Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective.
The paper discusses the role of foreign language professional communication among future physicians. The authors actualise their attention to the development and implementation of organisational and pеdаgogic conditiоns for the fоrmаtion of fоreign lаnguаge profеssionаl cоmmunicаtion skills in future physicians because of the insufficient development of this problem in the field of foreign language education. To solve this problem, it is necessary to search for pedagogic conditions that would contribute to overcoming the linguistic inertia of future physicians in professional communication. The mаin purpоse of the аrticle is to idеntify the organisatiоnаl and pedаgogic conditiоns for the fоrmаtion of fоreign lаnguаge profеssionаl cоmmunicаtion skills in future physicians. The method of theoretical analysis of scientific and methodological sources and works and normative documents is applied. The concepts of "condition", "formation", "organisational and pedagogic condition" are specified. The organisational and pedаgоgic cоnditiоns for the fоrmаtion of fоreign languаge prоfessionаl communicаtion skills in futurе physicians аre substаntiated.
Topicality of the article is determined by the growing demand of the modern society for evaluating the readiness of the educators to put inclusion in teaching process into practice in accordance with the educational and occupational standards. Significant trends in the skills enhancement of those educators who can turn out to be in demand in the process of developing continuous professional training of teachers of general educational institution are analysed. The comparative research on the degree of maturity of special educational skills possessed by educators of different specialties – teachers, education psychologists, logopedic teachers, special educators – based on the diagnostic study on metadisciplinary pedagogic skills, has been presented for the first time. The expanded description of individual indicators of the competence and the level of its mastering by different experts is given. The significant positive characteristics of the personal and professional attitude of pedagogues, which are related to the high level of conative willingness to work actively with children with limited health capacities in terms of inclusive environment and to the gathered experience of the psychological and pedagogic interaction within the context of existing organisational structures of the educational institutions. Typical professional shortages stemming from insufficient level of mastering of special technologies, methods and tools of developing of special educational environment are defined. The reflexive self-evaluation of the professional activities in the context of inclusive educational practices has been done as well.
The demand for further skills and qualifications in the educational technology field remains strong as the range of technologies increases and their potential use in educational contexts becomes more compelling. Students registering for the University of Cape Town (UCT) Masters level courses are employed in schools, government agencies, universities, non-governmental organisations, or in the corporate sector, where their role in designing educational technology interventions represents part of their responsibilities. Because they have varying levels of experience in designing educational materials and/or using educational technologies, they need to develop learning design thinking and gain practice with a broad range of pedagogic strategies, theories, and technology tools to be productive in the workplace. Over the past four years we have developed and adopted a course for the needs of people who are keen to apply these skills in their work contexts. We describe here, the pedagogic strategies we explicitly adopted to model and support learning design thinking in one of four modules, Online Learning Design. The module adopts a learning design framework developed by Dabbagh and Bannan- Ritland (2005) to introduce students to design processes, and uses the same framework as a loose structure for the module and assignments. We apply Dabbagh and Bannan- Ritland's classification of pedagogic strategies to model and analyse approaches to cultivating learning design thinking amongst the students. As an analytic advice, we draw on Engeström's (2001) Activity Theory to describe the evolving learning context and our changing pedagogic strategies over four years. We focus on key tensions that emerged from the adoption of a range of pedagogic strategies to cultivate the students' learning design thinking when developing learning activities to communicate complex design issues. The key social change highlighted in this paper is that educational technology educators aiming to cultivate students' learning design thinking, need to apply their design thinking to their own practice.
Organisational abilities can be considered to be among the important components of the pedagogic potential of a specialist in the field of education. Their development is one of the most important tasks for pedagogue training. The allocation of these characteristics in the structure of competences, the presence of which among graduates of pedagogic classes, colleges and universities, determines their success in the profession, thus helping build a continuous and successive process of forming the readiness of future pedagogues to solve organisational problems. Analysis of psychological and pedagogic literature, including the works of Anatoliy Lutoshkin, Lev Umanskiy, Lev Spirin, the results of the study of the priorities of the teaching profession of future and current pedagogues made it possible to single out individual components of organisational abilities characterising the readiness of a specialist to organise the activities of participants in the educational process and orient them towards self-organisation and professional self-development. Working with indicators of universal pedagogic competences helped to identify characteristics (knowledge, attitudes, qualities) that may indicate manifestations of the organisational potential of students at certain stages of training. The highlighted landmarks will ensure the purposefulness of the development of the organisational skills of future pedagogues in the framework of the implementation of educational programmes of a pedagogic orientation, and will also allow to design the process of their formation on the basis of the results already achieved.
