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1

Teachers as Researchers: Bringing Teachers' Voice to the Educational Landscape

100%
Iliško D., Ignatjeva S., Mičule I.
Journal of Teacher Education for Sustainability
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2010
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vol. 12
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issue 1
51-65
EN
There are a number of studies addressing the possible benefits of teachers being engaged in research, but there is little research that explores what teachers themselves think about their role as researchers and how they evaluate themselves as researchers. The aim of this study is to present a small scale investigation into teachersí self-perception of doing research in mainstream schools. By doing research, teachers express their voice; teachers' voice is an expression of their frames of reference. This is also a way of making their perspective public. In Latvia, teachers do not have an active voice in the educational theory and research. This research indicates that research initiated by teachers provides a framework for strengthening teachers' voice. The research data present an analysis of teachers' self-evaluation of their research competency, ability to organize their own research activity and that of their children. The study highlights the factors that determine teachers' willingness to engage in doing research, as well as their expertise to organize and motivate children's research. The data from group interviews and questionnaires show a genuine degree of agreement on a number of main issues, such as teachers' motivation in doing research, their expertise to motivate children in doing their research, as well as teachers' openness to creative and imaginative insights brought about by the primary school children in their research projects. This study highlights several significant correlations between teachers' ability to carry out their own research and their ability to engage children in a meaningful research.
2

НАСТУПНІСТЬ ПРИ ФОРМУВАННІ ДОСЛІДНИЦЬКИХ УМІНЬ З МАТЕМАТИКИ

88%
Швай О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
457-463
EN
Students’ research work is one of the most important methods of preparation a qualitatively new specialists. The purpose of the article is to consider some aspects of succession during formation of the research skills of pupils and students. Methods of investigation – theoretical analysis of the literature, studying and generalization of progressive pedagogical and own working experience at school and university, pedagogical experiment. Different interpretations of a concept «succession in studying» are analyzed in the article. It is established that the research work of the higher school students is a specific kind of cognitive activity that uses educational research as a principal means of achieving educational results. On the basis of successful formation of students’ and pupils’ research skills lies the succession in mathematical education, in forms and methods of teaching. It is stated that forming of research skills should be carried out gradually, with taking into account age and psychological peculiarities of pupils and students. The importance of formation of students’ positive motivation to research work is justified by the author. Directions of educational research work with pupils and conditions that should be considered during choosing a theme for students’ research are highlighted. The main purpose of teachers in the first course is to include students in innovative process of creative research. The paper emphasizes the importance of the methods of creativity stimulating that provide gradual complication of research work of the first-year students, from the first studying months. Appropriate techniques of such stimulation are highlighted. Practical significance of the investigation is that the suggested methodological approaches may be actively used by school and university teachers for increasing the effectiveness of research skills’ formation in mathematics. Prospects for the further research are connected with working out of innovative educational technologies of interaction «School – University».
3

ФОРМУВАННЯ ІНФОРМАЦІЙНИХ ДОСЛІДНИЦЬКИХ УМІНЬ У МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ

75%
Земка О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 1(45)
268-274
EN
The article analyzes the essence of the concept of «information» in the pedagogical and psychological scientific literature. Among the information research skills we have selected: bibliographic (in particular, ability to work with bibliographic catalogs; make a literature search using bibliographic data; make a bibliographic description based on certain regulatory requirements; select the necessary information from the searched sources; highlight the main of the text; write the book annotation and the review on a book); lexicographical (in particular, the ability to perceive, recognize, analyze, extract the information of the lexicographical editions; compare information, comment on it, critically evaluate it; identify the specific dictionaries of various types and select the dictionary depending on the task); technical (in particular, the ability to perform the information searching, including the Internet; to formulate queries (keywords); to store information data correctly; to analyze and critically evaluate different sources of information (traditional and electronic) to solve various problems arising in the study and professional educational activities). The formation of information research skills of future teachers of the Ukrainian language and literature carried out in the teaching and learning activities, during theresearch work, training (folklore, literature and local history, ethnography) and teaching practices (educational record, at the teacher’s workplace). Teaching and learning activities of the students of philology aimed at mastering the historical and literary courses «Introduction to Literary Studies», «History of Ukrainian Literature» in the context of professional research (artistic, journalistic, scientific) text. The research work of future teachers of the Ukrainian language and literature is subject to actual problems of the research of literary and educational sciences. In the formative process of informational research skills of the students of philology the main focus is on their own skills to find, select, analyze, synthesize, organize, compare, annotate, critically evaluate information from reference encyclopedias, lexicographical, monographs, teaching, including electronic, sources, use this information to solve specific research and training tasks (analysis and translation, the study of texts written in electronic format) and at the lessons in secondary schools.
4

