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Journal articles on the topic 'Pedagogical universities'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Popov, Lev Vladimirovich, and Aleksei Gavrilovich Chaplygin. "Ratings of universities. pedagogical higher education universities in Russia." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2011): 3–17. http://dx.doi.org/10.51314/2073-2635-2011-3-3-17.

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Article reviews the causes of the recent years rapid development in the global higher education rating of the epidemic, as well as comparative analysis of the basic approaches and principles used in forming the rating of universities. The possibility of application existing methodologies and ranking systems, methods and technologies ratings to describe the multifaceted activities of pеdagogical institutions of Russia.

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Salavatova, Asil. "Ethnocultural education in universities." SHS Web of Conferences 69 (2019): 00097. http://dx.doi.org/10.1051/shsconf/20196900097.

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The article describes the ethnocultural content of university education.Organizational and pedagogical conditions that have a positive impact on the development of interests, inclinations and abilities, ethno-pedagogical knowledge, ideas and traditions are described

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3

Trotsko, Hanna. "MODERNIZATING OFEDUCATIONAL PRACTICES IN PEDAGOGICAL UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 3-4 (2017): 84–89. http://dx.doi.org/10.28925/1609-8595.2017(3-4)8489.

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Shkitina, N. S., and N. S. Kasatkina. "PARTICIPATIVE TEACHER TRAINING IN PEDAGOGICAL UNIVERSITIES." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 50–57. http://dx.doi.org/10.36906/2311-4444/19-4/08.

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The relevance of the problem of participative training of students in pedagogical universities arises from the socio-economic changes that required a revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, a terminological set of basic concepts of the studied issue was created. These terms include participative, participativity, pedagogical participativity, participative teacher training. Following the analysis of the authors’ understanding of participative training of students in pedagogical universities, the main characteristics of

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Shkitina, N.S., and N.S. Kasatkina. "Participative teacher training in pedagogical universities." Bulletin of Nizhnevartovsk State University, no. 4 (December 20, 2019): 50–57. https://doi.org/10.36906/2311-4444/19-4/08.

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The relevance of the problem of participative training of students in pedagogical universities arises from the socio-economic changes that required a revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, a terminological set of basic concepts of the studied issue was created. These terms include participative, participative, pedagogical participative, participative teacher training. Following the analysis of the authors’ understanding of participative training of students in pedagogical universities, the main characteristics

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Tatyyeva, Zh, and А. Zagidullina. "DISCOURSE ANALYSIS OF ORGANIZATIONAL IDENTITY PRESENTED BY PEDAGOGICAL UNIVERSITIES OF KAZAKHSTAN." BULLETIN Series of Philological Sciences 71, no. 1 (2020): 635–40. http://dx.doi.org/10.51889/2020-1.1728-7804.107.

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The current study is about the discourse analysis of Kazakhstani pedagogical universities identity presented in the official websites of the universities. Latest educational reforms made pedagogical universities to reconsider their identity to be sure that they are following the trend. This research attempts to understand what pedagogical universities are, how they are transforming through the discourse they created in their websites. 7 specialized and biggest pedagogical universities in Kazakhstan were chosen to investigate. The results of the study showed that universities are tent to prescr

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Zhyzhko, Olena. "Postgraduate Professional Pedagogical Education In Mexico." Comparative Professional Pedagogy 5, no. 3 (2015): 32–40. http://dx.doi.org/10.1515/rpp-2015-0051.

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Abstract This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher pedagogical schools, universities, autonomous universities, tecnological universities, technological institutes, research institutions, institutions of postgraduate education. Despite common goals, public and private institutions performed the posg

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Червонный, Михаил Александрович, Ольга Николаевна Игна, and Игорь Николаевич Яковлев. "Initiatives of future teachers in pedagogical universities." Tomsk state pedagogical university bulletin, no. 5(229) (September 30, 2023): 93–102. http://dx.doi.org/10.23951/1609-624x-2023-5-93-102.