This short paper reports from ongoing research at the National Centre for Research Methods into the pedagogy of advanced methods teaching. This work widens the focus of research from individual experiences of methods teaching to empirical evidence that bridges disciplines, schools of method and international contexts. Here we consider the relationship between pedagogic language and pedagogic competence, and how these relate to the development of pedagogical culture in methods teaching. Across Europe increasing attention is being paid to the development of research capacity in Universities, government and industry. Spurred by the challenges posed by new forms of data, multiple archival digitization projects, central investments (such as Big Data Europe1) and a push towards professionalization, the need to equip researchers with advanced (post graduate/postdoctoral) methods competencies is felt as never before. In practice, this places emphasis on doctoral and postdoctoral training that focusses on the acquisition, maintenance and continuing development of transferable skills necessary for effective research across different contexts, rather than within the discrete boundaries of (for example) the doctoral project. This takes the form of the formalization of doctoral training connected to the Salzburg Principles (Kottmann, 2011) and short courses, high-profile international summer and winter schools2 and online learning. In the UK, these efforts are supported by large government investments, such as the National Centre for Research Methods (funded by the Economic and Social Research Council). Methods demand a unique mix of technical skills, procedural knowledge and conceptual understanding (Kilburn et al, 2015). However, despite seismic developments in doctoral training and capacity building, pedagogical content knowledge (PCK, Shulman, 1986) concerning how teachers answer the specific challenges of methods teaching is limited. This is exacerbated by a lack of pedagogical culture (Earley, 2014; Wagner et al, 2011) evidenced by lack of pedagogical research, networks and dialogue within the field (for example, expressed in cross-citation, events and other markers indicative of the exchange and development and critique of ideas). As a result, new methods teachers must rely on trial-and-error and immediate peers to develop their practice (Earley, 2014). To address these gaps, our ESRC-funded research at NCRM asks: How are advanced social research methods taught and learned? This invokes a central concern with making pedagogy visible. We contend that 'pedagogy is hard to know' (Nind et al., 2016), but that developing knowledge of how pedagogy is specified, enacted and experienced in practice (Nind et al., 2016) is essential developing PCK (Shulman, 1986) and with it, pedagogic culture. To advance these goals our research is built upon four underlying principles. First that there is a need to develop the pedagogical culture around research methods. Second that there is benefit in identifying and deepening pedagogic content knowledge. Third that dialogue represents a particular pedagogic and methodological asset in the furthering of our research aims. Fourth that there is value in the use of explicit, shared pedagogy. To this end, we have established meta-themes from our analysis that characterise methods teaching activities. In this paper we explore two key aspects of the research. Firstly, insights into methods teaching and pedagogy from the first wave of our analysis. Second, what these insights into methods teaching have to tell us about language and competence in the development of research methods more broadly. Our research design incorporates four strands, expressing a commitment to dialogic methods that build pedagogic knowledge with participants, by deepening conceptual exchange rather than judging or evaluating. Methods used include expert panel; video stimulated recall, reflection and dialogue (VSRR); online learning diaries; and case studies. The results and conceptual work discussed here flow from expert panel and VSRR research and our analysis on the role and use of pedagogic language within expert methodologist/teacher talk. Expert panel research (after Galliers and Huang, 2012) has been completed in two stages. The first, with eight experts in methods and teaching in the UK (2012-13), the second with an international focus (2015-16). In this second panel of 13 experts, we purposefully targeted international experts across Europe (comprising academics from the Netherlands and Switzerland), the Americas, Africa and Australasia, to provide a nuanced account of pedagogical expertise in a socio-cultural frame. These 'pedagogic leaders' (Lucas and Claxon, 2013) were interviewed on the basis of methodological excellence, landmark publications, editorial roles in international journals and learned societies, and significant teaching experience at a postgraduate level. Following transcription, an initial thematic analysis was conducted independently by two researchers. Emergent findings were then discussed among the experts in an online forum and by seven focus groups with experienced methods teachers, and an online forum of 18 early career and PhD researchers. In this way, dialogue was instigated across various groups involved in teaching research methods, to understand the resonance of the identified themes, and how these are realised and expressed in different contexts. The second component involved observing and video-recording six days of short-course methods teaching and using video to stimulate recall, reflection and dialogue with teachers and learners in focus groups immediately after each event. This work engages learners and teachers in co-constructive dialogue about the learning process that is elicited by, and deeply referent to, tangible events within the classroom (Nind et al., 2015). Again, data was coded independently by two researchers and interpretations shared, where possible, with participants. Subsequent analysis related to our