ГРУПИ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ

75%
Земка О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
209-217
EN
The article reveals the main groups of research skills of future teachers of Ukrainian language and literature. Research skills of future teachers of Ukrainian language and literature are defined as the ability to read consciously and intelligently, analyze, interpret scientific, artistic, journalistic texts, create someone’s own specialized (scientific and educational) text by creative application of professional theoretical knowledge, practical skills and techniques of philological analysis. Major groups of research skills: information (bibliographic, lexicographic, technical), operational (intellectually-heuristic, analytical, interpretive, text and genre), communicative (actually communicative, editorial, polemic), diagnostic-prognostic (design, prognostic, diagnostic, reflexive) are selected. They were based on the characteristic types of professional research activities of the teachers. Group of information skills covers the skills to find, select, analyze, synthesize, organize information from reference and encyclopaedic, scientific-methodological literature, including electronic sources, and its use in the preparation of scientific studies and during lessons in secondary schools. Group of operational research skills includes the ability to think creatively to argue justification; analyze, allocate important, significant; install consequential connections; to interpret texts; simulate the linked text taking into account the structural-semantic, genre and compositional characteristics and principles of textual organization. Group of communicative skills constitute the ability to create professional oral and written text taking into account the structural-semantic, linguistic and stylistic features; conduct a scientific discussion; defend and justification of somebody’s own opinion.Group of diagnostic and prognostic skills includes the ability to develop projects of lessons-researches, model teaching situation in the classroom, the ability to determine effective methods, techniques and forms of work with students to predict the results. Among the prognostic abilities the ability to predict, formulate pedagogical hypotheses, use the methods of thinking experiment, design teaching activities for the implementation of the established prediction and manage the process of its implementation are allocated. For the formation of predictive skills are important: prognostic ability, pedagogical observation, pedagogical orientation of thinking, future-oriented thinking, the ability to carry out creative research.
5

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ ВИКЛАДАЧІВ-ФІЛОЛОГІВ ЗАСОБАМИ БІБЛІОТЕЧНИХ РЕСУРСІВ

75%
Цун Ч.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
390-394
EN
In the article the question of future research faculty of philology by means of library resources and the formation of research skills during this activity is described. The problem of formation of research skills of teachers of philology is one of the important tasks that must realize high school. After all training teachers-philologists involves building knowledge and skills needed for its future professional activity, enhance mental and search activities, research skills and creativity. Every future teacher-scholar must understand the essence of pedagogical and philological phenomena and processes, which is impossible without search (research). That teacher, including a linguist must be in creative search, explore and exploit new scientific achievements in the work. Engagement into research activity is a manifestation of the existing research skills. In addition to knowledge and skills, research activity should be characterized by the following structural elements (components) as motivation, intellectual, purposeful, organizational. The purpose of research is to acquire research skills, in addition, in the course a person acquires new knowledge and skills. It should be noted that since the research activity is a specific way of activity, which requires a special organization of learning activity. Unique is that for conducting research activity cognitive, mental and search activity is implemented. The achievement of formation of research skills of the future teachers-philologists, in our view, largely depends on the formation of information culture, as well as the ability to use library resources, the ability independently to find the process and use information in training. But the formation of research skills of future teachers-philologists by means of library resources is not paid sufficient attention, mastering them is not allocated as a separate component of training, and therefore not actually monitored nor assessed. The author defines research as the ability to understand a set of knowledge, skills and personal property that is able to search and research. Manifestations of activity are interest in it, dedication, courage and ability to formulate statements, development of creative thinking and so on. The pedagogical conditions of formation of research skills of future teachers of philology by means of library resources in view of the problem and developing training is defined.
6

