Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 7

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  teaching activities
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Contemporary Teacher Competencies Development: A Study of ICT Tools for Professional Activities in Russia and Spain

100%
Noskova T., Pavlova T., Yakovleva O., Gutiérrez Esteban P., Martín Espada R., Cubo Delgado S., Arias Masa J., Delicado Puerto G., Alonso Díaz L., Yuste Tosina R.
International Journal of Research in E-learning IJREL
|
2017
|
vol. 3
|
issue 1
91-108
EN
The paper examines the relations between teacher competencies and the specificity of the use of ICT tools in professional activities. The research was carried out within the frame of the IRNet project with the participation of two universities – the Herzen State Pedagogical University of Russia and the University of Extremadura, Spain. The results of the survey described give a general idea of various ICT tools use intensity in both countries. Overall, teachers take advantage of the electronic content capabilities for fostering students’ motivation. Teachers benefit from ICT tools’ efficiency and performance, and they use cloud technologies for supporting networking and collaboration. Spanish teachers appear to be more active users of ICT tools. They apply LMS more intensively, together with own lectures recordings and foreign language e-resources. For facilitating students’ communication, they apply discussion forums and online lectures intensively. For management, the most popular tools are electronic organisers, criterial rubrics, and online polls. The choice of e-resources that teachers use is largely based on their communication preferences and ways to manage teaching; these e-resources aim at facilitating learners’ cognitive activities. As in the case of the active use of LMS, the electronic system induces the application of available communication means (e.g. forums, online lectures, etc.) together with the appropriate management capabilities (e.g. electronic organisers, criterial rubrics, online polls, etc.). The results of the survey can help identify problem areas in teachers’ ICT competencies.
2

ТВОРЧА САМОРЕАЛІЗАЦІЯ ЯК НЕВІД’ЄМНИЙ КОМПОНЕНТ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

75%
Флярковська О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
150-159
EN
This article is devoted to the results of a survey study of the teachers on the formation of readiness for creative self in adolescence during extracurricular educational work of an educational institution. The article focuses on the need to develop creative self in adolescence. The conditions are necessary for the formation of readiness for creative self-adolescents. The features of formation of readiness for creative self in adolescence are defined in the article. The article states that the effectiveness of educational activities in the class is not at odds with notions of purpose and of its structural components. Usually educational activities are associated with determining the effect. The impact on identity formationis specially organized teaching activities whose purpose is the formation of a teenager with social characteristics and qualities. It is indicated that educational process plays a significant impact on the development of adolescent personality and willingness to formation of self-actualization. As in the extracurricular education a teenager takes some knowledge and behavior, updated personal values, he formed condition, which is an important component of self-actualization. A willing teenager is acquired in the process of education, based on a positive attitude to work, the knowledge and needs, objectification of its subject matter and ways of interacting with him, a system of educational elements, consisting of a combination of knowledge, skills, experiences, emotional and value orientations of convictions. Thus, the study of teachers indicated that a teacher incentives the respondents understood as the creation of conditions in which young people are included in the activities with the highest efficiency as the promotion of activities that enables them to express themselves in a positive sense and promptly evaluate their activities. The performance of its teachers is mostly associated with the successes and achievements of teenagers. Thus, the success of the activity they relate to is the implementation capacities of adolescents. In the study we concluded that a basic requirement in the formation of readiness for creative self-identity in extracurricular educational work is to create such conditions that the teenager could be directed to an active, creative activity, revealing its potential and leads to high levels of activity and independence.
3

ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ В ШКОЛАХ ПОДІЛЛЯ ПЕРШОЇ ПОЛОВИНИ ХІХ СТ.

