To see the other types of publications on this topic, follow the link: Professional didactics.
Journal articles on the topic 'Professional didactics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Professional didactics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Bakhtina, Olga Ivanovna, and Vadim Makarievich Monakhov. "The theoretical basis of the functioning of the methodical system of electronic education." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2018): 43–57. http://dx.doi.org/10.51314/2073-2635-2018-4-43-57.
Full textAbstract:
The article continues the analytical consideration of the idea of division of didactic science into four disciplines: «Theoretical didactics», «Applied didactics», «Experimental didactics», «Metrological didactics», focusing the reader's attention on the analysis of scientific responsibility «Applied didactics» in the forth coming creation of the state information system (GIS) and in the formation of the concept of modernization of professional activity of teachers in the conditions of the introduction of digital educational- methodical complexes instead of traditional school textbooks.
2
Sedelmaier, Yvonne, and Dieter Landes. "A Competence-Oriented Approach to Subject-Matter Didactics for Software Engineering." International Journal of Engineering Pedagogy (iJEP) 5, no. 3 (August 2, 2015): 34. http://dx.doi.org/10.3991/ijep.v5i3.4664.
Full textAbstract:
Instructors not only in higher education are regularly faced with the problem that they need to develop a new course or adapt an existing one to changed requirements. This is especially true for topics related to information technology (IT) due to the fast technological progress. Instructors, however, are not prepared really well for this task since they typically have a professional and educational background in areas different from pedagogy. Therefore, some sort of methodological framework to support the systematic development and refinement of courses would be highly appreciated. This paper presents such a model, called Competence-Oriented Subject-Matter Didactics. This didactical theory builds upon several concepts from general didactics, most notably Klafki’s Didactic Analysis, and combines and extends these concepts. As a proof of concept, Competence-Oriented Subject-Matter Didactics is applied to the refinement of an introductory course on information systems. This case study indicates, among other things, that this theoretical model has the potential to be applicable for course (re-)design in other domains beyond IT as well.
3
Batunova, I. V., Е. I. Lobineva, and А. U. Nikolaeva. "PROFESSIONAL LINGUAL DIDACTICS VALUE IN FOREIGN LANGUAGE TEACHING THEORY." Chronos 7, no. 1(63) (January 13, 2022): 25–26. http://dx.doi.org/10.52013/2658-7556-63-1-9.
Full textAbstract:
The article is about professional lingual didactics value in foreign language teaching theory. The authors mark the main directions of professional Lingual didactics that are scientific proving of legal pointing out of professional Lingual didactics as a foreign language learning methodological base for professional purposes in a Higher technical school.
4
Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.
Full textAbstract:
AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléments de la théorie anthropologique du didactique en cours qui ont besoin pour concevoir des parcours d’étude et de recherche et les réaliser. Sur la base des expériences préliminaires d'autres projets, nous essayons d'identifier les notions cruciales et comment elles peuvent être transposées afin de soutenir les enseignants danois, qui possède des savoir-faire didactiques très diverses.Mots-clés : Théorie anthropologique de la didactique, développement professionnel, transposition didactique, parcours d'étude et de recherche.
5
Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.
Full textAbstract:
AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléments de la théorie anthropologique du didactique en cours qui ont besoin pour concevoir des parcours d’étude et de recherche et les réaliser. Sur la base des expériences préliminaires d'autres projets, nous essayons d'identifier les notions cruciales et comment elles peuvent être transposées afin de soutenir les enseignants danois, qui possède des savoir-faire didactiques très diverses.Mots-clés : Théorie anthropologique de la didactique, développement professionnel, transposition didactique, parcours d'étude et de recherche.
6
Dymnikowa, Maria, and Joanna Lasoń. "Neurodydaktyczne podłoże klasycznych zasad nauczania – uczenia się dla wykonawstwa solowych instrumentalnych dzieł muzycznych klasycznych." Studia Edukacyjne, no. 61 (June 15, 2021): 229–58. http://dx.doi.org/10.14746/se.2021.61.13.
Full textAbstract:
The article combines the classical didactics and neuro-didactics of pedagogical areas, music psychology and instrumental music pedagogy of classical music art areas.The methodological study concerns:– the theme as the process of solo instrumental classical music performance;– the subject as the neuro-didactic basis of classical teaching principles - learning in this process;– the pragmatic scientific novelty as the methodological development of a set of key elements of thelesson as professional workshop activities for this process, for universal use for all musical instrumentsperformed by solo classical music works, for various available forms of professional classicalmusic education;– the practical usage for different levels of classical music education, depending on the level of people’spreparation for solo instrumental classical music performance, and promotion of this activity.
7
Скачкова, Нина Владимировна. "THE USE OF DIGITAL DIDACTICS IN PROFESSIONAL EDUCATION." Tomsk state pedagogical university bulletin, no. 5(223) (September 26, 2022): 28–37. http://dx.doi.org/10.23951/1609-624x-2022-5-28-37.
Full textAbstract:
Введение. Дидактика как неотъемлемая часть теории образования изучает закономерности образовательного процесса, принципы и средства обучения. Цифровые технологии четвертой промышленной революции явились драйвером развития цифровой дидактики профессионального образования и обучения. Формирование цифровой образовательной среды, включающее развитие информационно-коммуникационной структуры современного образовательного учреждения, предоставляет всем участникам образовательных отношений (педагогам, обучающимся) набор цифровых технологий, которые могут быть использованы ими для достижения образовательных целей, самореализации, профессиональной адаптации и социализации. Поэтому вопросы эффективного использования возможностей цифровых технологий и средств цифровой дидактики для достижения поставленных образовательных целей определяют в целом эффективность педагогического взаимодействия и образовательного процесса.Цель – описание и объяснение процесса профессионального образования и обучения с использованием средств цифровой дидактики.Материал и методы. Использовались теоретические методы исследования: изучение и анализ нормативно-педагогической, научно-методической литературы и ресурсов сети Интернет по проблеме исследования; изучение технической документации на программное обеспечение цифровых образовательных технологий, сравнительный анализ возможностей средств цифровой дидактики в сопоставлении с информационно-коммуникационной структурой образовательного учреждения; изучение и обобщение российского и зарубежного опыта использования средств цифровой дидактики в профессиональном образовании. Эмпирический аспект исследования представлен в виде рефлексии педагогической деятельности автора статьи.Результаты и обсуждение. Выявлены предпосылки формирования цифровой образовательной среды, необходимости взаимной адаптации цифровых и педагогических технологий, исследования возможностей использования потенциала цифровых технологий для достижения поставленных образовательных целей. Выделены основные группы средств цифровой дидактики – персонализированный образовательный процесс, цифровые педагогические технологии, метацифровые образовательные комплексы, дана их содержательная характеристика. Выявлены особенности основных цифровых технологий искусственного интеллекта и интернета вещей, технологии виртуальной и дополненной реальности V/R и A/R, технологии блокчейн в контексте их адаптации и использования в образовательном процессе с целью повышения наглядности и эффективности обучения. Рассмотрены, изучены и охарактеризованы перспективные направления педагогической дидактики, обеспечивающие раскрытие индивидуального потенциала обучающихся и коллективного потенциала педагогического сообщества с использованием средств цифровых технологий. Заключение. На основании выполненного исследования и полученных основных результатов выявлены проблемы применения средств цифровой дидактики в профессиональном образовании и обучении, сдерживающие их эффективную реализацию педагогами в образовательном процессе, определены комплексные задачи построения цифровой дидактики профессионального образования. Introduction. Didactics, as an integral part of the theory of education, studies the laws of the educational process, principles and means of teaching. Digital technologies of the fourth industrial revolution were the driver of the development of digital didactics of vocational education and training. The formation of a digital educational environment, including the development of the information and communication structure of a modern educational institution, provides all participants in educational relations (teachers, students) with a set of digital technologies that can be used by them to achieve educational goals, self-realization, professional adaptation and socialization. Therefore, the issues of effective use of the possibilities of digital technologies and means of digital didactics to achieve the set educational goals determine, in general, the effectiveness of pedagogical interaction and the educational process.Aim and objectives. Purpose of the study is to describe and explain the process of vocational education and training using digital didactic tools.Material and methods. The following theoretical research methods were used: study and analysis of normative-pedagogical, scientific-methodical literature and Internet resources on the research problem; study of technical documentation for software for digital educational technologies, a comparative analysis of the capabilities of digital didactics tools in comparison with the information and communication structure of an educational institution; study and generalization of Russian and foreign experience in the use of digital didactics tools in professional education. The empirical aspect of the research is presented in the form of reflection on the pedagogical activity of the author of the article.Results and discussion. The prerequisites for the formation of a digital educational environment, the need for mutual adaptation of digital and pedagogical technologies, research into the possibilities of using the potential of digital technologies to achieve the set educational goals are revealed. The main groups of means of digital didactics are highlighted – personalized educational process, digital pedagogical technologies, metadigital educational complexes, their substantive characteristics are given. The article reveals the features of the main digital technologies of artificial intelligence and the Internet of things, virtual and augmented reality V / R and A / R technologies, blockchain technologies in the context of their adaptation and use in the educational process in order to increase the visibility and effectiveness of education. The perspective directions of pedagogical didactics are considered, studied and characterized, ensuring the disclosure of the individual potential of students and the collective potential of the pedagogical community using digital technologies.Conclusion. Based on the research carried out and the main results obtained, the problems of the use of digital didactics tools in vocational education and training were identified, which hinder their effective implementation by teachers in the educational process; the complex tasks of building digital didactics of vocational education have been identified.
