scholarly journals КУЛЬТУРНО-МИСТЕЦЬКА ДІЯЛЬНІСТЬ ОТЦЯ ЙОСИФА КИШАКЕВИЧА

2020 ◽  
Author(s):  
Admink Admink
Keyword(s):  
Teaching Practice ◽  
Educational Institutions ◽  
Public Figure ◽  
Life Period

Висвітлюються деякі аспекти культурно-мистецької й педагогічної діяльності священника, композитора, хорового диригента та громадського західноукраїнського діяча Йосифа Кишакевича. Найбільша увага надається перемишльському періоду життя митця, зокрема його учительській практиці в навчальних закладах Перемишля. Стверджується тісний взаємозв’язок педагогічної та композиторської діяльності Й. Кишакевича, а такожвизначається його роль у впровадженні народної мови українців Галичини в різні сфери культурного життя.Ключові слова: Йосиф Кишакевич, навчальні заклади, Східна Галичина, педагогічна діяльність. The paper covers some aspects of pedagogical activity of priest, composer, choir conductor and public figure Josyf Kyshakevych. Much attention is devoted to Przemysl life period of Josyf Kyshakevych, in particular his teaching practice in the educational institutions of Przemysl. The paper highlights the interrelation between his pedagogical and composer activities, as well as his role in introducing the Ukrainian language of Halychyna Ukrainians into different ,areas of cultural life.Key words: Josyf Kyshakevych, educational institutions, Eastern Halychyna, pedagogical activity.

scholarly journals Forms of Teaching Pedagogical Disciplines in Orthodox Religious Educational Institutions of Ukraine (The End of 19th - The Beginning of 20th Century)

2016 ◽  
Vol 71 ◽  
pp. 40-46 ◽  
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Teaching Practice ◽  
Learning Activity ◽  
Educational Institutions ◽  
Time Period ◽  
Stated Time ◽  
Pedagogical Literature

The main forms of teaching pedagogical disciplines in orthodox religious educational institutions of Ukraine (the end of 19th – the beginning of the 20thcentury) have been characterised in the article on the basis of analyzed pedagogical literature, archival records, and documents in periodicals. The features of conducting lessons, teaching practice, examinations and organisation of making written home compositions in various types of religious educational institutions of Ukraine in the stated time period have been revealed. The essence of "rehearsals" as a form of controlling students’ learning activity in the Kyiv Theological Academy has been revealed, the basic kinds of academists’ works at practical hours on pedagogy have been given; the content and quality of teachers’ work with graduates on their researches have been characterised.

Methods of teaching mathematics in primary school

2018 ◽  
Author(s):  
Наталия Истомина-Кастровская ◽  
Nataliya Istomina-Kastrovskaya ◽  
Ирина Иванова ◽  
Irina Ivanova ◽  
Зоя Редько ◽  
...  
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Federal State ◽  
Teaching Staff ◽  
Teaching Mathematics ◽  
School Students ◽  
Primary School Teachers ◽  
State Educational ◽  
Independent Work

The purpose of the textbook-to form a future teacher methodological knowledge, skills and experience of creative activity, to develop methodical thinking of students, the ability to apply mathematical, pedagogical, psychological and methodological knowledge for the organization of primary school students in the learning of mathematics. Addition to the textbook is the manual " Methods of teaching mathematics in primary school. Practicum.» It offers methodical tasks, tasks for independent work of students, various situations arising in the practice of teaching mathematics to younger students, summaries of lessons, the discussion of which helps students to prepare for teaching practice and methodological activities in modern primary school. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying in the direction of " Pedagogical education "(qualification" bachelor", profile"beginning&1 education"). It will also be useful for primary school teachers, methodologists of educational development institutes (training and retraining of teaching staff), undergraduates and graduate students, teachers of teacher training colleges and universities.

scholarly journals Problems of Out-of-Class Work of Future Teachers When Passing Pedagogical Practice

2021 ◽  
Vol 7 (9) ◽  
pp. 581-585
Author(s):  
M. Anarbekova
Keyword(s):  
Extracurricular Activities ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Methodological Problems ◽  
Work Programs

This article examines the methodological problems of the extracurricular work of future teachers in the course of teaching practice. In many work programs and programs of pedagogical practices of higher pedagogical educational institutions, for the purposes and tasks of practice, due importance is not attached to the performance of extracurricular activities by trainees. Along with the need to perform extracurricular work during the course of the internship, a recommendation is given to especially evaluate the extracurricular work of the trainee.

