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1

Gaining New Insights into Professional Knowledge in Digital Game Art by Taking a Design Perspective

100%

Hawey D.

Acta Ludologica

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2023

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vol. 6

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issue 1

66-82

EN

Although artists contribute a great deal to what digital game players see on the screen, there is a marked absence in the literature of direct studies of artists working in digital game development. We stress the need to understand these artists’ professional knowledge in a rich and contextualized manner, and beyond technical expertise. In this paper, we describe the design process carried out by an experienced technical artist during game preproduction. We report findings gained through ethnography/shadowing at the Montreal-based Red Barrels studio. We refer to pragmatist and constructivist theories of professional design practice to make sense of its reflective, collaborative, situated, and transactional aspects. This paper draws conclusions on three ideas: (1) the benefits of using design theory to examine design-like reflective skills in game art practice; (2) the utility of qualitative methods to construct a thorough, holistic, and contextualized understanding of professional practice, and (3) how a richer, more elaborate understanding of ‘design’ in game development points to a need for further research on the sociocultural aspects of game experience design.

2

ВИКОРИСТАННЯ МЕТОДУ МОДЕЛЮВАННЯ В НАВЧАЛЬНІЙ ДІЯЛЬНОСТІ МАЙБУТНІХ ХУДОЖНИКІВ-ПЕДАГОГІВ

88%

Каленюк О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

55-62

EN

The article actualizes the modernization of training of future artists-teachers, their readiness for future educational activities. Peculiarities of professional development of students and the organization of educational process in higher education are characterized; the specificity of the artistic and pedagogical profession is highlighted. The necessity of using the method of modeling as one of the effective methods in the study of future teachers is stated. The conditions for the effective use of modeling methods in the training of artists-teachers with their relevant content and forms of learning at each stage of professional education are given in the article. Based on the analysis of professional sources, study and generalization of experience of training of future artists and educators are formed for educationally-oriented tasks that can be solved by the method of modeling. In the context of formation of professional culture of a future artist-teacher modeling method is appropriate to apply in the process of drawing up of syllabi, holding of the fragments of individual lessons in the process of teaching practice. Using the modeling method determines the content of the work at each stage of professional education, because with the deepening of educational process is changing the accentuation of learning activities. The author believes that the solution of tasks with the use of the modeling method contributes to the formation of future teachers’ ability to use in practice the acquired professional knowledge, draws an analogy between psychological and pedagogical, philosophical, historical and artistic knowledge in the process of studying professional literature. On the basis of studying and generalization of experience, analysis of scientific sources was formed the list of pedagogically-oriented tasks that can be solved by simulation. It is noted that the analysis of the problem of increased training has allowed proving the relevance of the use of method of simulation in the educational process of artistic-pedagogical profile. Further consideration requires the systematic implementation of a method of modeling in the educational process of future artists-teachers.

3

Exploring EFL Teachers’ Perspectives of Professional Knowledge and Teaching Efficacy in Vocational High Schools

88%

Tzu-Ching Chen K., Chia-Li Chen S.

The New Educational Review

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2013

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vol. 34

270-279

EN

The presented study was conducted to investigate vocational high school EFL teachers’ professional knowledge and teaching efficacy from teachers’ perspectives. Data were collected through a questionnaire and analyzed by frequency distribution, t-test, ANOVA, Pearson correlation and stepwise regression. The results indicated that teachers have higher performance on professionalism and attitude to professional knowledge; teaching and class management in teaching efficacy. A significantly positive correlation was found between EFL teachers’ professional knowledge and teacher efficacy. Teachers reported that professional skills, professionalism, and attitude in professional knowledge were significant predictors of teaching efficacy. Professional knowledge helps to shape effective teaching.

4

PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHERS AS THE PRECONDITION OF THEIR SUCCESSFUL PROFESSIONAL ACTIVITY

75%

Бойчевська І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

199-206

EN

The article deals with the process of the future foreign language teachers’ professional competence development. The aim of the article was to review professional competence development as the precondition of the successful professional activity of the future foreign language teachers. Several methods have been used during the article preparation such as: system analysis of documents and scientific researches of the problem investigated, with the help of which the possible aspects of the problem’s examination have been revealed; terminological analysis, which was useful in the process of identification of different approaches to the term “professional competence”. The explanation of the term “professional competence” has been introduced from the point of view of the European scientists. It was stated in the article that the professional competence is the combination of professional knowledge, skills, experience and specialist’s personal qualities, which characterize his professional level and are necessary for the fulfillment of the effective professional activity. Moreover, the professional competence of the foreign language teacher was defined as an integral ability of the personality to solve professional problems. It has been emphasized that the basis for the development of future foreign languages teachers’ professional competence is formed with the sufficient level of foreign language teachers’ readiness for social and cultural competence formation of pupils of secondary schools. The investigation of teacher’s professional competence in the context of new language policy from the point of view of social, cultural and competence approach allows determining the peculiarities of its formation. It also gives some reasons to state that the acquisition of professional competence by the future foreign language teacher becomes possible according to the development of high level of social and cultural competence. Thus, professional competence is the factor of specialist’s quality of training. The main components of future specialists’ professional competence are fundamental knowledge, knowledge of the methodology of scientific search, information and computer competence, sociological competence, legal competence, professional growth, constant advance of professional knowledge.