8
Кovalenko, Oleksandr. "DIDACTIC FUNDAMENTALS OF MUSICAL TRAINING OF FUTURE CHOREOGRAPHY SPECIALISTS IN DOMESTIC HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 91–97. http://dx.doi.org/10.31499/2307-4906.1.2021.228723.
Full textAbstract:
The article considers the didactic conditions of musical training of choreographers in higher education institutions of our state. In this work the structural didactic features of musical competence of choreographers are defined, such as: feature of professional activity planning; ways and methods of performing professional activities; communication techniques; organizational skills of choreographers; features of dance and motor motility. The article also states that the author considers an individual approach to take into account the ways of adapting the properties of studentsʼ nervous system to the requirements of professional activity as an effective method of musical training of choreographers in domestic higher education institutions. The article also deals with an individual approach, which takes into account the individual differences of students, the development of techniques, tools and methods of forming professional and musical skills of choreographers, due to the typological properties of the nervous system. At the heart of the individual approach considered in the study there is the idea of understanding a developing student as a person with a unique set of individual qualities. This involves the recognition of different, but equivalent in effectiveness methods of educational and creative activities that meet the objective requirements of the professional activity of the teacher and the individual characteristics of the future specialist.Also, in this paper, it is noted that in pedagogical science didactics is connected with the methods of teaching courses. The method of teaching folk dance is somewhat different from other choreographic disciplines due to the specifics of national dance. All textbooks, programs and methodical materials on folk choreography are authorʼs versions and naturally cannot be accepted by all experts identically.
Keywords: musical training, music theory, choreographer, professional training, didactics, didactic bases of training, professional skill, systematic approach to musical training.
9
Zayachkivska, N., and Yu Kozlovskiy. "PROGNOSTIC ASPECTS OF PROFESSIONAL DIDACTICS DEVELOPMENT: INTEGRATIVE APPROACH." Pedagogy of the formation of a creative person in higher and secondary schools, no. 72 (2020): 58. http://dx.doi.org/10.32840/1992-5786.2020.72-1.10.
Full text
10
Turczyk, Małgorzata. "Kategoria praw dziecka w refleksji dydaktyki akademickiej." Kultura-Społeczeństwo-Edukacja 14, no. 2 (June 15, 2018): 119–26. http://dx.doi.org/10.14746/kse.2018.14.10.
Full textAbstract:
Turczyk Małgorzata, Kategoria praw dziecka w refleksji dydaktyki akademickiej [The category of children’s rights in the reflection of academic didactics]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 119–126, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.10.
This paper concerns the place and meaning of a new category of children’s rights, which also finds its place in the area of interest of academic didactics. The current approach to human rights in schooling is basically normative, thus, the present academic didactics is challenged to prepare students of education – and teaching – related faculties to confront the issues in the field of children’s rights at work in a professional manner. The paper illustrates an author’s concept of didactics in terms of education to children’s rights at higher schools which was elaborated based of the research on the didactic aspects of children’s rights education for teachers and educationists on the academic level. The following issues were put in question and served as a basis for specific approaches to academic didactics in terms of education on children’s rights: an essence and need for inclusion of content related to children’s rights in academic learning practice, didactic tools at teacher’s disposal and their role in education for children’s rights. On the one hand, the paper presents a discussion on theprofessional preparation of teachers and educationists to face challenges related to protection and promotion of children’s rights within educational environments. On the other hand, it includes an attempt to merge the discrepancy between theory and practice in this field.
11
OUAILAL, Salek. "I Investigating university teacher practice: A need for didactics." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (July 3, 2018): 1496–509. http://dx.doi.org/10.24297/ijrem.v9i1.7904.
Full textAbstract:
ABSTRACT
Based on his position as a mathematician teacher at the university, the first year teacher sees discipline as a rigid base. Therefore, without any teacher training program, he promotes teaching on learning, trying to impart mathematical knowledge without specific didactical teaching tools. In a vision to develop professional skills of a reflective practitioner, we conducted a survey for teachers to gather information about their teaching practice and didactical underlying issues. The results show a need for a didactic training on teaching at the university.
12
Bajtoš, Ján, Daniel Lajčin, and Gabriela Gabrhelová. "Teaching Professional Technical Subjects Accepting Current Trends in Field Didactics." Acta Educationis Generalis 10, no. 1 (April 1, 2020): 81–97. http://dx.doi.org/10.2478/atd-2020-0006.
Full textAbstract:
AbstractIntroduction: In the theoretical study, the authors describe current approaches enriching the theory of field didactics concerning teaching technical subjects. They focus on developing the psychomotor dimension of students’ personalities, which they consider to be an important part of the modern young generation’s culture concept. In order to ensure this role in vocational-technical education, it is necessary to innovate the pedagogical preparation of teachers of technical subjects with a focus on achieving the required teaching competences. A part of the presented study deals with the determination, analysis, and representation of individual teaching competences in the doctoral study plan in the conditions of DTI University in Dubnica nad Váhom, Slovakia.Methods: The theoretical study is based on a theoretical analysis of the issues of teaching technical subjects in vocational schools. For the purposes of theoretical analysis, the following research methods have been implemented:- content analysis of the issues of teaching vocational subjects (current innovative trends in field didactics; theories of psychomotor learning; vocational subject teachers);- logical operations (analysis, synthesis, comparison);- generalization and recommendations for the school practice of field didactics.Results: For the development of specialized didactics, it is necessary to take into account the newest results of scientific investigation in general didactics and field didactics; and to apply them in the existing and also new teacher training programs under development as only these facts create new possibilities for improving the quality of education in vocational schools. A consistent development of vocational subject teachers’ teaching competences in the process of their preparation for the teaching profession following current trends and intentions in the field of didactics can become the carrier of positive changes.Discussion: The authors of the study consider it extremely important to accept the latest trends in educational theory in the training programs for teachers of technical subjects. The result of this is the current doctoral study program offered by DTI University in Dubnica nad Váhom, Slovakia, which is organically linked to the master study program Teaching Technical Subjects. In the current academic year, DTI University has been granted the right to conduct habilitation and inauguration procedures in the field of study Didactics based on continuous and successful research activities in the above field with results comparable to the results at an international level and accepted by the professional international community.Conclusions: In the conclusion, the authors of the theoretical study point out that a teacher developing students’ personalities in all directions is the decisive factor in the educational process oriented on efficiency and high-quality results of students. To achieve this effect in the context of vocational schools, it is necessary to reform the training programs for future teachers of technical subjects.
