Psychosemantic approach as the basis for the algorithmization technology of processing educational information

An ability to improve the professional level, need for self-development and self education is called to be one of the essential qualities of a modern specialist irrespective of the professional sphere. Such an activity requires intellectual and psychological mobility, wish to obtain and process huge amount of new and complex information, ability to apply new knowledge to correct and modify the existing system of experience and activity. In the evolution of the information society, self-development and self education are at the top of the soft skills list; therefore formation of a new thinking style is becoming the most important task of teaching. The aim of the paper is to present an argument for introducing some elements of algorithmization of work with student texts based on the psychosemantic approach. Semantic principles (matching of logical and linguistic categories, considering the text from the inner and outer speech, considering the text as cognitive and communicative essence; differentiation between the meaning and sense as between the semantics of the outer speech and the semantics of thinking; identification of semantic relationships between information elements, etc.), psychological and pedagogical principles (self-reflection support of learning activity; self-motivation due to determining usefulness and applicability of information; self-organization of students while creating their own algorithms of learning activity, etc.), and psycholinguistic principles (building logical supporting schemes, analogues of universal subject codes; semantic evaluation of the quantitative and qualitative characteristics of information, etc.)of work with scientific and educational profession-oriented information are described and correlated with the learning content and mechanisms of students verbal and cognitive activity. Psycholinguistic, semantic and organizational competences are identified, with a set of knowledge, skills and abilities for each of them being defined. The authors suggest a technology of algorithmization of students work with the professionally-oriented text information on the basis of a psychosemantic approach. The purpose of the algorithmization is to accelerate students work and improve the quality of information acquisition.

自然美感經驗取向的教師專業發展

<p>教師專業發展的相關理論與實踐多集中於教育專業知能的提升，甚少關心教師的生活品質與生命提升，教育美學也很少觸及教師專業發展，未有將自然美感經驗融入教師專業的研究。本研究旨在以文獻分析法，輔以訪談法，探討自然美感經驗取向的教師專業發展之意涵、功能與實施方式。自然美感經驗取向的教師專業發展之意涵在透過自然美感的欣賞，豐富教師的生活與生命經驗，啟發教師對於生活、教學、教師志業、生命意義等靈性方面的省思，進而提升教師的專業能力。其功能有六項：提升主動進行教師專業發展的意願、提供課程與教學創新的源泉、促進教師的班級經營能力、提供生理與心理治療的效果、強化環境教育素養、提升生命品質，培養生命的智慧。本研究最後並提供一些具體的實施原則與建議供中小學參考。</p> <p>&nbsp;</p><p>Theories and practices of teachers’ professional development almost focus more on improvement of educational profession knowledge than life of teachers. Researches of educational aesthetics seldom apply natural aesthetic experiences on teachers’ professional development. This study aims at using literature analysis as the method, supplemented by interview, to inquire the meaning, function and implementation of teachers’ professional development based on natural aesthetic experience. The meaning of this approach is to enrich teachers&rsquo; life experience, and enlighten their reflection on daily life, teaching, vocation, and life meaning, then can improve professional competence further more. There are six functions of teachers’ professional development based on natural aesthetic experience as: improving the will to engage teachers&rsquo; professional development actively; affording the resource of innovation ideas on curriculum and teaching; improving competence of classroom management; affording effects on physical and psychological therapy; enforcing literacy of environmental education; promoting quality of life and life wisdom. Finally, this study also provides some principles and suggestions of implementation for elementary and junior high schools.</p> <p>&nbsp;</p>

The Development of Intercultural Competence of Secondary School Pupils and University Students

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

The Development of Intercultural Competence of Secondary School Pupils and University Students

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

Kasus ‘Baiq Nuril’ Sebagai Refleksi Pembelajaran Guna Meningkatkan Mutu Etika Profesi Kependidikan

<p><em>The 'Baiq Nuril' case is a case involving a former honorary teacher at SMAN 7 Mataram, West Nusa Tenggara (NTB), named Baiq Nuril Maknun with his superior, Mr. Muslim, who is the principal of SMAN 7 Mataram. In this regard, this study is interested in examining the case to find out the reflection of its learning in order to improve the quality of educational professional ethics. In this study, several problems were also formulated, namely related to the complete chronology of the 'Baiq Nuril' case, regarding the ethics of the educational profession related to the 'Baiq Nuril' case, along with the reflection of learning from the case as an increase in the quality of educational professional ethics. This study uses a case study research type, with data collection methods using library research techniques and using data analysis from Miles and Huberman. The results of this study indicate that there are several educational professional ethics that were violated in the 'Baiq Nuril' case, especially those concerning the personal competence of education personnel. Through this research, it is hoped that it can provide a reflection of learning so that similar cases do not happen again in the future, and are useful in improving the ethics of the educational profession.</em></p>