research questions, and focussed on pedagogic themes associated with methods teaching, as well as understanding how learning theory and pedagogy and research have informed this process. We coded for typologies of talk, to recognise both the explicit and named pedagogies extant in the data, and the un-named, implicit pedagogies that teachers were also found to use. Findings and Conclusions Experts recognised the need to build spaces for dialogue, to share resources, ideas and 'to continue to foster a kind of interdisciplinary pedagogical culture'. They observed a lack of 'occasion to engage' and a need 'to look at various perspectives and exercises … used successfully in classes'. In lieu of this, the majority of teachers are found to build teaching expertise over the course of a life-time responding directly to the challenges of methods learners, content and context, rather than, for example, formal teacher training. Approaches to teaching are built upon pedagogic roots: experiences of learning and being taught, methodological experiences, early teaching experiences as well as beliefs and values. Experts and teachers with educational backgrounds and developed pedagogical interests demonstrate developed pedagogical vocabulary that enabled them to articulate their approaches and strategies. As a result, typologies of talk available in our data range from named and explicit pedagogies, where teachers and experts are able to talk about learning theory or pedagogy, alongside unnamed/implicit pedagogies that, with the dialogic methods we are using, can be made visible as teachers discuss their teaching repertoire and reflect on approaches pedagogically in new ways. Named and explicit pedagogies were found to cluster around three themes: active learning – which connects learners to research through hands-on activities; and other more experiential approaches; and the pedagogies associated with engaging multiple perspectives, critical standpoints and reflexivity (see also, Lewthwaite & Nind, 2016). However, a substantial body of implicit and unnamed pedagogies identified in the data remain, raising interrelated questions going forward: Does pedagogic development require specialist language? Is pedagogic vocabulary necessary for the development of pedagogical competencies? It is hoped that findings addressing these key questions will help to bridge methodological and pedagogical divides to build methodological capacity across Europe and beyond.
This book is an attempt to do something else in the realm of educational technology in the field of teacher education. Nowadays too much is being made of educational technology, often valorising it as a saviour of educational institutions, in particular in relation to teacher education programmes. The reasoning quite too often is: If educational technology ?is used? in the training of teachers for primary and secondary education, then teachers possessing such capacities and skills might just be the panacea education systems require to respond to the challenges of learning, teaching and management in the modern era. We however are less optimistic if educational technology is perceived as an instrumental impetus for change in educational contexts. Such a technical view of education would be equally unresponsive to the demands of good education, because educational change cannot just be envisaged at the level of practice ? that is, if we change the practices of teaching, such as altering the techniques we use to teach, then the theories (thoughts and concepts) that guide such practices have to be attended to as well. As Jacques Derrida (2004, p. 153) aptly reminds us, theory (theoria) informs practice (praxis) and, in turn, practice modifies theory. By implication, just looking at how educational technology manifests in certain practices would be remiss of giving credence to the significant role of theory in guiding practice. Consequently, this book looks at both the underlying theories of educational technology, and the ways in which practice is guided. Moreover, our work throughout this book is not devoid of producing ends. As for Derrida (2004, p. 148), ?end-orientation? is not necessarily bad in itself, as the ?end? in itself can prepare students to undertake new analyses and evaluations that can result in new possibilities. So, our understanding and situatedness within educational technology (means) ? as opposed to using or applying educational technology ? is aimed at cultivating practices (ends) that open up possibilities for new ways of democratic action. In other words, we do not pledge in advance that our embeddedness within educational technology has a utilitarian end in mind, but rather that our situatedness within educational technology (a practice itself) leaves open possibilities for new ways of understanding democratic education.
The article represents the study of professional training of future music teachers' preparation. The article is paid attention on analysis of the concept of "professional training" and using innovative integrical technologies, projective technologies and art management technologies. The multi-aspect nature of this phenomenon is shown. The system of professional training, pedagogic model and characteristics of types of training in musical education and results of scientific research are presented. The article shows a modern view of the problem of training future specialists in the educational field of music preparation, where professional training is described as a process aimed more at the formation of knowledge, skills and abilities and the special course "Basic of art management" is presented. Special emphasis is placed on necessity of deepening into projective art-creative activity, presentation and implementation creative projects. In conclusion, the author emphasises the perspective of the "pedagogic model of professional training of futurе musіс tеасhers" tаkіng іntо ассоunt the specifics of professional activity in this field and using innovative pedagogic technologies.