5

ПРОФЕСІЙНА ПРАВОСВІДОМІСТЬ У МОДЕЛЮВАННІ ПОВЕДІНКИ ВЧИТЕЛЯ

75%

Іваній О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

241-247

EN

The problem of legal awareness formation is considered in the article as the result of mastering legal knowledge and models of legal behavior by a future teacher in psychological pedagogical plan and that promotes transformation of this knowledge of behavior models in personal life and professional experience. It is shown that legal training of future teacher is in the getting and mastering of legal knowledge, habits, skills, which influence the formation of rational attitude to the legal values and own legal behavior. It helps not only to realize the legal values and principles, but also to reveal their essence and content, in such a way it helps to form future teacher’s particular legal thinking, legal behavior of a personality, his/her social-legal activity, orientation of every future teacher in the sphere of activity, in particular professional. It is provided with studying of corresponding courses about state and law. As a teacher performs upbringing functions, he should know educational theory, and also system of pedagogical skills from performing legal upbringing activity should be formed. Intensive preventive work takes place in the sphere of legal education against possible asocial illegal students’ behavior. Legal education influences attraction of students to following the internal regulations, norms of law, forms active life position, develops personal qualities and corrects life values and activity motives. Legal education of future teacher demands knowledge of specific character, peculiarities of his future activity and system of influence over growing generation, which is a background for formation of legal awareness, his professionalism. In the process of defining and characterizing of professional legal awareness we ground on the statement that received and realized theoretical knowledge provide the transition of legal awareness in person’s convictions, which helps in realization of legal behavior.

6

Kompetencje pracowników 55+ w opinii pracowników z młodszych grup wiekowych

75%

Richert-Kaźmierska A., Stankiewicz K.

e-mentor

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2013

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issue 1 (48)

23-26

EN

The paper presents the results of studies aimed at finding whether workers at the age 55+ are perceived as a potential source of competitive advantage by younger employees. The opinions of 121 participants aged 20–35 regarding the contribution of older workers’ professional knowledge and experience to shaping employer’s advantage are analyzed in the article. It was verified whether participants evaluate the possibility of work in intergenerational teams as beneficial to their own development and whether they believe that they lack professional knowledge and experience possessed by older workers. The analysis of the results allowed to formulate conclusions about the competence of older workers as a potential source of competitive advantage. The study also revealed barriers that can be covered in future research.

7

Autoformacja w procesie profesjonalizacji nauczycieli — funkcja, sens i znaczenie

63%

Maubant P., Roger L., Université de Sherbrooke K., Université du Québec à Montréal (UQAM) K., Philippe Maubant — professor at the University of Sherbrooke in Canada a. t. I. o. G. a. t. U. o. S. I.-C. i. t. t. D. o. t. p. o. a. E.-i. c. o. a. e. s. j. P. M. I.-U. R. C., Lucie Roger — lecturer and researcher at the Department of Education and Pedagogy at the University of Quebec in Montreal (UQAM). Member of the editorial committee of Pronesis. Research interests: rhythm and time in the process of education and personal professional development; preparing teachers analyzed in the actionresearch procedure, Philippe Maubant — profesor Uniwersytetu Sherbrooke w Kanadzie w. I. G. n. U. S. I.-C. w. z. R. p. d. R. n. e. c. n. P. C. M. C. B. z. s. p. k. n. i. n. C.-S. o. z. b. z. s. p. k. w. C. w. P., Lucie Roger — wykładowca i badaczka na Wydziale Edukacji i Pedagogiki Uniwersytetu Quebec w Montrealu (UQAM). Członek komitetu redakcyjnego czasopisma „Phronesis” Zainteresowania badawcze: rytm i czas w procesie kształcenia oraz w indywidualnego rozwoju zawodowego; problem przygotowania nauczycieli analizowany w procedurze badanie-działanie

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2015

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vol. 1

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issue 1

PL

Tekst jest refleksją na temat warunków tworzenia sytuacji przygotowania profesjonalnego w kontekście kształcenia ustawicznego. Analizujemy w nim i charakteryzujemy zagadnienie samokształtowania w procesie przygotowania profesjonalnego nauczycieli czynnych zawodowo, w specyficznym kontekście kształcenia ustawicznego.