Exploratory Study on Internalization of Character Values through Educational Profession Course

This study was based on the findings during teaching and learning process at FKIP Universitas Dehasen Bengkulu (the Faculty of Educational Science and Teacher Training of Dehasen University of Bengkulu). There was a phenomenon of declining of good character value and morality. This is because of the misused of advancing technology by students that brings negative impact on the students' character and morality. This phenomenon was especially found among new students of FKIP (Faculty of Educational Science and Teacher Training) on their early stage of study. At the meeting of Educational Profession (Profesi Pendidikan) course, we did early observation by making contract with the new student.. They generally still brought their local character and moralor their old behavior. This could be seen, for example, they talked to their lecturers and seniors impolitely or often used their local language. Everyone's patience was needed in dealing withthis phenomenon. As the lectures progressed, especially Educational Profession course, we tried to internalize character values toward the students. This had positive impact for them. Today, they are found to be more polite, for example, they greet their lecturers and seniors when they meet them. This study dealt with character values such as: religious, discipline, honest, hard work, responsible, love peace, appreciate achievements, and friendly or communicative. This Exploratory study which was done to internalize character value of the students, has positive impact, this can be seen fromthepositive progress of students' character. Students who already have good character will keep learning to have better personality. This wil affect their future job, especially if they become teachers.

Online computer science workshops for educators in higher education during Covid-19: challenges and opportunities of a forced distance learning

This study focuses on a course belonging to the University of Bologna’s bachelor’s degrees ‘Expert in Social and Cultural Education’ and ‘Educator in Childhood Social Services’ called ‘Computer Science Lab–based course’, which aims to develop digital competences necessary for the educational profession. Before COVID-19, this face-to-face compulsory workshop-based course consisted of nine parallel teachings with different programmes and teachers. Due to the impossibility of providing regular lessons, teachers have been forced to revise their working methods by using different distance learning strategies. This paper aims to offer an understanding of the situation by analysing teachers’ and students’ perceptions collected through questionnaires in relation to the following aspects: most used and effective teaching strategies; technical, communicative and relational difficulties encountered by teachers and students; aspects related to distance learning methods and perception of the usefulness of the course for the educational profession.

自然美感經驗取向的教師專業發展

<p>教師專業發展的相關理論與實踐多集中於教育專業知能的提升，甚少關心教師的生活品質與生命提升，教育美學也很少觸及教師專業發展，未有將自然美感經驗融入教師專業的研究。本研究旨在以文獻分析法，輔以訪談法，探討自然美感經驗取向的教師專業發展之意涵、功能與實施方式。自然美感經驗取向的教師專業發展之意涵在透過自然美感的欣賞，豐富教師的生活與生命經驗，啟發教師對於生活、教學、教師志業、生命意義等靈性方面的省思，進而提升教師的專業能力。其功能有六項：提升主動進行教師專業發展的意願、提供課程與教學創新的源泉、促進教師的班級經營能力、提供生理與心理治療的效果、強化環境教育素養、提升生命品質，培養生命的智慧。本研究最後並提供一些具體的實施原則與建議供中小學參考。</p> <p>&nbsp;</p><p>Theories and practices of teachers’ professional development almost focus more on improvement of educational profession knowledge than life of teachers. Researches of educational aesthetics seldom apply natural aesthetic experiences on teachers’ professional development. This study aims at using literature analysis as the method, supplemented by interview, to inquire the meaning, function and implementation of teachers’ professional development based on natural aesthetic experience. The meaning of this approach is to enrich teachers&rsquo; life experience, and enlighten their reflection on daily life, teaching, vocation, and life meaning, then can improve professional competence further more. There are six functions of teachers’ professional development based on natural aesthetic experience as: improving the will to engage teachers&rsquo; professional development actively; affording the resource of innovation ideas on curriculum and teaching; improving competence of classroom management; affording effects on physical and psychological therapy; enforcing literacy of environmental education; promoting quality of life and life wisdom. Finally, this study also provides some principles and suggestions of implementation for elementary and junior high schools.</p> <p>&nbsp;</p>

