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Journal articles on the topic 'Life orientation educator'
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Dimo, A. T., and T. P. Phaswana. "The role of clinical educators in physiotherapy clinical education: The student’s perspective." South African Journal of Physiotherapy 56, no. 4 (November 30, 2000): 37. http://dx.doi.org/10.4102/sajp.v56i4.1348.
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Background and aim: Clinical educator’s play an important role in the training of physiotherapy students as they spend most of their time in a clinical setting. Clinical educators facilitate the integration of theoretical and practical components of physiotherapy education with actual patients in a real life situation. The aim of the study was to establish the clinical educator’s role as perceived by students. Methods: Descriptive survey methods utilising a close ended questionnaire were used to collect data from students. A study sample of 80 students was used. Data collected were analysed using the SAS statistical program.Results: Orientation was cited as the most important role of the clinical educator (94%), by the respondents. Teaching activities were the second most important category of the clinical educator’s role (75%). Assessment was the next category considered to form part of clinical educator’s role. Communication were not considered to be part of clinical educator’s role.Conclusion: The students perceive orientation, teaching and assessment of performance activities to constitute the role of the clinical educator. Communication activities were rated not to form part of the clinical educator’s role.
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Meadows, Bryan. "Culturalist to Interculturalist Orientations in Language Education: One Professional and Personal Journey from Student, to Teacher, to Teacher Educator." Education and Society 38, no. 2 (December 1, 2020): 63–79. http://dx.doi.org/10.7459/es/38.2.05.
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The purpose of this paper is to chronicle the shift in how language educators are thinking about culture teaching between culturalist and interculturalist orientations. This transformation is intertwined with my own personal and professional journey from language student to language teacher and to teacher educator. I detail specific classroom practices consistent with the interculturalist orientation. In reading this journey, junior educators can reflect on how one’s ideology of teaching is closely linked with one’s personal and professional trajectory. That is, life experiences outside of language teaching intersect with our teacher formation to make us the teachers we are at present.
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Astuti, ASTUTI. "MANAJEMEN PENGEMBANGAN SUMBER DAYA MANUSIA DI SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 6, no. 1 (November 1, 2018): 604–24. http://dx.doi.org/10.35673/ajmpi.v7i1.308.
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Abstract. Human Resource Management (HRM) is all activities related to the recognition of the importance of educators and education personnel in schools as vital human resources, which contribute to school goals, and utilize functions and activities that ensure that human resources are used effectively and fair for the benefit of individuals, schools and communities. Human resource management aims to formulate the needs of educators and education personnel, develop and empower educators and education personnel to obtain the optimal value of benefits for individual educators and education personnel concerned. The scope of management of human resources in schools is HR Planning, analysis of educators and education personnel, procurement of educators and education personnel, selection of educators and education personnel, orientation, placement and assignment, compensation, performance assessment, career development, training and personnel development educators and the creation of work life quality, educator and education power negotiations, research of educators and education personnel, pensions and dismissal of teaching and education personnel. Keywords: Human Resource Development Management
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Sinay, Francisca R. "PENDIDIKAN ANAK BERWAWASAN KEWIRAUSAHAAN." Manajemen & Bisnis Jurnal 5, no. 2 (September 10, 2019): 45–57. http://dx.doi.org/10.37303/embeji.v5i2.89.
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Efforts to improve the quality of education in Indonesia have long been carried out. Improving the quality of education is one of the development priorities in the field of education. Seeing these conditions, the world of education must be able to play an active role in preparing educated human resources who are able to face the challenges of life both locally, regionally, nationally and internationally. It is not enough to master theories, but also be willing and able to apply them in social life. Not only able to apply knowledge in primary, secondary and tertiary education, but also able to solve various problems encountered in everyday life. Entrepreneurial education is education that applies principles and methodologies towards the formation of life skills for students through an integrated curriculum developed in schools. This paper tries to offer an entrepreneurial insight education model for pre-school level and primary school. With this model, if it is implemented, it is expected that the world of education will contribute significantly to improving the quality of human resources in Indonesia. The framework of entrepreneurship development among educators is felt to be very important. Because educators are 'agents of change' who are expected to be able to instill the characteristics, nature and character as well as the spirit of entrepreneurship or the soul of 'entrepreneur' for their students. Besides that the spirit of 'entrepreneur' is also very necessary for an educator, because through this soul, educators will have a work orientation that is more efficient, creative, innovative, productive and independent.
Keywords: Children's Education, Entrepreneurship.
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Hacker, Barbara. "Montessori and the Bahá’í Faith." Journal of Baha’i Studies 1, no. 2 (1988): 19–33. http://dx.doi.org/10.31581/jbs-1.2.2(1988).
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The life and work of Dr. Maria Montessori (1870-1952), scientist and educator, are introduced as relevant for the study of those investigating education in the light of the Bahá’í teachings. It is illustrated that Montessori was attuned to the spirit of the Bahá’í Era and that both her thoughts and actions showed understanding of such Bahá’í principles as the oneness of humanity, the equality of the sexes, the oneness of science and religion and a spiritual orientation to life. Her discoveries with children and view that they are key to the development of human society and ultimately world peace are presented in relation to Bahá’í writings on these subjects.
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Dalu, Mwazvita T. B., Ross N. Cuthbert, Hulisani Muhali, Lenin D. Chari, Amanda Manyani, Current Masunungure, and Tatenda Dalu. "Is Awareness on Plastic Pollution Being Raised in Schools? Understanding Perceptions of Primary and Secondary School Educators." Sustainability 12, no. 17 (August 21, 2020): 6775. http://dx.doi.org/10.3390/su12176775.
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Plastic pollution is a major global issue and its impacts on ecosystems and socioeconomic sectors lack comprehensive understanding. The integration of plastics issues into the educational system of both primary and secondary schools has often been overlooked, especially in Africa, presenting a major challenge to environmental awareness. Owing to the importance of early age awareness, this study aims to investigate whether plastic pollution issues are being integrated into South African primary and secondary education school curriculums. Using face-to-face interviews with senior educators, we address this research problem by investigating (i) the extent to which teachers cover components of plastic pollution, and (ii) educator understandings of plastic pollution within terrestrial and aquatic environments. The results indicate that plastic pollution has been integrated into the school curriculum in technology, natural science, geography, life science, life skills and life orientation subjects. However, there was a lack of integration of management practices for plastics littering, especially in secondary schools, and understanding of dangers among different habitat types. This highlights the need for better educational awareness on the plastic pollution problem at both primary and secondary school level, with increased environmental programs needed to educate schools on management practices and impacts.