13
Voevoda, E. V. "Professional Language Training of Students of International Relations: Didactics." MGIMO Review of International Relations, no. 1(28) (February 28, 2013): 9–12. http://dx.doi.org/10.24833/2071-8160-2013-1-28-9-12.
Full textAbstract:
The article addresses the theory of professional language training of students majoring in international relations. Showing the essence of competence-based professional education, the author offers definitions of content and purpose of language training and analyses its specific functions and properties.
14
Shiraslan Jafarova, Atraba. "The role of the teacher in the organization of the pedaqogical proses." SCIENTIFIC WORK 61, no. 12 (December 25, 2020): 109–12. http://dx.doi.org/10.36719/2663-4619/61/109-112.
Full textAbstract:
Pedagogical professional culture is an integral part of a teacher's general culture, which reflects his personal qualities, reputation, professionalism, pedagogical skills, etc. consists of a set of unifying qualities. Just as professional culture is not possible without a common culture, so the lack of a professional culture is the result of certain gaps in the general culture. Occupational culture can manifest itself in the conditions of realization of these professions, as each group of professions, object of work and subject of labor, which they include, have their own specific features. The tasks facing the profession also include the culture of the profession. In other words, professional culture manifests itself as a high level of fulfillment of the main tasks facing a particular profession or group of professions. If a professional, a specialist performs his / her professional duties professionally, with dignity and honesty, and approaches his / her work with a sense of responsibility for the work he / she performs and embodies himself / herself in this work, it is an indicator of a high level of professional culture. The pedagogical professional culture of a teacher occupies an important place among his professional qualities. Like its didactic, organizational, communicative, constructive, perspective skills and abilities, the pedagogical professional culture has a special role in the field of professionalism, competence and pedagogical skills. Key words: pedagogy, didactics, school, teacher, student, science, education, upbringing, professionalism
15
Монахов, В., and V. Monakhov. "Professional Activity of the Teacher under Conditions of the Federal State Educational Standard: Features and Problems." Standards and Monitoring in Education 5, no. 5 (October 24, 2017): 3–11. http://dx.doi.org/10.12737/article_59ca4940a50cb8.74872073.
Full textAbstract:
The article provides a system-activity analysis of applied possibilities for the grounded application of already available instrumental results of the integration of authorial pedagogical and information technologies for specifi c and system-methodological support of the full-fl edged functioning of the FSES. The ongoing global changes in society and in education naturally imply the need to revise the traditional view and rethink the subject, tasks and methods of didactic research. The results of many years of research on the introduction and approbation of authorial pedagogical technologies and the cognitive theory of pedagogical technologies created at the same time have irrefutably shown that the formation of the beginnings of modern didactics should be connected with the technology of the model of the educational process and the model of the methodological system of education (MSE). The methodological key to the transition to modern didactics is naturally the “Technological Map”, as the form, language and toolkit of communication between the teacher, students and the teacher-researcher with the computer. Particular attention is paid in the article to the systematization and generalization of the available information on the evolution of learning theory and the rapid change in the generations of digital computer technologies. Didactics in the article is treated and considered as an innovative approach to modern learning theory, which continues to function and tries to develop together with digital technologies, operatively interpreting and using all the latest created electronic and technological achievements from the world of computers and digital technologies.
16
Martini, Berta, Marisa Michelini, Alberto Stefanel, and Monica Tombolato. "Prospective Teachers’ Representations on the Concept of Force." Education Sciences 11, no. 10 (October 7, 2021): 614. http://dx.doi.org/10.3390/educsci11100614.
Full textAbstract:
We present a study on teacher education and, in particular, on Physics. Our assumption is that General Didactics and Disciplinary Didactic constitute two fundamental components of teachers’ professional development and therefore both must be used to interpret didactic phenomena adequately. This research involves a sample of 274 prospective teachers, enrolled in the Primary Education Sciences degrees in three Italian Universities (Milano Bicocca, Udine, Urbino,). It concerns the study of the spontaneous representations produced by students to foster understanding of the force concept and on the reasons given to motivate their effectiveness on an educational level and disciplinary one. The research tools and methods were developed by crossing the literature of General Didactics and Physics Education, identifying analytical categories that emerge from two different and complementary perspectives. In the broad spectrum of students’ conceptions, given by this double perspective, some aspects stand out: most of the representations do not include the representation of the forces at play, but rather imply a precise didactic approach inherent to the concept of force. This is confirmed by the analysis of the didactic and disciplinary motivations, in which a frequent identification of the two types of motivations emerges.
17
Kamaleeva, Alsu, Natalya Nozdrina, and Suriya Gilmanshina. "Theoretical And Methodological Basis Of Organizing Technical College Didactic Administration." MATEC Web of Conferences 297 (2019): 06012. http://dx.doi.org/10.1051/matecconf/201929706012.
Full textAbstract:
The possibility of using multi-level methodology as a theoretic-methodological basis of the proposed concept is considered: at the level of modern philosophical theory of knowledge and logic of scientific research, at the level of general scientific principles and norms of any research, at the level of specific scientific methodology and at the level of implementing the idea of cognitive approach based on the analysis of the relevant pedagogical situation and the optimal fulfilling professional training of qualified middle-level specialists. The representation scheme of didactics as the theory of education and training in relation to the system of secondary vocational education is offered and the definition of the concept “system of technical college didactic administration” is revealed. It is proposed to distinguish three interrelated subsystems: educational, cognitive and controlling, consisting of two hierarchical interrelated parts – internal and external audit. The system of technical college didactic administration is a complex of interrelated didactic components (subsystems) aimed at optimal professional training of college graduates, involving the acquisition of personally significant qualities demanded by modern high-tech society, namely students’ work skills, general and professional competencies and professional qualifications.
18
AKIRI, Ion. "PROFESSIONAL TRAINING OF FUTURE TEACHERS IN THE CONTEXT OF THE TRANSDISCIPLINARY PARADIGM." Cherkasy University Bulletin: Pedagogical Sciences, no. 3 (2022): 52–55. http://dx.doi.org/10.31651/2524-2660-2022-3-52-55.
Full textAbstract:
Introduction. The modern school does not achieve the main goal – preparing graduates for life. It is known that the main competences intended for formation at school are the competences to learn, communicate, work in a team, live (self-determination). It is about the formation of universal learning abilities and skills necessary to solve various problems in real and/or simulated situations. In the case of a monodisciplinary school, it is very difficult to achieve this. Purpose. To consider and substantiate the main provisions of the training of pedagogical personnel at the faculty in the context of the introduction of a new educational paradigm in the school – transdisciplinary training. Methods.The metods of analysis, synthesis, comparison, abstraction are used in the article. Results. It is necessary to introduce transdisciplinary approaches to educational programs and train future specialists to use a transdisciplinary approach in solving problems. We believe that in order to prepare teachers for the implementation of a transdisciplinary approach in education, the following courses should be studied at the faculties: didactics of transdisciplinary education in primary school; didactics of transdisciplinary education in gymnasium; didactics of transdisciplinary education at the lyceum (in high school). The curriculum of transdisciplinary education of future teachers should include sections:- general culture;- general professional;- professional;- transdisciplinary. Based on the fact that the focus of transdisciplinary education is not on subjects, but on problems that can be solved with their help, it is necessary to train future teachers to solve relevant problems. It is logical that one of the forms of transdisciplinary education in higher education institutions is mentoring, and students need several mentors. There should be 3 mentors for a group of students who come to practice at the school: 1) a teacher of the department of the university, responsible for the methodical/didactic training of the student in the specialty; 2) a teacher of the department responsible for the psycho-pedagogical training of the future teacher and 3) a teacher-mentor by specialty. Originality. The transdisciplinary section in higher education institutions should contain educational and methodological lines:1) conceptual foundations of the formation of students' transdisciplinary competence;2) transdisciplinary design;3) educational strategies and technologies for the implementation of a transdisciplinary approach in elementary school, gymnasium and lyceum;4) didactic provision of a transdisciplinary approach;5) assessment of school results in the context of the transdisciplinary model of education. In the Republic of Moldova, starting from 2019, in accordance with the Curriculum, elements of transdisciplinarity are introduced in primary school. Conclusion. In order to qualitatively implement a transdisciplinary approach in practice, it is necessary to train pedagogical personnel at the faculty today.