ОРГАНІЗАЦІЯ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ СТАРШОКЛАСНИКІВ У ПРОЦЕСІ НАВЧАННЯ ХІМІЇ

75%
Семиліт А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 7(61)
90-99
EN
The article emphasizes the urgency of forming individual research competence. The aim of the article is to expose the state of organization of research activity of the teachers at the chemistry lessons and peculiarities of teaching senior pupils to realize this purpose and, as a result, form their research competence. Based on the analysis and generalization of scientific and methodological literature the main approaches to the definition of “research competence”, “research activities” are described. Interpretation of results of the conducted pedagogical experiment allowed exposing the state of organization of research activity by the teachers at the chemistry lessons. Most teachers that took part in a questionnaire adhere to the idea, that it is needed to engage their students in research work. The half of respondents considers it obligatory, in fact in the future it will determine efficiency of the professional activity, and other half of respondents is apt to the same idea, but at presence of the corresponding rigging – material base and sufficient amount of spare time. In conclusion the author stresses that in research literature there is not the only definition of the concept “research competence”. In a pedagogical experiment for the basis was taken following: “integral quality of the personality, that shows up in readiness and capacity for independent activity from solving of research tasks and creative transformation of reality on the basis of totality of the realized by the personality knowledge, abilities, skills, valued relations”. Many teachers support this idea. The pedagogical research conducted in the article allowed to set forth the prospects of further study in this direction, namely: development and approbation of the methodological system that will include for itself systematic work with students during chemistry lessons, and also in extracurricular activities that will allow to organize research activity effectively and will assist acquisition of research competence by the senior pupils.
7

ОБҐРУНТУВАННЯ ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ ДОСЛІДНИЦЬКИХ УМІНЬ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

75%
Раєвська І.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 10(54)
163-173
EN
The aim of this article is to ground the necessary and sufficient pedagogical conditions that guarantee development of research skills of primary school teachers in the system of postgraduate education. The author determines such pedagogical conditions as: a conscious motivation of primary school teachers to develop research skills as a prerequisite for the creative professional and research activities with the corresponding reflexive position concerning their improvement; orientation of teaching process on the development of research skills of teachers by creating individual programs with their further correction in the process of self-development, creating scientific and research environment on the bases of personal and individual approach with the aim of compensation insufficient development of research skills; operative diagnosis and correction of development of research skills of primary school teachers in the system of postgraduate education. It is shown that the development of research skills of primary school teachers is a motivated, useful and purposeful process of quality changes in professional knowledge, skills and habits of the individual in order to obtain new competences and to increase professionalism. It is recommended creating individual perspective programs of professional self-development of a teacher in inter-course period; varied programs of development of research skills of the teachers for each category; working out of special courses that are aimed to form and develop research skills of primary school teachers; implementation of teachers’ diagnosis in order to identify the problems of their development and means to solve these problems in the course period; creation and application of new forms and means to involve teachers in the process of acquiring knowledge and developing their skills. It is emphasized that the effective development of research skills of pedagogues in establishments of system of postgraduate pedagogical education was possible only in conditions of changing priorities from acquiring knowledge till independent cognitive activity of each participant considering his (her) peculiarities and abilities, relevant motivation, sufficient teaching and methodological, organizational and pedagogical guaranteeing. During the research it was found out the most essential reasons that hampered the process of development of research skills of primary school teachers in the system of postgraduate education. Most of them could be removed with the help of working out and creation of appropriate pedagogical conditions.
8