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Lavrinenko, Oleksandr. "THE IDEA OF AN «IDEAL TEACHER» IN THE LIFE AND CREATIVITY OF THE ACADEMICIAN I. A. ZIAZIUN (1938-2014)." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 80–90. http://dx.doi.org/10.33989/2226-4051.2018.17.176283.
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The article deals with the scientific approaches of the outstanding Ukrainian educator, philosopher, organizer of pedagogical education I. A. Ziaziun (1938-2014) on the essence and content of the «ideal teacher» training; the academic work of the scientist in the domain of author’s ideas about the formation of the future teachers personality in the system of professional training, the development of leading universal values, humanistic principles of education and upbringing have been analyzed. Creative approaches to the formation of a high level of pedagogical activity-action – a dominant component of pedagogical skills have been elaborated.The scientific-theoretical approaches of I. A. Ziaziun to consideration the preparation specifics of an «ideal teacher» at pedagogical institutions of education, the formation of leading values, which should become a pledge of professional and pedagogical activities have been revealed.I. A. Ziaziun’s beliefs that an «ideal teacher» should be picked up from the school desk have been distinguished. «Ideal teacher» is first and foremost a person who provides a high level of communicative interaction, because all problems of learning and education are associated with ineffective communication, which is based on the lack of trust in the creative ability of the student’s personality and disrespect for his personality spontaneity motivated search for interest and meanings. It has been determined that the specificity of the «Ideal Teacher» personality as a subject of pedagogical action, according to I. A. Ziaziun consists of his personal qualities, experience, appearance, manners, behavior.It is proved that humanistic orientation of the teacher’s personality influence on the student’s behavior for the purpose of his subsequent change. Teacher’s actions are subordinated to the real interests of the individual. In this sense, the humanist orientation fully corresponds to the main tasks of personality-oriented pedagogy – to help a person in determining the relation to himself, other people, the world around him and his professional activities.As an unsurpassed aesthete and theorist of pedagogical skill, I. A. Ziaziun defended the most up-to-date value of teacher profession – the beauty of pedagogical action. The scientist convinced that the basis of human life is a feeling. Teachers, regardless of specialty, should be saturated with positive feelings of the environment of their students.
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Nguyen, Kim A., Anniza de Villiers, Jean M. Fourie, Lesley T. Bourne, and Michael K. Hendricks. "The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum." Public Health Nutrition 18, no. 1 (November 27, 2013): 167–75. http://dx.doi.org/10.1017/s1368980013003194.
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AbstractObjectiveTo explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools.DesignCombined quantitative and qualitative methods. We report on the quantitative component.SettingTwelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands.SubjectsEducators (n256) participated in the self-completed questionnaire survey.ResultsEducators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9–13 years old). Important barriers to implementing FBDG in the curriculum were educators’ workload (61%), insufficient time (46%), learners’ disadvantaged background (43%) and educators’ lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners’ lifestyle was significantly worse (P< 0·001) and that tuck shops and the school assembly were the best means to teach pupils about FBDG (P< 0·001 andP< 0·05).ConclusionsImplementing FBDG in the national school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.
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KHAVZHOKOVA, L. B. "LITERARY HERITAGE OF AHMEDKHAN NALOYEV: MAJOR MILESTONES IN BIOGRAPHY AND PROBLEMS OF CREATIVITY (to the 100th anniversary of the birth of the writer)." Kavkazologiya, no. 2 (2021): 154–65. http://dx.doi.org/10.31143/2542-212x-2021-2-154-165.
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The article is devoted to the study of the life and literary heritage of one of the significant creative figures in the Kabardian literature of the 60s – 80s. Of the twentieth century, which determined the features of the formation and development trends of national prose of the specified period. The relevance of the stated topic is due to the fact that until now in the Adygeyan literary criticism there are no generalizing works on the study of milestones in the biography and a comprehensive analysis of the literary work of A. Naloev. The scientific novelty of the research lies in the fact that for the first time a comprehensive substantive and structural-compositional analysis of the writer's works is carried out, starting from the first sketches in the form of miniatures and satirical and humorous stories, ending with larger genres – a story and a novel. The aim of the study is to recreate a complete biographical and creative picture of the life of a talented writer, philologist, educator, educator who raised a whole generation of artists and workers of culture and education. To achieve the goal, a number of tasks are solved, among the main ones – the study of the milestones of the biography of A. Naloev, the analysis of works, the consideration of the ideological and thematic orientation and the genre-style paradigm of the writer's work, determination of the role and place of his creative heritage in national literature and in general in cultural development Adyghe ethnos. The study used general scientific methods with an emphasis on the method of analysis, description and generalization. The results obtained have theoretical significance for further study of national literatures. They can become a significant practical help in writing various kinds of research papers, as well as in the preparation of special courses in universities and colleges.
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Hull, John E. "Education for Discipleship: A Curriculum Orientation for Christian Educators." Journal of Education and Christian Belief 13, no. 2 (September 2009): 155–68. http://dx.doi.org/10.1177/205699710901300207.
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THIS ARTICLE INVESTIGATES the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum theorists and classroom teachers are generally confused about the true nature of curriculum orientations and about the way curriculum reform takes place. Jackson's own understanding of curriculum orientations raises the bar of curriculum reform from the mere substitution of one conceptual model for another to the preference of one way of life over all others. The investigation reveals that Van Brummelen's presentation of an alternative Christian curriculum orientation both rises above Jackson's critique and is vulnerable to it. Education for Discipleship is a highly evolved alternative curriculum orientation; nevertheless, its implementation is limited to a learning community actualizing a biblical world and life point of view from a conceptual model to actual practice. This investigation suggests that substantive curriculum reform requires two-way traffic along the conduit of influence that connects faith, theoretic frameworks, curricular practice, and community life experience.
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Lowe, Stephen D. "Expanding the taxonomy of adult learner orientations: the Institutional orientation." International Journal of Lifelong Education 10, no. 1 (January 1991): 1–23. http://dx.doi.org/10.1080/0260137910100102.
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Kutsevych, Vadym. "THE VERSATILITY OF CREATIVITY V. G. ZABOLOTNY (TO THE 120TH ANNIVERSARY OF THE BIRTH)." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 28 (December 15, 2019): 23–32. http://dx.doi.org/10.33838/naoma.28.2019.23-32.
