scholarly journals Pedagogy of cooperation of the 1980s as an innovative practice

2021 ◽  
Vol 53 (5) ◽  
pp. 620-630
Author(s):  
Vladimir B. Pomelov ◽  
Keyword(s):  
Self Regulation ◽  
Historical Analysis ◽  
Educational Practice ◽  
Student Work ◽  
Teacher Student ◽  
Student Dialogue ◽  
Personal Approach ◽  
Best Teachers ◽  
Creative Self ◽  
Main Ideas

Introduction. The relevance of the research topic lies in the possibility of using the axiological and didactic potential of the pedagogy of cooperation in modern domestic educational practice. The purpose of the article is to give a scientific assessment of the movement of innovative teachers that arose in the second half of the 1980s in the USSR on the wave of "perestroika" and the reform of the domestic general educational and vocational schools. Materials and methods. The author uses an axiological approach that allows identifying the most valuable content in the studied phenomenon that can enter the main fund of science. Methods – a retrospective and comparative historical analysis of the works of innovative teachers, a method of analytical grouping of the studied material, as well as a historical and typological method that allows you to define the main content lines of the pedagogical phenomenon under consideration. Results. The socio-political reasons that led to the emergence of the movement of innovative teachers in the 1980s are characterized. The most important of them were state resolutions that proclaimed the mandatory nature of general secondary education, which, in turn, stimulated the research search of the best teachers in the country in the direction of finding new forms and methods of educational practice. The main ideas of the pedagogy of cooperation are briefly described. These include the ideas of the content of the child's personality and personal approach to him, the development of his creative and performing abilities, the ideas of a difficult goal, support in learning, quick assessment of student work, free choice of the type of task by the child. The innovative teachers attached great importance to the implementation in practice of their work of the ideas of "reincarnation of a child into a teacher", advance in the study of educational material, teaching in large blocks, as well as the ideas of the children's half of the day, the selection of the appropriate form of the lesson, introspection, creating an intellectual background of the class, collective creative education, creative productive work, creative self-management, self-respect and self-regulation, the uniqueness of each child, teacher-student dialogue, cooperation with parents and colleagues. Conclusion. The scientific and practical heritage of the founders of the pedagogy of cooperation is of considerable value for education and pedagogy, and deserves further study.

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Li Danli
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Pedagogical Tool ◽  
Teacher Student ◽  
Student Dialogue ◽  
Chinese Teacher

AbstractBased upon sociocultural theory, this study investigates the dynamics of the teacher’s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom. The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher’s retrospection from an interview illustrated the teacher’s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other-regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher’s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

scholarly journals Innovative approaches to the formation of future specialists’ professional competencies in summer educational practices course

2020 ◽  
Vol 210 ◽  
pp. 22021
Author(s):  
Lubov Khoronko ◽  
Anna Mokina
Keyword(s):  
Art Education ◽  
Career Guidance ◽  
Educational Practice ◽  
Professional Competencies ◽  
Modern Approach ◽  
Teacher Student ◽  
Student Dialogue ◽  
Materials Used ◽  
Effective Development ◽  
Independent Work

The article examines the issues of pedagogical science through a modern approach, the search for new forms and practices of teaching. The current issue of forming future specialists’ professional competencies, namely, in the field of art and additional art education, is shown in the article through the organization of the educational environment during summer practices and schools. The task is to trace how much the effectiveness of future specialists depends on the construction of educational practice programs using interactive and interdisciplinary forms of training. As successful factors in this process of training future specialists in the field of art and additional art education, such forms as a master class and a web quest are considered, as well as the principle of a harmonious set of theoretical and practical materials used, including the process of independent work of a student. The article deals with the issue of interactive communication through a master class, which also develops the ability of professional communication of students. The use of the teacher-student dialogue in an extracurricular format, the use of interactive, multimedia and visual technologies, as well as setting tasks for independent work contributes to more effective development of professional skills and their application in the real conditions of future career guidance.

New Approaches to Understanding Judicial Ethics in the Information

2020 ◽  
Vol 2 (3) ◽  
pp. 12-32
Author(s):  
E. V. Burdina ◽  
Keyword(s):  
Self Regulation ◽  
Legal Regulation ◽  
Subject Area ◽  
Social Needs ◽  
Legal Norms ◽  
Stage Of Development ◽  
Judicial Administration ◽  
Personal Approach ◽  
Personal Qualities ◽  
The Subject

Introduction. The article is devoted to the problems of the essence and content of judicial ethics in the new conditions of the technical revolution and with other social needs for legal regulation. Theoretical Basis. Methods. The work used a systematic, activity-personal approach to the study of moral and ethical standards of the conduct of judges. This made it possible to reveal a new and broader view on judicial ethics, which is not simply a set of moral restrictions and obligations imposed on a judge. Results. The work has identified and analysed the signs of judicial ethics at the current stage of development. It is argued that ethical regulation is precautionary in relation to the legal regulation of the independence of judges, for they complement ethical rules and reinforce legal norms. The ethical conduct of judges is an instrument guaranteeing judicial independence in all of its manifestations, including in organisational and judicial relations. The new realities of our time recognise the expansion of boundaries and the subject area itself of ethical regulation. A broader view on judicial ethics, which differs from the traditional one, is hereby justified. The latter is defined in two ways – namely both as a system of professional values, as well as a means of judicial administration based on the principle of self-regulation. By its very nature, judicial ethics is the result (and the way) of judicial self-governance, developed on the basis of the experience of functioning bodies of the judicial community. Discussion and Conclusion. Conclusions are drawn on both the instrumental and the managerial impact of the categories of ethics. The subject of judicial ethics has been defined, which constitutes the rules of conduct of judges in the performance of their professional duties and beyond – namely the set of general principles of work of a judge, as well as the personal qualities of a judge personifying the judicial power. Proposals on the optimisation of the mechanism of ethical influence, differentiation of ethical and disciplinary norms have also been substantiated.

scholarly journals Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?

