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1

Piano Playing Study Process within the Context of Changes in Contemporary Education

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Davidova J., Gončarova O.

Signum Temporis

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2010

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vol. 3

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issue 1

19-27

EN

Introduction. Practice shows that the conceptions of the development of contemporary piano playing pedagogy are bristling with discrepancies: on the one hand, high achievements, results in festivals, competitions, on the other - an obvious decrease of interest in piano playing. A decline in the popularity of professional education institutions testifies not only to a general social apathy of the society, but reveals a range of problems in professional music education.The Aim of the Study. To explore the opinions of Latvian piano teachers about the changes in the piano playing study process.Methods and Materials. Analysis of scientific literature on the research problem, opinion survey of piano teachers in children's music schools; cluster analysis.Results. Research questions were investigated: What pedagogical paradigms do Latvian piano teachers use as the basis? Do Latvian piano teachers create the environment for the development of a free, creative and independent pupil's personality?Main Conclusions. The process of teaching piano playing, being part of the system of education, fully mirrors the on-going changes in the whole society under the situation of crisis. The influence of a social factor (the decline of the general intellectual level of the society, cultural crisis, re-assessment of values) on the level of popularity of the process of teaching piano playing is obvious.

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The Aspects of Educational Globalization in the Context of System Globalization

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MYKHAYLYSHYN G., KONDUR O.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 3

83-88

EN

The article is devoted to the study of the processes in the modern world educational system in the conditions of globalization. An effort of systematically analysis of the characteristics of the institutional dimension of internationalization and transformation of the educational system in a globalized world. It is proposed to use globalization and the informational and technological revolution to rebuild education in the direction of its democratization and progressive social changes radically. In order to solve these problems there exist a necessity in the education to be-come a social institution in the interests of the social majority, as it proposed by representatives of modern pedagogy.

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Osoba nauczyciela w edukacyjnej i edukowanej przestrzeni przywództwa. (Czy dla nauczycieli „edukacyjne lustro pandemiczne” może stać się „oświatowym fantazmatem”?)

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Ptak M. M., Śmiałek M. J.

Studia Edukacyjne

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2020

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issue 57

177-189

EN

The world of social norms and values is constantly embedded in the teacher’s actions and the educational theories they recognise, in their didactic end educational successes and failures, in professional adaptation and evaluation, in didacticism and educational inspiration, and in the case of a few, in educational leadership deprived of the external and personal world. In every dimension of the teacher’s pedagogical activities there is a link between the acquired theoretical knowledge and the professional attitude. The pedagogical approximation into specific theories and pedagogical ideas is illustrated by the professional attitude of the teacher, interpersonal relations with students and the teaching staff. The knowledge of pedagogical paradigms, the realization of diverse ideas can be a factor in a teacher’s pedagogical success, as there is no single theory, explaining and suitable for a specific school community in the educational space. Contemporary pedagogical theories, like never in the past, are becoming a creator of social mentality in multicultural environments. They are becoming a “civilizational hope” for the reduction of traditional “prescriptive-distributive” thinking, as well as subject-based, directive and authoritarian education, and educational impossibilism in schools. Contemporary pedagogical controversies around the relationship of education and leadership do not have antagonistic content, elements that are pedagogically and socially opposed. They interact with each other in various and multi-level ways in the space of humanistic pedagogy and human resource management, they are a pedagogical dualism in the sphere of descriptive and relational narrative, critical thinking, without space for academic logomachia. The growing interest in the teacher’s autonomy, teacher’s independence, the dimensions of the presence in the pedagogical community, and the pursuit of individual needs are issues of external educational affiliation. What educational and cultural dimension should constitute the pedagogical habitus of a modern teacher? From the content of many pedagogical publications, a conclusion emerges that in education, it is not the teachers who become the motivators of exceeding knowledge and skills for themselves, but the students who exceed their teachers. Such a confrontation of the two worlds: teachers, representing institutionalised education and students (more precisely: learners), having one common goal – mutual understanding, which already requires a change in the generation paradigm, methods of operation, education (students and teachers), modification of the education already acquired, transformation of the model of “becoming” a teacher (usually based on authority – still traditional) more effectively appealing to students and systematic use of the new technological solutions in the education process. Increasingly, many pedagogical ideas and theories are starting to signal the need to transpose the role of the teacher in the spectrum of expert-conceptual practitioner, which is based on the methods and techniques of learning, i.e. critical thinking.

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1 Edukacja-Technika-Informatyka

1 Signum Temporis

1 Studia Edukacyjne

1 Davidova J.

1 Gončarova O.

1 KONDUR O.

1 MYKHAYLYSHYN G.

1 Ptak M. M.

1 Śmiałek M. J.

1 2020

1 2018

1 2010

Piano Playing Study Process within the Context of Changes in Contemporary Education

The Aspects of Educational Globalization in the Context of System Globalization

Osoba nauczyciela w edukacyjnej i edukowanej przestrzeni przywództwa. (Czy dla nauczycieli „edukacyjne lustro pandemiczne” może stać się „oświatowym fantazmatem”?)