19
Stetsula, Nadiia, and Leonid Orshanskiy. "FORMATION ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS OF NATURAL SPECIALTIES BY MEANS OF STEM-TECHNOLOGIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 126–37. http://dx.doi.org/10.31499/2307-4906.4.2022.270391.
Full textAbstract:
The article examines the modernization of the didactics of teaching educational components by means of educational STEM technology in the system of professional and pedagogical training of future teachers of natural sciences. For successful pedagogical activity in this new information and high-tech society, the teacher needs to develop his capabilities much higher than those that were in the past by forming professional competences in general, hence environmental competences in particular. Educational STEM technology is a modern didactic tool, the conceptual basis of which is aimed at: forming the professional competences of the acquirers at a qualitatively new level-STEM and environmental competences, which transform the educational achievements of the acquirer into the professional activity of a specialist; are the key to the successful socialization of applicants and are designed to make them competitive on the labor market. The content, functions and structure of STEM technology were studied. The methodical features of the application of STEM technology during professional-pedagogical training with the aim of forming the environmental competence of students of higher pedagogical education have been clarified. A methodical way of introducing educational STEM technology into the system of pedagogical training of future teachers of natural sciences with the aim of forming environmental competences is proposed. An algorithm for the organization of educational and cognitive activities of applicants during the STEM technology “Tourist Secrets of Ukraine” has been developed. The abstract should contain the purpose of the research, the methods used, and the results obtained.
Keywords: future teachers of natural sciences; educational STEM technology; environmental competence; educational and cognitive activity; educational components; professional and pedagogical training; didactics; students of higher pedagogical education.
20
Videla, Carmen Burgos, Juana Pizarro Toro, Maria Teresa Fajardo, and Javiera Martinez Diaz. "Didactic Operation." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 6 (December 6, 2019): 102–19. http://dx.doi.org/10.18844/prosoc.v6i6.4472.
Full textAbstract:
The case study of the Elementary Education Pedagogy program, practical axis of the University of Atacama, Copiapó, Chile (UDA), sought to generate the theoretical-methodological category Didactic Operation, as a possibility of improvement in the processes given in the practical-procedural dimension of the curriculum. The subjects of the research were seven academics related to professional training processes. The assumption that was handled is that only the curricular problem of the practical-procedural dimension of the curriculum can be approached in its complexity with analytical devices that provide the curricular adaptations of conceptual-theoretical support possible to be mediated by the subject and implemented in the classroom. With this, the presentation is organized in three moments. In the first moment, the context of the program is described, then the category Creative Action in triangulation is alluded to with the information collected from group discussion interviews. It concludes with the field of Didactic Operation.
Keywords: creative action, didactic operation, professional practice, didactics.
21
Ren, Ping, and Meinert Meyer. "“The Students Have Been Spoilt Previously”." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 378–400. http://dx.doi.org/10.1163/25902539-00102014.
Full textAbstract:
The professional development of Chinese teachers of Chinese as a foreign language (cfl) in Europe is confronted with various complex educational challenges and problems. Traditional Chinese educational schemata and cultural values have great impact on these teachers’ professional beliefs and their perceptions. My case studies of six cfl teachers show that their professional challenges are connected with the cultural differences of Chinese and German educational contexts. Open-ended questions, in-depth interviews and classroom observation were employed. And multiple data sources, such as the transcripts of teacher interviews, field notes were included. Cross-case analysis indicated that the cfl teachers have to deal with some conflicts of their previous biographies and new requirements of local educational context, such as teacher-centered didactics versus student-centered didactics, traditional Chinese language approaches versus intercultural communicative didactics; strict classroom discipline versus acknowledgement of students’ individuality etc. I depict their professional development by employing a theoretic framework of developmental task theory, i.e. professional competence, mediation, acknowledgment and institution. My study may help to shed light on understanding the individual difficulties that cfl teachers face in overseas teaching environments. The study’s findings and recommendations therefore are of significance for the future design of teacher training for cfl teachers in Germany and in other European countries.
22
Et al., Xolmuxamedov Murodullo Maxmudovich. "“TECHNOLOGY OF USING E-LEARNING MODELING PROGRAMS IN TEACHING SPECIAL SUBJECTS IN PROFESSIONAL EDUCATION”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5403–11. http://dx.doi.org/10.17762/pae.v58i1.2145.
Full textAbstract:
Nowadays, the focus on education is to radically reform professional education, that is, to develop e-learning tools based on the concept of learning outcomes. A distinctive feature of the cognitive-visual approach to the development of electronic didactics is the concentration of attention through visual support, as the formation of visual models of objects studied taking into account human psychophysiology and demonstration of practical skills of learners, effective organization of the interface with the learning object. Providing feedback on electronic didactic tools, mobile desktop and console platforms, as well as in the browser, based on the principles of design, plays an important role in preparing future engineers for professional activities. Therefore, interactive software was developed through the cognitive visualization of a simple oil distillation laboratory. This virtual learning lab was developed using the Microsoft Visual Studio software package. This, in turn, provides a certain degree of convenience in the introduction of electronic didactic tools in engineering education.
23
Suchugova, Nataliya Yu. "FOREIGN LANGUAGE AS A TOOL OF ACQUIRING PROFESSION." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2021): 77–86. http://dx.doi.org/10.28995/2073-6398-2021-3-77-86.
Full textAbstract:
The article deals with professionally oriented teaching of foreign languages in Universities according to the Program of teaching Design stu- dents (Environmental Design and Graphic Design Divisions). The author proves the worth of teaching foreign languages as a means of forming and developing a professional identity, a tool of communication and acquiring profession through studying foreign professional experience, joining universal professional interculture. Professionally-focused language learning significantly contributes to student’s conscious acquirement of professional linguistic communicative competence and growth of professionally oriented personality. The author suggests the analysis of content and didactics aspects of teaching professionally oriented language on the basis of the foreign language coursebook “Experiential Design”. Up-to-date authentic texts and video re- sources accompanied with assignments help future designers improve the skills of the foreign language. Information communications technology and multi- media projects are essential to develop students’ individual creative activity. Acquiring the skills of fluent foreign language for specific purposes adds value to the future specialists in the field of design.
24
Pentucci, Maila, and Chiara Laici. "Gli organizzatori dell'azione didattica: un confronto tra docenti in servizio e studenti in formazione pre-service." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 157–69. http://dx.doi.org/10.3280/ess1-2019oa7863.
Full textAbstract:
In the didactic action, the organized forms are recursive in the practices of both experienced teachers and pre-service training students; also its meanings are quite similar. According to the studies on Professional Didactics, these recursions are useful for the practice analysis and for promoting an investigative attitude in the teacher as a reflective professional. This paper will try to highlight which pedagogical formats are in some lessons, designed both by teachers and by pre-service traning students. In particular, the following aspects will be analized: 1) the meanings assigned to these formats by those involved in the research; 2) the reasons for their use; 3) the level of awareness of their involvement in the action (both in terms of design and practice). A first survey, carried out through evidences' analysis and co-explication, shows both the teacher enters the community with schemes of action that are already structured, and how the community knowledge influences both the consolidation of didactic formats consolidation and the organizers of the didactic action.
25
Vieira Alves, Francisco Regis. "Didactic Engineering (DE) and Professional Didactics (PD): A Proposal for Historical Eesearch in Brazil on Recurring Number Sequences." Mathematics Enthusiast 19, no. 1 (January 1, 2022): 239–74. http://dx.doi.org/10.54870/1551-3440.1551.
Full text
26
Tulupova, Olga N. "CULTURAL ASPECTS OF MODERN PROFESSIONAL EDUCATION: FROM A PROFESSIONAL TO A MULTIDIMENSIONAL SPECIALIST." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 43 (2021): 139–46. http://dx.doi.org/10.17223/22220836/43/10.
