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1

ФОРМУВАННЯ СУБ’ЄКТНОГО ДОСВІДУ МЕТОДИЧНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ В УМОВАХ ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 2(56)
17-24
EN
The content of future biology teachers’ methodological training provides the system of methodological knowledge, abilities and skills, methodological training experience and emotionally valuable relations. Learning of this system provides the formation of professional and personal qualities of the teacher, his/her professional development. Individual experience provides personal interpretation of certain knowledge derived from observation and practice. The article aims to clarify the essence of the concept of «subjective experience» and defining features of its formation in future teachers of biology at higher education institutions. Individual subjectivity appears in selectivity and individual perception of reality. Communication, activity, knowledge and observation are the sources of subjective experience. Knowledge, skills and abilities, values, emotional attitude and reflection are the main components of subjective experience. Subjective experience of the methodology is a set of methodological knowledge, modes of actions and skills gained and proven during the professional and educational activities. Socially derived and personal (subjective) experience must be agreed for improving the effectiveness of training future teachers. Implementation of this approach contributes to individualization of educational activity, increasing importance of students’ knowledge, development of methodological and individual style. The analysis of scientific sources and practice of teaching at higher education institution proved the possibility of gaining minimal experience of teacher training at higher education institution. However, gaining this experience is only possible through real approach to the profession. Teaching practice in schools is very important for the formation of subjective experience of the future teachers. During this practice they act as teachers and carry out different types of educational activities. Usage of practice-oriented technologies, such as the technology of training context, methodological workshops technology, case-tech and others are very important. Such technologies help students to engage in professional activity, to compare the proposed information with individual experience and express their own ideas. The development of a system of professionally-oriented objectives for the formation of methodological subjective experience of future biology teachers can be researched in future.
2
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Teaching to Transgress: Subjective Educational Experience in the Model of Engaged Pedagogy of Bell Hooks (Gloria Jean Watkins)

88%
Drozdowicz J.
Kultura-Społeczeństwo-Edukacja
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2019
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vol. 15
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issue 1
PL
The African-American scholar bell hooks is a well known figure in the Western academic milieu. This article makes an attempt at presenting the model of engaged pedagogy represented in hook’s works and her public appearances. This is done by highlighting the issue of subjective experience in the educational setting. Hook’s concept of race and gender is brought to attention to present the aforementioned issue within the broader context of her socio-cultural concepts she is known for. The outcome of this reconstruction shows us that the model of engaged pedagogy is developed by hooks into a wide set of postulates of structural change of the American schooling system, as well systems in other parts of the world. Therefore, it seems plausible to put her works within the tradition of critical pedagogy as found in the works of Paulo Freire and others.
3
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Ku źródłom myśli. Gesty i transmodalność: wymiar przeżywanego doświadczenia

88%
Petitmengin C.
Avant
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2012
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vol. 3
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issue T
115-146
EN
The objective of this article is to study a deeply pre-reflective dimension of our subjective experience. This dimension is gestural and rhythmic, has precise transmodal sensorial submodalities, and seems to play an essential role in the process of emergence of all thought and understanding. In the first part of the article, using examples, we try to draw the attention of the reader to this dimension in his subjective experience. In the second part, we attempt to explain the difficulties and describe the interior process of becoming aware of it. Then we describe the structural characteristics of this dimension, and the different types of “interior gestures” which enable us to connect ourselves with it. Finally, we formulate a genetic hypothesis about the role of this dimension in cognition, on the basis of which we suggest some research paths in the neuroscientific, educational and existential domains.
4

ПРОБЛЕМА ТВОРЧОЇ САМОРЕАЛІЗАЦІЇ ОСОБИСТОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА

75%
Булатова Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
152-161
EN
As the title implies the article describes the problem of self- realization of the future teacher of music art during his/her training at the university. The methodological basis was the principles of personal and individual activity and creative approaches to training specialists. There were used the next methods: theoretical and comparative, analysis of philosophical, psychological, pedagogical and methodological literature, specification, comparison, interpretation, systematization, generalization; empirical: pedagogical observation, interviews, surveys, self-analysis of musical-pedagogical activity of the students during training sessions and teaching practice. One of the most important aspects of this article is explaining the essence of self-realization of the future music art teacher. It is proved that creative activity and independence of people is an effective means of self-realization for education and professional best by improving the system of professional training and education of students in higher school. The most effective types of creative activity of students in their professional life is self-expansion, including simulation (playing activity), communicative dialogue (discussion activities), independent cognitive work (research activity), reflexive-estimated activity. It should be stressed that the success of self-realization is ensured using integrated group of learning technologies in conjunction with individual types of students. To draw the conclusion, one can say that purposeful combination of different methodological and technological means provide informative and practical teaching music to students based on creative activity, independence, accumulation of subjective experience of professional and creative growth allows creative self-realization of future teachers in the learning process, and promotes effective organization of educational process in general. Promising in the future can be a study of the characteristics of self-realization of the future teacher on the basis of gender components of his/her professional growth; research of the influence of the socio-cultural environment of freedom on self-expression of the individual teacher and others.
5

Beyond Reference and Designation: On Interactive Implications of the PronounIin English

75%
Hrisonopulo K.
Lodz Papers in Pragmatics
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2008
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vol. 4
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issue 2
277-292
EN
Using English-language material the paper aims to elaborate a theoretical model for the study of personal pronouns which could account for those uses of pronouns that go beyond their typical deictic (or referential) function of indicating speech-event participants. The proposed analysis focuses on the following two usage types of the pronoun I: (1) I say, there are lots of places to see there; (2) I tell you, John is the one to rely on. It is argued that despite idiomatic boundedness of the pronoun I in the expressions I say and I tell you the pronoun does contribute to the pragmatic effects of the utterances in (1) and (2), namely, the effects of attention seeking and persuasion respectively. It is assumed that these effects could be attributed to interactive implications of the pronoun I that typically emerge in situations of dialogic discourse. To account for interactive orientedness of the first-person pronoun the paper puts forward two interrelated hypotheses. First, it is supposed that the first-person pronoun functions as a sign which is indexed to four regular contexts: referential context, perceptual context, the context of the speaker's subjective experiences, the context of interaction. Second, it is hypothesized that interactive implications of the pronoun I are introduced into oral discourse due to the interplay of two or more of the postulated contexts. Both hypotheses are further substantiated with reference to examples of oral discourse drawn from English-language fiction.
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