The most observable phenomenon is now the Internetization of society and the penetration of digital technologies into learning. These textbooks were used in universities to train teachers on the territory of the USSR and post-Soviet countries, recommended by the Ministry of that time. It is clear that changes in reality dictate the need to move away from encyclopedism and cognitivism in learning.
As a result of ITM application, the students develop personality qualities—activity, communicativeness, competence, oratorical ability, democracy. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism. Plato (428/427 or 424/423 – 348/347 BCE) describes a system of education in The Republic (375 BCE) in which individual and family rights are sacrificed to the State.
First of all, it is not the content of any information source in the network that is remembered, but the place where this information is located, and more precisely the ‘way’, method how to get to it. Berkeley, California: McCutchan Publishing Corporation, 1983. In a review of the research on teacher quality, Machin argues that: Bringing the lowest-performing 5-10 per cent of teachers in the UK up to the average would greatly boost attainment and lead to a … Knowledge is the transition from acquiring knowledge through reading, from the teacher’s monolog to visual perception, or discussion in the classroom.
Differences between the modern practice of teaching at school and the new “social-digital generation” [1].
“The accessibility of almost any information at any time from an early age changes the structure of mnemonic processes. In Becker and Ravitz’s (2001) study, for example, the results show that computer use among teachers is related to … In 2010, UNESCO recommended the following teaching strategies for the twenty-first century: experiential learning, storytelling, values education, enquiry learning, appropriate assessment, future problem solving, outside classroom learning, and community problem solving [30]. Research also shows that variations in ... pedagogical content and general pedagogy. When working with at-risk families or youths they are referred to as social pedagogues (socialpædagog).
As in school, at the university, we use these trends when building the learning process. Another criticism is that the intelligence is too identical for types of personalities. [50] He named seven of these intelligences in 1983: Linguistic, Logical and Mathematical, Visual and Spatial, Body and Kinesthetic, Musical and Rhythmic, Intrapersonal, and Interpersonal. By closing this message, you are consenting to our use of cookies.
[13] It was first described by Plato in the Socratic Dialogues. He describes education as a gradual affair, and places certain responsibilities on the teacher. The development of innovations in education is served by the scientific discipline “Pedagogical innovation.” It helps in the development, implementation and dissemination of innovations in teaching practice. The findings provide information on practitioners' perceptions on what they consider to be the most important aspects of dance teaching in schools and suggestions on teachers' pedagogical approaches for the teaching of the subject in schools. Pedagogy is often described as the act of teaching. The findings provide information on practitioners’ perceptions on what they consider to be the most important aspects of dance teaching in schools and suggestions on teachers’ pedagogical approaches for the teaching of the subject in schools.
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It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. Tagunova et al. Of course, such a process of obtaining knowledge, on the one hand, can be characteristic of an already prepared or adult person who is able to critically evaluate, analyze, choose, and construct knowledge [21]. It is also possible to earn a master's degree in pedagogy/educational science from the University of Copenhagen.
The survey data were analysed using SPSS to provide descriptive and inferential results. Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Kazakhstani scientist Akhmetova defines the six reasons for modernizing education somewhat different: the quality of education, globalization and internationalization, politicization and the creation of a knowledge society, new teaching technologies, marketing and financing [10].
The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. That is why didactic theories and problems are considered not only from the point of view of the internal relations of the teacher and the student, but as a didactic and at the same time social environment, open to innovations and interference, dynamic changes. The risk zones indicated by teachers: a reduction in the amount of knowledge for a limited time of the lesson (54.55%), training and material support/equipment, markers, stickers …/(48, 48), class noise, reduced discipline (42.42%), and labor time of training (36.36%). According to Taubaeva and Laktionova: “The innovative process is a complex activity in the formation and development of the content of education and the organization of a new” [25]. In the environmental approach, information and energy become important categories.
Pedagogy of the twentieth century differs from the pedagogy of the twenty-first century. Differentiation refers to methods of teaching. in retirement homes, prisons, orphanages, and human resource management. Publishing on IntechOpen allows authors to earn citations and find new collaborators, meaning more people see your work not only from your own field of study, but from other related fields too.
Upbringing in the narrow pedagogical sense is a purposeful influence on the development of specific personal qualities…” [5]. (R5) According to teachers what is the parity of applying traditional and innovative teaching methods? The results of the survey help to understand: first, how dynamic is the improvement of teachers’ pedagogical skills and mastering of innovations in teaching. The collection includes a didactic description of the algorithms for applying the methods and the most interesting examples of student fulfillment [29].
writes: “Upbringing in the broad pedagogical sense is a purposeful influence of the society to prepare the younger generation for life. In addition, the promotion of the ITM application is widely conducted in the Kazakhstani education system. The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy). This scientific direction in pedagogy connected with the social environment and the socialization of the individual has resulted in a new disciplinary science—social pedagogy. Students are invited to study the historical information about this panel and to come up with their own version of the historical picture of the collection of the procession, for example, the scientific school of the theory of behaviorism with brief “reference signals” about the positions of scientists. 92.42% of the teachers admit that they use innovative teaching methods. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. Another question is, how much do teachers take a positive attitude to innovation, accept them, and improve their skills? Digital technologies change our way of life, ways of communication, way of thinking, feelings, channels of influence on other people, social skills, and social behavior [21]. The average concentration duration of attention compared to that which was 10-15 years ago, decreased ten times.
Besides, teachers attend training at their own expense (45.4%) and are engaged in self-education (30.3%).
Features of innovative training: (1) work on anticipation, anticipation of development; (2) openness to the future; (3) constant inconsistency, in other words, the non-equilibrium of the system, in particular the person himself; (4) focus on the personality, his development; (5) the obligatory presence of creativity elements; and (6) partnership type of relations: cooperation, co-creation, mutual assistance, and so on.
Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.[27][28]. [7] It is pronounced variously, as /ˈpɛdəɡɒdʒi/, /ˈpɛdəɡoʊdʒi/, or /ˈpɛdəɡɒɡi/. “Learning the text by heart, ignoring the meaning, understanding - is known as a superficial approach, and an integral and critical assessment, the study of the material is known as a deep approach.” “Superficial learning is a superficial approach; it is the reproduction of knowledge, the teacher-regulated training, passive epistemology, dual vision, and the consumption of knowledge. How did they learn (options: through qualification improvement courses with state payment, independently or at their own expense)? Social reality has a dual nature.
We emphasize that the sequence of the appearance of theories, in principle, does not disprove the previous one, but complements, as it were, built on the previous ones, then penetrates into the previous ones and partially changes their use. hŞb```b``Ö``a``ŸÆ À€ @1V æx æ2 t/c—ätà�ÈíÄ-Ź•+€'�K‚ó:‡/�(÷)Æ�«:::V¬è©6›Ób±HX¹^å]®$6±Ô9ó„sw3>B1éÁ"�G â¥xˆÙœ•PBEw¹"ï 5iJæ‚ê@‚Èb É@ùÆIöfHk ä "%&�`Ï30ˆƒ_À_%Æ£LsYØ8d/˜*T´L.
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