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Journal articles on the topic 'Organizational pedagogic'
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1
Ponomarev, Roman Evgenievich. "Improvement of pedagogic managers professional skills at department of pedagogic education of the msu." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 150–55. http://dx.doi.org/10.51314/2073-2635-2010-3-150-155.
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There are considered actual problems of improvement of professional pedagogical skills: new organizational and administrative requirements to the activity, implementation of connection between the pedagogic theory and practice. Results of Improvement of professional pedagogic skills under conditions of education informatization course, presented at Department of Pedagogic Education of the Moscow State University.
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Askarov, A. "Organizational-Pedagogical Stages of Applying Distance Professional Development of Pedagogic Personnel." Advanced Science Journal 2015, no. 4 (August 1, 2015): 72–76. http://dx.doi.org/10.15550/asj.2015.04.072.
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Ohlsson, Jon. "Pedagogic challenges in the learning organization." Learning Organization 21, no. 3 (April 8, 2014): 162–74. http://dx.doi.org/10.1108/tlo-09-2013-0045.
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Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.
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JUFRI, Hamid AL, and Dwi PRIYONO. "ORGANIZATIONAL CLIMATE AND TEACHER PEDAGOGIC COMPETENCE ON QUALITY OF SERVICES IN SMP." JKP | Jurnal Kepemimpinan Pendidikan 1, no. 1 (December 5, 2018): 70–86. http://dx.doi.org/10.22236/jkpuhamka.v1i1.3429.
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This study aims to determine the influence of Organization Climate and Teacher Pedagogic Competence School Quality Service in Public Junior High School District Kembangan in West Jakarta.This study is descriptive in the entire population of teachers in Public Junior High School in West Jakarta District of New Kebayoran as many as 7 State Primary School with a number of teachers is 347, elected by proportional random sampling, the number of 186 teachers. Data was collected using a questionnaire to measure the Organization Climate, Teachers and Achievement Motivation Teacher on School Quality Service.The results showed that: first, there are positive Influence of Total Quality Management to Principal Teacher School Quality Service is acceptable, it can be determined by t test calculations in which th> tt (40.38> 1.66). And based on the calculation formula product moment correlation coefficient can be determined path coefficients (p31 = 0.272) at α = 0.05, that rh> rt (0.948 > 0.148) means that it can be said that there are positive effects of TQM Head Teacher School Quality Service, by r213 = coefficient of determination of 0.8986. This means that 89.89% of the variation of Teacher School Quality Service (X3) are affected by TQM Principal (X1). Second, there is a positive influence on Achievement Motivation Teacher Teacher School Quality Service is acceptable, it can be determined by t test calculations in which th> tt (73.92> 1.66). Third, there is a positive influence Principal Total Quality Management (X1) of the Teacher Achievement Motivation (X2) can be accepted, it can be determined by t test calculations in which th> tt (32.31 > 1.66).
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Marliana, Rita, Yossa Istiadi, and Eka Suhardi. "HUBUNGAN ANTARA BUDAYA ORGANISASI DAN KOMPETENSI PEDAGOGIK DENGAN KEINOVATIFAN GURU." JURNAL MANAJEMEN PENDIDIKAN 6, no. 2 (July 23, 2018): 636–45. http://dx.doi.org/10.33751/jmp.v6i2.790.
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The objective of this research is to analyse the correlation between organizational culture and pedagogic competence with innovation of civil servant teachers. The design of this study was survey and correlational approach. The research applies survey method to collect the data and correlational approach, the research that is designed to get the information about the correlation between variabel in the population. The population in this research is all civil servant teachers in state elementary school se-gugus 6 Pancoranmas district, Depok city totally 120 teachers. This research applied proportional random sampling design which determine a sample taken from a representative of each of the existing schools in the population whose numbers were adjusted by the amount of each allocation formula, using proportional random sampling using the formula with the total sample slovin as many as 93 teachers. The research revealed that there is positive and highly significant relationship between the organizational culture with teachers innovation. There are positive and highly significant relationship between pedagogic competence and teachers innovation.Keywords: Organizational Culture, Paedagogic Competence, Innovation
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Konovalova, Ludmila, and Vyacheslav Skvortsov. "ORGANIZATIONAL-PEDAGOGICAL CONDITIONS OF FORMING PROFESSIONAL COMPETENCE IN FUTURE PEDAGOGUES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 259–70. http://dx.doi.org/10.17770/sie2018vol1.3135.
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In the article is considering possibilities of realization of competence-based approach in process of training future pedagogues in a higher education institution. The author proves main ideas of educational strategy that provide with effectiveness of forming professional competence in pedagogues. The content of the article shows the importance of integration educational, scientific and pedagogic activity in the process of development of professional competence in future pedagogues. It describes principles, modes and methods of effective organization of professional competence in future pedagogues during process of education in a higher education institution.
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Al-Kufaishi, Adil. "A pedagogic model of translating expository texts." Babel. Revue internationale de la traduction / International Journal of Translation 52, no. 1 (August 18, 2006): 1–16. http://dx.doi.org/10.1075/babel.52.1.01alk.
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Abstract The aim of this paper is to present a semantically- based and pragmatically-oriented model of translating expository texts, to expound its main components and to establish links between its subcomponents. The model is discourse-centered. It caters for the properties of meaning, semantic relationships, rhetorical patterns and discoursal values, and considers the cognitive processes of interpretation which involve interaction and negotiation between schemata- the system of prior conceptual knowledge and the textual information. The model considers both the macro- and micro-dimensions of discourse analysis. It starts with macro-structure analysis, i.e. the discoursal organizational patterns and proceeds to micro-structure analysis, i.e. the intersentential relationships that bind together the portions of the text and the lexical items which encode the imparted meaning. The model takes into account the four translation processes of discourse decomposition, conversion restructuring and editing. It views the text as a subcomponent of the communicative context which in turn is a subcomponent of the context of culture (see Figure 4). The analytical procedure proceeds in terms of three levels: level 1 involves discourse decomposition (Component A), level 2 involves communicative context analysis (Component B) and level 3 involves cultural restructuring (Component C). To properly comprehend a text, a trainee translator has to: (a) decompose the intricate network of semantic and textual relationships, (b) consider the parameters of the communicative context that are relevant to discourse interpretation and (c) link the text to its cultural context.
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Lougen, Colleen. "Book Review: The Routledge Handbook of Language and Professional Communication." Reference & User Services Quarterly 58, no. 2 (January 18, 2019): 128. http://dx.doi.org/10.5860/rusq.58.2.6948.
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The contributors in this single-volume handbook thoroughly examine the pedagogic and practitioner interpretations of language and professional communication, as well as the theoretical frameworks of related disciplines: business communication, management communication, workplace communication, corporate communication, and organizational communication. Further, the handbook “is an attempt to introduce current research and practice in the field of language teaching and learning in professional contexts to a wider audience” (xvi).