EN

We suggest in this paper a reasoning about the implementation conditions of professional learning situations in the context of continuing education. We invite to identify and characterize the proportion of self-training in professional learning situations in the specific context of continuous training schemes for employment teachers.

8

How do Early Years Educators Sustain and Define their Professionalism? A Methodological Approach to Eliciting Early Years Educators’ Thinking

63%

Brock A.

Forum Oświatowe

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2013

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vol. 25

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issue 1(48)

31-56

PL

Niniejsze badania przeprowadzono w celu pozyskania i zgłębienia opinii oraz refleksji grupy nauczycieli przedszkolnych w trzech lokalnych okręgach szkolnych (Local Education Authorities) w West Yorkshire. Nauczanie przedszkolne wymaga refleksyjnej i wysoko wykwalifikowanej kadry zdolnej do formułowania i wyrażania opinii i myśli. Umiejętność poddania własnej praktyki oraz przemyśleń na jej temat refleksyjnemu oglądowi i ocenie jest jednym z fundamentów profesjonalizmu niezbędnego w tej dziedzinie. Celem niniejszych badań była ekstrapolacja sposobów myślenia niewielkiej grupy nauczycieli przedszkolnych w trzech okręgach szkolnych w West Yorkshire. Aby uzyskać wgląd w opinie i przemyślenia tych nauczycieli, zastosowano metodę pogłębiania myślenia nauczycieli, która to metoda miała ujawnić zagadnienia krytyczne z ich punktu widzenia, kluczowe punkty zainteresowania oraz ich wiedzę zarówno specjalistyczną jak i praktyczną. W podejściu przyjętym w badaniu nie nakierowywano uczestników na konkretne aspekty czy zagadnienia, starając się raczej umożliwić im samodzielne wskazanie ważnych dla nich samych obszarów krytycznych związanych z ich rolą zawodową. ‘Pogłębianie myślenia” jest efektywną metodologią, pozwalającą na określenie i zgłębienie myślenia i wiedzy doświadczonych specjalistów pracujących w różnorodnych kontekstach. Tego typu badania empiryczne przeprowadzono w celu pozyskania opinii i wyobrażeń nauczycieli wyrażonych ich własnymi słowami, w oparciu o pogłębione otwarte wywiady, kwestionariusze, osobiste i zawodowe osie czasu, refleksyjną analizę nagrań video i zogniskowane wywiady grupowe. Zróżnicowane strategie zbierania danych są kluczowym elementem badań, gdyż pozwalają one na pozyskanie holistycznych i różnorodnych perspektyw i poglądów na zawodową rolę nauczycieli przedszkolnych. Celem badań było oddanie nauczycielom przedszkolnym głosu, przyczynienie się do uznania złożoności badawczej tego zjawiska i określenie najskuteczniejszej metody pogłębiania ich myślenia. Niniejszy artykuł przedstawia metodologię i wyniki badań wskazujące, jak ta grupa nauczycieli przedszkolnych definiuje i doskonali swoją rolę zawodową.

EN

This research has been concerned with eliciting the voices and thinking of a group of early years’ educators across three Local Education Authorities in West Yorkshire. The early years of education require a reflective, articulate and highly qualified workforce. The ability to reflect on and evaluate practice, prescription and one’s own thoughts about it must be the key to professionalism in the early years. The objective of this research was to extrapolate the thinking of a small group of EYEs across three local education authorities (LEAs) in West Yorkshire. The methodology of eliciting teacher thinking was employed to gain access to their voices and discover what were their critical issues and interests, their professional and practical knowledge. Rather than directing the participants to responding to specific aspects, the research was conducted to enable them to demonstrate any areas of interest and critical issues arising from their professional roles. ‘Teacher thinking’ is an effective methodology to determine the thinking and knowledge of experienced and complex professionals working in a variety of settings. This empirical research was undertaken to elicit educators' perspectives to determine their own understandings, with accounts in their own terms through in-depth open-ended interviews, questionnaires, personal/professional time-lines, video-reflective interviews on practice and focus group interviews. These varied different data collection strategies are key to the research as they elicited holistic and varied perspectives on the early years educators professionalism. The aim was to give early years educators a voice, promote recognition of the complexity of the phenomena to be studied and determine the most effective method of eliciting their thinking. This article presents the methodology and findings from this research - how have this group of EYEs sustained and defined their professionalism?

