Wyniki wyszukiwania - Biblioteka Nauki

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Personal and Professional Development of an Academic Teacher in the Context of the Lifelong Education

100%

Ulishchenko A.

Intercultural Communication

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2016

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nr 1/1

73-86

EN

Purpose. Search of optimal ways for personal and professional life-long self-perfection of a person in accordance with theoretical and methodological principles of the synergetic pedagogics gives an opportunity to explain in particular the essence of paradoxical dichotomy: on one hand it is structuredness, predictability, adaptability and on the other hand it is elements of chaos, spontaneity and inability to predict the final result. Methods – practical and theoretical. Results. A topical conception meeting the needs of lifelong education is the conception of personality development in the context of the synergetic pedagogics. In accordance with this conception a very important role belongs to the individually oriented educational process related with passing from education to self-education or self-regulated education. One of the newest ideas relating to the modern views on the professional development is heutagogy. It researches organizational peculiarities of autonomous, self-guided education. Heutagogy as a methodological style of lifelong education is embodied in the educational activity that takes place mainly in the plane of informal type of learning but in case of necessity its principles and technological approaches are appropriate to be applied in combination with pedagogic principles and principles of andragogy. Effective development of innovative culture of education, focused on the formation of self-sufficient, creative teacher is implemented in organic interaction with traditional pedagogical culture. Such interaction is manifested particularly in the integrated use of pedagogical, andragogical and heutagogical principles that opens new opportunities for professional development in the synergetic system of life-long education. During this development actualization of personality internal potential takes place.

2

ТЕХНОЛОГІЇ АКТИВНОГО НАВЧАННЯ У ПРОСТОРІ ХЬЮТАГОГІКИ

84%

Юліана Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 8(62)

54-65

EN

The article presents the modern concept of self-directed learning “heutagogy” which exists within the life-long learning concept. Heutagogy is a concept of self-determined learning rooted in andragogy. The paper outlines key issues for research in heutagogy as a concept for guiding the use of new technologies in distance education. Heutagogical approach to teaching and learning implies autonomy and self-determination. The emphasis is to train adult students for complexities of today’s work. The concept “heutagogy” arose due to the development of distance education new technologies, informatization of society and mobility of workforce. This concept suggests supporting development of learner-generated content and defining the learning outcomes. The author offers a literature review of current research where demonstrates a discussion of the concept meaning and its main principles. In the process of analyzing the scientific inquiry of the article, the author defines the main differences between the teacher – and student-oriented learning. The observation proves that in heutagogy there is no need the presence of a teacher, as students want to see a facilitator rather than a school teacher; the focus is on the process of information acquiring, not the content; supportive character of the concept in relation to adult students’ wish to learn, which disappears during the formal learning. Key principles of the concept are outlined; the comparison of traditional learning concept and conditions with heutagogical is suggested; active learning methods are described. Examples of active methods learning elements are included into the article. Since the key issue of heutagogy is student-oriented content, where student is supposed to manage his educational process himself and to assume responsibility for results, active learning methods are considered to be providers of the issue realization. Active learning instructional strategies are developed and applied to undertake students in critical thinking process, development of communicative skills in a small group, or with the entire class, considering personal outlook and merits, giving and receiving feedback, and reflecting upon the learning process. There are a lot of ways to implement active learning instructional strategies: they can be fulfilled either in-class or out-of-class, be done by students working either as individuals or in group, and be done either with or without the use of technology tools. It should be noted that active learning demands clearly defined objectives and outcomes; on such conditions we will guide students towards their learning goals.

3

Samokształcenie i technologie informacyjne – zmienność form i trudność klasyfikacji

59%

Kuruliszwili S.

Edukacja Ustawiczna Dorosłych

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2019

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nr 1

39-50

EN

Information technologies determine changes in learning processes and have a significant impact on the revision of self-education methods. The evolution of this form of learning requires reflection and research. The article addresses three issues that are important in this context: an attempt to organise the phenomenon in its new version; location of the newly defined form of incidental e-learning as a self-learning process in the context of heutagogy and microlearning, and finally, some answers to doubts concerning the role of social media in formal learning. The first two issues are based on the results of previous research and literature studies, as well as author's personal observations. To explain the last issue, author presents the results of his research in the extent and nature of the use of social media as a tool to support teaching and learning process at primary, junior high/high school and higher education level. The main research problem undertaken by the author is the attempt to answer the question whether new media are properly used as means of self-education supporting general development of a student.