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The architecture of Ukraine of the 20s — the beginning of the 30s of the XXth century was characterized by the search for the national originality of forms based on the understanding of the merits of Ukrainian baroque and folk architecture, a further workshop of the interpretation of the classicism techniques and the receipt of the marked revolutionary romance of architecture.In the 1930s, the stylistic orientation of the architecture of the former USSR and its component part of Ukraine was replaced by directive decrees and the Decree of the Central Committee of the CPSU (b) “On the restructuring of literary and artistic organizations” (1932), created unions of writers, composers and architects. The resulting policy orientation on classical patterns as the basis of the creative method of socialist realism has become a phenomenon inherent in totalitarian regimes.The article discusses the many facets of the creative activity of V.G. Zabolotny, as an architect, scientist and educator, public figure, founder of the Ukrainian school of architecture, founder and president of the Academy of Architecture of the former USSR. The main stages of the work of the architect in the context of the history of the formation and development of Ukrainian architecture of the 30–60-ies of XX century are analyzed.One of the significant creative achievements of V. G. Zabolotny was the fruitful activity in the Academy Architecture of the USSR, which he created, it was discontinued in 1963. In 1992, it was reborn as a public organization — the Ukrainian Academy of Architecture (UAA), called to life by the new socio-economic conditions of the country's development. The UAA revival, continuing the tradition the Academy of Architecture, created byV. G. Zabolotny, makes a significant contribution to the development of Ukrainian architecture as one of the components of Ukrainian national culture.The materials on the multifaceted activity of V.G. Zabolotny presented in the article will contribute to the development of scientific researches on the history and theory architecture of Ukraine in the last century.
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Muna, Nailal, and Hamam Hamam. "Kepemimpinan Nyai di Pesantren Al Hajar Kapurejo Pagu Kediri." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 10, no. 1 (April 30, 2020): 46–57. http://dx.doi.org/10.33367/ji.v10i1.1090.
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This research is framed in the topic of leadership, which specifically discusses the leadership of female caregivers in the Al Hajar Pesantren Pagu Kediri in maintaining the tradition of pesantren education as a tafaqquh fi addin institution. This research focuses on how the pesantren management strategy is, how the leadership style tends to be in the pesantren, and the role of the pesantren in al Hajar Kapurejo Pagu. This type of research is qualitative research with a case study approach. Data collection techniques with interviews that are supported by observation and documentation. Data analysis by data reduction. The end of this study shows: The strategy of managing a pesantren is carried out by planning at the beginning of the school year, organizing it in daily life and direct supervision by Nyai. His leadership style tends to prioritize work or authoritarian orientation. Nyai's role is as an educator which is realized by directly engaging in teaching
(Penelitian ini dibingkai dalam topic kepemimpinan, yang secara khusus membahas kepemimpinan pengasuh perempuan di Pesantren Al Hajar Kapurejo Pagu Kediri dalam mempertahankan tradisi pendidikan pesantren sebagai lembaga tafaqquh fi addin. Penelitian ini terfokus pada bagaimana strategi pengelolaan pesantren, bagaimana kecenderungan gaya kepemimpinan nyai di pesantren, dan peran nyai di pesantren al Hajar Kapurejo Pagu. Jenis penelitian ini adalah penelitian kualitattif dengan pendekatan studi kasus. Teknik pengumpulan data dengan wawancara yang didukung dengan pengamatan dan dokumentasi. Analisis data dengan cara reduksi data. Akhir penelitian ini menunjukkan:Strategi pengelolaan pesantren dilakukan dengan perencanaan di awal tahun ajaran, pengorganisasian dalam kehidupan sehari-hari dan pengawasan langsung oleh nyai. Gaya kepemimpinan nyai cenderung mengedepankan orienasi kerja atau otoriter. Peran Nyai adalah sebagai pendidik yang diwujudkan dengan terjun langsung mengajar)
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Ojha, Gaurav. "Making of a Good Teacher: Transformative Expressions of Inner Life in Education Narratives of Living, Being and Knowing Together." Journal of Education and Research 7, no. 2 (October 4, 2018): 43–53. http://dx.doi.org/10.3126/jer.v7i2.21246.
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This research paper recollects transformative expressions of inner life in education using expressive language to reconstruct experiential narratives of educators following on with collaborative turn as encouraged in qualitative research. Similarly, this paper reflects on transformative expressions of inner life in education by putting together first person monologues of educators, generated through dialogues. This paper, in addition, reveals their lived pedagogical experiences, their stories, hopes, courage, convictions, creativity and struggles in an education system where educators are most often encouraged to suppress their inner self, somewhere clandestine rather than share the relational richness of their inner life with students. Besides, the paper argues that good teaching takes its reference from inner landscape of an educator. My research participants are aware that by making a difference in their inner life and by infusing transformative orientations of their inner life within their educational practices, they can also make a difference in the lives of their students. They are able to sustain transformative interpersonal relationships with their students, which encourage them to live a life of self-awareness, freedom, character, joy, appreciation, acceptance and creativity. Finally, the paper ends with a realisation that inner life of an educator, including his/her compassion, courage, concern and care, serves as a guiding force for a meaningful relationship that creates transformative possibilities in education.
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Litvin, Dmitriy. "Reflection of meanings and peculiarities of subjectivity of employees of internal affairs bodies in the environment of continuous education." Applied psychology and pedagogy 6, no. 2 (April 1, 2021): 70–89. http://dx.doi.org/10.12737/2500-0543-2021-6-2-70-89.
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Abstract. The research problem lies in the need to study the contradiction between the high values of life-meaning orientations and the reflexivity of employees of the internal affairs bodies. Purpose of the article: to investigate the indicated contradiction and reveal the peculiarities of the subjectivity of the personality of employees. The analysis and interpretation of the characteristics of the personal development of employees in lifelong education was carried out by the method of clustering the sample using the values of the tests "Life-meaning orientations" D. Krambo, L. Makholik, adaptation - D.А. Leontiev, reflexivity (A.V. Karpov), as well as the subjectivity of a professional's personality and focus on the personal development of an employee, including in lifelong education based on the author's methodology. The work used the correlation analysis of the studied features by means of nonparametric statistical criteria (Spearman's rank correlation coefficient), cluster analysis. As a result of the study, it was revealed that reflexivity, orientation towards development in professional activity and focus on continuing education in clusters are expressed unevenly. The hypothesis of a strict inverse relationship between manifestations of reflexivity and life-meaning orientations was not confirmed. At the same time, a feature of the subject-personal orientation of employees is an insufficient connection between reflexivity and high values of meaningful orientations, subordination of the personal principle to the "professional role and position" (according to the terms of V.A. Lefebvre) due to the subordination and discipline in the profession, as well as the substitution of the moral imperative with legal norms. Strategies with extremely high values of life-meaning orientations of adult employees of internal affairs bodies, which have a negative correlation with reflexivity, regardless of subjectivity or the severity of orientation towards development in the profession, are assessed by us as unfavorable for personal development.