ОРГАНІЗАЦІЯ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ ПРИ ВИВЧЕННІ ВИЩОЇ МАТЕМАТИКИ

63%
Грицик Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 2(56)
218-227
EN
Effective organization of research activity of students is an urgent task of the teacher of mathematics. Modern educational process at the university is focused on the usage of reproductive techniques and little training is provided with appropriate means for the development of creativity and research skills. Article aims to offer a method of teaching students of educational organization to study the prominent curves (for example, academic research on «logarithmic spiral»). We have used the scientific and pedagogical research methods, among which theoretical and empirical methods, including analysis of the literature on the issue of research, systematization and generalization of pedagogical experience, the theoretical modeling of the development of research capabilities, its experimental realization. Research activity of a student is an independent academic work, which involves the «discovery» of knowledge, has a subjective significance and originality, creativity and independent study of the topic. It is proved that the educational research is a process and the result of the student’s research activity. The technique of the organization of research activity of students for the study of prominent curves is proposed; an example of academic research on «logarithmic spiral» is also present; outstanding curves which have practical application are considered. The research work of students of a technical college for the study of outstanding curves connects the study of higher mathematics course with mastering the fundamentals of professional activity. We believe that the discovery of properties of prominent curves integrates the knowledge of students from different academic areas and encourages a comprehensive analysis of the objects of research. During the research increases an interest in mathematics and the motivation of learning, and as a result comes the development of student’s individuality. Further scientific development of the considered problems can be associated with the creation of methodological maintenance of independent research, writing of guidelines, containing a set of professionally-oriented tasks of research character on higher mathematics.
9
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Психолого-педагогічний супровід організації дослідницької діяльності учнів в освітньому процесі нової української школи

63%
Сущенко Л.
Viae Educationis
|
2022
|
issue 3
62-69
UK
Статтю присвячено висвітленню теоретичних засад проблеми формування дослідницьких умінь учнів початкових класів в освітньому процесі Нової української школи, а також представлено особливості психолого-педагогічного супроводу організації дослідницької діяльності учнів в освітньому процесі початкової школи. Дослідницькі уміння визначено як здатність особистості учня молодшого шкільного віку здійснювати спостереження, порівняння, аналіз, дії з пошуку, синтез набутих знань із сформованою готовністю до продуктивного виконання нових завдань. Доведено: складники дослідницьких умінь охоплюють методи і прийоми навчання, засновані на співпраці, засадах безперервної розвивальної взаємодії вчителя та учнів, формуванні їхньої дослідницької позиції, поведінки, практичних умінь пошуку, актуалізуючи, при цьому, інтелектуальну сферу, допитливість, проникливість і раціональність мислення. Наголошується на тому, що: по-перше, особливо яскраво пошукова активність проявляється саме в дитячому віці з причини незначного життєвого досвіду особистості і не дає їй можливості отримати відповіді на всі виникаючі запитання, а отже, період дитинства є унікальним, надважливим етапом для природного прагнення дитини до пізнання навколишнього світу через дослідництво; по-друге, реалізація дослідницького, рефлексивно-креативного підходу в сучасному освітньому процесі надає можливість трансформувати навчання в самонавчання та, по-третє, саме через пошук, пошукову активність відбувається шлях сходження особистості до дійсної, глибинної самореалізації у стрімкозмінюваному світі, задовольняючи власні метапотреби. Автором доведено: реалії сьогодення вимагають радикального осмислення, у контексті дослідницьких альтернатив, і оновлення окремих аспектів освітнього процесу у закладах загальної середньої освіти, акцентуючи на актуалізації особистісно перетворювального сенсу пошукової діяльності здобувачів початкової освіти, що, своєю чергою, вимагає від педагогів створення атмосфери дослідницько-пізнавальної співпраці, яке забезпечуватиме пробуджуюче, генеративне навчання – прискорений перехід до нових, модифікованих структур знання і дослідницької поведінки. На констатувальному етапі педагогічного експерименту досліджено цільові орієнтири щодо процесу і стану сформованості дослідницьких умінь учнів початкових класів в освітньому процесі Нової української школи: визначення їхніх пізнавальних потреб, бажань до самостійної творчої дослідницької діяльності; прагнень працювати у групі юних дослідників, до експериментування; знань, як працювати з інформацією, щодо планування дослідницької діяльності; висунення гіпотез; презентації досліджень; діагностики утруднень в оволодінні теоретичними знаннями, практичними вміннями та компетентностями у здійсненні пошукової діяльності. Проведена діагностика стану сформованості дослідницьких умінь учнів початкових класів в освітньому процесі Нової української школи, результати констатувального етапу педагогічного експерименту засвідчили недостатній, і навіть, низький рівень сформованості досліджуваного феномену.
EN
The article focuses on theoretical foundations of the formation of primary school students’ research skills in the educational process of the New Ukrainian School; it presents the peculiarities of psychological and pedagogical support for students’ research in primary education. Research skills are defined as the ability of a primary school student to observe, compare, analyse, research, synthesise the acquired knowledge with the formed readiness to perform new tasks productively. It is proved that the components of research skills include teaching methods and techniques based on cooperation, principles of continuous developmental interaction between teachers and students, formation of their research framework, behaviour, practical research skills, actualizing intellectual sphere, curiosity, insight and rational thought. The author proves that the realities of today require radical thinking, in the context of research alternatives, and updating certain aspects of the educational process in general secondary education, emphasizing the actualization of personally transformative meaning of research in primary school students. It requires, in its turn, cognitive cooperation, which will provide stimulating, generative learning, an accelerated transition to new, modified structures of knowledge and research behaviour. At the ascertaining stage of the pedagogical experiment the target orientations concerning the process and state of formation of primary school students’ research skills in the educational process of the New Ukrainian school are investigated. They are as follows: determination of their cognitive needs, desires for independent creative research activity; desire to work in a group of young researchers, experiment; knowledge of how to work with information on planning research; hypotheses; research presentations; diagnostics of difficulties in mastering theoretical knowledge, practical skills and competencies in research. The results of the analysis of the primary school students’ research skills formation in the educational process of the New Ukrainian School, the results of the ascertaining stage of the pedagogical experiment showed insufficient and even low level of the formation of the studied phenomenon.
10
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Nauczanie przedmiotów przyrodniczych w Polsce – diagnoza i wyzwania