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Статья посвящена изучению работы по формированию инициатив студентов в педагогических вузах. Основное противоречие, которое было выявлено в ходе исследования, говорит о том, что при высоком научном интересе к инициативам, возникающим в процессе как профессиональной деятельности, так и профессионального образования, в том числе педагогического, их суть в подготовке учителей пока изучена недостаточно. Помимо этого, недостаточно изучены и систематизированы формы, виды, потенциал генерации инициатив будущих учителей в пространстве педагогического вуза. Целью данного исследования стало уточнение по

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9

Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. "Digital competence of pedagogical university student: definition, structure and didactical conditions of formation." CTE Workshop Proceedings 7 (March 20, 2020): 60–70. http://dx.doi.org/10.55056/cte.310.

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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.

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10

Luu, Trang, and Phuong Truong Trung. "Cooperate between the university of pedagogical: results and the problems raised." Journal of Science Educational Science 66, no. 4D (2021): 257–62. http://dx.doi.org/10.18173/2354-1075.2021-0159.

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This research aims to recapitulate the nearly 10 years of implementation of the exchange and cooperation process between Vietnam's key Pedagogical Universities, especially the period since the pedagogical universities joined hands to build formulating and implementing a number of major projects and projects on education and training in order to implement the Resolution of the 8th Conference, the XI Central Executive Committee (Resolution No. 29-NQ\TW) on basic renovation Edition, Comprehensive Education and Training. Through analyzing the results of the cooperation process between key pedagogi

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11

Palaguta, I. "THE ROLE OF COUNSELING SERVICES IN FUTURE TEACHERS' PEDAGOGICAL SUPPORT IN UNIVERSITIES AND COLLEGES OF GREAT BRITAIN." Sciences of Europe, no. 115 (April 24, 2023): 62–64. https://doi.org/10.5281/zenodo.7857940.

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Main problems of counseling services in future teachers’ pedagogical support in universities and colleges of Great Britain are analyzed. Universities and colleges of Great Britain, which provide future teacher with pedagogical support during their professional development are presented. Ideas, which lie in the basis of counseling services in future teachers’ pedagogical support in universities and colleges of Great Britain are characterized.

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Bakina, Anna V., Snezhana M. Sityaeva, Svetlana V. Yaremtchuk, Alexander V. Gotnoga, and Oleg A. Bulavenko. "Assessment of the level of scientific interaction between pedagogical universities and educational development institutions." Perspectives of Science and Education 54, no. 6 (2021): 621–34. http://dx.doi.org/10.32744/pse.2021.6.41.

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Introduction. Pedagogical universities and educational development institutes (EDIs) have a single activity space. However, the interaction in the scientific field between these educational institutions currently needs to be improved, and this requires an assessment of the current level of interaction. The research purpose is to analyze the current level of scientific interaction between pedagogical universities and EDIs. Materials and methods. The level of interaction between organizations was assessed in accordance with the model by L. Borrell-Damian et al. by three parameters: 1) the conten

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Fominykh, M. "The basic directions of the perfection of the educational process of students at pedagogical universities." Bulletin of Science and Practice 466, no. 6(7) (2016): 396–99. https://doi.org/10.5281/zenodo.55935.

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The issue of improving the basic training of students in pedagogical higher education institutions vocational educational institution is discussed in this article. The basic positions of continuing pedagogical education are presented. Qualities that make the future teacher competitive in the contemporary economic conditions and training system capable of ensuring their development is suitable is discussed. It is suggested that the education system is a reflection of the processes taking place in the organization of labour, and also clarifies that in the conditions of modern society and ed

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14

Budnikova, S. P. "Evaluation by Graduates of Pedagogical Universities their Readiness for Professional Pedagogical Activity." Психологическая наука и образование 23, no. 5 (2018): 112–23. http://dx.doi.org/10.17759/pse.2018230511.