2019 ◽  
Vol 28 (4-5) ◽  
pp. 462-512 ◽  
Author(s):  
Christine Howe ◽  
Sara Hennessy ◽  
Neil Mercer ◽  
Maria Vrikki ◽  
Lisa Wheatley
Keyword(s):  
Student Outcomes ◽  
Classroom Teaching ◽  
Teacher Student ◽  
Student Dialogue

scholarly journals The positive legal uncertainty as a technical and legal method of exposition of law

2021 ◽  
Vol 21 (4) ◽  
pp. 437-444
Author(s):  
Ekaterina Yu. Arkhipova ◽  
Keyword(s):  
Social Relations ◽  
Self Regulation ◽  
Historical Analysis ◽  
Legal Regulation ◽  
Russian Society ◽  
Legal Method ◽  
Legal Uncertainty ◽  
The Law ◽  
Market Relations ◽  
Law Making

Introduction. In modern Russian society with high rates of development of market relations, digitalization of the main spheres of life, popularization of the ideas of self-organization and self-regulation, legal uncertainty acts as a bipolar phenomenon, which is not only a consequence of law-making errors, but an effective technical and legal way of presenting regulations. Theoretical analysis. The historical analysis of the formation and development of ideas of certainty and uncertainty in jurisprudence showed that these categories are considered as universal phenomena characteristic of any matter. It was established that absolute certainty is unattainable and not always in demand, while legal uncertainty is inherent in the very nature of law. Еmpirical analysis. It was revealed that the need to ensure mobility and flexibility of legal regulation imposes the task of a reasonable use of legal uncertainty as a technical and legal way of presenting law on the law-making subject, which is reflected in the current legislation. Results. Legal uncertainty is an objective and inevitable phenomenon, and the total regulation of social relations is not always justified. The law is being improved on the basis of the principle of transition from the casuistic to the abstract, which proves its universality.

Teaching Professional Foreign Language Discourse via IT Tools

2020 ◽  
pp. 267-282
Author(s):  
Elena Shulgina
Keyword(s):  
Foreign Language ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Educational Process ◽  
Professional Communication ◽  
Student Work ◽  
Language Discourse ◽  
Independent Work ◽  
Teaching Professional ◽  
The Web

The chapter “Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology” is devoted to the description of the didactic tools development based on the Internet technologies (IT) and the integration of the problem-based learning into the educational process for the formation of professional foreign language discourse in non-linguistic students. The author presents the experience of using IT, in particular the web-quest technology, in practice for the purpose of creating a professional foreign language discourse that allows students to master professional knowledge and develop relevant skills in the field of professional communication. In the chapter the web-quest technology is considered to be one of the most appropriate IT tools for the successful formation of professional foreign language discourse in students with non-linguistic major, since the format of the technology allows the teacher to manage the student work at all stages. In addition, the integration of the web-quest technology into the educational process solves one of the key tasks of modern education, i.e. the increase in the volume of students' independent work, due to which the process of metacognition develops the self-regulation of the personality. The chapter pays great attention to the historiography of problem-based learning from the very origins to modern times, its transformation and types, which depend on the didactic goals being set during the learning process. At the end of the chapter, the author presents the experience of technology integration in the pedagogical process and the results of the experiment.

Measuring Statistics Attitudes at the Student and Instructor Levels: A Multilevel Construct Validity Study of the Survey of Attitudes Toward Statistics

2020 ◽  
pp. 073428292097138
Author(s):  
Chao Xu ◽  
Candace Schau
Keyword(s):  
Student Development ◽  
Large Scale ◽  
Factor Model ◽  
Empirical Support ◽  
Educational Practice ◽  
Large Scale Assessment ◽  
Multilevel Confirmatory Factor Analysis ◽  
Teacher Student ◽  
Teaching Characteristics ◽  
Attitudes Toward Statistics

Numerous studies have been conducted using the Survey of Attitudes Toward Statistics-36 (SATS-36). Recently, large-scale assessment studies have begun to examine the extent to which students vary in their statistics attitudes across instructors. Yet, empirical evidence linking student responses to the SATS items to instructor-level constructs is still lacking. Using multilevel confirmatory factor analysis, we investigated the factor structure underlying the measure of students’ statistics attitudes at both the student and instructor levels. Results from 13,507 college students taught by 160 introductory statistics instructors support a correlated six-factor model at each level. Additionally, there is evidence for the structural validity of a shared teacher–student attitude impacts construct that may capture meaningful patterns of teaching characteristics and competencies tied to student development of statistics attitudes. These findings provide empirical support for the use of the SATS-36 in studying contextual variables in relation to statistics instructors. Implications for educational practice are discussed.

scholarly journals Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

2018 ◽  
Vol 8 (6) ◽  
pp. 12 ◽  
Author(s):  
Jiangping Chen ◽  
Jie Hu
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Mainland China ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Teacher Student ◽  
Dual Channel ◽  
L2 Learners ◽  
Quasi Experimental

The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

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