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Новиков, Aleksandr Novikov, Абатурова, Valentina Abaturova, Новикова, and Tatyana Novikova. "Professional Development Program “Organizational-and-Methodological and Psychological-and-Pedagogic Aspects of the Academic Olympics Movement”." Profession-Oriented School 1, no. 6 (December 25, 2013): 21–26. http://dx.doi.org/10.12737/2006.
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This Development program is designed
for educators and psychologists dealing with identification,
support and development of gifted students’
intellectual abilities. The presented Program
can be implemented in institutions of additional
professional education.
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Yahupov, Vasyl, and Oleh Rybchuk. "METHODS FOR THE DEVELOPEMENT OF SPECIAL COMPETENCE OF LECTURERS OF SPECIAL SUBJECTS IN MILITARY EDUCATION SYSTEM." International Conference on Technics, Technologies and Education, ICTTE 2019 (2019): 192–99. http://dx.doi.org/10.15547/ictte.2019.03.069.
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The article deals with the topical issue concerning the theoretic substantiating and experimental check of the author's method of development special competence of lecturers of special subjects of higher military educational institutions. The authors has proposed their own vision of the content and structure of the phenomenon under the research as a multidimensional integral psychical formation, which is a structured complex of special qualities, abilities and manifestations of a lecturer that give him/her and opportunity to perform successfully certain professional functions as a subject of special activity in the military education system. The study is novel in definition of the complex of organizational-and-pedagogic conditions as a system of necessary and sufficient factors determining the high-performance process of special competence development. The article reveals the main stages of authors' method for developing special competence of special subjects lecturers in the postgraduate education system. There are given the main results of pedagogical experiment witnessing the effectiveness of innovations proposed.
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Grushetskaya, Irina. "The Social Identity of Gifted Schoolchildren." Social Phenomena 10, no. 1 (October 20, 2020): 70–74. http://dx.doi.org/10.47929/2305-7327_2020.01_70-74.
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Psychological and pedagogic research and our own practical experience indicate that gifted students tend to experience difficulties in their interaction with microcommunity. These difficulties have roots in the social identity of gifted students. The article focuses on the features of the social identity of the gifted children who attend the Multidisciplinary School of Kostroma State University. The empirical study presented in the paper involved the assessment of the relationship between the teenager and the class, the students' communicative and organizational skills, leadership abilities. The study resulted in determining the social identity profile of gifted schoolchildren.
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ERMOLENKO, RIMMA E., VLADIMIR I. KOLESOV, and ANNA N. SMOLONSKAIA. "TOPICALISSUES IN THE DEVELOPMENT OF THE PEDAGOGIC EDUCATION IN THE REPUBLIC OF KARELIA: EXPERIENCE, PROBLEMS, PROSPECTS." Cherepovets State University Bulletin 1, no. 100 (2021): 210–21. http://dx.doi.org/10.23859/1994-0637-2021-1-100-16.
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The article presents the experience of the Institute of Pedagogy and Psychology of Petrozavodsk State University in creating the regional system of the continuous pedagogical education in the Republic of Karelia in conditions of the current socio-economic challenges to education, and the need to perform the tasks of the National project “Education”.The article reveals the problems of functioning and development of the system of professional pedagogical education, also describes the efficient mechanisms and directions of development. The key program activities and organizational conditions for improving the quality of the continuous pedagogical education in the Republic of Karelia have been identified.
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Deineko, A. H. "Organizational-pedagogic technology of formation of motor functioning culture as mean of physical fitness improvement of 5 form." Pedagogics, psychology, medical-biological problems of physical training and sports 19, no. 8 (August 14, 2015): 24–31. http://dx.doi.org/10.15561/18189172.2015.0804.
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Zukas, Miriam, and Janice Malcolm. "Learning academic work practices in discipline, department and university." Journal of Workplace Learning 29, no. 7/8 (September 11, 2017): 512–23. http://dx.doi.org/10.1108/jwl-04-2016-0025.
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Purpose This paper aims to examine the everyday practices of academic work in social science to understand better academics’ learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed. Findings Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is “work about the work”, both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage. Originality/value By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the “black box” of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.
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Ulivieri Stiozzi, Stefania. "PAPER SCHOOL OR FLESH AND BLOOD SCHOOL? PEDAGOGIC ANALYSIS OF SOME SYMPTOMS OF SUFFERING IN CONTEMPORARY SCHOOLS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 310. http://dx.doi.org/10.17770/sie2013vol1.544.
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This article reflects upon some paradoxes concerning the reality of Italian contemporary school, after more than ten years from the decree enforcing the scholastic autonomy. Starting from the contribution by a teacher selected for his ability to give evidence of the sense of deep unease experienced by the teachers working in the school system, my text highlights the gaps emerging from the law regulations directed to the emphasis of the organizational transformation of the school and the real school, which is asking to review its global educational mandate and revamp the symbolic value of its local culture.
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���� and I. Drach. "COMPETENCE-BASED MANAGEMENT AND ITS SPECIFICS I N PROFESSIONAL TRAINING OF MASTER�S DEGREE STUDENTS IN HIGHER-EDUCATION PEDAGOGY." Standards and Monitoring in Education 1, no. 6 (December 16, 2013): 13–19. http://dx.doi.org/10.12737/1989.
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The specifics of competence-based management in training students for the Master�s Degree in higher education pedagogy are revealed. The author argues for the necessity to replace the qualification model of higher education establishment graduate with the competence model and emphasizes the need to develop sophisticated methods to manage the professional competence building of prospective high-school teachers. The competence-based management is defined and its specific characteristics are highlighted to confirm that it is a separate form of higher education institution�s management. The original model for managing the process of building professional competence in the high-school pedagogy is described with its main ingredients: methodological, substantive and organizational and technological. The author lists the regulatory, managerial and organizational-and-pedagogic conditions for effective model performance and describes how to implement the proposed model and to set up evaluative and analytical monitoring of the model performance.
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Avsiyevich, Vitaliy N., Zhassyn S. Mukhambet, Ihor Yu Robak, Oleksandr V. Chernukha, and Natalya V. Zakharchenko. "Social impact of sport loads as a motivator for the practice of sports activities in the educational environment of a higher education institution." Retos, no. 39 (October 2, 2020): 755–63. http://dx.doi.org/10.47197/retos.v0i39.74629.
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Abstract. The present study shows that sport loads for student environment determine not only the possibility of successful educational or scientific activities, but also successful social activity. The paper’s authors consider sports’ social meaning in higher education institutions as a function of implementing applied activities with correlation with successful professional medium. The relevance of the paper is in that doing sports in education institution is perceived not only as a part of the pedagogical load of topics from the general professional cycle, but also as a means of students’ socialization. The subject under study is students’ predisposition to implement the postulates of independent exercising. As a novelty, the issues of the development of motivation for students to do sports were studied. The main thesis of the research is to form a general idea on possibilities and motivation, as well as to carry out a complex evaluation of students’ readiness to do sports independently, without professors’ participation. A promising input is the testing of organizational-pedagogic conditions, and the integration of physical education and independent sports.