75%
Опушко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
369-376
EN
The profession of a teacher is complex and multifaceted, it requires constant improvement of professional skills. The quality of the proceedings of the educational process and multifaceted development of the younger generation depend on the proper professional teacher training. As it is noted in the National Doctrine of Education of Ukraine in the XXI century “permanent professional development of teachers is an important condition for the modernization of education”. In our view, the improvement is impossible without studying the experience of past practice, taking into account disadvantages of activities and usage of its best ideas. Concentrating our attention on the study of education in general, summarizing its contents, forms, methods of training and education, we cannot ignore the nature and features of professional work of teachers in schools in Podillya the first half of the nineteenth century. That is an essential component of quality assurance of educational process. The article highlights the features of professional work of a teacher in schools in Podillia during the first half of the nineteenth century. In research process and analysis of historical and educational publications and archival sources on these issues, the author have analyzed the regulatory legal framework governing the activities of pedagogical staff, the peculiarities of professional training of the future teachers and semantic filling of process, identified and analyzed the main professional abilities and the nature of educational work of teachers of different types of schools in the region during the specified period, the issue of their social protection is investigated, the basic requirements (professional and personal) that treated before the candidates for the position of the teacher are noticed. It is found out that the main requirements to the teacher’s personality in the first half of the nineteenth century were: love for children, patience, courage, and responsibility. The author believes that this study is not exhaustive and further investigation needs the question of educational activities of teachers in schools of Podillia in the first half of the XX century, and examining the requirements which were applied to private teachers of the specified period.
4

ТЕОРЕТИЧНІ ЗАСАДИ КУЛЬТУРНО-ІСТОРИЧНОЇ СКЛАДОВОЇ ШКІЛЬНОЇ МАТЕМАТИЧНОЇ ОСВІТИ

63%
Муртазієв Е.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
88-97
EN
This article describes the theoretical foundations of cultural and historical part of modern mathematics education. The concept of educational paradigm of the philosophy and pedagogy is interpreted. Classification of educational paradigms is made. Humanization and liberalization of education are described. Components of cultural and historical components of mathematics education are characterized. Analysis of the scientific work of researchers who determine what educational principles and humanization reform covering all educational sectors at different stages of the didactic process and are important landmarks of modern didactics is made. The analysis of school textbooks in mathematics that clearly shows the level of use of cultural and historical components now is made. The substantive components and goals of cultural and historical constituent are described, the review of literature is made, the analysis of the proposed use in teaching mathematics cultural and historical component of mathematics education. The cultural approach is considered as a set of methodological techniques that provide analysis of education, in terms of cultural concepts such as culture, cultural patterns, norms and values, cultural activities and interests. The key components of mathematics education: theoretical, practical, technological, cultural and historical are examined. These components perform specific functions and tasks and are interconnected. The basic elements that make up all paradigms are the following: understanding of the system of knowledge necessary to a person; understanding the type of culture and means of human development in the process of mastering the subject; principles of coding and transmission of information; public awareness of the importance of education; awareness of the cultural development of a person; the role of education in society; understanding of the character and place of the teacher as a carrier of knowledge and culture in the educational process; image and place of the child in the structures of education and training.
5
Publication available in full text mode
Content available

La grammatica all’età adolescente. Soluzioni didattiche applicate in una nuova serie di manuali "Va bene!"

63%
Kaliska M., Kostecka-Szewc A.
Italica Wratislaviensia
|
2018
|
issue 9.2
119-141
EN
The present paper aims at presenting the practical applications of the action-oriented approach to teaching Italian grammar featured in Va bene!, a new handbook series intended for Polish learners between the ages of 13 and 16. According to the CEFR, such an approach treats language learners as “social agents” who accomplish tasks (which are not exclusively language-related) in a given set of circumstances and within a particular field of action. This definition mainly places the teaching/learning process into the social context: learners use the second language in order to achieve given communicative goals. According to pedagogical research findings, two essential factors influence the effectiveness of the learning process: an interactive environment and personal engagement, which allow learners to better elaborate on language data. The teaching tasks proposed in the series Va bene! attempt both to comply with the action-oriented approach and to fulfil young learners’ needs.
IT
Il presente intervento si propone di presentare le modalità dell’applicazione dell’approccio orientato all’azione nell’insegnamento della grammatica sull’esempio della nuova serie dei manuali Va bene! ideati appositamente per apprendenti polacchi di età tra i 13 e i 16 anni. Secondo il QCER le persone che apprendono una lingua sono ‘attori sociali‘ che devono eseguire certi compiti (di tipo non solo linguistico) in date circostanze e all’interno di uno specifico campo d’azione. Dunque, il documento colloca l’insegnamento/l’apprendimento di lingue nell’ambito sociale: gli apprendenti utilizzano la lingua per raggiungere determinati obiettivi comunicativi. Inoltre, secondo le ultime ricerche di stampo pedagogico, due fattori influiscono sull’efficacia dell’apprendimento: la necessità di interagire e il coinvolgimento emotivo dell’apprendente che permette una profonda elaborazione dei dati. Le attività didattiche proposte nel manuale mirano da una parte all’osservazione dei presupposti teorici dell’approccio azionistico, dall’altra alla soddisfazione dei bisogni dei giovani apprendenti.
6