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The paper focuses on how graduates of pedagogical university departments and first-year teachers evaluate their readiness to carry out professional activities.A survey of 1440 graduate students and a survey, testing and interview with 305 first-year teachers (trainees) conducted at the Tula State Lev Tolstoy Pedagogical University revealed the subjects’ perceptions of the level of development of their professional knowledge and skills.Becoming a teacher and the subject of one’s own teaching activity implies, among other things, being able to reflect upon the professional practice.The paper sta

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Karpinska, T. V. "MUSIC FOLKLORE AS A SPECIALIZATION IN THE SYSTEM OF HIGHER MUSIC EDUCATION OF UKRAINE." Educational Dimension 17 (December 27, 2007): 364–70. http://dx.doi.org/10.31812/educdim.6394.

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The article analysis the specifics of teaching musical falklore and study of falk-lore in the system of higher musical education of Ukraine (the Academies of Music, Music Pedagogical Departments of Teacher's Training Universities, Universities of Culture and Arts). On the basis of the analyses of higher musical establishments curricula and syllabi the pedagogical aspect of musicologist and specialists in folklore training is revealed. It is emphasized that the musical and study of falk-lore education fixedly occupied a fitting place in the system of musical pedagogics, the speciality “Musical

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Dzhooshbekova, Zinagul, Doolotbai Babaev, Ainagul Dzhooshbekova, and Zhypargul Abdullaeva. "THE ESSENCE AND WORLDVIEW APPROACHES OF MULTICULTURAL EDUCATION IN UPBRINGING THE UNIVERSITIES." Alatoo Academic Studies 21, no. 2 (2021): 167–73. http://dx.doi.org/10.17015/aas.2021.212.18.

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The article deals with the conceptual appraches of multicultural upbringing in the contemporary education system. There are described the key purposes and content of multicultural education process. Particular attention was paid to the school disciplines in multicultural upbringing system. The purpose of the study: to identify the pedagogical conditions of the impact of national values on multicultural education. Research methods: Research methods used in scientific-theoretical analysis, theoretical modeling, traditional pedagogical, pedagogical experiment, pedagogical dialogue, pedagogical su

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Halytska-Didukh, Tamara, Nataliia Hrytsak, Soroka Tetiana, Olha Yablonska, and Maksym Yablonskyi. "INCREASING THE EFFECTIVENESS OF THE QUALITY OF EDUCATION AMONG STUDENTS OF HIGHER EDUCATION ON THE BASIS OF MODERN INFORMATION TECHNOLOGIES." Conhecimento & Diversidade 15, no. 37 (2023): 1–15. http://dx.doi.org/10.18316/rcd.v15i37.10919.

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As a result of the historical and pedagogical analysis, the main trends and features of adult education in universities based on modern information technologies at various stages of the development of pedagogical theory and practice have been identified. The pedagogical characteristic of the adult education category is given. The pedagogical essence of the process of adult education in universities is substantiated on the basis of modern information technologies, taking into account their socio-psychological characteristics, the content and structure of the pedagogical process under study are

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18

Moiseienko, Mykhailo V., Natalia V. Moiseienko, and Arnold E. Kiv. "Didactic conditions for the formation of digital competence of students of pedagogical universities." Освітній вимір 54, no. 2 (2020): 165–78. http://dx.doi.org/10.31812/educdim.v54i2.3866.

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The article is devoted to the formation of digital competence of pedagogical university students. The scientific analysis of the essence of the “digital competence” concept is carried out, its components are defined. In the course of the research the components of digital competence of pedagogical university students are determined, namely: motivational-value (target), cognitive, operational-activity and personal-reflexive components. The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational

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19

Pedró, Francesc, and Débora Ramos Torres. "Closing Now to Reopen Better Tomorrow? Pedagogical Continuity in Latin American Universities During the Pandemic." Journal of New Approaches in Educational Research 11, no. 2 (2022): 295. http://dx.doi.org/10.7821/naer.2022.7.1003.

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Latin American universities have struggled to ensure pedagogical continuity since the beginning of the pandemic. The objective of this research is to find out how Latin American universities responded to the many challenges posed by their commitment to pedagogical continuity, namely in the technological, pedagogical, financial, and socio-emotional domains, and the support received from their governments. Data was collected through a survey sampling 100 universities in the region covering 16 different countries. The results suggest that many of the challenges faced by universities were more rel

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Штонда, Оксана Григорівна. "ДИДАКТИЧНІ УМОВИ ЗАБЕЗПЕЧЕННЯ НАСТУПНОСТІ У НАВЧАННІ СТУДЕНТІВ ПЕДАГОГІЧНИХ УНІВЕРСИТЕТІВ". Педагогіка та психологія, № 50 (5 листопада 2015): 40–47. https://doi.org/10.5281/zenodo.33264.