Cloud Computing for Teaching Practice

2016 ◽  
pp. 2267-2284
Author(s):  
Robab Saadatdoost ◽  
Alex Tze Hiang Sim ◽  
Hosein Jafarkarimi ◽  
Jee Mei Hee ◽  
Leila Saadatdoost
Keyword(s):  
Information Technology ◽  
Cloud Computing ◽  
Teaching Practice ◽  
New Technology ◽  
Educational Institutions ◽  
Technology In Education ◽  
Computing Technology ◽  
Rapid Changes ◽  
Potential Benefits ◽  
The Impact

Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.

scholarly journals Assessment of Controlled Substance Distribution to U.S. Veterinary Teaching Institutions From 2006 to 2019

2020 ◽  
Vol 7 ◽  
Author(s):  
Brian J. Piper ◽  
Kenneth L. McCall ◽  
Lori R. Kogan ◽  
Peter Hellyer
Keyword(s):  
United States ◽  
Longitudinal Study ◽  
Clinical Relevance ◽  
Teaching Practice ◽  
The United States ◽  
Educational Institutions ◽  
Drug Enforcement ◽  
Controlled Substances ◽  
Controlled Substance ◽  
Over Time

Objective: To evaluate the changing pattern of distribution of Schedule II and III opioids, barbiturates, and stimulants to veterinary educational institutions in the United States.Design: Longitudinal study.Sample: Veterinary teaching institutions that use Schedule II and III drugs.Procedures: Distribution of controlled substances to veterinary teaching institutions was obtained from the Drug Enforcement Administration's Automated Reports and Consolidated Orders System (ARCOS) for opioids (e.g., methadone, fentanyl, codeine), barbiturates (pentobarbital, butalbital), and stimulants (amphetamine, methylphenidate, lisdexamfetamine) from 2006–2019. Opioids were converted to their morphine milligram equivalents (MME) for evaluation over time.Results: Controlled substance distribution to veterinary schools exhibited dynamic, and agent specific, changes. The total MME for 11 opioids peaked in 2013 and decreased by 17.3% in 2019. Methadone accounted for two-fifths (42.3%) and fentanyl over one-third (35.4%) of the total MME in 2019. Pentobarbital distribution was greatest by weight of all substances studied and peaked in 2011 at 69.4 kg. Stimulants underwent a pronounced decline and were very modest by 2014.Conclusions and Clinical Relevance: Opioids by total MME in veterinary teaching practice have undergone more modest changes than opioids used with humans. Hydrocodone, codeine and recently fentanyl use have declined while methadone increased. Stimulant distribution decreased to become negligible. Together, this pattern of findings warrant continued monitoring.

scholarly journals Algunas valoraciones del profesorado respecto a su función tutorial

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 139-160 ◽  
Author(s):  
María González Álvarez
Keyword(s):  
Secondary Education ◽  
Vocational Training ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Basic Component ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Professional Career ◽  
Primary And Secondary Education ◽  
Educación Primaria

La función tutorial se considera en la literatura como un componente básico de la práctica docente y factor de calidad de la enseñanza. Nuestro objetivo en este trabajo es analizar distintos aspectos de la tutoría de los centros de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y FP. Para ello hemos elaborado una prueba que ha sido enviada por correo electrónico a una muestra de tutores y tutoras de todas las comunidades de España y que ha sido cumplimentada por 1350 de ellos. Ante los constantes cambios de la realidad socioeducativa hemos realizado un trabajo exploratorio para obtener información sobre la actual situación de la función tutorial. El análisis de sus respuestas nos indican que, tal como aparece en distintas investigaciones, se sienten satisfechos en su tarea a la vez que consideran que la misma es bastante importante para la educación del alumnado y el funcionamiento del centro. Se sienten razonablemente reconocidos en su función tutorial por parte del profesorado del centro y de las familias, no opinando lo mismo respecto al reconocimiento que les otorgan las administraciones educativas. Entienden que su tarea tutorial debe ser tenida en cuenta en su carrera profesional. Consideran que reciben una adecuada colaboración en sus funciones por parte del profesorado del equipo docente, familias y equipo directivo del centro. Entendemos que las administraciones educativas deberían prestar más apoyo a tutores y tutoras y mejorar su situación profesional y que procede analizar el desarrollo de la acción tutorial en función de los constantes cambios socioeducativos y normativos que se producen. In existing literature the tutorial function is considered as a basic component of the teaching practice and a factor of teaching quality. The goal of our work is to analyze the different aspects of mentoring in Infant, Primary and Secondary Education, Baccalaureate and Vocational Training. In order to achieve this goal, we emailed a test to a sample of mentors in all the autonomous regions of Spain. The test was filled in by 1,350 mentors. Given the constant changes in Spain’s socio educational reality, an exploratory work was carried out to obtain information about the current situation of the mentoring function. The analysis of their answers indicates that, as stated in existing research, they feel satisfied with their task, while they consider the aforementioned function is quite important for the education of pupils and the well-functioning of educational institutions. They feel reasonably recognized in their mentoring function both by teachers and by families. Nevertheless, they do not think the same about the recognition shown by the educational authorities. They understand that their mentoring task should count more towards their professional career. They consider that they receive adequate collaboration from the teaching staff, families and management boards in education centres. We understand that the educational authorities should further support mentors and improve their professional situation. Finally, it seems necessary to analyze the development of tutorial action according to the constant socioeducational and normative changes that occur.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals EXPERIENCE OF TEACHING THE COURSE «THE HISTORY OF MONEY CIRCULATION» AT THE UNIVERSITY