ПОЗИТИВНИЙ ІМІДЖ ВИКЛАДАЧА ІНОЗЕМНОЇ МОВИ – ЗАПОРУКА ПРОФЕСІЙНОГОУСПІХУ

63%
Прус Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
156-163
EN
The article focuses on the role of foreign language teachers at the present stage of society development. The purpose of the article is to justify the need for the formation of their positive image as one of the key criteria for success in their professional activities. Based on the analysis of research material, the author defines the structural elements of the professional image of a foreign languages teacher: appearance, verbal and non-verbal ways of communication, culture, behavior, professional and pedagogical component, internal consistency of the profession, internal philosophy and value system, emotional and volitional components. Justifying the need to create a positive image of foreign languages teacher as a mediator between the two cultures, the author concludes that in the construction of the professional image of the teachers they should pay special attention to their appearance: accuracy, restraint, attractiveness, elegance, intelligence by combining fashion trends and non-verbal behavior: facial expression, pantomime, gestures, tone of voice, intonation. The teacher’s behavior plays a very important role in creating the image, one of the main components of which is ethics. Ethics justifies moral ideals, models of human relationships. But one of the most important requirements of moral teaching ethics is the love to children. Love is the basis for the formation of pedagogical optimism and faith in the success of teaching. In the process of teaching activity the development of personal and professional qualities of the teacher takes place, working style is determined, credibility is earned, the system of values and worldview are formed. All of these components are the basic characteristics that define a positive professional image of the teacher as the main criterion for achieving professional success. Thus, the author concludes that the image is a kind of tool that helps build relationships, enhance credibility, gain recognition and respect. Further study will be devoted to exploring the stages of forming the teacher’s professional image and on the basis of the material studied to identifying the main stages of forming the image of a foreign languages teacher.
7
Publication available in full text mode
Content available

Szkolnictwo wyższe – potrzeba całościowej reformy

54%
Jajszczyk A.
Nauka i Szkolnictwo Wyższe
|
2017
|
issue 2(50)
77-90
EN
In the paper, key solutions for reforming the higher education system in Poland are proposed. In the area of teaching activities, abandoning narrow teaching programs is recommended, along with keeping the current division of study curricula postulated within the Bologna process. Simplification of the academic career path by abandoning the habilitation degree at the state level as well as the redefinition of the professor title is postulated. In the part devoted to the university governance and management a new approach to select rector and strengthening her/his authority is recommended. A diversification of tertiary education institutions into universities, colleges of applied sciences, and community colleges is proposed. The proposal includes also selection of two or three research universities, and keeping the current structure of schools of art. The value of internationalization and academic mobility is stressed. The last part of the paper covers an important issue of university financing, focusing on grant-type funding and tuition fees.
PL
W artykule przedstawiono propozycje kluczowych rozwiązań związanych z reformą szkolnictwa wyższego w Polsce. W obszarze kształcenia jest mowa o rezygnacji z wąsko zdefiniowanych kierunków studiów oraz konieczności utrzymania podziału toku studiów zgodnego z systemem bolońskim. Postuluje się uproszczenie ścieżki kariery akademickiej przez likwidację habilitacji na poziomie ogólnopolskim oraz rezygnację lub zmianę znaczenia tytułu profesora. W części dotyczącej ustroju i zarządzania uczelnią zaleca się zmianę sposobu wyboru rektora, a także wzmocnienie jego władzy. Proponuje się zróżnicowanie typów szkół wyższych, na uczelnie typu uniwersyteckiego, wyższe szkoły zawodowe i kolegia akademickie, a także wyłonienie dwóch bądź trzech uczelni badawczych. Osobną kategorię mogłyby stanowić uczelnie artystyczne. Podkreśla się znaczenie umiędzynarodowienia uczelni, a także ważną rolę mobilności akademickiej. W końcowej części artykułu poruszono zagadnienia finansowania szkolnictwa wyższego, omawiając m.in. znaczenie grantów, a także wskazano na zalety wprowadzenia opłat za studiowanie.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.