Wyniki wyszukiwania - Biblioteka Nauki

1

Безперервна освіта як необхідна умова розвитку українського суспільства

100%

Ludmila Gusak L. , Svitlana Gedz S.

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nr 1

91- 96

EN

The article highlights the importance of continuous education for the successful development of Ukrainian society, as well as for the satisfaction of the needs of each individual and the improvement of his professional skills.

2

ІНТЕРПРЕТАЦІЯ ПОНЯТТЯ НЕФОРМАЛЬНА ОСВІТА: ПОГЛЯД НІМЕЦЬКОМОВНОГО СУСПІЛЬСТВА

88%

Солощенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 10(44)

198-206

EN

Variability of interpretation of concept of informal education from a position of the researchers of German-speaking countries is shown in the article, namely Germany, Austria, Switzerland and others. It is defined that education throughout life contains certain types of training: formal, non-formal and informal. It is proved that the concept of informal education has wide variability of the interpretation, its essence consists in existence of a certain organized, systematic educational activity which is carried out behind the territory of a formal education system for a guarantee to the chosen (certain) types of training of separate subgroups of the population, both adults, and children. The terms «formal», «non-formal» and «informal» serve the systematization and description of the multifaceted learning processes that may occur consciously or by chance in various contexts and be organized in very different ways; their use however is still not uniform. The terms have been discussed extensively, including in the feasibility study prepared as part of the «Lifelong learning passport with certification of informal learning». For the Commission of the European Communities on the other hand formal and non-formal learning are unequivocally intentional, informal learning is “not necessarily” so. Informal learning thus takes place in all life contexts; it may be intentional and directed but also, as in most cases, be done quite incidentally. It does not usually lead to any certification. Non-formal learning processes on the other hand under the EU’s definition take place outside the main systems of general and vocational education and may, but do not have to, lead to formal certificates. The definition used by the OECD in the guidelines for this activity defines different boundaries: Formal learning refers to learning through a programme of instruction in an educational institution, adult training center or in the workplace, which is generally recognized in a qualification or a certificate. Non-formal learning refers to learning through a programme but is not usually evaluated and does not lead to a certification. Informal learning refers to learning resulting from daily work-related, family or leisure activities. The main criterion that differentiates formal learning from the other two forms of learning for the OECD is the qualification and certification of learning. This means that CET resulting in a recognized certificate counts as formal learning. Non-formal learning also takes place in organized contexts but is generally not a subject to evaluation or certification – and hence does not lead to an entitlement. The OECD’s definition of informal learning primarily targets unintentional learning processes on the job, in the family or during leisure time.

3

ІНФОРМАЛЬНА СКЛАДОВА В СТРУКТУРІ ОРГАНІЗАЦІЙНО-МЕТОДИЧНОЇ СИСТЕМИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ХОРЕОГРАФІЇ

88%

Реброва О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 1(55)

132-142

EN

The article reveals the logic of building the organizational-methodological system of future choreography teachers’ training with a focus on improving the quality of education, professional training through the phenomenology of artistic and mental experience. This idea led to the consideration of a wide range of factors of influence on art education and the inclusion of various constructs in the system that make it more open. The following factors are taken into account: vitality, gradualism and continuity, pre-university training; communicative peculiarities of professional learning environments ethno-mental traditions, regional socio-cultural space. It is shown that modern education is regarded as a three-track dimension, which includes such forms as: formal, non-formal, informal. Informal education corresponds to the accumulation of the vital (life) experience, which manifests itself in two types: information about the experience of living in an artistic environment and information about the life (in this case professional) artistic experience. The accumulation of such experience is caused by stochastic phenomena in the development of art and socio-cultural space. It is emphasized in the article that the modern teacher of art, including choreography, should be more mobile, independent, competent in various types and genres of choreography, must have an organizational culture, be able to work in team. Such training should be carried out taking into account modern trends of development of art education, all factors affecting the artistic and aesthetic preferences and acquire the appropriate experience of today’s youth. The explicit use of such experience in the training is possible through the inclusion in the system of informal constituent. The latter is usually considered in accordance with the post-graduate or continuous education. