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Edukacja jako nośnik doświadczenia pedagogicznego w kontekście kreacji podmiotu pedagogicznego. Próba ustanowienia postpedagogiki

100%
Dembiński M.
Studia Edukacyjne
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2017
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issue 45
77-93
EN
In this article, I want to propose post-pedagogy – a knowledge which is independent of social science. For this purpose, I use the content of pedagogy to create a sense of pedagogical experience and to definethe model of the pedagogical subject. Creation should be carried out using the principles of thinking and pedagogical activities, transforming information about the education system in educational activities, which comprise upbringing and training.
2

ВНЕСОК М. МАККАВЕЙСЬКОГО У РОЗВИТОК ПОРІВНЯЛЬНОЇ ПЕДАГОГІКИ

87%
Хмельницька О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
33-40
EN
In the article we have investigated and revealed the aspect of comparative education in the heritage of N. Makkaveiskyi. It is revealed that a scientist deeply researched educational and training system of domestic and foreign countries and individual teachers, identify similarities and differences of these systems, prospects of development of education on the basis of analysis of achievements and weaknesses in foreign pedagogical experience and the like. N. Makkaveiskyi contributed to the accumulation of knowledge of foreign and native pedagogy, history of pedagogy, theories of learning and education for the mapping of pedagogical ideas and school practices and formulation on this basis of theoretical approaches of predictive nature, their widespread use on the territory of their own state in the future. The academic research on foreign educational systems made a significant contribution to the development of comparative education in late ХІХ – early ХХ century. A scientist investigated original sources in detail, repeatedly was abroad, visited collection on experimental pedagogics for research of the foreign educational systems. N. Makkaveiskyi is known for sound researches of home and foreign history of pedagogics: histories of education and education of old jewries, pedagogical inheritance of church figures, labours of western teachers – Jan Komenskyi, John Lock, Wolfgang Ratke, Herbert Spenser, also the Russian teachers of Ivan Betskyi, Leo Tolstoy, Kostyantyn Ushinskyi and other. The analysis of research work of N. Makkaveiskyi certifies a deep study to them of the pedagogical systems of different countries of Europe and Asia, England, Greece, Egypt, Israel, India, Italy, China, Germany, Persia, Russia, Czech Republic. Comparative education serves to the native educational figures, scientists, teachers for the deep comprehension of pedagogical problems, planning of further activity and prognostication of its results. It opens possibilities of study of maintenance and methods of studies, international experience of development of education in a definite time period, assists to further development of modern education.
3

СУЧАСНІ ВИМОГИ ДО ВИКЛАДАЧА ВИЩОЇ ШКОЛИ: ОГЛЯД ТЕНДЕНЦІЙ СВІТОВОЇ ПЕДАГОГІЧНОЇ ПРАКТИКИ

87%
М'ясоїд Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
107-113
EN
The paper addresses the problem of raising efficacy of a university lecturer and professor of the day. It investigates the advanced pedagogical experience of the developed countries in professional training of the faculty for higher education and updating their professional skills. It aims at both an educational policy-maker, a university administrator and a lecturer who develops the policy of the higher educational establishment concerning the reforms in the curriculum, introduction of new effective teaching methods and research techniques able to motivate the students to reach the objectives of higher education in Ukraine. The previous studies of Ukrainian researchers in the sphere have shown a gap between the requirements set to the university faculty and the out-of-date system of professional training in Ukraine. It results that the students who can afford studying in foreign universities choose to cross the borders to get a degree, which will guarantee their employability. It is also found that while the educational reforms urgency completion is stressed their success implies changing both external and internal factors influencing the process at different levels, from a lecturer internal motivation to the state political, economic and cultural reforms. However, there is no recent research on the objectives that should be targeted at when constructing an up-to-date training program for university lecturers and those who have to carry out the reforms. The current study has sought to present qualitative analysis of the research data collected by our foreign counterparts in the countries with evidently higher educational standards and advanced pedagogical practices to realize the contemporary requirements to lecturers, their professional expertise, skills and abilities so that to review the content and forms of training process in Ukraine and set new objectives. The findings have revealed that a university lecturer and professor should possess a much broader set of skills and an ability to perform social roles that have not been considered in professional training under the previous régimes. The practical applications of the research are new goals that have to be set in progressive curricula to train a highly skilled educator to keep pace with the developed world and compete in the world market of higher education.
4

ПСИХОЛОГО-ПЕДАГОГІЧНІ ПРОБЛЕМИ ВПРОВАДЖЕННЯ ІННОВАЦІЙ У ШКІЛЬНУ ПРАКТИКУ В 20-РОКИ ХХ СТ.