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<em>The article aims on the basis of analysis of scientific and educational literature allocate and justify didactic basic conditions that will help to ensure continuity in teaching students of pedagogical universities. In this article are analyzed and substantiated the basic didactic terms in order to ensure continuity in training that must be addressed to improve the educational process at pedagogical university will prepare the students for high professional level. Ensuring continuity is an important process in the preparation of students of pedagogical universities namely that affects the

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Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.

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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level

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Mai Quoc, Khanh, Phuong Nguyen Nam, Kien Phan Trung, Thach Ly Van, Hang Le Thi Thuy, and Ly Dinh Huong. "To practice time management skills for freshmen in pedagogical university." Journal of Science Educational Science 66, no. 1 (2021): 23–36. http://dx.doi.org/10.18173/2354-1075.2021-0003.

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On the basis of systematizing basic theoretical issues on practicing time management skills for freshmen in pedagogical universities; surveying and evaluating the situation of practicing time management skills for freshmen in two pedagogical universities and two pedagogical colleges, the authors propose five measures to practice management skills time for first-year students in pedagogical universities, which include: Focusing on organizing refresher activities, raising their awareness about the importance of time management skills; developing time management skills practice activities for the

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Bagramyan, Emmanuil, Elena Sakharchuk, and Elena Volya. "Pedagogical excellence in the focus of research at Russian universities." SHS Web of Conferences 87 (2020): 00081. http://dx.doi.org/10.1051/shsconf/20208700081.

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The article presents the results of systematizing the subject areas of psychological and pedagogical researches in 2016-2020, dedicated to generalizations of the reflexively advanced Russian pedagogical practice in the context of the competence characteristics of pedagogical skills accentuation. We analyzed reports on the activities of scientific centers of the Russian Academy of Education, materials of scientific conferences and publications in the reference area of large Russian universities, as well as the regulations of pedagogical excellence competitions. To describe the concept of pedago

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Tran Thi Tuyet, Mai. "Some difficulties of students when practicing pedagogy in high schools today." Journal of Science Educational Science 66, no. 3 (2021): 102–12. http://dx.doi.org/10.18173/2354-1075.2021-0047.

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In the process of pedagogical practice, besides the advantages, students also encounter many difficulties. The content of this article analyzes the difficult situation of students of Hanoi Pedagogical University and the University of Education - Da Nang University when they practice pedagogy in high schools today. According to the research results, the student's difficulty performance is assessed with an average score, but there is a difference in the corresponding 5 levels of choice. The assessment of the difficulties of pedagogic practice of students from two pedagogical universities is diff

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Sorokin, N. Y., and T. G. Lukovenko. "Readiness for Training Disabled Students in Academic Staff of Universities." Психологическая наука и образование 23, no. 2 (2018): 68–76. http://dx.doi.org/10.17759/pse.2018230208.

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The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to esta

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Kandaurova, Anna V. "Professional orientation of students of pedagogical universities: problem statement." Bulletin of Nizhnevartovsk State University 62, no. 2 (2023): 69–84. http://dx.doi.org/10.36906/2311-4444/23-2/07.

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In the modern educational space of all regions of the Russia Federation, there is, firstly, a shortage of teaching staff, secondly, the short period of work of young teachers at school, and thirdly, a decrease in interest in the teaching profession among applicants. Managers of all levels from school to federal, scientists, politicians are thinking about alarming statistics. In search of a solution to this problem, an attempt has been made to scientifically comprehend the phenomenon of professional and pedagogical orientation as a personal quality that determines successful professional activi

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Go, Xing. "The specifics of the methodology of teaching contemporary art to art teachers in Russian and Chinese universities." Педагогика и просвещение, no. 2 (February 2023): 59–69. http://dx.doi.org/10.7256/2454-0676.2023.2.40929.