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Kruzhkov, D. A., St A. Mikitas, and O. V. Shpyrnya. "MANAGEMENT OF THE VOLUNTEERS MOVEMENT IN THE SPORT UNIVERSITY FRAMEWORK: ORGANISATION AND PEDAGOGIC ASPECT." Scientific bulletin of the Southern Institute of Management, no. 3 (October 7, 2018): 120–27. http://dx.doi.org/10.31775/2305-3100-2018-3-120-127.
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In modern Russia, the volunteer movement is developing in fifteen different directions and there has been a steady increase in the number of citizens and organizations participating in voluntary activities, and the scope of programs and projects with their participation is expanding. The Volunteer Center of the Federal State Budget Educational Institution for Higher Education «Kuban State Physical Education, Sports and Tourism University » was one of the first resource centers for the development of volunteerism in the Krasnodar Territory and was opened in 2011 at the same time with 6 other volunteer training centers for the XXII Olympic Winter Games and the XI Paralympic Winter Games of 2014 in Sochi. The article is devoted to solving three main problems. First, the authors analyzed the role of the Volunteer Center of FSBEI HE KSPESTU in the development of volunteerism in the Krasnodar Territory in the period from 2011 to 2018 and established the participation of its representatives in more than 50 major events organized both independently and jointly with partner organizations. Secondly, the algorithm of interaction with volunteers during the organization and carrying out of the serviced events, giving an idea about 15 vectors of mutual relations with volunteers, is described. Thirdly, the authors propose a model pedagogical model for managing volunteer resources, including organizational, content, motivation and performance-evaluation blocks, which encourages the development of volunteers’ competence for self-organization and self-education.
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D. Kondrakova, Elvira. "The program me of Pyatigorsk state university on counter extremism activities on the territory of the educational organization and student dormitories." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 56. http://dx.doi.org/10.14419/ijet.v7i2.13.11598.
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The relevance of the research is conditioned by the necessity to arrange countermeasures against extremism on the territory of the educational organization and student dormitories, and by the absence of a scientifically justified model for operation of universities in this direction. Research goal: theoretical justification and elaboration of the programme on counter-extremism activities on the territory of the educational organization and student dormitories. The leading research methods were the analysis and generalization of the pedagogic experience, statistical processing of the quantitative data concerning the problem state in the educational organization, and simulation. The research results contribute to further scientific comprehension of the problem of preventing extremist manifestations among the youth in the present socio-cultural situation and to creation of the required conditions for successful fulfillment of the anti-terrorist and anti-extremist line of the government. The programme for extremism prevention in the student environment was presented, the introduction of which will allow achieving a positive effect in educating a personality that can express the Russian spiritual and moral imperative, has a proactive attitude with regard to opposing asocial phenomena, radicalism, extremism, and terrorism in all forms; the socio-cultural conditions for preventing the extremist attitudes that contribute to pedagogic correction in the process of educational and leisure activities were revealed. Research value: the research showed that applying a complex of preventive measures with due account for the organizational-pedagogic, socio-psychological, professional socio-cultural conditions largely optimizes the activity on introduction of conceptual provisions of the state youth policy, and reduces the level of destructive behaviour in the student environment. The materials of the paper can be useful for the heads of educational structures of different level and other subjects of educational activity, and can be used in the outreach and volunteer activities of the youth non-governmental organizations.
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Aslanian, Teresa K. "Ready or not, here they come! Care as a material and organizational practice in ECEC for children under two." Global Studies of Childhood 7, no. 4 (December 2017): 323–34. http://dx.doi.org/10.1177/2043610617747979.
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Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional care practices in a high-functioning full-day early childhood education and care center for children less than 3 years in Norway. Drawing on Tronto and Fisher’s feminist care ethics and a posthuman perspective, the study’s aim was to gain knowledge about how early childhood educators perform care as a professional practice beyond the dyad. The article explores care through the lens of a disruption in daily activities, when the laying down of new flooring in the center produced changes in the otherwise highly functioning caring environment. Changes in the availability of materials and the organization of space and time are analyzed using Malabou’s concept of plasticity. The effects of the agentic force of material changes on the caring practices of the center, despite the already strong and established dyadic relationships between the children and educators, are discussed.
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Singh, Ravi Nandan, Anushka Goel, Nabanipa Bhattacharjee, and Urmi Bhattacharyya. "Sociology of Religion Today: Practices of Thought and Learning." Journal of Human Values 25, no. 3 (August 18, 2019): 190–201. http://dx.doi.org/10.1177/0971685819862672.
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This conversation attempts to critically map out the field of sociology/anthropology of religion as it is practised in select institutions of learning in India. The focus is not merely on the classical works in the field but also on classroom practices. In particular, it engages with the ways in which the canonical works in the field have been articulated through multiple pedagogic forms and institutional sites.
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Döös, Marianne, Peter Johansson, and Lena Wilhelmson. "Beyond being present: learning-oriented leadership in the daily work of middle managers." Journal of Workplace Learning 27, no. 6 (August 10, 2015): 408–25. http://dx.doi.org/10.1108/jwl-10-2014-0077.
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Purpose – This paper aims to contribute to the understanding of learning-oriented leadership as being integrated in managers’ daily work. The particular focus is on managers’ efforts to change how work is carried out through indirect acts of influence. In their daily work, managers influence the organisation’s learning conditions in ways that go beyond face-to-face interaction. Neither the influencer nor those influenced are necessarily aware that they are engaged in learning processes. Design/methodology/approach – The research was part of a larger case study. The data set comprised interviews with nine middle managers about ways of working during a period of organisational change. A learning-theoretical analysis model was used to categorise managerial acts of influence. The key concept concerned pedagogic interventions. Findings – Two qualitatively different routes for indirect influence were identified concerning social and organisational structures: one aligning, that narrows organisational members’ discretion, and one freeing, that widens discretion. Alignment is built on fixed views of objectives and on control of their interpretation. The freeing of structures is built on confidence in emerging competence and involvement of others. Research limitations/implications – The study was limited to managers’ descriptions in a specific context. An issue for future research is to see whether the identified categories of learning-oriented leadership are found in other organisations. Practical implications – The learning-oriented leadership categories cover a repertoire of acts of influence that create different learning conditions. These may be significant for the creation of a learning-conducive environment. Originality/value – Managerial work that creates conducive conditions for learning does not need to be a specific task. Learning-oriented elements are inherent in aspects of managerial work, and managers’ daily tasks can be understood as expressions of different kinds of pedagogic intervention.
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Hoidn, Sabine, and Sibylle Olbert-Bock. "Learning and teaching research methods in management education." International Journal of Educational Management 30, no. 1 (January 11, 2016): 43–62. http://dx.doi.org/10.1108/ijem-08-2014-0117.