87%
Оксана К.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 8(62)
43-54
EN
One of the ways to study the problems of introduction of pedagogical innovations into practice is to identify the factors which prevent their successful implementation. We set up a goal to study psychological-pedagogical problems of innovation introduction in retrospective, namely in the period of the 20ies of the previous century which is characterized by intensive use of new methods, teaching techniques, the tendency to change Ukrainian education system. To consider these problems in retrospective will make it possible to see them more clearly and to work out the ways to solve them. The research material is the publications in pedagogical journals, central press, and works of teachers-researchers of the studied period. A successful introduction of innovations was hindered by inner psychiatric resistance of a teacher, a stereotype way of thinking, fear of new things. Psychological objection was caused by a frequent and rapid change of innovations, its over-idealization, failed previous experience. Teachers-practitioners were sure that due to a frequent innovation change students would not receive proper knowledge because of the exclusion of a traditional method and a poor use of a new one. Among the reasons which prevented a successful innovation introduction was the lack of proper training of a teacher on the background of difficult working conditions of a teacher, a low salary, a large amount of work, overcrowded classrooms. A big obstacle on the way to a successful introduction of innovations was the fact that proper methodological support was not available. The teachers who shared their experience in pedagogical journals focused on this issue. The application of numerous new teaching methods required some changes in educational processes, setting up special laboratories, purchasing proper equipment, new textbooks. However, as the materials published in the periodicals prove, these conditions were not met that made innovation ineffective. The issues raised by Ukrainian teachers in the 20ies of the last century are still relevant. Generalizing their experience, taking into consideration mistakes will facilitate a successful introduction of innovative methods into a contemporary Ukrainian system of education.
5
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Аналіз та оцінка викладачами досвіду дистанційного навчання при вивченні графічних дисциплін

73%
Сидорова Н., Доценко Ю.
Viae Educationis
|
2022
|
issue 3
88-95
UK
У статті представлені результати дослідження, проведеного з метою аналізу та оцінки нового педагогічного досвіду викладачів, отриманого в умовах дистанційного навчання у період початку глобальної пандемії. За результатами анкетування виявлено, що більшість педагогів оцінюють цей період як більш складний у порівнянні з періодом традиційного навчання, але при цьому вважають набутий досвід позитивним і корисним для майбутнього. Педагоги відзначили, що їм довелося освоїти сучасні цифрові інструменти, придатні для дистанційного навчання (сервіси відеоконференцій та зв’язку, запис аудіо- та відеолекцій та інше), змінити подачу та трансформувати свої лекційні курси, методичні матеріали та весь допоміжний матеріал з метою успішного онлайн-викладання саме графічних дисциплін, а також по-новому поглянути на можливості соціальних мереж, месенджерів та системи електронного навчання Одеської державної академії будівництва та архітектури. В даний час актуальним завданням є осмислення цього досвіду з метою усвідомлення його сутності, виявлення позитивних та негативних факторів, визначення найбільш ефективних технологій з точки зору викладання дисциплін викладачами та засвоєння матеріалу студентами, прогнозування можливих варіантів розвитку освітньої системи в рамках вже не протипандемійних заходів, а в період бойових дій та після закінчення воєнного стану в Україні. Цей досвід дуже став у нагоді викладачам нашої держави, тому що, незважаючи на умови сьогодні, у частині регіонів країни продовжується освітній цикл. Викладачам було запропоновано питання стосовно як їх психологічного стану за перший початковий період викладання онлайн, коли ще не було накопичено певного досвіду у цьому напряму, так і питання щодо досвіду, якості та досягнень студентів та безпосередньо самих викладачів у період дистанційного навчання. В оцінці ступеня освоєння студентами навчального матеріалу в умовах онлайн-навчання думки педагогів розійшлися. Більшість викладачів вважає, що студенти освоїли матеріал на тому ж рівні, як і в умовах стаціонарного навчання, або навіть краще; частина викладачів відзначили, що сталося зниження цього рівня. Необхідність забезпечення відповідної якості освіти вимагає пошуку шляхів вирішення проблем, що виникають у процесі дистанційного навчання в сучасних воєнних та післявоєнних умовах в Україні.
EN
The article presents the results of a study that was conducted to analyze and evaluate the new pedagogical experience of teachers obtained in distance learning in the context of a global pandemic. According to the results of the survey, most teachers assess this period as more difficult than the period of traditional education, but they consider the experience gained as positive and useful for the future. The teachers noted the need to master modern digital tools suitable for distance learning (video conferencing and communication services, recording audio and video lectures, etc.), design and transform their lecture courses, methodological materials and all auxiliary materials for successful online learning. Teaching graphic disciplines, as well as a new look at the possibilities of social networks, instant messengers and the e-learning system of the Odessa State Academy of Civil Engineering and Architecture. At present, an urgent task is to comprehend this experience in order to understand its essence, identify positive and negative factors, determine the most effective technologies in terms of teaching disciplines by teachers and assimilation of material by students, predicting possible options for the development of the education system within the framework of not anti-pandemic measures, but during hostilities and after the introduction of martial law in Ukraine. This experience was very useful for the teachers of our country, because, despite today’s conditions, the educational cycle continues in some regions of the country. Teachers were asked questions about their psychological state in the initial period of online learning, when they had not yet gained some experience in this area, and questions about the experience, quality and achievements of the students and teachers themselves during distance learning. The opinions of teachers differed in assessing the degree of assimilation of educational material by students in the context of online learning. Most teachers believe that students have mastered the material at the same level as in full-time study, or even better; some teachers noted a decrease in this level. The need to ensure the appropriate quality of education requires finding ways to solve problems that arise in the process of distance learning in modern military and post-war conditions in Ukraine.
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