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The subject of the study is the peculiarities of modern art and pedagogical education in Russia and China. The aim is to determine the specifics of the methodology of teaching contemporary art to Chinese and Russian students – future art teachers in Russian and Chinese universities. The article discusses the features of teaching this discipline in the largest art and pedagogical universities of Russia and China at the beginning of the XXI century. The research methodology is based on the provisions of pedagogy and psychology, the specifics, theory and methodology of art and pedagogical educati

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Prokopenko, I. "Facilitation interaction in distance education of pedagogical universities." New Collegium 3, no. 101 (2020): 63–67. http://dx.doi.org/10.30837/nc.2020.3.63.

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The article is devoted to one of the current problems in pedagogy – the implementation of facilitation interaction in distance education of pedagogical universities. The analysis of the literature showed that Ukrainian professional educational organizations in more than 50% of cases use the educational platform Moodle, which allows to implement individual learning direction of students, create a single user interface for all participants in the learning process, while actively using forums, glossaries, automatic interactive testing, etc., focused on the implementation of optimal facilitation i

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Thị Bích, Trương. "Reality and some suggestions to improve quality of pedagogical students in pedagogical universities." Journal of Science, Educational Science 60, no. 6A (2015): 140–47. http://dx.doi.org/10.18173/2354-1075.2015-0085.

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Soltis, Vitaliy V., Igor O. Petrishchev, Elena L. Petrenko, and Nataliya M. Kasatkina. "Virtual Technologies when Increasing Psychological and Pedagogical Competence of Students of Pedagogical Universities." Volga Region Pedagogical Search 3, no. 37 (2021): 54–58. http://dx.doi.org/10.33065/2307-1052-2021-3-37-54-58.

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Sajuk, Walentina. "Pedagogical conditions of preparation of masters of pedagogical universities for professional advisory activity." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Rocznik Polsko-Ukraiński 20 (2018): 243–53. http://dx.doi.org/10.16926/rpu.2018.20.19.

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Tskvitariya, T. A. "PEDAGOGICAL TRAINING OF SCIENTIFIC PERSONNEL OF SPECIALIZED UNIVERSITIES." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 2 2021 (2021): 187. http://dx.doi.org/10.17513/spno.30763.

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Alekseev, S. G., I. V. Mekha, and T. B. Rabochikh. "POST-DEGREE SUPPORT FOR GRADUATES OF PEDAGOGICAL UNIVERSITIES." Science of the Person: Humanitarian Researches 4, no. 38 (2019): 78–81. http://dx.doi.org/10.17238/issn1998-5320.2019.38.78.

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Коне, Р. П. "UNIVERSITIES IN MALI: STUDENTS' INTEREST IN PEDAGOGICAL STUDIES." Higher education today, no. 3-4 (May 30, 2022): 135–43. http://dx.doi.org/10.18137/rnu.het.22.03-04.p.135.

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Рассматривается интерес малийских студентов к педагогическому образованию, отмечается снижение числа обучающихся в университетах Мали, заканчивающих обучение по некоторым специальностям. Описан феномен интереса к учебным ситуациям, а также уточнен механизм его развития у обучающихся. Приводятся данные исследования, целью которого явилось определение интереса студентов к изучению педагогики, представлен анализ результатов опроса. Делается вывод о заинтересованности большинства студентов вузов в образовательной деятельности, выделяются причины отказа от продолжения обучения педагогике. This arti

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Baibekova, L. O., V. H. Pasynok, A. S. Ptushka, and O. V. Yazlovytska. "PEDAGOGICAL TIME-MANAGEMENT WHILE TEACHING ENGLISH AT UNIVERSITIES." Innovate Pedagogy 1, no. 44 (2022): 88–92. http://dx.doi.org/10.32843/2663-6085/2022/44/1.18.

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Богомаз, Ирина Владимировна, Евгений Александрович Степанов, and Елена Анатольевна Чабан. "GRAPHIC COMPETENCE OF STUDENTS STUDYING AT PEDAGOGICAL UNIVERSITIES." Tomsk state pedagogical university bulletin, no. 6(212) (November 13, 2020): 108–17. http://dx.doi.org/10.23951/1609-624x-2020-6-108-117.