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Jansen, Theo, and Danny Wildemeersch. "Adult education and critical identity development: from a deficiency orientation towards a competency orientation." International Journal of Lifelong Education 15, no. 5 (September 1996): 325–40. http://dx.doi.org/10.1080/0260137960150502.
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MIKAELIAN, Hamlet. "FORMATION OF VALUE ORIENTATIONS IN THE PROCESS OF TEACHING MATHEMATICS." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 213–18. http://dx.doi.org/10.31651/2524-2660-2020-4-213-218.
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The general education school is the most important link in the formation of value orientations and the value system of students, which is due to the general content of the educational goals of the school and the student's relationship with teachers, friends and other participants in school life. The school is of decisive importance from the point of view of the community of value orientations and the system of values of students, the inclusion of national and universal values in them, the solution of global problems of moral and aesthetic education, the formation of a single system of cognitive values. And how does mathematics or mathematical education affect a person's value orientation, the direction of his life? Can a person, in certain situations, give preference to similar values over other values? And what is the role of mathematics education in the value system of the student and the person as a whole? The answer depends on what we mean by mathematical education or what goals it pursues. If the process of teaching mathematics is reduced to teaching mathematics, then mathematics with its formal structure of lan- guage and abstract figures is far from life and school interests (with rare exceptions in each class for individual students). Mathematical knowledge also does not lead to wisdom and philosophy of life, it even reduces the stu- dent's vital activity. However, if the process of teaching mathematics is aimed at implementing education through mathematics, then the role of mathematics increases as a means of forming cognitive, aesthetic, moral, mental and other values. This view of mathematics gives the student the opportunity to appreciate the objects studied with the help of mathematics, to look at the world in a different way. He feels more confident in different real life situations. The article deals with the problem of the formation of value orientations of students in the process of teaching mathematics. The dependence of the problem on various types of internal and external factors in the formation of value orientations in this process is considered. The problem of the formation of different levels of value orientations in the process of teaching mathematics is also considered. These are the perception, response, or recognition of value, the acquisition of value orientations, the organization of value orientations and the spread of a value orientation or a set of orientations towards activity.
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Bader, Svitlana. "The Problem of the Formation of Value-Sense Orientations of Future Preschool Educators in Pedagogical Theory and Practice." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 52–69. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-52-69.
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The article is devoted to the study of the problem of the formation of value-sense orientations of future kindergarten educators in pedagogical theory and practice. The essence of the leading values, which should be inherent in future teachers in general and future kindergarten educators, in particular, within the framework of various approaches, namely: historical and cultural, competence-based, integrated, has been determined. It was determined that from the point of view of the historical and cultural approach, classical teachers attributed a number of general cultural values to the most important values of the educator (Person, goodness, beauty, love, tenderness, sincerity, justice, truth, etc.). Representatives of the competence-based approach to the leading values of the educator include those that characterize him as a professional educator (love for children, justice, tolerance, responsibility, flexibility, creativity, self-development, self-education). Within the framework of the integrated approach, which the author adheres to, the personality of the future educator is considered holistically, and the values that should be inherent in him are interpreted as a complex of universal, professional and individual life values.
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Rees, Keely S., Sharon Thompson, Curt Rees, and David Cluphf. "Unexpected Findings in an Alternative High School." Californian Journal of Health Promotion 3, no. 1 (March 1, 2005): 130–39. http://dx.doi.org/10.32398/cjhp.v3i1.1749.
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It has been well documented that today’s adolescents are at great risk for health-compromising behaviors. Researchers have identified values orientation and values education as important change agents in reducing these “risky” behaviors. It has also been suggested that an individual’s values orientation that is focused on the future and in a societal view of life is associated with protective and resilience factors with fewer health-compromising behaviors. This study examined adolescents’ values orientation and the occurrence of health-compromising behaviors. Health-compromising behaviors for this study included substance abuse, unsafe sexual practices, violence, and sensation-seeking activities. Results indicated that participants were not at risk for health-compromising behaviors related to a present, self-interest value orientation. Contrary to conventional wisdom about the health-compromising behaviors of students determined to be at “higher risk,” the students in this sample did not exhibit the traditional high-risk behaviors or the value orientations. Health-compromising behaviors of adolescents continue to be a priority for health educators, school administrators, as well as parents and other community members. It is imperative that further research explore the relationship between adolescent participation in “risky” behavior as well as the protective factors related to healthier choices.
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Liakisheva, Anna. "Moral Standards in the Psychological Structure of the Personality of Students of Higher Education Institutions." International Journal of Criminology and Sociology 10 (April 30, 2021): 753–58. http://dx.doi.org/10.6000/1929-4409.2021.10.89.
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In this article's scientific space, one can observe the differentiation of the definition of the terms 'value', 'value orientations' because it does not yet have a clear standard definition. Many researchers have dealt with this topic, researched, analyzed, observed, and made conclusions. However, there is still a rich scope for research of such phenomena of personal structure as value orientations. Outstanding psychologists-researchers who, in their scientific, practical, and theoretical works, dealt with the topic of values and value orientations and came to the general conclusion that values are a structural component of a personality, with the help of which a person achieves a goal, sets this goal, and characterizes position in life. The article saw the relationship between values and the basic structures of the personality, including value orientations—considered in values a system of orientation and personality attitudes.
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Shields, Rick. "Orientation of child and youth care students to professional education." Child & Youth Care Forum 22, no. 4 (August 1993): 285–99. http://dx.doi.org/10.1007/bf00756953.
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Bulko, Natal'ya. "Features of life-meaning orientations among convicts sentenced for different types of crimes." International penitentiary journal 3, no. 1 (July 16, 2021): 35–39. http://dx.doi.org/10.33463/2712-7737.2021.03(1-3).1.035-039.