9

PROFESSIONAL KNOWLEDGE IN EDUCATION: WHAT KIND OF ORGANIZATIONAL PRINCIPLES ARE BEHIND THE KNOWLEDGE PRACTICES, AND WHAT ARE THE CONDITIONS FOR DEVELOPING THIS KNOWLEDGE?

51%

Erik B.

Problemy Profesjologii

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2017

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issue 2

167-176

EN

The integration of theory and practice is the key element in research on professions and their knowledge. This topic polarizes researchers, and while some stress the importance of practical knowledge, for others theoretical knowledge is most important. At the same time, the ongoing neoliberal educational reforms have introduced a new and watered-down concept of knowledge in professional education. With a starting point in Karl Maton’s Legitimation Code Theory, this article introduces a set of more nuanced concepts, suitable for studying professional knowledge in education. The article refutes the generic concept of knowledge used by educational authorities and argues that professional knowledge is based on knowledge practices that are informed by specialized knowledge.

PL

Integracja teorii i praktyki jest kluczowym elementem badań nad zawodami i ich wiedzą. Ten temat polaryzuje badaczy, gdy jedni kładą nacisk na znaczenie wiedzy praktycznej, dla innych wiedza teoretyczna jest ważniejsza. Jednocześnie trwające neoliberalne reformy edukacji wprowadziły nową i rozwodnioną koncepcję wiedzy w zakresie kształcenia zawodowego. Wy-chodząc z teorii kodu legitymizującego Karla Matona, artykuł przedstawia zestaw bardziej zróżnicowanych pojęć, odpowiednich do studiowania profesjonalnej wiedzy w edukacji. Arty-kuł odrzuca ogólną koncepcję wiedzy stosowaną przez władze oświatowe i twierdzi, że wiedza profesjonalna opiera się na praktykach wiedzy, które są kształtowane przez wiedzę specjalistyczną.

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3 Педагогічні науки: теорія, історія, інноваційні технології

1 Acta Ludologica

1 Forum Oświatowe

1 Nauki o Wychowaniu. Studia Interdyscyplinarne

1 Problemy Profesjologii

1 The New Educational Review

1 e-mentor

1 2023

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3 2015

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1 Brock A.

1 Chia-Li Chen S.

1 Erik B.

1 Hawey D.

1 Maubant P.

1 Philippe Maubant — profesor Uniwersytetu Sherbrooke w Kanadzie w. I. G. n. U. S. I.-C. w. z. R. p. d. R. n. e. c. n. P. C. M. C. B. z. s. p. k. n. i. n. C.-S. o. z. b. z. s. p. k. w. C. w. P.

1 Philippe Maubant — professor at the University of Sherbrooke in Canada a. t. I. o. G. a. t. U. o. S. I.-C. i. t. t. D. o. t. p. o. a. E.-i. c. o. a. e. s. j. P. M. I.-U. R. C.

1 Richert-Kaźmierska A.

1 Roger L.

1 Stankiewicz K.

1 Tzu-Ching Chen K.

1 Université de Sherbrooke K.

1 Université du Québec à Montréal (UQAM) K.

1 Іваній О.

1 Бойчевська І.

1 Каленюк О.

Gaining New Insights into Professional Knowledge in Digital Game Art by Taking a Design Perspective

ВИКОРИСТАННЯ МЕТОДУ МОДЕЛЮВАННЯ В НАВЧАЛЬНІЙ ДІЯЛЬНОСТІ МАЙБУТНІХ ХУДОЖНИКІВ-ПЕДАГОГІВ

Exploring EFL Teachers’ Perspectives of Professional Knowledge and Teaching Efficacy in Vocational High Schools

PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHERS AS THE PRECONDITION OF THEIR SUCCESSFUL PROFESSIONAL ACTIVITY

ПРОФЕСІЙНА ПРАВОСВІДОМІСТЬ У МОДЕЛЮВАННІ ПОВЕДІНКИ ВЧИТЕЛЯ

Kompetencje pracowników 55+ w opinii pracowników z młodszych grup wiekowych

Autoformacja w procesie profesjonalizacji nauczycieli — funkcja, sens i znaczenie

How do Early Years Educators Sustain and Define their Professionalism? A Methodological Approach to Eliciting Early Years Educators’ Thinking

PROFESSIONAL KNOWLEDGE IN EDUCATION: WHAT KIND OF ORGANIZATIONAL PRINCIPLES ARE BEHIND THE KNOWLEDGE PRACTICES, AND WHAT ARE THE CONDITIONS FOR DEVELOPING THIS KNOWLEDGE?