT OF THE FUTURE TEACHER'S PERSONALITY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (16) (2022): 18–23. http://dx.doi.org/10.17721/2415-369.2022.16.04.

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The article reveals aspects of the formation of professional value orientations of future teachers; value orientations of the teacher as a system of personally realized humanistic values, which serve as guidelines for his social and professional activity, determining his life position; the problem of forming sustainable professional orientations in the process of professional training of future teachers is outlined; the concept of "professional and value orientations". Theoretical approaches (axiological, personal-activity and reflexive) solving the problem of formation of professional and val

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Ptitsyna, Elena V. "Professional Training of the Future Teacher: Ethno-Cultural Component." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2023): 68–74. http://dx.doi.org/10.20339/am.02-23.068.

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The problem of preparing a future teacher in the system of higher education is considered one of the key in pedagogical science. The formation of competencies in the profession, values and personal qualities act as interacting factors of one phenomenon and influence the qualitative functioning of the pedagogical system. Modern pedagogy focuses on the importance of cultural components, and the cultural approach expands the content of teacher education, creating conditions for the development and self-development of future teachers in a cultural and educational environment. The purpose of the ar

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Orshanskyі, Leonid. "Orientation of future teachers towards humanistic and professional values." Lubelski Rocznik Pedagogiczny 37, no. 3 (2019): 245. http://dx.doi.org/10.17951/lrp.2018.37.3.245-255.

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<p>Problemy związane z tworzeniem wartości przez przyszłych nauczycieli obecnie stają się coraz ważniejsze. Wartości humanistyczne i zawodowe odgrywają kluczową rolę w kształtowaniu zawodowym osobowości nauczyciela, działają jako wyższy poziom regulacji jego zachowania, określają kierunek jego zainteresowań i potrzeb oraz właściwości jego nastawienia i motywacje w dziedzinie jego działalności zawodowej. W retrospektywie historycznej przejaw wartości humanistycznych oraz kształtowanie wartości zawodowych jako wewnętrznych drogowskazów, na które orientuje się nauczyciel w swej działalności

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Khlyzova, Irina, Lyudmila Illarionova, and Marina Ivanova. "Humanistic foundations of the teacher’s professional activity in modern sociocultural conditions." E3S Web of Conferences 210 (2020): 18117. http://dx.doi.org/10.1051/e3sconf/202021018117.

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The study examines the problem associated with the fact that features of dehumanization are largely manifested in modern society and in education. There is a loss of spiritual and moral values, a rejection of a worldview based on justice, a lack of attention and respect for a person is increasingly manifested, and his life and morality are being devalued. The leading role in forming the moral image of the younger generation should belong to the general educational organization, teachers and educators. In accordance with this, the goal of the study was set: to identify the level of humanization

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Shirinbayeva, G., D. Azimbaeva, and А. Iniyatova. "AXIOLOGICAL ASPECTS OF THE ORGANIZATION OF THE HUMANISTIC ENVIRONMENTS IN THE CONTEXT OF PEDAGOGICAL EDUCATION." BULLETIN Series of Philological Sciences 71, no. 1 (2020): 659–65. http://dx.doi.org/10.51889/2020-1.1728-7804.112.

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The emphasis is on the axiological aspect of the importance of methodology as a scientific ways of organizing a humanistic environment. Particular attention is paid to understanding the humanization of education as educational services that reflect the needs of the individual and society. It is argued that the rational integration of universal values is a condition for achieving the goals set for education. Special attention is paid the possibilities of integrating educational work and practice of universal values in the process of forming value orientations for future teachers. The concepts o

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Madin, Zhilgildinova, Abibulayeva Aizhana, Sultanova Nurgul, et al. "Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation." Education Research International 2022 (March 6, 2022): 1–11. http://dx.doi.org/10.1155/2022/8789773.

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The actualization of value-based approaches to vocational education is determined by the presence of several contradictions, among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the people around them, and the lack of an effective system of pedagogical tools for solving the abovemention

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Kucherevskaya, Marina. "Development of Humanistic Orientation of the Modern Russian Education System: Conditions for Implementation." Ideas and Ideals 15, no. 4-1 (2023): 183–202. http://dx.doi.org/10.17212/2075-0862-2023-15.4.1-183-202.

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The education system includes the main social institutions that perform the functions of upbringing and education. A common characteristic of any education system is the orientation towards the transfer of knowledge and the formation of skills in order to develop students. At the same time, each stage of social development corresponds to an education system that meets the requirements for the results and goals of education in a particular society. Historically, the evolution of educational systems is interconnected with the transformation of the socio-political structure. The need for a seriou

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Dissertations / Theses on the topic "Humanistic orientation of future teacher"

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Hauser, Linda A. "Data management practices used by original beginning teacher support and assessment programs (BTSA) to provide feedback about program quality effectiveness and guide future program decisions /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/3036899.