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The article is devoted to the relationship between the type of crime for which the convicted person is serving a sentence, the level of education, the presence of socially useful connections, the age of the convicted person and the level of his life orientation, which includes such indicators as: the general indicator of the meaningfulness of life, goals in life, the process of life, the effectiveness of life, the locus of control – I, the locus of control – life. The attitude of convicts to such vital components as: health, family, future, self-realization in work was also studied. The study used the "Test of life-meaning orientations" by D. Crambo, A. Maholik in the adaptation of D. A. Leont'ev, and the color test of relations by A. M. Etkind. In order to study life-meaning orientations and preferences in different spheres of life, 93 convicts serving sentences for various crimes were examined. The results of the study of convicts’ personality characteristics can be used by correctional officers to identify problematic aspects in the development of convicts’ personality, develop programs aimed at solving these problems and develop the strengths of convicts’ personality.
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Assidiqi, Muadz, Hermanu Joebagio, and Sariyatun Sariyatun. "Education Of Life Proficiency In History Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 335. http://dx.doi.org/10.20961/shes.v3i2.46255.
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<p>The twenty-first century continues to experience a breakdown in the foundations of society which causes new and worrisome things. The emergence of a pandemic in this century has a consequence that has caused various problems, especially in the field of education. The development of community needs for education services, especially at the senior high school level (SMA) is not following the improvement of the quality of human resources with life skills. This happens because educational services have not been able to carry out face-to-face learning completely. The implementation of distance learning (PJJ), the use of online learning technology, re-orientation of the curriculum, and improving the skills of educators are policies that are taken to overcome these problems. This study uses a literature review method that aims to critically examine ideas, findings, and knowledge of life skills education to analyze and solve educational problems during the Pademi era, especially in history learning.</p>
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Čepelová, Slávka. "Quality of Life and Value Orientation." Lifelong Learning 6, no. 1 (2016): 26–55. http://dx.doi.org/10.11118/lifele2016060126.
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Research contains data analysis obtained through two questionnaires – questionnaire WHOQOL-BREF 1996 about quality of life and a questionnaire for the detection of value orientation, attitude to the values and motivation to achievements (Values-Attitudes-Motiovation). According to obtained data statistic analysis of perceived quality of life by the respondents in general didn't significantly prove any differences between the arithmetic averages of individual groups and areas. None of the factors of value orientation shows negative data correlation with the factors of quality of life. By contrast, positive data correlation appeared in the evaluation of physical quality of life, mental quality of life, or in perception of social quality of life. Total score of quality of life shows positive correlation with educational and economic value orientation. Important findings are that respondents who subjectively see their quality of life as high have their values oriented towards educational and economic area. Since the correlation calculations do not show the direction of this relation, a reverse interpretation is also possible - the respondents with value oriented towards education, knowledge and economical relations, experiencea higher quality of their lives.
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van Zyl, André, Elizabeth M. Webb, and Jaqueline E. Wolvaardt. "Striving for equity: Life orientation resources in South African high schools." South African Journal of Education 41, no. 1 (February 28, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1830.
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As a school subject, life orientation (LO) aims to improve learner well-being, but a lack of classroom resources may be a barrier. We investigated whether classroom resources were equally available for LO educators in fully funded (no-fee) and partially funded (fee-paying) high schools in Tshwane South, South Africa. In this analytical cross-sectional study, LO representatives completed questionnaires about the availability of resources in their schools. Sixty-seven LO representatives completed the questionnaire. No-fee and fee-paying schools had the same availability of government resources and textbooks, but no-fee schools had less access to audio-visual equipment and printed materials. Representatives from both categories of schools were least satisfied with the availability of resources for the topic: Health. In contrast, they thought that the resources for non-health related topics such as career and skills-development were adequate. Representatives from no-fee schools were less satisfied with physical education resources (U (56) = -2.29, p = 0.02). The government’s efforts to redress inequity is evident in the availability of basic resources. However, a lack of health resources is a source of concern in a society that has a quadruple burden of disease.
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Borges, Nicole J., and William R. Osmon. "Personality and Medical Specialty Choice: Technique Orientation versus People Orientation." Journal of Vocational Behavior 58, no. 1 (February 2001): 22–35. http://dx.doi.org/10.1006/jvbe.2000.1761.
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Mayeza, Emmanuel, and Louise Vincent. "Learners’ perspectives on Life Orientation sexuality education in South Africa." Sex Education 19, no. 4 (December 24, 2018): 472–85. http://dx.doi.org/10.1080/14681811.2018.1560253.
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Bucciol, Alessandro, and Luca Zarri. "Saving Education Received in Early Life and Future Orientation in Adulthood." Journal of Financial Counseling and Planning 30, no. 1 (June 1, 2019): 67–82. http://dx.doi.org/10.1891/1052-3073.30.1.67.
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We use data from a Dutch data set, the DNB Household Survey, annually covering the period 1996–2015, to study the relationship between informal parental saving education received when people were children or adolescents and two variables aimed to capture adult individuals' concerns for their future: planning horizon and future orientation. Our results indicate that the general future orientation positively correlates with informal saving education, and in particular having received financial teachings. Our findings also suggest that the future orientation index is rather stable over time (which is not trivial, especially because our dataset covers two full business cycles) and declines with age following the life-cycle.
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Selivanova, Z. K. "The Life-Purpose Orientations of Adolescents." Russian Education & Society 45, no. 7 (July 2003): 6–15. http://dx.doi.org/10.2753/res1060-939345076.
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Kagosyan, A., and O. Popova. "Peculiarities of Professional Area of University Students in the Era of Digitalization of Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (December 9, 2020): 10–14. http://dx.doi.org/10.12737/2587-912x-2020-10-14.
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In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
The article reveals the content and structure of PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of meaningful life orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition and the factors of the formation of students' personal condition, who are trained according to the programs of training and retraining of specialists, have been determined.
As a result of empirical research, it was concluded that negative influence on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, future prospects, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.
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Hansen, David. "Cosmopolitanism as a Philosophy for Life in Our Time." Encounters in Theory and History of Education 14 (November 3, 2013): 35–47. http://dx.doi.org/10.24908/eoe-ese-rse.v14i0.5036.
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Educators the world over struggle with contemporary conditions that militate against their vocation. Endless top-down accountability measures, rapid economic turns and inequality in supportive resources, a torrent of consumerist media stimuli that distract educational focus, and other forces require educators to work that much harder to sustain serious educational values. In this article, I put forward a cultural and ethical vision of cosmopolitanism as an orientation that can help educators in their work. This vision pivots around teachers and students learning to fuse reflective openness to new people, ideas, values and practices with reflective loyalty to local commitments and ways of life. This orientation mirrors how the school can become a cosmopolitan canopy. The school can become a place in which all participants develop ethical strength and perspective in order to respond thoughtfully and actively, rather than react passively, to today’s pressures.
