Practice-oriented activity of the subjects of the educational process as a basis for the optimal transition from tradition to innovation in the system of general and professional (pedagogical) education (original) (raw)
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The main objective of this article is to focus on the analysis of teaching techniques, ranging from the use of the blackboard and chalk in old traditional classes, using slides and overhead projectors in the eighties and use of presentation software in the nineties, to the video, electronic board and network resources nowadays. Furthermore, all the aforementioned, is viewed under the different mentalities in which the teacher conditions the student using the new teaching technique, improving soft skills but maybe leading either to encouragement or disinterest, and including the lack of educational knowledge consolidation at scientific, technology and specific levels. In the same way, we study the process of adaptation required for teachers, the differences in the processes of information transfer and education towards the student, and even the existence of teachers who are not any longer appealed by their work due which has become much simpler due to new technologies and the greater ease in the development of classes due to the criteria described on the new Grade Programs adopted by the European Higher Education Area. Moreover, it is also intended to understand the evolution of students' profiles, from the eighties to present time, in order to understand certain attitudes, behaviours, accomplishments and acknowledgements acquired over the semesters within the degree Programs. As an Educational Innovation Group, another key question also arises. What will be the learning techniques in the future?. How these evolving matters will affect both positively and negatively on the mentality, attitude, behaviour, learning, achievement of goals and satisfaction levels of all elements involved in universities' education? Clearly, this evolution from chalk to the electronic board, the three-dimensional view of our works and their sequence, greatly facilitates the understanding and adaptation later on to the business world, but does not answer to the unknowns regarding the knowledge and the full development of achievement's indicators in basic skills of a degree. This is the underlying question which steers the roots of the presented research.
MODERN TRENDS IN PEDAGOGICAL PRACTICES FOR TEACHER EDUCATIONAL INSTITUTIONS
INTERNATIONAL EDUCATION AND RESEARCH JOURNAL, 2017
Liberalization, Privatization, Globalization and Digitalization in Education has influenced our educational system in a paradigm way. Teaching learning process, the nucleus of entire education system has also been effected in the same manner. Today’s teaching strategies are not only confined to the product aspect but also majority of instructional system is fully governed by pedagogical aspects which is nothing but process of learning. In this investigation we are to explore the modern Pedagogical issues which may be practiced in our regular class room instruction in order to achieve better learning outcome.
THE QUESTION OF THE FORMATION AND DEVELOPMENT OF PEDAGOGICAL INNOVATIONS IN MODERN CONDITIONS
2018
In this article we are going to talk about the term innovation and its development in different spheres of science especially in pedagogy. The researchers note some factors that influence the attitude of teachers to innovative pedagogical process. And there are several ways of classification of pedagogical innovations which are shown in the article below. Analysis of the fund of scientific and special literature show that the experience of universities in different regions of Kazakhstan uses different types of technology. These kind of technologies are listed in this article as well. So, we have considered a variety of innovative pedagogical technologies, which are currently widely tested in the didactic systems of secondary and higher professional schools.
Today, innovative pedagogical processes are becoming one of the important components of the educational activity. Because innovative pedagogical processes not only create the basis for the competitiveness of any educational institution in the market of educational services, but also the intensive development of teacher and student personality, democratization of teacher-student interaction and communication, humanization of the educational process, orientation of students to active learning and self-formation, modernization of educational technologies, methods and tools, as well as the material and technical base of education, professionalism of teachers, their creativity determines the direction of development of their quest, plays an important role in the development of students as individuals.
Process of Teaching and Learning
This is the necessity to secure the future of education. Therefore, the teacher is the role-hero that can do it by imparting the education through self-learning methods with the appropriate learning styles and speed of learner. Earlier it was believed that teaching and learning are teacher based/centred process, but after the change of perspectives, it became child oriented/focused. The teacher of today is not only a teacher; now he has become supporter, helper, partner and colleague of the learner. Therefore, the need of the time is to change the process of teaching and learning according to the needs of the learner with careful cultivation of experiences. The teacher in present era must create an environment of divergent thinking about research and teaching to find out the missing links between theory and practice to fulfil the gap which has always existed. It is a unique responsibility of teacher as a social reformer to satisfy the needs of not only societies but of a country. This research article emphasises on the innovative changes of the teaching and learning.