Full textAbstract:
The article substantiates the response of modern professional education to the training of a multidimensional specialist who is able to work with multiple aspects, ready to generate situational meaning and discursive knowledge. His key character feature is the ability to communicate: both to an open dialogue in multidisciplinary teams, and to a reflexive perception of one's own flexible professional identity. The education system responds to this request with the creation of communication ability. It is concluded that the educational space is reoriented to the generation of common meaning, as the principles and goals of communicative didactics become a support for the disclosure of the pedagogy of meaning, understanding, and co-creation.
27
Vokhrysheva, Margarita G. "Textbook as a Form of Presentation of Professional Knowledge." Bibliotekovedenie [Library and Information Science (Russia)] 1, no. 1 (February 28, 2016): 107–10. http://dx.doi.org/10.25281/0869-608x-2016-1-1-107-110.
Full textAbstract:
The review presents the assessment of the textbook “General Library Science” [1] from the standpoint of scientific character and didactics requirements: ensuring a high scientific level; meeting the conceptual unity; the validity of the selection of theoretical and factual material; intelligibility of presentation of materials for students; the level of visualization.
28
Vildt, J. "Didactics of continuing education: prospects of scientific professional development at university." Lifelong education: the XXI century 3, no. 3 (October 2013): 20–27. http://dx.doi.org/10.15393/j5.art.2013.2142.
Full text
29
Braga Arruda, Lilliane, and Ivone Garcia Barbosa. "DIDÁTICA DE ORIENTAÇÃO DIALÉTICA: A DIDÁTICA NAS INSURGÊNCIAS AO NEOLIBERALISMO E NEOTECNICISMO." Professare 10, no. 2 (August 30, 2021): e2967-e2967. http://dx.doi.org/10.33362/professare.v10i2.2967.
Full textAbstract:
Diante do contexto atual de retrocessos à educação brasileira, da intensificação do trabalho docente, quais são as insurgências da didática ao neoliberalismo e neotecnicismo? Para tentar responder a nossa problemática de estudo, abordamos nesse texto a didática na contemporaneidade, tendo por base uma perspectiva orientada pelo materialismo histórico (Marx, 1983; Kosik, 1969) a partir do qual dialogamos com varios autores da educação e, em especial da Didática. Reconhecemos aquela em sua especificidade, totalidade, importância e significação enquanto uma ciência da educação e do exercício profissional docente, na relação da práxis, na constituição histórica social e cultural que se consolidou historicamente como um campo ontológico e epistemológico necessário na formação docente e nas ações didático pedagógicas. Objetivamos compreender a didática de orientação dialética e sua relação com o ensino e a aprendizagem e a didática nas insurgências do neoliberalismo e neotecnicismo, contribuindo com os estudos, as produções e os diálogos sobre a didática e sua importância na formação humana, nas ações cotidianas em instituições educativas. Compreende-se que dessa perspectiva a didática pode contribuir efetivamente na organização do trabalho pedagógico, no planejamento, como uma possibilidade de emancipação, autonomia, consciência crítica e libertadora.
Palavras chave: Didática Dialética. Neoliberalismo. Neotecnicismo.
ABSTRACT
Given the current context of setbacks to Brazilian education, of the intensification of teaching work, what are the insurgencies of didactics to neoliberalism and neotechnicism? To try to answer our problem of study, we approach in this text the didactics in contemporaneity, based on a perspective guided by historical materialism (Marx, 1983; Kosik, 1969) from which we dialogue with several authors of education and, in particular, of Didactics. We recognize that in its specificity, totality, importance and significance as a science of education and professional teaching practice, in the relationship of praxis, in the historical social and cultural constitution that has historically been consolidated as an ontological and epistemological field necessary in teacher training and in pedagogical didactic actions. We aim to understand dialectically oriented didactics and its relationship with teaching and learning and didactics in the insurgencies of neoliberalism and neotechnicism, contributing to studies, productions and dialogues about didactics and its importance in human formation, in everyday actions in educational institutions. It is understood that from this perspective, didactics can effectively contribute to the organization of pedagogical work, in planning, as a possibility of emancipation, autonomy, critical and liberating consciousness.
Keywords: Dialectical Didactics. Neoliberalism. Neotechnicism.
30
Fizeshi, Oktaviia. "PECULIARITIES OF TRAINING OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE «DIDACTICS»." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 423–26. http://dx.doi.org/10.24144/2524-0609.2021.48.423-426.
Full textAbstract:
An important condition for reforming pedagogical education is the training of highly qualified teachers of higher education institutions who are able to implement program objectives and implement the requirements of professional, industry standards and educational programs in the educational process of pedagogical education institutions. Article’s purpose is to generalize the features of training future teachers of pedagogy to teach the course «Didactics» in the system of professional education of future primary school teachers. Methods applied: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; methods of generalization, systematization for formulating the conclusions of scientific research. Most educational programs for the training of specialists at the second (master's) level in pedagogical specialties provide for the assignment of the qualification «teacher of pedagogy», which requires his thorough theoretical and methodological and practical preparation for teaching pedagogical disciplines. Therefore, it is important in this context determination of methods of teaching the section of pedagogy «Didactics», which includes acquaintance of future teachers of pedagogy with the main goals and objectives of the course, its structure, features of the work program on the discipline, a list of sections and topics recommended for future primary school teachers; mastering the most rational forms and methods of organizing classroom (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodological literature, study of advanced pedagogical experience, etc.) work of students, features of diagnostics of results of educational achievements from a course «Didactics». Preparation for teaching «Didactics» is an important component of professional training of future teachers of pedagogy in higher pedagogical education, which provides targeted, systematic and comprehensive mastery of knowledge of didactics and methods of its teaching in higher education and training the teacher's personality with a high level of scientific knowledge. organization of the process of knowledge transfer to applicants for institutions of higher pedagogical education.
31
Díaz, Juan. "Teaching performance for the elaboration of a didactic model with a critical-reflexive approach." SCIÉNDO 25, no. 3 (September 30, 2022): 305–12. http://dx.doi.org/10.17268/sciendo.2022.037.
Full textAbstract:
The objective of this research study is to develop a didactic model with a critical-reflective approach to improve the performance of secondary school teachers. For this, the level of performance reflected by teachers in the pedagogical, institutional-collegiate and ethical-reflexive dimensions was investigated, using the "Scale of self-assessment of teaching performance" as an instrument.of research, showed a regular level, highlighting higher levels of difficulty in the institutional-collegiate and ethical-reflexive dimensions of performance. A didactic model is proposed with theoretical-practical bases supported by the critical-reflective approach, whose structure is made up of two dimensions: shared didactics focused on the exercise of the reflective cycle of pedagogical practice and professional training and strengthening actions to improve the teacher performance. The type of researchcorresponds to be descriptive-propositional.
32
Alves, Regis Vieira Francisco. "The Professional Didactics (PD) and Didactics of Sciences (DS) in Brazil: some implications for the professionalization of the science teacher." Acta Didactica Napocensia 11, no. 2 (July 20, 2018): 105–20. http://dx.doi.org/10.24193/adn.11.2.9.
Full text
33
Andryukhina, L. M., N. O. Sadovnikova, S. N. Utkina, and A. M. Mirzaahmedov. "Digitalisation of Professional Education: Prospects and Invisible Barriers." Education and science journal 22, no. 3 (April 29, 2020): 116–47. http://dx.doi.org/10.17853/1994-5639-2020-3-116-147.