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Cao, Fengmei. "Personal Experienced: An Exploration of Better Life Education Based on Goal Orientation." Science Insights Education Frontiers 10, S1 (September 13, 2021): 11. http://dx.doi.org/10.15354/sief.21.s1.ab041.
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Mr. Xingzhi Tao once presented that the life we are experiencing is the education we received. To live a healthy life is to get a healthy education and to live a scientific life is to get a scientific education. The core concept is to experience education personally through life experiences. As mentioned in the Guide that children's learning ability should be improved through personal experience, direct perception, and practical exploration, which shows the importance of personal experience in life education. On the basis of goal-oriented exploration, this article conducted a research on children's personal life and education experiences, which focusing on children's real needs, considering the learners, establishing reasonable expectations of children's development, providing various development opportunities in life. And then support children to experience, perceive, manipulate, express, and perform, so as to promote them to make progress in reflections throughout the practical experience.
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Hancock, Amanda J., Heather M. Clarke, and Kara A. Arnold. "Sexual orientation occupational stereotypes." Journal of Vocational Behavior 119 (June 2020): 103427. http://dx.doi.org/10.1016/j.jvb.2020.103427.
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Luke, Carmen. "New Times, New Media: Where to Media Education?" Media International Australia 101, no. 1 (November 2001): 87–100. http://dx.doi.org/10.1177/1329878x0110100111.
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Have media education and media literacy reached an impasse? Media literacy scholars and educators are beginning to raise issues concerning the relevance of ‘old-style ‘ media studies in the context of new times and new media. Media literacy is formalised as part of the Australian National Literacy Framework, yet it remains largely marginalised as an elective in the senior school syllabus. In contrast, computer education — or computer literacy — has been embraced by governments, educators and parents with blind and cheery optimism. I argue here that media studies, cultural studies, computer and technology studies can no longer be taught independently of each other. The fervour with which computer education has been embraced, and the relatively modest incursions media and cultural studies have made into mainstream curriculum, suggest that blending media-cultural studies with information and communication technology (ICT) studies can inject new life into both fields of study. Largely bereft of a critical orientation, computer literacy education can benefit from the theoretical and critically analytic orientation of media-cultural studies, which in turn can be ‘mainstreamed’ through broader exposure typical of computer education in schools today. Media studies must contend with new information technologies, and computer education needs the critical analytic tools and cultural framing approach typical of media studies.
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Čepelová, Slávka, and Silvia Barnová. "Quality of Life and Value Orientation of University Students in Middle-Adulthood." Acta Educationis Generalis 10, no. 1 (April 1, 2020): 68–80. http://dx.doi.org/10.2478/atd-2020-0005.
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AbstractIntroduction: Every person needs to define their own parameters of values and quality of life as there is a range of life circumstances and objective or subjective factors which force individuals to make decisions and select from available solutions depending on their personalities and other determinants. Currently, these notions have been broadly discussed and the authors of the presented study believe, that in the context of value orientation and life quality, there are new interactions, correlations and new truth to be revealed.Methods: The presented research aimed to find out about the respondents’ perception of their quality of life and value orientation using WHOQOLBREF 1996 questionnaire and Vonkomer’s HO-PO-MO questionnaire and unrevealing the relations between them. The research sample consisted of 300 in their middle-adulthood involved in external university study programs.Results: The results presented in this study indicate that from the aspect of the subjective perception of the quality of life by individuals, external factors such as age or place of residence are not decisive. The most important finding of the research is that, as well as value orientation focusing on the values of knowledge, education and economic aspects leads to a better quality of life; a better quality of life is determined by a value orientation focused on the fields of knowledge, education and economic values.Discussion: The attention of professionals from various fields of science and their research activities is given mostly to the relatively small population of young generation, the process of the creation of their value orientation and thus, their subjective quality of life. The presented study is focused on productive generation of middle-aged adults involved in tertiary education, which has experienced several massive changes in the society and received primary and secondary education in an educational context different from the present situation.Limitations: The conducted research into the respondents’ quality of life is limited by the applied methods as it focuses on four basic areas of quality of life and quantitative methods are used. The advantages of this approach lie in exactly defined fields and quantitative data which enable comparison. One of its shortcomings is that it does not find out anything about the qualitative, dynamic aspects of the respondents’ reflections about their own quality of life.Conclusion: The findings show that quality of mental life correlates with educational value orientation as well as quality of social relationships with social value orientation. It can be stated that, as well as value orientation focusing on the values of knowledge, education and economic aspects leads to a better quality of life; a better quality of life is determined by a value orientation focused on the fields of knowledge, education and economic values.
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Agten, Jean. "Bibliodrama: Introducing Stories from Narrative Traditions in the Development of Young People’s Life Orientation." Education Sciences 9, no. 2 (May 17, 2019): 107. http://dx.doi.org/10.3390/educsci9020107.
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Young people, in the age of puberty and early adolescence, are in need of images and narratives as role models to mirror their actual thoughts and feelings, and to stimulate the development of their (tradition(s)-related) life orientation. The development of a life orientation we see as a religiously or secularly founded process of identity construction—a work-in-progress; a process of ‘learning by doing’. This is described in Part I of this contribution. As Jacob Moreno, the founder of psychodrama stated: ‘Thinking is in the action’. ‘Doing’—being actively involved in a situation—is the defining characteristic of key persons and key objects in narratives. This is in line with John Dewey’s view that the activity new perspectives are created; learning by doing. In bibliodrama, making use of psychodrama techniques, connections are established between narratives from traditional (religious or secular) worldviews—but also from myths and fairy tales—and young people’s individual life experiences. Seemingly without effort and as child’s play, bibliodrama creates an encounter between the here-and-now and the once-and-then of narratives of long ago. The theoretical framework of this practice and the methods of bibliodrama are described in Part II. In Part III we present an example of bibliodrama performed with 18–20-year-old students of the Odisee Hogeschool (Odisee University of Applied Sciences) of Brussels (Belgium). We conclude our contribution with a few preliminary conclusions, a discussion and recommendations for the practice of bibliodrama in education to familiarise students with (religious and secular) life orientations traditions, in order to facilitate the construction of their own authentic life orientation.