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Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value – This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.
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Martinović, Saša, and Ivan Markić. "Chess as an extracurricular activity." Školski vjesnik 69, no. 1 (2020): 243–59. http://dx.doi.org/10.38003/sv.69.1.13.
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Extracurricular activities as a variety of organizational forms of students gathering in free extracurricular time at elementary school have predominantly cultural, artistic, sporting, technical, recreational or scientific character (Cindrić, 1992). Through them, students meet their needs and develop the culture of using their leisure time. Thanks to its pedagogic potential, chess is increasingly used as an educational tool and taught in elementary schools around the world. This trend begins to follow Croatia, where chess in many schools is carried out as an extracurricular and/or extracurricular activity. In this paper we will present and analyze the advantages that chess has for the elementary school students and empirically determine the occurrence of chess as an extracurricular activity in the schools in the City of Zagreb. Also, based on the results of the qualitative research, the views of the chess teachers regarding advantages of chess implementation, ways of determining the interests of students, and teaching methods used in chess teaching will be presented.
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Kostycheva, A. A., and E. S. Astakhova. "ARCHITECTURE OF CHILDREN TECHNOPARKS." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 21, no. 5 (October 29, 2019): 62–73. http://dx.doi.org/10.31675/1607-1859-2019-21-5-62-73.
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The article analyzes the experience of design and organization of children technoparks, a new type of buildings of supplementary education appeared in 2015 in Russia, and, consequently, not enough studied, especially in terms of architectural organization.The paper analyzes the existing children, determines their typology, identifies architectural and planning solutions, planning structure of cities. The aim of the study is to develop recommendations for technopark design, including their types, functional structure, architectural planning, and to elaborate a project for Rostov-on-Don.The research results include the typology, organizational and pedagogic structure of children technoparks, creation of models of educational processes that determine architectural organization of technoparks of different typology. Emerging trends in the technopark development are identified: „Quantorum‟ technopark; technoparks based on existing enterprises and institutions, academic institutions and public buildings (museums, media centres, etc.).The conclusion is the typology definition of technoparks in Rostov-on-Don, their models and proposals for their inclusion in the urban planning structure.
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Kalinin, Andrey V., Dmitry Yu Butko, Larisa A. Danilenko, Marina V. Artamonova, and Vladimir S. Teryokhin. "The model of medical and biological support center for sports-gifted children and adolescents." Pediatrician (St. Petersburg) 9, no. 3 (December 15, 2018): 81–84. http://dx.doi.org/10.17816/ped9381-84.
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One of the main problems of modern sport is propensity for various kinds of sport activity and individualization of the training process. To solve this problem effectively, the Center of testing, selection and support for sports-gifted children and adolescents has been created on the basis of Lesgaft National State University of Physical Education, Sport and Health. The structure of the Center includes the medical and biological department, the genetic department, the department of psychological evaluation and support, the sports and pedagogical department. In each department the individual quotients, based on the collected and analyzed information about the individual's makings and abilities, are compared with the standard requirements in a particular kind of sport. After that the opinion about the general and special sports talent of person is made. Coordination interaction between departments is provided by the Information and Organizational Department of the Center, which conducts final sports consultancy and support on the basis of the complex opinion of the individual profile of the child's sports talent. Individual profile of sports talent allows to determine the degree of development and retardation of main physical qualities and abilities, to define the directions of sport specialization, to develop a training program, to make amendments. Innovative programs of individualizing training process, which are provided in this center, are based on long-term practical experience in sports pedagogic, sports genetics, sports psychology and sports medicine. The center of testing, selection and support to sports-gifted children and adolescents is an innovative institution that has no analogues.
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Toiviainen, Hanna, Hannele Kerosuo, and Tuula Syrjälä. "“Development Radar”: the co‐configuration of a tool in a learning network." Journal of Workplace Learning 21, no. 7 (September 11, 2009): 509–24. http://dx.doi.org/10.1108/13665620910985513.
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PurposeThe paper aims to argue that new tools are needed for operating, developing and learning in work‐life networks where academic and practice knowledge are intertwined in multiple levels of and in boundary‐crossing across activities. At best, tools for learning are designed in a process of co‐configuration, as the analysis of one tool, Development Radar, aims to demonstrate.Design/methodology/approachThe “Development Radar” narrative offers a way to analyse what co‐configuration might mean in the development practices of the learning network. The data consist of the researchers' and participants' tool‐related actions in planning and running a workshop of the Forum of Workplace Development, for which Development Radar was created. Analysis draws from cultural‐historical activity theory by including cultural sources of knowledge beyond the immediate pedagogic interaction.FindingsMetaphors seem to be facilitative in the early phase of co‐configuration of a tool but not enough for sustainable workplace learning. What is needed is opening up the core concepts for all parties involved and providing ongoing negotiations and elaboration concerning their potential and meaning.Research limitations/implicationsExpansive learning is supported by co‐configuration of tools that simultaneously provide a generic orientation basis of learning and are open to contextual knowledge creation in and across the levels of developmental activities.Practical implicationsThe visual co‐configuration of tools may be crucial for understanding learning, development and the implementation of tools in a specific context, and even have an effect on the professional identity of users.Originality/validityThe significance of tools for the quality of workplace learning is generally acknowledged but the investigation into the pedagogical dynamics and material co‐configuration of tools needs more attention.
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Argyle, Nolan J., and Lee M. Allen. "Science Fiction and Administrative Truths: The Short Story and Novella as Administrative Cases." Public Voices 2, no. 3 (April 11, 2017): 61. http://dx.doi.org/10.22140/pv.389.
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Pre-service and in-service MPA students share a common desire for hands-on, real world instruction related to their professional career goals, leading to a pedagogic discounting of fiction as an appropriate tool for analyzing and "solving" problems. However, several factors weigh heavily in favor of using science fiction short stories and novellas in the MPA classroom setting. These include the need for interesting case scenarios exploring various administrative issues; leveling the playing field between the two types of students by de-emphasizing the use of "contemporary" cases; access to literature that explores the future shock of increasing organizational complexity; and the desirability of Rorschach type materials that facilitate discussion of. values and administrative truths. The discussion proceeds by tracing the development of the case study technique, its advantages and disadvantages in the classroom, addressing the utility of "fiction" as an educational resource, and showing how the science fiction literature has matured to the point where it can be applied in all of the major sub-fields of public administration. Several outstanding examples are detailed, and a thorough bibliography is provided.
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Gavish, Bella, and Sarah Shimoni. "Elementary School Teachers' Desired Model for the Inclusion of Students with Disabilities." Journal of International Special Needs Education 16, no. 2 (October 1, 2013): 114–28. http://dx.doi.org/10.9782/2159-4341-16.2.114.