Full textAbstract:
Introduction. Nowadays, digital education is one of the priorities of state policy in modern Russia. The Federal Institute for the Development of Education has developed a draft didactic concept of digital education to maximise the potential of digital technology (DT) in vocational training. Nevertheless, while policymakers and education managers are aware of the need to move to a new level of digital technology implementation, there are challenges to this process. The technological resources of educational environment have been increasing intensively in the past decade, and their intensive scientific and pedagogical development is observed. However, little attention is given to the willingness of teachers to work with continuously evolving technological tools.The aim of the research is to identify the barriers, which hinder the professional development of teachers in mastering information and communications technologies (ICT) and digital technologies, as well as some mental attitudes circulating in the society and slowing down the process of digitalisation of vocational education.Methodology and research methods. The present research is based on personal-context and personal-development approaches. In the course of experimental research and two pilot studies, teachers and specialists of professional educational organisations were interviewed (n = 187 people). The methods of questionnaire-based survey, sociological analysis, statistical data-processing tools and Google Forms tools were used.Results and scientific novelty. On the basis of the outcomes of the conducted surveys, the following aspects were analysed: the degree of teachers’ skills formation declared in the professional standard; willingness to implement e-learning, expand the range of ICT and GT included in teaching practice; respondents’ attitudes towards the digitalisation of education and their self-recognition in this process. Clear and invisible obstacles to the process under discussion are identified and sistematised. The found barriers are classified into risk, image and didactic barriers. The recommendations to overcome the barriers are proposed. According to the authors of the present article, it is advisable to introduce a new specialty “digital engineer-teacher” due to the obvious integration of pedagogical and engineering functions into the activities of teachers. Working in one team consisted of a specialist, who designs an effective teaching environment, and a teacher-didactist, will reduce a part of unjustified functional workload of the latter.Practical significance. The materials of the undertaken research have significant implications for further development of perceptions of the essence and content of digital didactics; justification and formation of optimal conditions for digitalisation of vocational education, including psychological and pedagogical adjustment of the system of training and retraining of pedagogical and managerial personnel for the digital economy.
34
Vasileva, Maya, Kliment Naydenov, and Georgi Kotseff. "Geography Didactics – theory and methodology (Bulgarian case)." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 130–39. http://dx.doi.org/10.24917/20845456.12.10.
Full textAbstract:
Understanding, mastering and applying new ideas in geography didactics is the most proper way to achieve a high professionalism in geography education in Bulgaria. Such professionalism implies three prerequisites: a scientifically based (and not only intuitive) professional activity, high and sustainable results and a clear positive attitude towards it. The high professionalism is the required basis for successful solving the current problems of Bulgarian geography education which are of different nature: training and further qualification of working staff, preparation of needed school documentation for thematic subject “Geography and Economy” and the design of research programs and projects in school practice. Undoubtedly, we have to explore the foundations of didactics (its theory and methodology) because it is the starting point for creative problem solving or the implementation of upcoming geography educational tasks. In this context, and against the background of the increasingly higher modern public demands and attitudes towards education, it is necessary to interpret the geography didactics as a science in a new, modern way. In presented paper are examined the essence, subject matter and main issues of geography didactics; scientific tasks and research methods and its place among other sciences. It is also important to outline thetrends of development and scientific potential of geography didactics.
35
Humeniuk, Iryna. "Methodology of Ukrainian for Professional Purposes as a branch of Ukrainian language didactics." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 144–57. http://dx.doi.org/10.31874/2520-6702-2021-11-1-144-157.
Full textAbstract:
The relevance of the topic of the article is determined by the necessity of studying the objective preconditions for the establishment and development of the methodology of teaching Ukrainian for Professional Purposes as a new branch of linguodidactics and creation of a holistic scientific and methodological system of teaching the course at pedagogical institutions of higher education. The work aims to figure out the essence of the “methodology of teaching Ukrainian for Professional Purposes” concept, the specificity of formation of this branch of linguodidactics, its interscientific bases, process structure, and regularities of historical development. The methodological basis of the research consists of the comparative, retrospective, systemic and chronological approaches. A set of methods has been used during the study: reflexive and comparative analysis, visualisation, mathematical and statistical processing, generalisation.
The article determines five fundamental scientific platforms that ensure the theoretical and methodological content of the branch of linguodidactics: the platforms of linguistics, documentation science, scientific research, psychology, professional pedagogy. The fact that the development of the methodology of teaching Ukrainian for Professional Purposes as a new branch of linguodidactics requires synthesis of theoretical and applied aspects for the formulation of initial statements and conduction of independent scientific and methodological research into this sphere, which, in its turn, has a reverse impact on the practice of teaching Ukrainian for Professional Purposes, has been emphasized. The study of the historical past, particularly the period of the emergence of the educational course, has shown that the formation of the methodology of teaching this discipline as a branch of Ukrainian linguodidactics had been taking place according to the requirements of the time and based on the practical experience of teaching.
Based on studying the dynamics of the scientific interest in the methodology of teaching Ukrainian for Professional Purposes between 1994 and 2020, a low level of consideration of the methodological aspects of teaching the course in scientific publications has been determined (10 %) and acknowledged as insufficient for the development of a holistic scientific and methodological system of teaching the discipline at pedagogical institutions of higher education.
36
Fernández, Ceneida, Gloria Sánchez-Matamoros, Julia Valls, and M. Luz Callejo. "Noticing students’ mathematical thinking: characterization, development and contexts." Avances de Investigación en Educación Matemática, no. 13 (May 4, 2018): 39–61. http://dx.doi.org/10.35763/aiem.v0i13.229.
Full textAbstract:
We summarize results obtained by the Didactics of Mathematics research group at the University of Alicante on the competence of professional noticing. The research focused on three issues over the last years: (i) characterizing how the skills that make up professional noticing interrelate; (ii) characterizing different degrees of competence development; and (iii) identifying contexts that support this competence development. Main results are described along with future challenges.
37
König, S., J. Baumberger, and S. Bislin. "Getting familiar with Teaching Games for Understanding – A qualitative experiment with German and Swiss teachers." International Journal of Physical Education 58, no. 2 (2021): 15–28. http://dx.doi.org/10.5771/2747-6073-2021-2-15.
Full textAbstract:
The professionalization of teachers is one central topic in both educational sciences and subject didactics. Within this debate pedagogical content knowledge (PCK) has turned out to be a core component of professional competence. Consequently, PCK must be a primary task for teacher education. In Physical Education teaching games has been a conflicting issue in sport didactics for more than fifty years, especially considered from the perspective of game vs. skill orientation. In this case, the concept of TGfU has proved as an adequate and effective conception; thus, it can be assumed that this approach should be integrated into the education of PE teachers. This article deals with the issue of teaching TGfU to preservice teachers in Germany and Switzerland. We first deal with a framework for teacher education and its main target dimensions. Second, we present TGfU as a didactical conception for teaching sport games and its possibilities of implementing quality dimensions. Third, we present a study in which a qualitative experiment was conducted. It aimed at teaching the concept of TGfU to a variety of teachers over nine months. Some ideas and recommendations for teacher education round off the article.
38
Danylchenko, Iryna. "THE PRINCIPLE OF INTEGRATION IN THE FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 27–35. http://dx.doi.org/10.31499/2307-4906.2.2021.236628.
Full textAbstract:
The article presents the possibilities of using the disciplines: “Speech Culture and Expressive Reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional purposes”, and “Preschool language didactic” in the process of forming communicative competence of future preschool teachers on the basis of integration.It is determined that the important component of professional competence of an educator is communicative competence because a graduate of a higher education institution must be fluent in the native language, be able to communicate, interact with children and adults, and be ready to develop the ability of children to speak Ukrainian in various communication situations.It is emphasized that the formation of communicative competence of the future educator of preschool education should be aimed at mastering basic and interdisciplinary knowledge, psychological and pedagogical, professional and methodological, special and creative skills, education of value orientations, motives of pedagogical activity, communicative culture of personality, ability to develop own creative potential in the field of language education of preschool children.In the process of professional training the task of forming communicative competence in future preschool education specialists is realized in the process of studying all disciplines, although the priorities, in our opinion, are the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional direction”, “Preschool language didactics”. Among the tasks that solve these disciplines, there are those that relate to the motivational, cognitive, activity, and reflective components of the communicative competence of the educator.The peculiarities of the formation of communicative competence in future specialists of preschool education during lectures and practical classes in the above disciplines on the basis of the principle of integration are revealed. A list of tasks of independent work in the disciplines “Ukrainian language for professional purposes” and “Preschool language didactics”, which provide integration of students' knowledge in the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop” in order to form communicative competence.The use of the principle of integration in the study of the above disciplines contributes to a comprehensive, high-quality and effective formation of communicative competence in future educators of preschool education institutions.