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Введение. Представлена актуальность формирования метапредметности, реализуемой на межпредметном содержании в системе основного общего образования и являющейся необходимой в настоящее время обществу в наукоемких производствах любого профиля. Показана необходимость формирования у современного педагога, в том числе и школьного учителя математики, физики и технологии, компетенций, относящихся к основам инженерной деятельности, обязательными из которых являются графическая культура и графическая грамотность. Цель исследования состоит в выявлении межпредметных линий между математическими, естественн

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Huet, Isabel, Ana V. Baptista, Dayse Neri De Souza, Diogo Casanova, Jeanne Schreurs, and Danguole Rutkauskiene. "Pedagogical traditions in EU universities: challenges and opportunities." International Journal of Intercultural Information Management 2, no. 2 (2010): 100. http://dx.doi.org/10.1504/ijiim.2010.035297.

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Lu, Xiuchuan, Xiao Zou, and Jian Tao. "Spanish language teachers’ pedagogical beliefs in Chinese universities." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 41–53. http://dx.doi.org/10.5209/clac.71994.

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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types o

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Saenko, L. A., G. N. Solomatina, and A. D. Sitnikova. "Pedagogical principles of interaction between schools and universities." Вестник Северо-Кавказского федерального университета, no. 5 (2024): 178–84. https://doi.org/10.37493/2307-907x.2024.5.19.

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Introduction. The present time is characterized by rapid changes in the labor market, which is associated with technical progress and the constant emergence of new professions. In connection with the changing needs for professional personnel, the higher education system offers, along with traditional specialties, an ever-increasing list of new areas of training. High school students, future applicants, and their parents often cannot quickly navigate new specialties. In addition, modern high school students are characterized by a decrease in interest in higher education, social alienation, and

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Orazov, B. D., Zh Sydykova, F. Nametkulova, and Е. Tasbolat. "TRAINING OF FUTURE PHYSICS TEACHERS IN PEDAGOGICAL UNIVERSITIES." BULLETIN 2, no. 408 (2024): 264–78. http://dx.doi.org/10.32014/2024.2518-1467.721.

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Mazilov, Vladimir A., and Yurii N. Slepko. "Development of Students’ Social Abilities at Pedagogical Universities." Integration of Education 24, no. 3 (2020): 412–32. http://dx.doi.org/10.15507/1991-9468.100.024.202003.412-432.

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Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of

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IVANISHCHEVA, Nadezhda A., and Lyubov A. KOCHEMASOVA. "NON-FORMAL EDUCATION FOR STUDENTS OF PEDAGOGICAL UNIVERSITIES." Lifelong Education: the XXI century 40, no. 4 (2022): 56–65. http://dx.doi.org/10.15393/j5.art.2022.8008.

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Kurbonmurotov, Eldor Abdusaidovich Hasanova Sabahat Kamil Is Daughter. "STUDENTS OF PEDAGOGICAL UNIVERSITIES COMMUNICATIVE COMPETENCES FORMATION METHODOLOGY." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 2, no. 12 (2022): 239–42. https://doi.org/10.5281/zenodo.7485408.

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In this article, the formation of a pedagogue who can fully meet the demands of the reforms implemented in society today, is resistant to the competition in the production sector, can adapt to sudden changes, and also works effectively at the level of the requirements for the qualifications of specialists in the labor market. theoretical foundations are explained.

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Pylypiuk, Kateryna. "Prevention and Correction of Pedagogical Neglect Based on Research Materials of German Universities." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 8, no. 1 (2022): 78–85. http://dx.doi.org/10.52534/msu-pp.8(1).2022.78-85.