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Fatyhova, A., O. Bakanev, and I. Kohanovskaya. "Features of the Professional Direction of University Students in the Era of Digitalization." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 2 (July 12, 2021): 18–22. http://dx.doi.org/10.12737/2306-1731-2021-10-2-18-22.
Full textAbstract:
In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
The article reveals the content and structure of the PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of life-meaning orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition, and the factors of the formation of the personal condition of students, who are trained according to the programs of training and retraining of specialists, have been determined.
As a result of an empirical study, it was concluded that a negative impact on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, prospects for the future, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.
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Kline, Todd M., Gary Martz, C. Jason Lesperance, and Merilyne C. Waldo. "Defining Life Partnerships: Does Sexual Orientation Matter?" Journal of Homosexuality 55, no. 4 (November 11, 2008): 606–18. http://dx.doi.org/10.1080/00918360802421718.
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Ledovskaya, Tatyana, Nikita Solynin, Larisa Danilova, and Alexandr Khodyrev. "Formation of the value system of pedagogical universities’ students during their study." SHS Web of Conferences 97 (2021): 01007. http://dx.doi.org/10.1051/shsconf/20219701007.
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The authors rely on the theoretical position that value orientations should determine the meaning, validity and direction of pedagogical transformations, because values serve as basic norms and principles shaping consciousness and behaviour of people in society. The aim of the study is to determine features of formation of pedagogical University students’ value system during their period of higher professional education. Authors found that in the first year of training at a pedagogical University, there is no regularity in the prevalence of “polarity” in value orientations, i.e. there are both altruistic and selfish values. In the second year, there is more focus on the “internal” orientation of the values, on their egoistic tendencies. In the third year there is a certain balance in individual and social direction of the values and value orientations. In the fourth year, there is a “public direction “ of the students’ values, manifested in greater democratization, collectivization, in humanization of life ideals, i.e. in the fourth year under influence of industrial practices and studying professional disciplines professional identity of pedagogical universities students begins to shape. It is proved that the system of values in case of pedagogical university students develops during the period of their higher professional education.
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Suryawan, I. Ngurah. "Lahirnya Zaman Bahagia: Transformasi Teologi Pribumi di Tanah Papua." JSW: Jurnal Sosiologi Walisongo 1, no. 1 (November 7, 2017): 121. http://dx.doi.org/10.21580/jsw.2017.1.1.1939.
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<div><p class="ABSTRAKen">This article discusses oral traditions of indigenous theologies that various communities in Papua believe about their God as life savers. The indigenous theology has historically played an important role in shaping the knowledge of religion, customs, and culture into their life orientations. The indigenous theologies include Ugatamee, Hai and Koreri and their oral traditions experienced transformation in the presence of religion. The tension between indigenous theology and the values of the gospel in Christianity in particular has a serious impact on religious orientation as well as the culture of society. The spread of Christianity, especially the one that touches people's lives, leads to a great transformation of people's trust in God. The great transformation was in the land of Papua, one of which was brought about by the influence of religious education, which subsequently played a major role in the construction of their religious life and experience. </p></div>
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Autioniemi, Jari, Jonna Kosonen, Niina Mäntylä, Hanna Partinen, and Hanna-Kaisa Pernaa. "Muuttuva julkinen hallinto ja työelämäkompetenssien suuntaviivat suomalaisessa korkeakoulutuksessa." Hallinnon Tutkimus 40, no. 2 (August 17, 2021): 94–110. http://dx.doi.org/10.37450/ht.95637.
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Changing public administration and guidelines for working life competencies in Finnish higher education What are the requirements of working life in the public administration in the future? What working life skills should be emphasized in national education of Public Administration? The results of the article base upon four empirical research materials: (1) a study based on anticipatory material, (2) a survey, (3) a workshop, and (4) an expert panel on working life requirements in public administration. The findings are analysed and construed with reference to international and national literature. The results emphasize change, transformation ability, networking public administration, phenomenon-based orientation, collaboration and customer orientation. Keywords: public administration education, competencies, working life skills, development
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Atamanova, Inna Victorovna, and Sergey Aleksandrovich Bogomaz. "Value and activity-based orientations of university students: The choice between safety and innovativeness." Science for Education Today 11, no. 1 (February 27, 2021): 59–74. http://dx.doi.org/10.15293/2658-6762.2101.04.
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Introduction. The study addresses the issues of value and activity-based orientations in order to understand and explore personal and professional development processes in in the current higher education context with the main focus on innovativeness. The study aims to reveal the specifics of the relationship between value and activity-based orientations of university students in terms of their choice between safety and innovativeness. Materials and Methods. The research methodology involves questionnaires grouped according to three research vectors: 1) university students’ cultural value orientations (R. Inglehart’s Survey) and individual value preferences (Schwartz Value Survey); 2) activity-based orientations (psychological characteristics of activity) were evaluated using the authors’ scale of personal readiness for activity based on E. Y. Mandrikova, D. A. Leontiev and E. N. Osin, E. Diener’s questionnaires; c) to evaluate university students’ innovative orientations, N. M. Lebedeva and A. N. Tatarko’s technique was applied. The study was conducted in Tomsk universities and involved 260 students. Statistical analysis included descriptive statistics, factor analysis, and regression analysis. Results. The factor and regression analyses revealed that choosing the ‘innovativeness vector’ by university students in the context of their personal and professional development is determined by personal qualities associated with innovativeness: creativity, risk for success and orientation to the future. Choosing the ‘safety vector’ is more inherent in modern university students and is determined by the degree of their adherence to traditional values and by their personal readiness for activity, the core of which is purposefulness and consistency in achieving the life goals. Conclusions. The results obtained indicate the necessity for developing appropriate programmes of psychological support for university students in their personal and professional development processes in order to involve them in research, innovative and entrepreneurial activities.
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�����������, Magomed Abdurazakov, ���������, and Olga Shafranova. "Professional and Educational Environment of a University as a Resource for Continuous Education of Higher School Teachers." Standards and Monitoring in Education 3, no. 3 (June 17, 2015): 49–53. http://dx.doi.org/10.12737/11851.
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The very essence of changes, emerging in the domain of educators� professional life implicates the need to activate axiological resources of educators
continuous education. Axiological basis for developing the process of continuous education of teachers would allow the consistent advance towards
the ideal of harmony, conceived as the value orientation of the new-type civilization. So it is of paramount importance to develop insights concerning
axiological approach capabilities in using potential of education for developing and improving higher school teachers� skills to deal with the contents
of their inner and professional values.