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Marsay, Gloria Maria Delfina. "Career and future orientation of learners as a responsibility of the teacher." Thesis, 2012. http://hdl.handle.net/10210/7110.

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M.Ed.<br>The objective of this study was to investigate the proportion of teachers' input with regard to career and future orientation. A literature study was undertaken and it is evident that against a background of change in society and the economy, there is a definite need for more specific and up to date career and future orientation in the schools. Furthermore, the importance of career and future orientation as a process is emphasised. In chapter two, all the essential components of career and future orientation are identified, and a model illustrating the integration of these two aspects

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Books on the topic "Humanistic orientation of future teacher"

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Wang, Jian. Past, present, and future research on teacher induction: An anthology for researchers, policy makers, and practitioners. Rowman & Littlefield Publishers in partnership with the Association of Teacher Educators, 2010.

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Adams, Krista, Wang Jian, Betty Achinstein, Renee T. Clift, and Sandra J. Odell. Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners. Rowman & Littlefield Education, 2010.

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趙璐, Zhao Lu. Weird Confucius. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350327597.

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Spanning antiquity until the present, Zhao Lu analyses the eclectic and fictitious representations of Confucius that have been widely celebrated by communities of people throughout history. While mainstream scholarship mostly considers Confucius in terms of his role as a celebrated man of wisdom and as a teacher with a humanistic worldview, Zhao addresses the weirder representations. He considers depictions of Confucius as a prophet, a fortune-teller, a powerful demon hunter, a shrewd villain of 19th century American newspapers, an embodiment of feudal evils in the Cultural Revolution, and as

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Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.

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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal a

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Book chapters on the topic "Humanistic orientation of future teacher"

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Hofstetter, Rita, and Bernard Schneuwly. "Teachers: “Architects of the Future of Humanity”." In The International Bureau of Education (1925-1968). Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-41308-7_19.

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AbstractThe issues surrounding the teaching profession were also often addressed as causes in themselves. Two issues dominated: teacher training and teacher status and salary. Training for all teachers in higher education institutions was consensual, as was education science, including child psychology, as a reference discipline. The place of national or international orientation in teacher education caused the members of the conference to clash. The conferences steadily advocated for better status and salaries for the teachers, introducing a comparison with other professions with high-level q

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Broda, Mariana. "Priority ideas for the development of the pedagogical science." In Pedagogical concept and its features, social work and linguology (2nd ed.), 2nd ed. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/pcaifswal.ed-2.08.

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The article reveals priority ideas of the development of the pedagogical science and peculiarities of the worldview formation in the future teacher, which emphasize the recognition of humanistic and democratic processes in education as the basis for the formation of value orientations, expansion of a person’s spiritual world, establishment of relations with nationality, and discovery of the spiritual content of national traditions. On the basis of the analysis of modern state of higher education, its compliance with the social order and European standards, the article characterizes changes in

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Mysore, Anita Rao. "Multicultural Curricular Frameworks for Preservice Teachers." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch021.

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One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12

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Zińczuk, Monika. "Kompetencje terapeutyczne nauczyciela w zmieniającej się przestrzeni edukacyjnej." In Nauczyciel we współczesnej rzeczywistości edukacyjnej. Wydawnictwo Uniwersytetu w Białymstoku, 2021. http://dx.doi.org/10.15290/nwwre.2021.16.

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The subject of the article are the therapeutic competence of the teacher. The subject of the article is the therapeutic competence of the teacher. It is based on the therapeutic orientation in humanistic psychology. These competences allow the teacher to see in time the difficulties and abilities of a child, recognize their individual psychophysical possibilities as well as development and educational needs. The concept of therapeutic approach in teaching is aimed at taking actions favouring the development of students’ potential in order to increase the effectiveness of learning and improve t

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Linton, Jayme Nixon, and Wayne Journell. "Taking Responsibility for the Future." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8009-6.ch014.

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Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors bel

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Linton, Jayme Nixon, and Wayne Journell. "Taking Responsibility for the Future." In Research Anthology on Developing Effective Online Learning Courses. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch057.

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Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors bel

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Menner, А. Е. "PROFESSIONAL VALUE ORIENTATION OF A FUTURE TEACHER: THE PSYCHOLOGICAL AND PEDAGOGICAL ASPECT". У ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ. ФГБОУ ВО «АлтГПУ», 2023. http://dx.doi.org/10.37386/2687-0576-2023-5-212-215.

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The article examines the essence of the value approach in education, defines its main theoretical aspects, considers the content of the professional and value orientations of the future teacher, which should be formed in the process of obtaining professional education. The author defines the role of value orientations in professional activities. The formation of professional and pedagogical values is carried out in the process of a future teacher’s studying theoretical courses of the educational program, having practical training in the educational institutions, acquiring the competence that r

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Bachtiar, Bachtiar. "Preparing Citizens for the Future of Digital Literacy and AI." In Digital Citizenship and the Future of AI Engagement, Ethics, and Privacy. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9015-3.ch015.