The dialectic between the subject matter and method is prominent in Dewey's educational thought. Dewey defines subject matter as the facts and materials observed, recalled, read, and talked about in the curriculum. He refers to method as the techniques, strategies and logical processes and procedures put in place to facilitate learning. This paper discusses two important aspects; Firstly, mastery of the subject matter is necessary for good teaching and secondly, the dialectic between subject matter and method. From the Aristotelian theory of hylemorphism, the subject matter is perceived as matter and method is form. With the argument that matter cannot be conceived without form, this article argues that mastery of the subject matter and methodology of teaching are inseparable values in any pedagogic process. On the basis of the subject matter, the argument goes that "you cannot give what you do not have" (Nemo dat quod non habet). However, every subject matter requires a "modus operandi", which refers to the techniques of teaching and the skills of facilitating learning. Consequently, mastery of the subject matter is not sufficient for good teaching. Every teacher requires skills and techniques of teaching and these values have implications in the training and recruitment of teachers.
The objective of curriculum reform is to improve current practices. To improve the quality of education in Malawi, the national government in 2001 embarked on curriculum reform and adopted an Outcomes Based curriculum in 2007. Not much is known about the enactment of the new policy in classroom practices of teachers. The purpose of this study was to investigate the enactment of Expressive Arts, its theme-based design and content, facilitative pedagogy and continuous assessment in a selection of six state primary schools – three urban and three rural in Zomba district where teachers were first trained to teach Expressive Arts. The study was framed by the theory of Illuminative evaluation (Parlett and Hamilton, 1976) and Productive Pedagogies (Lingard, et al, 2001). Following a qualitative research design, data were collected through observation and post-observation interviews. Data analysis showed limited productive pedagogies in most lessons. The majority of lessons were characterised by lower intellectual quality. For example, didactic teaching was very much the order of the day and little opportunity, if any, was provided for reflection and discussion with the pupils. The overall findings is that the enacted curriculum gave students limited opportunities for the acquisition of knowledge and development of skills, values and attitudes required for them to actively participate in the changing Malawian context and to be able to compete successfully in other contexts. It appears that dominant pedagogic practices in the Expressive Arts classroom serve to position learners in parochial orientations and issues. There was an obvious disjuncture between the intended curriculum and enacted curriculum. DOI:10.5901/mjss.2014.v5n16p261
This article is devoted to the study of professional training of future specialists in the field of public administration. Attention is paid to the analysis of the concept of «professional training». The multi-aspect nature of this phenomenon is shown. The system of professional training and characteristics of types of training in public administration are presented. The article shows a modern view of the problem of training future specialists in the field of public administration, where professional training is presented as a process aimed more at the formation of knowledge, skills and abilities and less at the development of personal characteristics. Special emphasis is placed on the need to develop professionally important qualities of future specialists. Professionally important qualities of future specialists necessary for effective professional activity in the public administration system are identified and described. In conclusion, the author emphasises the need to create a "pedagogic model for the formation of professional readiness of future specialists in the field of public administration", taking into account the specifics of professional activity in this field.
У статті досліджено проблемні питання у сфері професійно-технічної освіти України; низький рівень фінансування визначено як головний показник погіршення стану системи професійно-технічної освіти; представлено результати дослідження, проведеного у різних регіонах України (зокрема, у Луганській (підконтрольній Україні території), Полтавській, Волинській і Харківській областях) щодо оцінювання результативності функціонування системи професійно-технічної освіти й експертного оцінювання учнями та студентами їхньої майбутньої професійної діяльності; наведено сформульовані респондентами пропозиції щодо напрямів покращення функціонування та/або розвитку системи професійно-технічної освіти. ; Тhe article researches the problem issues in vocation-and-technical education of Ukraine: a low financing level is determined as the principal indicator of worsening of the state of vocation-and-technical training; the results of a research on estimating the efficiency of vocation-and-technical training system operation and expert estimations by students of their future professional activities following interviewing students in various regions of Ukraine (in particular, in Lugansk area (controlled by Ukrainian government), Poltava, Volyn, and Kharkiv areas) is presented; also, the respondent's proposals as to the lines of improving the operation and/or development of the vocation-and-technical training system are offered.