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Abstract The study sought to determine which kind of models are suitable for the inclusion of students with disabilities in school and classroom settings, based on the views of general education teachers. Israeli general education teachers were asked to create a constraints free, 'Best case scenario' model, for the implementation of inclusion. Participants had difficulties visualizing a 'constraints free' scenario, thus most of them preferred to suggest some particular ideas for improving the actual situation. The teachers' responses enabled us to build a single composite model that contains within it seven dimensions: the awareness dimension, the moral dimension, the knowledge dimension, the organizational dimension, the ecological-logistical dimension, the social dimension, and the pedagogic-didactic dimension. These seven dimensions surround a “core” that is concerned with: cultivating a new school climate and language in which inclusion is an integral component of the school's overall character − under the leadership of the school principal. The model's uniqueness lies in its apparent richness, its net-like structure, its holism and − particularly − in its “emergence from the field”.
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Olsson, Ulf. "A preliminary Exploration of Operating Models of Second Cycle/Research Led Open Education Involving Industry Collaboration." European Journal of Open, Distance and E-Learning 17, no. 1 (July 1, 2014): 76–92. http://dx.doi.org/10.2478/eurodl-2014-0005.
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Abstract Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole’s (2012) seven organizational purposes for open education, Coursera’s eight models (Daniel, 2012), and Clarke’s (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists’ operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry.
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Dupont, Laurent, Laure Morel, and Claudine Guidat. "Innovative public-private partnership to support Smart City: the case of “Chaire REVES”." Journal of Strategy and Management 8, no. 3 (August 17, 2015): 245–65. http://dx.doi.org/10.1108/jsma-03-2015-0027.
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Purpose – The purpose of this paper is to discuss how French universities can play a key role in generating Smart City (SC) through an innovative Public-Private Partnership (PPP) dedicated to urban transformation. Design/methodology/approach – The authors led an action-research study for five years with several research and pedagogic projects, including users or citizens. Findings – The paper points out main factors of SC development. It also presents shared demonstrators’ characteristics, including industrial scale, sustainability, and citizens’ participation. Research limitations/implications – This research is experimented with only one regional multi-case study. Practical implications – Practical implications of this paper include a University of Lorraine diversification strategy through the “Chaire REVES” supported by public and private partners. Social implications – At the regional level, industrial-university-territorial partnerships could tackle both societal and economical issues “with,” “for,” and “by” citizens. Originality/value – Based on the Living Lab concept, this case study shows a concrete regional university strategy involving: user-centric design, collaborative processes, citizens’ workshops, and new financial and organizational answers enabling collaboration between private companies and public institutions. The paper also argues that innovative PPPs involving users are necessary for developing SC.
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Shahmoradi, Majid, and Hasan Atri. "Identification and Ranking the Current Barriers in National Tax System (The Comprehensive Tax Plan)." Modern Applied Science 11, no. 6 (May 14, 2017): 82. http://dx.doi.org/10.5539/mas.v11n6p82.
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Tis study aims to identify and rank the obstacles found in the change of country tax system (tax comprehensive plan). In the first chapter, some questions have been raised and along them, some hypotheses are considered.The general questions of this study are: do environmental obstacles influence on successful implementing of tax comprehensive plan? Do organizational obstacles influence on successful implementation of tax comprehensive plan? Do behavioral obstacles influence on successful implementation of tax comprehensive plan?The method of this research is practical by purpose, and it is descriptive by data collection. Statistical population of this study is consisted of all of experts and managers of organization of country tax affairs and based on Cochran formula 106 people of personnel and manager of Tehran tax affairs and personnel in the building of tax comprehensive plan are selected as the sample. Considering the study literature, behavioral obstacles, environmental obstacles and organizational obstacles are evaluated and a questionnaire is designed based on mentioned variables with five scales of Likert with demographic variables. In this study, after preparing the study plan and studying and collecting its theoretic basics, two questionnaires are prepared for identifying and ranking the obstacles for study statistical sample and after distributing and gathering questionnaires, descriptive inferential statistics has been used for data analysis, and nonparametric test is used for hypothesis test. 10 of 13 hypotheses are proved and three of them failed to be proved which the proved results of this study are consistent with those of previous research ( about unproved hypotheses, they weren’t consistent, therefore, they can be examined for future research), then, through Friedman test, they are ranked as follows: 1- resistance of personnel against the change, 2- cultural factor, 3- behavioral factor, 4- lack professional workforce, 5- environmental factor 6- technological factor , 7- organizational factor, 8- lack of managers’ support, 9- technological factors (organizational), 10- domestic policy. Conclusion: considering the impact of cultural factor on the implementation of plan, it is recommended to include some pedagogic materials in textbooks of students and to make teaser ads and make animation and accomplishing education and expressing the importance of implementing the plan for general public, in order to promote a culture in this regard for all ages. Suggestions: In the current state budget and tax Civil Affairs with support at work and Parliament also about requiring all government agencies and non-governmental entities and financial and non-financial entities to submit information and supervision act.
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Cortés Rodríguez, Diego Alejandro, and Gloria Amparo Rosales Acevedo. ". Propuesta pedagógica para el mejoramiento del clima organizacional." Ad-gnosis 6, no. 6 (December 29, 2017): 141–53. http://dx.doi.org/10.21803/adnogsis.v6i6.196.
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Los estudios de clima organizacional a nivel empresarial están enfocados a medir el clima dentro de la empresa y concluir la necesidad de mejorarlo en alguna de sus dimensiones por medio de estrategias de capacitaciones o talleres con los empleados. Sin embargo, estos estudios rara vez hablan sobre la metodología pedagógica a implementar y mucho menos sobre la didáctica que se debe usar para fortalecer determinada dimensión del clima. Esta investigación pretende mostrar la efectividad de una estrategia pedagógica para mejorar el trabajo en equipo al interior de una empresa de telecomu-nicaciones, basada en la forma en que aprenden los adultos y por medio del fortalecimiento de las competencias socioafectivas de los individuos.La presente investigación científica con enfoque cuantitativo nace del análisis ordenado de la herra-mienta de diagnóstico IMCOC (Instrumento de Medición del Clima Organizacional en Colombia), de la cual surgen los interrogantes a resolver: ¿qué dimensiones de las evaluadas en la encuesta IMCOC pueden ser intervenidas de manera positiva mediante la implementación de una estrategia de ense-ñanza-aprendizaje? ¿Cómo articular la estrategia seleccionada dentro de los procesos de capacitación regulares de la empresa?
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Hoffmann, Martin. "Kontrolteknologier på sikrede institutioner." Forskning i Pædagogers Profession og Uddannelse 5, no. 1 (April 12, 2021): 14. http://dx.doi.org/10.7146/fppu.v5i1.125704.