Keywords: competence, competence of the teacher, professional training of the future educator, communicative competence, communicative competence of the educator, integration, speech of the educator, language education of children.
39
Belkova, Anna E. "Topical issues of modern didactics of regional professional education in native language teaching." Bulletin of Nizhnevartovsk State University 59, no. 3 (September 15, 2022): 4–14. http://dx.doi.org/10.36906/2311-4444/22-3/01.
Full textAbstract:
The article analyzes the actual problems of the methodology of professional education in the humanities field of knowledge, in particular, the Surgut dialect of the Khanty language in Khanty-Mansi Autonomous Okrug-Yugra. In modern vocational education, the study of native language becomes an integral part of national culture, which absorbs history, spiritual values, moral norms and models of speech etiquette. That is why it is important to preserve the native language of each ethnic group. There is an urgent need for the socialization and development of the student's personality as a subject of ethnicity and as a citizen of the Russian Federation. Preservation and development of native languages and traditional culture of indigenous peoples of the North is one of the state tasks facing Russia and Yugra as a subject of the Federation at the present stage. The absence of the uniform approved alphabet on the Khanty language and the educational-methodical complexes recommended by the Ministry of Education of the Russian Federation does not allow studying a native (Khanty) language in vocational education. We believe that it is unacceptable to study the subjects Native Language and Native Literature (subject area Native (Khanty) Language and Literature) at the expense of the academic time allocated by the educational organization within the framework of extracurricular activities and educational work. Hence, there is a need to develop the content and methodological organization of the educational process of the Native Language discipline at vocational and specialized secondary educational institutions and universities, as well as for the course training in Khanty-Mansiysk Autonomous Okrug-Yugra. Native language serves not only as a means of communication and cognition of the surrounding reality, but also as a means of recording, preserving national and cultural traditions and introducing them to future generations. That is why the quality of education of the native (Khanty) language at professional institutions in general depends on the quality of education of the modern generation of indigenous peoples of the North of the Russian Federation. We believe that the improvement of skills and development of abilities in the subject Native language will be successful if we implement an effective methodological system based on integration of phonetic, word-formation, lexical, grammatical and syntactical levels of Khanty language.
40
Girault, Bénédicte. "From Didactics to the Epistemology of History A Shared Reflexivity." Annales (English ed.) 70, no. 01 (March 2015): 199–209. http://dx.doi.org/10.1017/s2398568200001084.
Full textAbstract:
Abstract Behind the complex issue of the relationship between the professionalization of teacher training and the spaces where academic and disciplinary knowledge is produced lie questions about the very nature of historical research. This paper suggests that the reflexive practices of professional historians and of those who teach history can be a meeting ground for scientific, didactic, and pedagogical questions that concern secondary schools and universities alike. In terms of the training of future history teachers, this implies combining the acquisition of historical knowledge and a personal, hands-on experience of researching and writing history from the very beginning of the learning process.
41
Ligozat, Florence, and Jonas Almqvist. "Conceptual frameworks in didactics – learning and teaching: Trends, evolutions and comparative challenges." European Educational Research Journal 17, no. 1 (December 27, 2017): 3–16. http://dx.doi.org/10.1177/1474904117746720.
Full textAbstract:
This special issue of the European Educational Research Journal presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 ‘Didactics – Learning and Teaching’ network during its first ten years of existence. Most conceptual tools used in this field were elaborated in different socio-historical contexts for education and schooling delineated by nations and/or linguistic regions in Europe. This issue suggests possible integrative paths between certain frameworks debated in the Network 27 through co-authored papers. Crossed perspectives on the papers highlight certain important foci in the study of learning and teaching processes: (i) ‘Bildung’ discussed within didactics as a European research field; (ii) Educational goals, content and teaching methods expressed in curricula; (iii) Curriculum making processes; (iv) Teaching qualities, teaching (joint) actions and classroom discourses; and (v) Collaborative practices in teacher professional development. Finally, two strands of comparative research in didactics are sketched for increasing synergies in the field.
42
Pesha, Anastasiya Vladimirovna, and Ekaterina Viktorovna Evplova. "Supra-professional competences of pedagogues of the XXI century." Педагогика и просвещение, no. 3 (March 2020): 29–46. http://dx.doi.org/10.7256/2454-0676.2020.3.33247.
Full textAbstract:
Digitalization and advancement of knowledge economy, formation and proliferation of the new technological didactics based on the didactic tetrahedron, lead to requirements changes in the development of pedagogical competencies. These trends influence the selection of the topic of research aimed at studying the relevance of formation of supra-professional competencies of future pedagogues. The goal of this work consists in carrying out an empirical study, based on the content analysis of previous research, of the opinions of students of pedagogical universities on the importance of self-evaluation and evaluation of opportunities for the development of supra-professional competencies essential for the pedagogues of the XXI century. The online survey involved 150 students from three pedagogical universities – Ural State Pedagogical University, South Ural State Humanitarian Pedagogical University, and Russian State Vocational Pedagogical University. The article presents an original definition of the concept of “supra-professional competence”, as well as makes an overview of national and foreign literature on the matter. The authors revealed the results of pilot study conducted among students of the aforementioned pedagogical universities. As a result of the research, based on the collected opinions of the students of 7 fields of study in two perspectives – self-evaluation of the level of development of students’ competencies and assessment of the importance of competences on the job market. The acquired results of assessment of opportunities for the development of supra-professional competences testify to the fact that there is room for improvement of educational process.
43
Noga, Henryk. "Professional Development of Information Technology and Technical Education Teachers." Acta Technologica Dubnicae 6, no. 2 (August 1, 2016): 96–104. http://dx.doi.org/10.1515/atd-2016-0015.
Full textAbstract:
Abstract Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of documents shows the stages of professional development. It also highlights the requirements necessary to fulfill on different levels of a teacher’s professional career.
44
Nagayev, Viktor, and Galyna Nagayeva. "Technological bases of the professional training and education in agrarian sphere applying distance learning." Actual problems of innovative economy, no. 2020/3 (June 25, 2020): 30–36. http://dx.doi.org/10.36887/2524-0455-2020-3-5.
Full textAbstract:
Introduction. Didactics bases of introduction are analysed in the educational environment of administrative conceptions and information technologies in the conditions of distance education. The technological stages in the process of professional preparation of agrarians are based on the pedagogical technology of management of educational and creative activity of students. Research methodology was determined by various methodological approaches (system, аctivity, competence, personality-developing). The purpose of the article is to research the development of complex educational and creative activity of students in the conditions of training agrarian sphere students in educational SMART - environment. Results. It is outlined that a single informative environment of higher scientific establishment, in which automation of pedagogical processes is provided for a network contact in the interactive mode of competitors and teachers must be basic organization of the distance education. The pedagogical model of the distance education organization in the conditions of network technology management of educational and creative activity of students is offered. Didactics complexes, methods, forms and facilities of realization of pedagogical technology management of educational and creative activity of students in the conditions of educational SMART -environment are grounded. Realization of this pedagogical model in the system of distance education allows to activate creative activity of students considerably, to deepen the level of independence and indi-vidualization of studies, and, the result is determined by the high level of formed professional and creative competence of future specialists. Conclusions. Obviously, the basis for organizing distance education is telecommunication environment, which in-cludes information, educational, methodical and didactics contents. Experimental results showed the substantial increase of high-quality indexes of the professional training of agrarian sphere students (level of independence, individualization, creative experience, scientific character, productivity). Keywords: professional training of agrarian sphere students, educational SMART-environment, distance learning, distance educational complex, educational and creative activity; pedagogical network technology of management of educa-tional and creative activity of students.
45
Ahamer, Gilbert. "Conclusions from Social Dynamics in Collaborative Environmental Didactics." International Journal of Technology and Educational Marketing 5, no. 2 (July 2015): 68–92. http://dx.doi.org/10.4018/ijtem.2015070105.