The Current State of Practice for Phasing Content And Technology in Continuous Pedagogical Education
NCM Publishing House, 2022
To be honest, for many years, the teaching of theoretical information was deemed adequate in the training of pedagogical personnel, and the young teacher began his/her educational activity without enough teaching experience. Today, when new demands are being placed on education, the "will learn while working" approach is plainly not warranted. Teachers who learn "while working" might leave behind children who lack the necessary knowledge and skills, as well as unformed personalities and unfulfilled destinies. For just a reason, it is critical for a teacher to have a strong pedagogical belief, social responsibility, vital theoretical knowledge, and practical abilities, as well as appropriate experience, from the first day of joining the classroom. We have been studying the technology and content of teacher education for a long time, guided by the phases of "self-realization," "self-determination," "self-organization," "scientific and pedagogical formation," and "self-improvement." In this study, the current situation in the design of teacher education is examined in terms of the above-mentioned stages. The educational programs approved in 2014 (code 050118) and 2020 (code 050107) for the "Primary school teaching“ specialization, the educational plans for the bachelor's degree at Azerbaijan State Pedagogical University and Khazar University based on the "Primary School Teaching" specialization were reviewed . The study was guided by qualitative research methodology, documents on the organization of the content of pedagogical education were the basis for analysis and interpretation. Data derived from explored documents were analyzed inductively. The results of the analysis lead to the following conclusions: In the legal and normative documents on the content and technologies of continuous pedagogical education in the Republic of Azerbaijan, there are wide opportunities for the gradual organization of content and technologies. However, there is a need to adequately assess and take into account the existing opportunities in the planning of content and technology in higher education institutions. This study successfully presents a model of five-staged planning for the content and technology of teacher education.
Research Professor of the Academic Area of Education Sciences of the UAEH. Mexico ARTICLE INFO ABSTRACT In the scope of the project project "Networks of communities for the renewal of teaching-Learning in Higher Education" (Recreate), in particular in the specialization in teaching, an investigation has been developed whose fundamental objective consisted in Design, apply and evaluate the instructional design in the subject of methodology of the investigation and intervention, which is in the area of training of research-intervention and taxes to the exit profile in relation to acting professionally in Educational institutions, in the field of teaching practice and educational intervention, where the design of learning tasks is considered, according to which students design projects/proposals for educational intervention, with a critical vision, Reflective and creative of the educational phenomenon in general and with the knowledge required to assume its teaching practice from a transformative position. In addition, it postulates as a form of approach and study, constructivist schemes, with axes of thought, oriented to the investigation, intervention, for which integrative tasks are elaborated as an alternative for the planning of the instructional design of six steps. These tasks are based on a position focused on learning and integrates contents of different disciplines and the axes of thought, complex, research-teaching and ICT for the solution of a specific learning situation. It raises the challenges that have arisen after their application and how they have taken into account in the reconstruction of the initial planning of the instructional design of the approach of the problem of investigation and/or intervention.
SHS Web of Conferences, 2021
A teacher mastering a new paradigm needs professional support. In this case, it is recommended to create collective pedagogical action, in which all reflexive functions are performed by a teacher together with colleagues and educational technicians specialized in activity-based educational methods. The specific task of educational technicians is to follow semantic guidelines and normative frameworks of the above-mentioned pedagogical action. The reflexive position of educational technicians in relation to teaching means is that they should rely on activity-based learning and the corresponding principles of organizing and managing educational processes while supporting teachers. Thus, it is necessary to state that activity-based learning with its foundations, objectives, and methods has not acquired a comprehensive form for its popularization among school teachers. Currently, this paradigm is represented by a set of theoretical constructs from classical Russian psychology and a descr...
Revista de Investigación en Educación
This work insists on the importance of the study of theory-practice relationship to obtain specialized and specific knowledge of education: pedagogical knowledge. Education is a real field that people may know in different ways, forms, and types. Several types of knowledge and rationality are useful for making knowledge of education: philosophical theories, practical theories, applied research, substantive theories have let them build it. To a higher extent, knowledge of education has already made particular and specific concepts. This study establishes differences between knowledge of education and knowledge of disciplines which are used in educative process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model. The second half of this work continues to explain the different possibilities that each current of knowledge of education has, for solving the problems which arise in the intervention, regarding to theory-practice relationship. All this has been ma...