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Resumé Denne artikel præsenterer en teoretisk refleksion over og en empirisk analyse af, hvordan vi kan forstå kontrolteknologier i en socialpædagogisk sammenhæng på en sikret institution. Disse kontrolteknologier kan man forstå som særlige organisatoriske hjælpemidler, der har til formål at fremme socialpædagogers kontrol med praksis og børnene. Men i praksis vil vi se, at socialpædagoger hele tiden må forhandle og dømme relevansen af specifikke handlinger i et samarbejde med hinanden og de anbragte børn, for at den socialpædagogiske opgave kan lykkes. Dertil vil artiklen komme nærmere ind på børns oplevelser og engagementer i mødet med disse kontrolteknologiske virkemidler i hverdagen, og hvilke konsekvenser det får for dem.
AbstractThis article deals with a theoretical reflection on and an empirical analysis of how we can understand control technologies in a social pedagogic context at a secure institution. These control technologies can be understood as special organizational aids aimed at promoting social educators’ control of practice and children. However, in practice, we will see that social educators constantly have to negotiate and judge the relevance of specific actions in collaboration with each other and the children who have been placed in order for the social pedagogy task to succeed. In addition to this, the article will take a closer look at children’s experiences and engagements in the encounter with these technological tools in everyday life and the consequences it will have for them.
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Ben Harus, Eli, and Nitza Davidovitch. "On management processes in education Towards international exams – the case of the Meitzav." International Journal of Pedagogy, Innovation and New Technologies 8, no. 1 (June 16, 2021): 51–71. http://dx.doi.org/10.5604/01.3001.0014.9141.
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The purpose of the current study is to examine the differences in the functioning of school staff and management in the southern district (a peripheral area) and in the central district. This, in light of the Meitzav test (Hebrew acronym for School Efficacy and Growth Measures) administered in junior high schools from 2016-2019. The preparations undertaken by the school management and educational staff for the Meitzav and the resources allocated by the school principal for studying for these tests were examined. The research findings indicate that the significance of the Meitzav tests as perceived by the principal is critical for success on the tests in the core subjects of math, Hebrew, English, and science. The more principals see the Meitzav as an effective measurement tool for them and for the school’s progress, the more they will act to provide reinforcement learning, focus days in the core subject, individual learning, so that the preparation for this test will be optimal. The contribution of the current study is in understanding the pedagogic and organizational school processes that occur at the schools, which are required for the purpose of reaching measurable achievements. Understanding these processes and identifying them is extremely significant for the school principal and for the educational system in general regarding expectations of the school, its goals, and how they are achieved. The research findings might have a practical contribution to school principals and policy makers in the school educational system, while characterizing and examining positive change components in school management.
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Al-Ajmi, Zainab. "The Impact of the Virtual Programs in Promoting English Language Learning in the Context of Middle East College." Arab World English Journal, no. 2 (January 15, 2021): 400–415. http://dx.doi.org/10.24093/awej/mec2.29.
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Over the last decades, individual and groups were extremely using face to face strategy to attain a native language and make advising associated with English language learning as there were a few applications of the online platforms incorporating in some enterprises, including pedagogic institutions. In this status quo, there is the rapid implementation of these programs, especially during the outbreak of Covid-19. Nowadays, many scholars affirmed the cooperation between virtual programs and language learning as they are overlapping and go hand in hand to cope with the immediate changes across the instructive institutions. This research will outline one of the fundamental topics, which is the role of an organizational platform to mitigate literacy and elevate the learner’s language learning level. Initially, it will entirely answer the core questions in this paper: What is the virtual platform and its significance in the education field? Then, it will demonstrate a critical understanding of the significance of the online platform to promote English language learning on some contemporary theories. Later, a questionnaire will be disseminated to a group of General Foundation Program (GFP) students to collect their standpoint towards learning the English language through a virtual program. It will ultimately showcase an example of online learning applications, an initial move to a hypothesis where the two e-learning types, such as Microsoft Teams and Zoom are introduced, including a concise conversation the traits and weaknesses of each. Adding to that, the student’s perspective towards these platforms in the context of English language learning.
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Ewest, Timothy. "The prosocial leadership development process as a means to prepare the next generation of organizational leaders." On the Horizon 26, no. 3 (September 10, 2018): 225–37. http://dx.doi.org/10.1108/oth-02-2018-0010.
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Purpose This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation. Design/methodology/approach The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process. Findings An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process. Research limitations/implications The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative. Practical implications The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors. Social implications This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges. Originality/value This paper connects characteristics of millennials to a prosocial leadership development model.
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GUSHCHINA, Tatyana Ivanovna, Lyudmila Nikolaevna MAKAROVA, and Andrey Yurevich KURIN. "NETWORK EDUCATIONAL CLASS AS A FORM OF SENIOR PUPILS PROFESSIONAL ORIENTATION." Tambov University Review. Series: Humanities, no. 174 (2018): 27–34. http://dx.doi.org/10.20310/1810-0201-2018-23-174-27-34.
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The necessity of pre-university professional orientation of senior students on peda-gogical professions is shown. It is considered as a stage of creation of teacher professional growth system. The reasons for the decrease of interest in traditional forms of pre-professional pedagogi-cal training on the part of students and the pedagogical community are revealed. Developed variable model class pedagogical orientation – network educational class. Its purpose and the main tasks: educational and organizational are shown. The basic forms of educational activity in the network pedagogical class are offered. The possibilities of social networks and services for educational activities within the network pedagogical class are revealed. The structure of the educational program, consisting of separate modules, the choice of which is consistent with the educational organizations that will be trained in the network format, is revealed. Each of the modules has a specific purpose and different organizational forms, which allows you to include an element of novelty in the classroom, to maintain the interest of students. The practice-oriented nature of training, including a block of introductory practices and educational expeditions, is emphasized. The attention is paid to the change of pedagogical activity of the University teachers working in the network pedagogical class, which requires them a good level of knowledge of information technology, understanding the specifics of distance learning, taking into account its design features.
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Ramnund-Mansingh, Aradhana, and Nikita Reddy. "South African specific complexities in aligning graduate attributes to employability." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (July 30, 2021): 206–21. http://dx.doi.org/10.21153/jtlge2021vol12no2art1025.
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South African higher education (HE) cannot be compared to any other country’s HE systems due to the unique political landscape and structural narrative that it has undergone. Subsequent to the reorganisation of HEIs in 2004, a number of complexities arose. These included accessibility to education across race and the alignment of the South African HEIs to global pedagogic benchmarks. With the changing political landscape, transformations within higher education, socio economic inequities and changes in the workplace, researchers failed to cognize the impact of these factors on graduate employability. Changing graduate attributes to align with a decolonised curriculum and Fourth Industrial Revolution (4IR) workspaces were transiently underway when COVID-19 set a new narrative for the future of employability. This paper seeks to identify the impact of workplace changes and its direct influence on successful graduate employment and integration into the HE curriculum. The work environment has cursorily moved from 4IR to an advanced stage of the 4IR, where there is a full emphasis on digitisation, non-localised workspaces and is an ostensible playground for digital natives (Generation Z). This paper provides a systematic review of literature in the South African HE contexts that pertains to graduate attributes for employability within the workplace. The adoption of malleable secondary data will allow for an understanding of the relationship between changing workplace environments and expectations from graduates. This correlation is directly linked to graduate attributes which students need to comply with from year one. The paper will provide context to changes which are required for the future success of graduates, and whether graduate attributes are adequate preparation for employability. A clinical model is recommended with an intervention to manage the risk factors of decolonisation of curriculum, the 4IR and multi-generational workplace and responses to COVID-19.