Full textAbstract:
The social and didactic dynamics produced in implementations of the negotiation-oriented and partly web-based game “Surfing Global Change” (SGC) was analyzed by independent experts after their observations in advanced interdisciplinary university courses. It could be empirically demonstrated that the intended didactics of SGC were successful; namely that they were grounded on “active, self-organized learning”, training of “competence to act” and on responsibility for both practicable and sustainable solutions for the future society. The outlay of SGC succeeds in equilibrating competition vs. consensus, self-study vs. team work, sharpening the individual standpoint vs. readiness to compromise, differentiation into details vs. integration into a whole and hence mirrors professional realities. In this spirit, the architecture of SGC gives a framework for “game based learning” along its five interactive game levels. The conclusion is made that the set of game rules acts as a boundary condition for expected processes of social self-organization. The independent expert opinions express the importance of self-responsibility, for example when defining team size (ideally 3-5), during the identification of students with a project relevant to real life, and with the trainer staying on the meta level without entering into student discussions. Hence, self-organization in SGC allows for self-responsibility.
46
Martinka, Pavel. "K didaktickým aspektom hudobno-tanečného folklorizmu." Disputationes Scientificae Universitatis Catholicae in Ružomberok 22, no. 1 (2022): 51–55. http://dx.doi.org/10.54937/dspt.2022.22.1.51-55.
Full textAbstract:
The paper presents the results of activities of academic staff in the field of research and application of elements of music and dance folklorism in the professional didactics of music art, which are part of the project KEGA 037UMB-4/2018, Creation of a musical-dance work as an artistic means for the development of union didactics on the platform of the university artistic ensemble, which was implemented in 2018-2021 at the Department of Music Culture, Faculty of Education, Matej Bel University, in cooperation with the Department of Elementary and Preschool Pedagogy, the Department of History, Faculty of Arts, MBU and the Department of Ethnology and Non-European Studies, University of St. Cyril and Methodius in Trnava.
47
Дурнова, Н. А., Т. А. Андронова, Ю. В. Белоногова, С. И. Белянина, and М. А. Березуцкий. "Самостоятельная работа студентов как способ повышения про-фессиональной мотивации в условиях онлайн обучения." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, no. 4 (2021): 68–72. http://dx.doi.org/10.18411/lj-02-2021-133.
Full textAbstract:
The article examines examples of conducting independent work in the online format at the Department of General Biology, Pharmacognosy and Botany for 1st year students of a medical university in the discipline "Biology" in order to increase professional motivation. The technology of such forms of conducting classes is carried out within the framework of adherence to the basic principles of didactics and makes it possible to introduce into education not only subject, but also social contexts that are important for future professional activities, especially of a doctor
48
Zieliński, Mariusz. "Nauki o bezpieczeństwie a sfera dydaktyki." Przegląd Europejski, no. 2-2020 (June 8, 2020): 183–208. http://dx.doi.org/10.31338/1641-2478pe.2.20.12.
Full textAbstract:
The education of staff and scientists needed by several spheres of the national economy or state departments is based on research work and cooperation with professional environment of future graduates. Therefore the research work has basic importance, because there cannot be spoken about development without: specified conceptual scientific base, as well as position in science, determined area of research work, specific scientific language, methodology of research attempts, well prepared crew and clarified paradigm. These is also the case of security sciences, which are functioning (together with defense sciences) in Poland since 2011. Both are continuing the output of former military sciences. But such state of affairs is not stable, so the higher education in the area of security is nowadays very important. Moreover scholar community should face the challenges related to continuing education in the field of security analysed in this article.
49
Prassl, Friederike. "Entscheidungsprozesse beim Übersetzen: Routine und Reflexion bei Novizen und Berufsübersetzern." Fachsprache 32, no. 3-4 (May 31, 2017): 100–121. http://dx.doi.org/10.24989/fs.v32i3-4.1393.
Full textAbstract:
This article focuses on the decision-making processes involved in research and knowledge integration in translation processes. First, the relevance of decision taking intranslation is discussed. Second, the psychology of decision making as seen by Jungermann et al. (2005) is introduced, who propose a categorization of decision-making processes intofour types: “routinized”, “stereotype”, “reflected” and “constructed”. This classification is then applied to the translations by five professional translators and five novices of five segments occurring in a popular-science text. The analysis reveals that the decision-making types are distributed differently among students and professional translators, which also has to be seen against the background of whether the decisions made were successful or not. The preliminary results of this study show that students resort to reflected decisions in most cases, but with a low success rate. Professionals achieve a higher success rate when making reflected decisions. As expected, they also make more routinized decisions than students. The professionals’ success rates improve with increasing cognitive involvement, while their failure rates are relatively high when making routinized decisions, an aspect worthwhile considering in translation didactics.
50
Fernandes, Lívia Patrícia, and Marilza Vanessa Rosa Suanno. "DIDÁTICA SENSÍVEL: PROPOSTA POTENTE PARA FORMAÇÃO SENSÍVEL DE PROFESSORES." Professare 11, no. 3 (December 22, 2022): e3008-3008. http://dx.doi.org/10.33362/professare.v11i3.3008.
Full textAbstract:
O presente artigo se fundamenta a partir de estudos que inspiraram o objetivo em analisar e discutir sobre a Didática Sensível enquanto proposta de didática importante e potente para a formação sensível de professores. A Didática como ciência da educação [ensino-aprendizagem], disciplina pedagógica, campo de investigação e exercício profissional, vem desenvolvendo-se teoricamente ao longo da história sob diferentes concepções acerca de seu papel nos processos de ensino-aprendizagem. Nos estudos da Didática Sensível a potência dos diálogos se faz a partir da impossibilidade de haver uma separação entre razão e sensibilidade. Para a construção desta proposta busca-se o lastro conceitual sobre o raciovitalismo de Michel Maffesoli e a educação do sensível de Duarte Júnior. As principais referências situadas em D'ÁVILA (2016, 2018, 2020, 2021), DUARTE JÚNIOR (2001, 2004), MAFFESOLI (1998), PIMENTA (2018), SUANNO (2015, 2021, 2022) e contribuições de outros autores foram fundamentais para o processo de produção escrita deste artigo, possibilitando reflexões, análises e discussões sobre a temática abordada no contexto da Didática Sensível. O artigo inicialmente apresenta uma contextualização sobre a Didática Sensível conduzindo para uma análise e reflexão sobre o Saber Sensível e o Raciovitalismo. Segue o diálogo para a discussão acerca da Formação Sensível de Professores e por fim reconhece-se na Didática Sensível o impulso e o avanço em contribuir para uma formação sensível de professores capaz de aguçar a estética, o lúdico e a inteligibilidade nas formas de apreensão e produção do conhecimento. Palavras-chave: Didática Sensível. Formação. Professores. ABSTRACT This article is based on studies that inspired the objective of analyzing and discussing Sensitive Didactics as an important and powerful didactic proposal for the sensitive training of teachers. Didactics as a science of education, pedagogical discipline, field of investigation and professional practice, has been theoretically developed throughout history under different conceptions about its role in teaching-learning processes. In the studies of Sensitive Didactics, the potency of the dialogues is made from the impossibility of having a separation between reason and sensitivity. For the construction of this proposal, we seek the conceptual ballast on Michel Maffesoli's rationalism and Duarte Júnior's education of the sensitive. The main references located in D'ÁVILA (2016, 2018, 2020, 2021), DUARTE JÚNIOR (2001, 2004), MAFFESOLI (1998), PIMENTA (2018), SUANNO (2015, 2021, 2022) and contributions from other authors were fundamental to the process of writing this article, allowing reflections, analyzes and discussions on the theme addressed in the context of Sensitive Didactics. The article initially presents a contextualization on Sensitive Didactics leading to an analysis and reflection on Sensitive Knowledge and Ratiovitalism. The dialogue continues for the discussion about Sensitive Teacher Training and finally, in Sensitive Didactics, the impulse and progress in contributing to a sensitive training of teachers capable of sharpening aesthetics, playfulness and intelligibility in the forms of apprehension and knowledge production. Keywords: Sensitive Didactics. Training. Teachers.