63%
Poziomek U.
Studia BAS
|
2022
|
issue 2(70)
119-146
EN
The article presents science education in Poland in the context of shaping and developing problem-solving skills by applying rational solutions to the research method, using ICT as well as communicating and collaborating in a group. The paper describes the following aspects: organisation of teaching science subjects ISCED 1, ISCED 2 and ISCED 3 and provisions of the core curriculum for these subjects according to the skills mentioned above; preferences of science teachers regarding the forms and methods of working with students; results of both: science subjects matriculation exams and TIMSS 2019 and PISA 2018 international surveys on science knowledge and skills. At the end of the article, conclusions and recommendations are formulated that can improve science education in Polish schools.
11

Master’s Training as a Part of Young Researcher’S Professional Development: British and Ukrainian Experience

51%
Bidyuk N.
Comparative Professional Pedagogy
|
2014
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vol. 4
|
issue 3
19-25
EN
The problem of the professional development of young researchers in terms of Master’s training has been analyzed. The analysis of the literature references, documental and other sources gave grounds to state that the basic principle of Master’s professional training is a research-oriented paradigm. The necessity of using the innovative ideas of foreign experience for improving the quality of Master's education due to European approaches has been proved. It has been stressed that the main task of Master’s programs is the preparation of young researchers for the next stage of their career both in research activities and success achievement in various fields of employment, assistance and creation of opportunities as well as optimal conditions for their contribution to the research of a particular scientific field or discipline. An important source for defining strategic priorities of solving the problems of Master’s professional training is studying and analyzing theoretical and practical experience of leading countries (USA, Australia and UK). The features of Masters’ research training in the British experience and the ways of supporting and developing the research activities and fostering Master's professional development in UK and Ukraine have been studied. It has been considered that Master’s training should be realized on the basis of such theories as social, human, intellectual and cultural capital, career orientation, constructive and cognitive concepts, continuing education and adult education, learner-centered education, comparative studies.
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