2021 ◽  
Vol 3 (2) ◽  
pp. 58-62
Author(s):  
V.V. Zapariy ◽  
Keyword(s):  
Economic History ◽  
Teaching Practice ◽  
Moral Values ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
The Future ◽  
History Of ◽  
Higher Educational ◽  
The University ◽  
Money Circulation

The article is devoted to the experience of reading a course on the history of money circulation, the teaching practice of which has been tested in a number of higher educational institutions of the Sverdlovsk region. It contains an attempt to analyze the content of this course and its impact on the studying of economic history, numismatics, bonistics, and even collecting by students. The author considers the teaching of such a course necessary for students of a number of specialties for educational purposes. He emphasizes the general culturological effect for the audience, the formation of spiritual and moral values, and even the influence on the preservation of artifacts for the future.

scholarly journals Significado de intención que los docentes dan a la evaluación y contribuyen a la formación integral de los educandos// Meanings that the teachers give evaluation and contribute to the integral formation of students.

2013 ◽  
Vol 4 (1) ◽  
pp. 39
Author(s):  
Gladys Cecilia Coronel García ◽  
Milena Pérez Acosta ◽  
Jacqueline Díaz Sierra ◽  
Claudia Johanna Ocampo Herrera
Keyword(s):  
Teaching Practice ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Starting Point ◽  
El Sistema ◽  
Work Units ◽  
Investigación Cualitativa ◽  
Object Of Study ◽  
Different Levels

El presente trabajo aborda el tema de los significados que los educadores otorgan a laevaluación y su contribución a la formación integral de los educandos. Para tal fin, se toma como punto de partida el análisis del significado Intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este (significado) es Interpretar la intencionalidad de la evaluación dada por el docente. Teniendo en cuenta su relación con la formación integral de los estudiantes en diferentes niveles de formación de cuatro instituciones educativas ubicadas en Villavicencio, Cartagena y Bogotá. Las autoras optaron por la investigación cualitativa con enfoque hermenéutico mediante la utilización del estudio de caso. Las unidades de trabajo son los maestros participantes en las entrevistas semi estructuradas; en cuanto a la unidad documental se trabajó con el Sistema Institucional de Evaluación (SIE) de las entidades involucradas. Las interpretaciones permitieron generar algunas consideraciones que sirvieron de pilares para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para favorecer elejercicio de la práctica docente en miras de una evaluación cuya intención sea la de promover la formación integral de los educandos. Donde la primera (evaluación) es entendida como un proceso de asimilación del aprendizaje que de acuerdo a la forma enque es enfocada trasciende en el desarrollo de las dimensiones del ser humano.ABSTRACT:This paper addresses the issue of the meanings that teachers attach to the evaluation and its contribution to the integral formation of students. To this end, we take as a starting point the analysis of Intent meaning that teachers assign to the object of study. Our goal for this meaning is to interpret the intent of the evaluation given by the teacher. Given its relationship to the integral formation of students at different levels of training of four educational institutions located in Villavicencio, Cartagena and Bogota.  The authors chose the hermeneutic approach qualitative research using case study. Work units are teachers participating in semi-structured interviews, about the documentary unit worked with the Institutional System of Evaluation (SIE) of the entities involved. Interpretations allowed generating some considerations that served as pillars for final thoughts, in order to contribute to the construction of new knowledge, to promote the exercise of teaching practice in view of an assessment is intended to promote the integral formation of learners. Where the first (assessment) is understood as a process of assimilation of learning according to the way that is focused on developing beyond the dimensions of the human being.

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