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Sofyani, Hafiez, Ietje Nazaruddin, Caesar Marga Putri, and Erni Suryandari Fathmaningrum. "EXPLORING PERFORMANCE MEASUREMENT SYSTEM FOR LECTURER (PMSL): COMPARISON AMONG THREE MODELS IN INDONESIA, SINGAPORE AND TURKEY." Jurnal Reviu Akuntansi dan Keuangan 9, no. 3 (December 3, 2019): 269. http://dx.doi.org/10.22219/jrak.v9i3.9639.
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This study aims at exploring the Performance Measurement System for Lecturer (PMSL) through a comparison study in three countries, namely Indonesia (MY), Singapore (IT), and Turkey (IMU). We uses multiple case study approach by conducting a comparative study. The data are obtained mainly using interview. Those lecturers assuming some offices and play some roles in formulating the lecturer performance policy are chosen to be this study’s informants, they are: Management and Organization Chair, Chairman of the university senate, Vice Rector for Academic Affair, and Member of Information Systems Audit Control. The results reveal that there are different PMSL patterns from the three research objects, i.e. MY (Indonesia), IT (Singapore) and IMU (Turkey). MY have fairly aggressive PMSL policy as compared to the other two campuses since they have to work harder to improve the performance of their lecturers who in this case have relatively lesser academic experiences at international level. MY reward special incentives for certain performance target and hold a science camp mentoring to improve their lecturers’ capabilities. Meanwhile, IT perform PMSL by classifying lecturer’s performance measurement into two tracks, namely teaching and research tracks. This makes lecturers more focused on and satisfied with their job, and eventually leads to an optimal performance level. Additionally, at IMU Turkey, to achieve lecturer optimal performance, the university prepares a policy related to three aspects: pedagogic (mentoring), knowledge management, and administration easiness. This research result is expected to give real contribution to the refinement of PMSL policy model at universities in Indonesia to allow it to trigger globally-competitive lecturer performance improvement (Global Achievement). This study explains how PMSL as a derivative of goal setting theory is effectively successfully implemented at a University in three different countries which in this case have different organizational cultures.
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Machold, Claudia, and Carmen Wienand. "Ethnizitätsrelevante Unterscheidungspraktiken in Bildungseinrichtungen." Rekonstruktive Ungleichheitsforschung 19, no. 1-2/2018 (December 10, 2018): 131–46. http://dx.doi.org/10.3224/zqf.v19i1-2.09.
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Der Beitrag diskutiert anhand eines ethnografischen Forschungsprojekts Potenziale und Herausforderungen re-konstruktiver Ungleichheitsforschung. Das zugrundeliegende Projekt befasst sich aus praxistheoretischer Perspektive mit der Frage, wie ethnisch codierte Bildungsungleichheit reproduziert wird. Um von situierten Unterscheidungspraktiken auf einen Ungleichheitszusammenhang schließen zu können, ist das Projekt als längsschnittliche Ethnografie angelegt. Der Beitrag zeichnet sowohl die methodologische Herausforderung des Gegenstands Unterscheidungspraktiken nach, als auch die Erarbeitung des Konzepts von ethnizitätsrelevanten Unterscheidungspraxen. Das Erkenntnispotenzial dieses Zugangs wird über die Analyse eines Datenbasierten Porträts verdeutlicht.
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Kantanen, Helena, Jonna Koponen, Erkko Sointu, and Teemu Valtonen. "Including the Student Voice: Experiences and Learning Outcomes of a Flipped Communication Course." Business and Professional Communication Quarterly 82, no. 3 (March 14, 2019): 337–56. http://dx.doi.org/10.1177/2329490619833397.
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In this article, we present a study focusing on the learning experiences of business students in an organizational and marketing communication course. The pedagogical approaches of a flipped classroom, collaborative inquiry, and communication in the disciplines guided the planning of the course. A mixed-methods approach was used. The key findings include positive student evaluations of the pedagogies utilized. Moreover, a wide variety of learning outcomes was reported, particularly in the fields of crisis communication and workplace communication. The pedagogies utilized enabled a comprehensive model for teaching communication and contributed to relevant learning experiences and skill development for the 21st century.
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Vasylieva-Khalatnykova, M. "COMPONENTS OF PEDAGOGICAL TECHNOLOGY FORMING THE PROFESSIONAL REFLEXION OF FUTURE SOCIAL PEDAGOGES IN THE HIGHER EDUCATIONAL INSTITUTION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 68–73. http://dx.doi.org/10.17721/2616-7786.2018/3-1/15.
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In the article the characteristics and peculiarities of pedagogical technology of formation of professional reflection of future social educators in the higher educational institution is a clear scientific and theoretical basis for the optimal realization of the tasks of vocational training. The developed pedagogical technology was considered as a collection of regular, functionally related components, constituting a definite integral system. The allocation of components in pedagogical technology has allowed it to be divided into blocks (target, functional, informative, organizational, productive) that provided the opportunity to more clearly represent the purposeful process of forming professional reflection of future social educators in the higher educational institution. The formation of a professional reflection of future social educators in a higher educational institution will be successful in the presence of appropriate pedagogical conditions. Moreover, it is necessary to identify, analyze and generalize in a systematic way those pedagogical conditions, to effectively influence this process and the professional formation of future social educators. The introduction of pedagogical technology for the formation of professional reflection of future social educators in a higher educational establishment is impossible without taking into account the pedagogical conditions for its implementation. In spite of the fact that they acted as part of the organizational unit of sound and developed pedagogical technology, in essence they were a kind of "core" that allowed it to function and be effective.
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Zhetpisbaeva, B., T. Shelestova, A. Ospanova, and B. Zhankina. "Organizional-pedagogical conditions of multiculturalism in Kazakhstan." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 71–77. http://dx.doi.org/10.31489/2021ped2/71-77.