The results of studies on the psychological content of success in the modern teacher activity from the qualimetric approach standpoint are presented. The author leads the content of the activity parameterization. The parameterization backgrounds are theoretical and methodological grounds (the system principle of activity analysis "in units", general psychological theory of activity, structural and functional approach) and the results of teachers' opinions empirical research (method of unfinished sentences with content analysis followed). Hypothetical project of parameters was subjected to expert validation. It is found that the psychological content of success includes functional parameters presented by a set of pedagogical skills (communicative and organizational, didactic, design and prognostic, subject, innovation, research) and subjective (experience, competence, important qualities, etc.) and objective (length of service, awards, etc.) parameters. It is proved that in the relative constancy of basic pedagogical skills the operational part of them is dynamic due to the sensitivity of teacher's activity to labor market request as the major "legislator" of demanding graduates' professional level. The fact of the dominance of "potential", "internal" success parameters over formal, "external" is found out. This confirms the state that it is the inner potential of the person, his subjectivity that is the prerequisite of professional development. Parameters project became the ??substantial foundation for design methodology for assessing the success of teaching activity ; Представлены результаты исследования психологического содержания успешности деятельности современного педагога с позиций квалиметрического подхода. Автором проведена параметризация содержания педагогической деятельности. Предпосылки параметризации - теоретико-методологические основания (cиcтемный принцип анализа деятельности «по единицам», общепcихологичеcкая теория деятельности, cтруктурно-функциональный подход) и результаты эмпирического исследования мнений педагогов (метод незаконченных предложений с последующим контент-анализом). Гипотетический проект параметров был подвергнут экспертной валидизации. Установлено, что психологическое содержание успешности включает функциональные параметры, представленные совокупностью педагогических умений (коммуникативно-организаторских, дидактических, проектировочно-прогностических, предметных, инновационных, исследовательских), а также субъективные (опыт, компетентность, важные качества и др.) и объективные (стаж, награды и др.) параметры. Доказано, что при относительном постоянстве базовых педагогических умений их операциональный состав динамичен вследствие cензитивноcти деятельности педагога к запросам рынка труда как основного «законодателя» воcтребуемого уровня профеccионализма выпускников высших учебных заведений. Установлен факт доминирования «потенциальных», «внутренних» параметров уcпешноcти над формальными, «внешними». Это подтверждает положение, что именно внутренний потенциал человека, его субъектность выступают предпосылкой развития в профеccии. Проект параметров выступил содержательной основой конструирования методики оценки успешности педагогической деятельности
The 43rd UID conference, held in Genova, takes up the theme of 'Dialogues' as practice and debate on many fundamental topics in our social life, especially in these complex and not yet resolved times. The city of Genova offers the opportunity to ponder on the value of comparison and on the possibilities for the community, naturally focused on the aspects that concern us, as professors, researchers, disseminators of knowledge, or on all the possibile meanings of the discipline of representation and its dialogue with 'others', which we have broadly catalogued in three macro areas: History, Semiotics, Science / Technology. Therefore, "dialogue" as a profitable exchange based on a common language, without which it is impossible to comprehend and understand one another; and the graphic sign that connotes the conference is the precise transcription of this concept: the title 'translated' into signs, derived from the visual alphabet designed for the visual identity of the UID since 2017. There are many topics which refer to three macro sessions: - Witnessing (signs and history) - Communicating (signs and semiotics) - Experimenting (signs and sciences) Thanks to the different points of view, an exceptional resource of our disciplinary area, we want to try to outline the prevailing theoretical-operational synergies, the collaborative lines of an instrumental nature, the recent updates of the repertoires of images that attest and nourish the relations among representation, history, semiotics, sciences.
The article analyses future pedagogues' universal competences that can be developed at foreign language classes at pedagogic university. As a result of the abovementioned universal competences components analysis the conclusion that foreign language podcasts can be a means of their development, is made. Having studied Russian and foreign methodology researches, the author gives the definitions to the term "podcast", she indicates the websites where a foreign language teacher can find podcasts for its classes; she describes various types of podcasts that can be employed to develop students' language and speech skills which are the elements of universal competences expected to be developed at foreign language classes. The stages of working with podcasts that were tested in the process of experimental teaching the students of three pedagogic university faculties were characterised in the article. At English classes, students first listened to authentic and educational podcasts, offered by the teacher, with subsequent creation of their own podcasts, their demonstration and assessing each other's results using the criteria devised by the teacher. The author provides examples of podcasts that can be offered to students while discussing various topics. At the end of the article the questionnaire results of students participating in listening and creating podcasts are given, the conclusion about the advantages of podcasts as a means of teaching a foreign language is made.