The paper considers the ways to enhance quality of higher education by means of professional educational activities optimization. For this purpose
the authors propose to examine the potential of continuous professional education. Specifics of assisting teachers to find their individual educational
routes are determined by the axiological approach to modeling the modern contents and technologies of higher school teachers� continuous education.
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Wood, Lesley, and Tilla Olivier. "Increasing the self-efficacy beliefs of life orientation teachers: an evaluation." Education as Change 11, no. 1 (July 2007): 161–79. http://dx.doi.org/10.1080/16823200709487158.
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Range, Lillian M., and Linda Starling Lewis. "Life Orientation Inventory: A method of assessing suicide risk." Journal of Psychoeducational Assessment 10, no. 3 (September 1992): 296–97. http://dx.doi.org/10.1177/073428299201000310.
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Chang, Lei, and Catherine McBride-Chang. "The Factor Structure of the Life Orientation Test." Educational and Psychological Measurement 56, no. 2 (April 1996): 325–29. http://dx.doi.org/10.1177/0013164496056002013.
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Parajuli, Mahesh Nath. "Cultural Gap in Education: Making Education Unresponsive to the Local Needs." Journal of Education and Research 5, no. 1 (August 14, 2015): 1–6. http://dx.doi.org/10.3126/jer.v5i1.13054.
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Nepal’s School Sector Reform Program (SSRP) that guided the education development initiatives in the country during the period 2009-15 envisioned that by 2015 “a student has basic life skills to co-exist in the competitive contemporary, global society” (Ministry of Education and Sports, 2008, p. 17). Going further, the Program also noted that its goals are built on “EFA Framework of Action” (p. 18). The global orientation of the reform program was thus very clear. Envisioning to prepare the children for global society and following an EFA framework emphasize the global orientation of Nepali education. The SSRP was not the only plan with global orientation; the first Nepali education development plan prepared in 1955 also had the same orientation. The plan had written “we have become a part of the world, whether we like it or not. We can no longer remain isolated; the world has come to us. How can we meet this world without education?” (Pandey, K. C., & Wood, 1956, p. 83). The global orientation was thus not a new phenomenon in Nepali education and the dream towards becoming international has been there in Nepali education consistently. Continuing with the same dream, SSRP presented the strategy of competitive and contemporary global education for Nepal and Nepalis.
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Suparta, Suparta. "Pendidikan Islam dan Pencerahan Spiritualitas: Ikhtiar Menjawab Tantangan Posmodernisme." Ulumuna 12, no. 1 (November 30, 2017): 47–66. http://dx.doi.org/10.20414/ujis.v12i1.390.
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This article elaborates modern phenomena that come into human’s life with their ambiguous face. On one hand, modernity gives human material and biological satisfaction resulted from advances in science and technology. On the other hand, it leads people to the meaningless life, existentially and spiritually. In the post-modern era, Islamic education is aimed to give alternative solutions which can change human life paradigm from material orientation into spiritual orientation because the Islamic education value can be seen from its contents including maintenance of human life development in all aspects, materially, spiritually, intellectually, socially and experimentally. This article emphasizes that Islamic education does not only justify aqly and naqly knowledge development, but also synthesizes the two into one scientific paradigm.
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Bielienka, H. "PREPARATION OF FUTURE PRESCHOOL TEACHERS: VECTORS OF EUROINTEGRATION." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 30–35. http://dx.doi.org/10.28925/2311-2409.2021.354.
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The study presents the brief analysis of existing concepts of pedagogical education; experience of foreign educational institutions in educators training presented. A number of important steps taken in 2020 by the Ministry of Education and Science and the Academy of Pedagogical Sciences of Ukraine, in the direction of coordinating the activities of the first, preschool level of the education system with the next, primary outlined. Development trends of modern higher education in Ukraine in the context of European integration: competence orientation, integrative approach to teaching professional disciplines, practical orientation, priority of moral and spiritual development of the teacher, use in the educational process of innovative, partner, interactive forms of work with students are identified. Strategic vectors of training of future preschool educators in Ukraine: academic integrity, integration of the content of educational disciplines, strengthening of ethical and aesthetic component of professional training, practical orientation of educational training, technologicalization and informatization of educational process, orientation of teaching methods on development of leadership skills, critical thinking, responsibility and independence of students in the process of gaining knowledge, readiness for life in the changing conditions of society are presented. The new strategy of training preschool teachers who will work in the conditions of constant transformational changes in society, development of information and nanotechnologies, network learning and communication is based on multiconceptual, interdisciplinary, integrated and systemic approaches. It provides an opportunity for future preschool teachers in the educational process to understand and maintain a balance between the pedagogical traditions of European rationalism and the sensory approaches of Ukrainian folk pedagogy according to the preschool-children education. The main focus of the strategy of training preschool teachers — shifting the emphasis from the teacher’s educational activities to the student’s activities, the transition from reproductive to a productive learning. In some EU countries, these issues have been successfully resolved, so their experience is being effectively implemented in the practice of training future preschool teachers in Ukraine.
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Friberg, Kalervo. "Efficacy of Work–Life Orientation: Region and Parents’ Education as Background Factors." SAGE Open 10, no. 4 (October 2020): 215824402097236. http://dx.doi.org/10.1177/2158244020972364.
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This study detected and analyzed changes that took place in students’ attitudes toward their future education and occupation after completion of the 3-year orientation to work–life through Grades 7 to 9 in different regions in Finland. The changes in the correlations of attitudes were seen as both precursors and consequences of the students’ engagement in the work–life orientation (WLO) program. The changes were postulated not to correlate with the respondents’ region and parents’ education. The empirically measured changes in students’ attitudes served as indicators of the efficacy of WLO. Efficacy referred to the power of WLO to produce effects in the form of changes in attitudes toward educational and occupational choices. Consequently, tentative hypotheses were formed to be tested through empirical observations (measurement points) of WLO. WLO was expected to positively affect student motivation and to guide idiographic decision-making concerning personal goals. Using an alpha level of .05, an independent samples test was conducted to evaluate whether independence, flexibility, and self-direction differed significantly in the measurement groups. For the WLO effect sizes (ES) estimation and for the comparison of the groups, Cohen’s ds were calculated. WLO had a small to medium effect on independence and flexibility, and a near zero effect on self-direction. No notable regional differences in the variance of the students’ attitudes were detected although the social environments differed considerably with regard to industrial structure. The statistically significant proportional differences between the parents’ educational levels did not correlate with the efficacy of WLO.