Reinforcing Administrator Cultural Consciousness During the Social Media Revolution

Schools have traditionally been viewed as socializing institutions, and expectations encountered across the educational profession have typically brought administrators to the forefront of the most complex cultural issues experienced across the nation. While growing social instability abounds and fuels an expansion of targets for widespread intolerance, it is increasingly evident in 2020 that the footings upon which racial tolerance was seemingly being built were likely never as solid as was once thought throughout the United States. Contemporary school leaders are expected to face increasingly complex challenges every day. These demands draw them further into a conflict-ridden reality where they are called upon to broaden their cultural awareness and increase their direct connection to the communities they serve. In light of these developments and especially factoring in the escalating intrusions from social media, it is clear that practices once employed to introduce and instill racial understanding within school administrator candidates are in need of updating. If these efforts are going to be successful in effectively supporting equitable leadership in our schools, this updating needs to be geared toward reinforcing and even expanding insights and abilities well beyond the traditional introductory considerations that have been advanced by training models to this point.

KEMANDIRIAN BELAJAR MAHASISWA PENJAS MENGGUNAKAN MEDIA GOOGLE CLASSROOM MELALUI HYBRID LEARNING PADA PEMBELAJARAN PROFESI PENDIDIKAN DI MASA PANDEMI COVID-19

Abstrak: Penelitian ini bertujuan untuk mengetahui kemandirian belajar mahasiswa Penjas menggunakan media google classroom melalui hybrid learning pada pembelajaran profesi pendidikan di masa pandemi COVID-19. Populasi dalam penelitian ini adalah mahasiswa Pendidikan Jasmani Fakultas Keguruan dan Ilmu Pendidikan Universitas Dehasen Bengkulu Semester II Tahun Akademik 2019/2020. Pengambilan sampel menggunakan random sampling dengan sampel penelitian berjumlah 80 orang merupakan mahasiswa A1 dan A2 Program Studi Pendidikan Jasmani Fakultas Keguruan dan Ilmu Pendidikan Universitas Dehasen Bengkulu. Teknik pengumpulan data menggunakan triangulasi menggunakan angket, wawancara dan pengamatan. Hasil penelitian menunjukkan bahwa rata-rata tingkat kemandirian belajar mahasiswa menggunakan media Google Classroom melalui Hybrid Learning pada pembelajaran profesi pendidikan di masa pandemi Covid-19 ini adalah sangat kuat berada pada nilai rata-rata indikator: percaya diri (81,82), disiplin (83,5), inisiatif (81,44), Tanggung Jawab (85,94), Motivasi (85,25), sehingga rata-rata indikator kemandirian belajar adalah 83,59. Dari hasil tersebut dapat diinterpretasikan berdasarkan rentang skala kriteria interpretasi skor tingkat capaian responden, maka interpretasi kemandirian belajar mahasiswa Penjas menggunakan Media Google Classroom Melalui Hybrid Learning pada Pembelajaran Profesi Pendidikan di masa pandemi Covid 19 adalah sangat kuat. Kata Kunci: kemandirian belajar, google classroom, blended learning, percaya diri, disiplin, inisiatif, tanggung jawab, motivasi. Abstract: This study aims to determine independent learning of Physical Education students use Google Classroom media through hybrid learning in the Educational Profession learning during the COVID-19 pandemic. The population in this study were students of Physical Education, Faculty of Teacher Training and Education, The University of Dehasen Bengkulu, Semester II of the Academic Year 2019/2020. Sampling techniques using random sampling with a research sample of 80 students of A1 and A2 classes of the Physical Education Study Program of the Teaching Training and Education Faculty of Dehasen Bengkulu University. Data collection techniques using triangulation: questionnaires, interviews and observations. The results showed that the average level of student learning independence using google classroom media through hybrid learning in of the educational profession learning during the COVID-19 pandemic was very strong at the average value of indicators: self-confidence (81.82), discipline ( 83.5), initiative (81.44), responsibility (85.94), motivation (85.25), then the average indicator of independent learning is 83.59. From these results it can be interpreted based on the scale range of the criteria for interpretation of the score of the respondent's level of achievement, then the interpretation of learning independence of Physical Education students using Google Classroom Media through Hybrid Learning in Educational Professional Learning during the Covid 19 pandemic is very strong.Keywords: independent learning, google classroom, hybrid learning, confidence, discipline, initiative, responsibility, motivation.