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Artificial intelligence (AI) is revolutionizing education worldwide, demanding a redefinition of digital literacy to prepare students for an AI-dominated era. This chapter explores these dynamics with a focus on Indonesian English as a Foreign Language (EFL) teachers, who face unique challenges in bridging advanced AI technologies with culturally grounded pedagogy. Beyond technical skills, digital literacy now requires educators to evaluate AI outputs critically, address ethical considerations such as data privacy and algorithmic bias, and integrate technology in ways that uphold accessibility

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Chen, Linlin Irene, and Libi Shen. "Teacher Candidates' Pledges to Social Justice in Teaching." In Supporting Activist Practices in Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0537-9.ch010.

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The inequality and discrimination on race, ethnicity, social class, language use, gender, sexual orientation, religion, and culture have contributed to social justice issues in the U.S. for years. Creating an inclusive, respectful, and equitable learning environment is critical for both teachers and students in K-12 education. Do K-12 teachers understand the meaning and the importance of social justice? How will they incorporate social justice into their teaching? The goal of this chapter was to explore 34 teacher candidates' perspectives on social justice and their plans to implement social j

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Ronau, Robert N., and Christopher R. Rakes. "A Comprehensive Framework for Teacher Knowledge (CFTK)." In Educational Technology, Teacher Knowledge, and Classroom Impact. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-750-0.ch004.

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In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis. This model, developed through a series of exploratory studies, transforms current understanding of teacher knowledge from a linear structure to a three dimensional model by pairing 6 inter-related aspects into three orthogonal axes: 1) Field comprised of subject matter and pedagogy; 2) Mode comprised of orientation and discernment; and 3) Context comprised of individual and environment. The current study analyzes the way interactions of these aspects

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Conference papers on the topic "Humanistic orientation of future teacher"

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cult

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Barinova, N. А. "Technologies In The Implementation Of Paradigm Of The Future Teacher Training." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.13.

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Kartashova, Valentina. "Future Teacher Preparation For Profile Training In The University Master's Program." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.52.

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Zabbarova, M. M. "Informational Technologies As A Factor Of Self-Education For A Future Music Teacher." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.45.

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GANUZIN, Valeri, and Elena KOVALEVA. "Development of pedagogical competencies in creating a psychologically safe educational environment." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v1.21-22-03-2024.p164-168.

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The creation of a psychological and pedagogical environment is an important aspect of a teacher’s activity. Psychological safety is closely related to the conditions for the development of children’s personality. The competence of a teacher should include the ability to create and maintain conditions for the psychological safety of the children. Communication and personality traits of the teacher are factors ensuring the psychological safety of the educational environment.The components of the psychological safety of the educational environment are the humanistic orientation of the school, the

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Greulich, Laura, and Sarah Bischof. "Classroom Goes Future: Promoting Essential Skills of Teacher Training Students." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17265.

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Some of the current challenges, such as preserving democracies and managing the risks of advancing digitalisation, are expected to persist in the future. To prepare pupils for these challenges, qualified teachers are needed to implement both civic and media education. Enabling prospective teachers in these areas is an important task of universities. A special seminar was developed to specifically prepare future teachers by promoting their competencies related to digitalisation, democracy, and future orientation. Its effectiveness was evaluated in an initial round through triangulation of recur

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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the p

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de Sousa, Bruno, Rosário Gomes, and Afonso Domingos. "What to do when you do not see the data." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19408.

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What recourse exists when the teaching of Statistics by visual means is not part of the equation? This case study of a team from the University of Coimbra – one teacher, two members of the Media Production Center and a visually impaired student – took up the challenge of teaching a full semester in Statistics in such a way that all students would experience and comprehend fundamental concepts ranging from summarizing data numerically and graphically to making decisions in Statistics through understanding centrality, dispersion and hypothesis testing. A very pragmatic non-visual orientation req

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Lorenzo Castiñeiras, Juan José. "Crebando miolos. A promoción da aprendizaxe cooperativa a través da técnica puzzle." In Contextos universitarios transformadores: a innovación como eixo vertebrador da docencia. VI Xornadas de Innovación Docente. Universidade da Coruña. Servizo de Publicacións, 2023. http://dx.doi.org/10.17979/spudc.000016.147.

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This experience of teaching innovation has been designed for face-to-face teaching in the subject Information and communication technologies applied to speech therapy intervention, optional for the 3rd year of the Degree in Speech Therapy. Due to its characteristics, this proposal could be adapted to part-time teaching or even teaching in a completely virtual format. Based on the application of the puzzle technique and with various phases (moving from individual to cooperative work, through the group), the dynamic is based on gaining a broad knowledge of applications and web resources useful f

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Valgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.

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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differ

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