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The article is devoted to the problem of organizational and pedagogical conditions in the framework of trilingual education in the Republic of Kazakhstan. The authors consider the essence of the concepts of “conditions”, “pedagogical conditions”, “organizational and pedagogical conditions”, “structure of organizational and pedagogical conditions” in more detail. Psychologists consider the concept of “conditions” in the context of mental development through a set of internal and external causes that determine the overall psychological development of a person, accelerating and slowing it down, influencing the development process, its dynamics and final results. Pedagogical condition is a general scientific one, and its essence in the pedagogical aspect can be characterized in several provisions: 1. A condition is a set of causes, circumstances, any objects, etc. 2. The influence of conditions can accelerate and slow down the processes of development, education and training, as well as affect their dynamics and final results. 3. Caracterized complex influence on the developing, education and studying of a person. The organizational-pedagogical conditions and its’ structure were defined, from the perspective of language education, which is based on problem of investigation of the succession of the multiculturalism in the Republic of Kazakhstan.
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Alimjanovna, Tohirova Farida, Uraqov Shokir Ulashovich, and Abdullayiva Sanobar Berdiyevna. "Use Of Management Methods In The Organization Of Pedagogical Processes." American Journal of Social Science and Education Innovations 02, no. 10 (October 31, 2020): 450–54. http://dx.doi.org/10.37547/tajssei/volume02issue10-73.
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This article examines the use of various aspects of leadership in the organization and management of pedagogical processes, the timely and effective completion of tasks by students, the use of various aspects of leadership in the pedagogical process and the methods of leadership used by teachers in pedagogical processes.
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Efimova, S. V. "Organizational and pedagogical basis for building professional and pedagogical outlook of HEI students." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 37–43. http://dx.doi.org/10.36906/2311-4444/19-1/06.
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The article is devoted to the issues of organizational and pedagogical basis for building professional and pedagogical outlook of HEI students. The purpose of the research is to study the distinct manifestation of the students’ professional and pedagogical outlook. To facilitate the research, questionnaire methods, summative and formative assessment were used. The degree of distinct manifestation of the professional and pedagogical outlook was determined by the method ‘The degree of the manifestation of professional and pedagogical outlook’. Based on the structure of pedagogical activity (according to N.V. Kuzmina), the main components of professional teachers’ outlook are compiled of gnostic, communicative, organizational, design, constructive, innovative and informational components. The formative assessment revealed low degree of distinct manifestation of the students’ professional and pedagogical outlook. The obtained results provided the basis for doing the groundwork to prerequisite organizational and pedagogical conditions in order to form future educators’ pedagogical. Organizational and pedagogical groundwork programmes imply high use of active and interactive forms of lecturing, interactive seminars, case methods, interactive lectures, etc.
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Garito, Maria Amata. "Uninettuno University for Refugees: a Model of Network for an Education without Boundaries." Advances in Social Sciences Research Journal 7, no. 10 (November 6, 2020): 454–66. http://dx.doi.org/10.14738/assrj.710.9168.
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In the European countries, and especially in Italy, one of the hardest challenges we are facing these days is the escalating crisis of migrants and refugees coming from the Arab World and Sub-Saharan Africa countries. The history of universities tells us that the first Universities realized a networked model in which students shaped their own study path, moving from one institution to another across Europe in order to attend the lectures by the best lecturers from different Universities. The Medieval higher education system, therefore, acted as a bridge between different cultures, fostering knowledge exchange, sharing and construction based on a networked organizational model, and an educational model promoting discussions and debates (questio and disputatio). Nowadays, ICT technologies, and above all the Internet, allow Universities to re-create a network of knowledge and of students and professors, sharing experiences and competences from different social and cultural backgrounds. The International Telematic University UNINETTUNO developed and implemented an internalization model and a psycho-pedagogic model, whose main characteristics are described in this paper, promoting the collaboration among Universities from the United States, Europe, Asia and above all from the Arab World Countries. Through this collaborations, UNINETTUNO developed the first higher education portal in the world which is available in 5 languages (Italian, English, French, Arabic and Greek), enrolled students from 168 countries of the world. The success of these international cooperation activities inspired UNINETTUNO in the creation of an Internet-based portal (The University for Refugees — Education without Boundaries, that will be presented in this paper) allowing refugees and migrants to access the University for free from any place across the world, providing services like: Recognition of the study title, Recognition of Professional Skills, Language Learning courses, Health Services, Mutual Rights and Duties. This initiative, launched in 2016, became a true laboratory of intercultural and interlingual communication that promotes a truly effective model of cooperation and inclusion with refugees and students from different parts of the world.
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Haydaralievna, Sobirova Dilorom. "Innovative-Methodological And Organizational-Pedagogical Prospects For Activating Social Activity Of The Future Teachers." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 335–39. http://dx.doi.org/10.37547/tajssei/volume02issue12-57.
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To develop students’ 21st century skills and render education more responsive to the challenges of a knowledge-based society, teachers’ development has been constantly called for. The conception of teaching as a life-long learning process is gaining momentum with the variety of conferences, courses/programmes, and published materials supporting it. But, to develop as teachers we need to understand the nature of this development. Does it mean professional, personal or social development? This article aims to clarify the meaning of teacher development through explaining what teacher professional, personal and social development mean and how these relate to teacher development.
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Ostapenko, А. "ORGANIZATIONAL-PEDAGOGICAL ACTIVITY OF I. P. LVOV." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 41–44. http://dx.doi.org/10.17721/2415-3699.2019.10.11.
Full textAbstract:
Аrticle described the activities of I. P. Lvov as the head of the department of pedagogy of the Chernigov Pedagogical Institute. It were studied the handwritten labor of a teacher in conducting state examinations, analyzed the annual reports of the Department of Pedagogy, compiled by I. P. Lvov during the 1950-1951,1951-1952,1952-1953 school year, the plans of the department and the lesson plan with students of the 2nd year, Ukrainian and Russian departments of the Faculty of Humanities. A personal qualities of the teacher were analyzed in the several archival documents. It showed that I. P. Lvov was a wise teacher and morally honest to students and colleagues, intellectually creative to support the department of pedagogy, as well as the laboratory of psychology with it with all the necessary equipment for students' independent education. He was quick-witted, presented innovative pedagogical ideas and introduced them into the pedagogical process of the department of pedagogy. I. P. Lvov took the initiative to realization educational activities among students such as reports, lectures on the plans of public education authorities, school education authorities, school administration, parental committees and leadership of pedagogical circles. I. P. Lvov considered it necessary that teachers of the institute read popular lectures to parents of students and thereby pedagogue them. Students of the institute were supposed to get involved in the work of class teachers, to carry out various types of classroom and extracurricular activities with pupils. Report on the educational and methodical work of the Department of Pedagogy was analyzed At the Department of Pedagogy under the leadership of I. P. Lvov, working curricula for all disciplines of the department were heard in due time at regular meetings. I. P. Lvov in the report indicated positive moments about the educational activities carried out during the school year by teachers of the department of pedagogy to change the working plans of the department.
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Riforgiate, Sarah, Ali Gattoni, and Erika Kirby. "Organizing the Organizational Communication Course: Content and Pedagogical Recommendations." Journal of Communication Pedagogy 2 (2019): 7–11. http://dx.doi.org/10.31446/jcp.2019.03.
Full textAbstract:
Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.