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The issue of quality training of future teachers, in particular, in the context of prevention and correction of pedagogical neglect, is one of the leading areas for discussion in the modern European educational space. This is conditioned by a number of social and political factors that to some extent negatively affect the development of children, which, in turn, complicates the learning process and requires sufficient competence from the teacher. Therefore, the study of possible measures to overcome the pedagogical neglect of adolescents is extremely relevant and requires detailed consideratio

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Morze, Nataliia, and Svitlana Vasylenko. "INNOVATIVE TEACHING AND BEST PRACTICES: UKRAINIAN UNIVERSITIES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, Spesial Edittio (2020): 1–68. http://dx.doi.org/10.28925/2414-0325.2020spv1.

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The purpose of this study was to identify the most used, popular innovative technologies, best pedagogical practices; comparison with the experience of EU universities and the creation of recommendations that will enable Ukrainian partners in the future to prepare applicants for higher education competitive in the labor market. This study was conducted to implement one of the goals of the project - effective cooperation between the pedagogical sector of higher education in Ukraine and the EU, school teachers and their associations. The Ukrainian participants of the project faced the task: to f

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Hryshchenko, Svitlana, Anzhelika Semenenko, and Louise Kotlyarova. "PEDAGOGICAL TESTING IN THE UNIVERSITIES OF UKRAINE AND THE USA." Вісник Національного університету "Чернігівський колегіум" імені Т. Г. Шевченка 176, no. 20 (2023): 115–20. http://dx.doi.org/10.58407/visnik.232017.

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Problem. The article analyzes the current state of pedagogical testing in university education in Ukraine and the USA. Increasing the effectiveness of the organization of test control and assessment of knowledge, skills, and abilities of higher education students is becoming urgent.The purpose of this research is to substantiate the theoretical foundations of the effectiveness of pedagogical testing in universities in Ukraine and the United States.Research methodology based on general principles of philosophy, basic modern provisions of pedagogical science, psychology and reflects the relation

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Nazarova, Barno A. "Creativity – as a motivating factor in teaching in pedagogical universities." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 2091–98. http://dx.doi.org/10.37200/ijpr/v24i4/pr201319.

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Quynh, Vu Thi Nhu, Pham Minh Tuan, Luu Huu Van, and Nguyen Nhien. "Factors affecting the quality of graduates from pedagogical Universities in Vietnam." Multidisciplinary Reviews 7, no. 9 (2024): 2024215. http://dx.doi.org/10.31893/multirev.2024215.

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Improving the quality of student graduates is paramount for enhancing the prestige and standing of universities. This study aims to identify the factors influencing the quality of student graduates from pedagogical universities in Vietnam. A questionnaire was used to survey 318 lecturers and alumni. Structural equation modeling analysis revealed that the support team factor exerted the strongest impact on students' pedagogical competency and professional awareness, followed by the enhanced services and faculty team factors. While the training program variable had a weak effect on students' pro

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Khaladov, Kh A. S., I. V. Golovina, and G. A. Paputkova. "Publication Activities of Pedagogical Universities: Quantitative and Qualitative Indicators." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 2 (2022): 58–67. http://dx.doi.org/10.31992/0869-3617-2022-31-2-58-67.

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The article aims to study the effectiveness of teachers’ research activities at pedagogical universities. This indicator is measured by scientific publications that promote scientific research results and the dissemination of scientific flows that affect productivity and effectiveness of scientific activities at universities. The main methods of research are the quantitative analysis of the characteristics of teachers’ publication activity at pedagogical universities, the analysis of bibliometric data and their classification, statistical and comparative analysis. Within the framework of the s

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Yartsev, S. "Pedagogical assistance as a mechanism of socio-pedagogical adaptation of cadets of military universities." Вестник Северо-Кавказского федерального университета, no. 4 (97) (2023): 232–36. http://dx.doi.org/10.37493/2307-907x.2023.4.23.

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The relevance of the article is due to the increased relevance of high-quality training of cadets of military universities, as well as the need to search for new pedagogical concepts that ensure the effectiveness of pedagogical assistance and individual personal development. The purpose of this article is a theoretical analysis of the concept of "pedagogical assistance" in modern pedagogy. Materials and methods of research. The study is based on a theoretical analysis of the essence of the concept of "assistance" in the framework of socio-pedagogical adaptation of cadets of military universiti

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