Science of Pedagogy: Theory of Educational Discipline and Practice (original) (raw)
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Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagoguesat the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, according...
Profile and Nature of Pedagogy as a Scientific Discipline
International Journal of Education and Teaching, 2023
The purpose of this work is to describe and explain the characteristics of pedagogy as a science of education, as an object, concepts and research method. The methodology assumed was the review of the history of pedagogy, especially the classics of pedagogy, those who built it with their experiences in laboratory schools. Here are listed the main concepts of pedagogy, its laws and principles; she establishes the opposition that exists between teaching-learning and education as formation of the personality; she also delimits the fields of the pedagogical method, of didactics or teaching-learning, and the methodology of educational labor that organizes the process and the educational context, the regime and the lifestyle, such as those experienced in the "colonies" or "communes" of children and adolescents, organized and directed by Neill and Makarenko. Since the present article does not derive from a primary source or from field work, as an empirical or experimental research, the results constitute the content of the article, as conclusions.
Studies in Pedagogy – Traces of the Past and Future Prospects
2018
1986 is the year when the Academy of Pedagogy at the University of Maribor became the Faculty of Education. Parallelly, an ambition to establish an independent study programme of Pedagogy in Maribor began to grow. This ambition was achieved in 1997, when the first students of the double-subject programme of Pedagogy enrolled at the then Faculty of Education. When the former Faculty of Education split into three independent institutions in 2006, the Department of Pedagogy became part of the newly founded Faculty of Arts at the University of Maribor, and now, in 2017, the studies in Pedagogy in Maribor celebrate their 20th anniversary. At this occasion the Department of Pedagogy at the Faculty of Arts in Maribor organized on 26th and 27th October 2017 a symposium titled Studies in Pedagogy – Traces of the Past and Future Prospects. The former and current PhD students as well as members of the Department and colleagues from the ex-Yugoslav countries were invited to participate. Their p...
The Challenges of Educational Philosophies in the Cultural Space of Latvia
The authors of the publication have updated the importance of the philosophy of education in the cultural space of Latvia. This study has gained significance within the context of personal development and teacher professionalism. However, existing tendencies and regulatory frameworks must be taken into account. In the context of educational theory a topical issue is: How to implement the teaching purposefully according with the external and internal factors and the influence of individual's psychological processes and at the same time maintaining the continuity and succession and providing support for the harmonious and comprehensive development of personality? The author's propose that by implementing a regulatory framework and the analysis of theoretical literature, to evaluate and update, the importance of teacher's professional dispositions their educational philosophy, and being mindful of the personality formation will lend to a balanced educational process. The 21st century is characterized by dynamism and rapid change, which consists of both benefits and challenges, e.g. increasing international competition, migration and multiculturalism, technological progress etc. That is reinforced by the transformation of socio-cultural, humanitarian crisis and the revision of fundamental cultural values (Alijevs, 2005. Thus teacher`s and student`s interaction gains importance and being aware of that through recognizing the social and environmental challenges and the features of personal development, diverse educational process, different types of support is provided to students and their competitiveness and competences are promoted.
An expanded definition of "pedagogy": An essay review
Education Review, 2007
Citation: Fassbinder, Samuel Day. (2007). An expanded definition of "pedagogy": An essay review. (2007) Pedagogy and praxis in the age of empire: Towards a new humanism. Rotterdam: Sense Publishers.
Tiltai, 2014
The aim of this study is to seek answers to the following questions: 1) How has the formation and development of the history of education interacted with teacher training in universities? 2) How did the Iron Curtain influence the development of the history of education in Latvia and how can the consequences of Soviet era in the history of education be overcome? 3) What kind of history of education is suitable for teacher training programmes today? These questions are researched based on the analysis of the history of pedagogy as a course in Latvian and Belgian universities. KEY WORDS: history of pedagogy, revisionism in the history of pedagogy, "new" history of education, teacher training, study process in universities, comparative approach, Iron Curtain. Anotacija Moksliniu tyrimu siekiama atsakyti į klausimus, kaip švietimo istorijos formavimasis ir raida sąveikavo su mokytojų rengimu universitetuose; kaip geležinė uždanga paveikė švietimo istorijos raidą Latvijoje ir kaip galima įveikti sovietinės eros pasekmes švietimo istorijoje. Švietimo istorija neturėtų tarnauti tik kai kurių pedagoginių teorijų ir sistemų įteisinimui. Esame įsitikinę, kad modernus, problema paremtas švietimo istorijos mokslinis tyrimas praturtina mokytojų rengimo mokymo programą pamąstymais ir pasvarstymais apie reikšmingus klausimus ir reiškinius visose švietimo bei visuomenės gyvenimo srityse. PAGRINDINIAI ŽODŽIAI: pedagogikos istorija, revizionizmas pedagogikos istorijoje, "nauja" švietimo istorija, mokytojų rengimas, studijų procesas universitetuose, lyginamasis požiūris, geležinė uždanga.
The Concept of Competence in the Context of Education Reform in Latvia
Sabiedrība, integrācija, izglītība, 2019
The word competence is a key concept of ongoing education reform in Latvia-the ESF project "Competency approach in the curriculum" (hereafter: Project). The implementation of the idea of competence-based curriculum is related to significant changes in the structure of school and preschool curriculum, the system of evaluation of learning outcomes, teacher education etc., which are widely clarified and discussed in expert groups and public space. Participating as experts in the development of a Project, the authors of the article find that the Latvian educational space lacks a common understanding of the meaning of the concept competence. Often the pedagogical terminology used by educators even contradicts the innovative meaning and essence of the reform. The aim of the article is to clarify the inconsistency and contradictions related to understanding of the concept competence in the context of Latvian educational reforms. Research question: How to use the pedagogical terminology related to concept competence to reflect the innovative approach correctly and deeply, but at the same time-simple and understandable for the teachers, parents and children. To find it out, the article analyzes the essence of the competence approach in theory and compares it with the actual situation in practice. The research data were obtained in 34 written students' reflections after study practice and 9 interviews with experienced teachers of general education schools in different regions of Latvia. The content analysis of the interviews was proceeded, the dimensions of holistic understanding of concept competence was marked and types of contradictions-generalized. Results: The analysis revealed discrepancies between terminology used in the framework of educational reform, and educators' understanding of its meaning. These findings can develop educators' common understanding of concept 'competence'.
Type text]Pedagogy: A Pregnant Term in the Philosophy of Education
The paper concentrates on the pregnant concept of pedagogy. In this regard, it is felt important to follow a contrast between pedagogy and education Furthermore, the present writers go on to hold that the two terms-pedagogy and education-are inclusive rather than exclusive. Along the same vein, the paper holds that the selection of learning experiences and their implementation (pedagogy) require teachers to think about the learners from both pedagogic and educative perspectives.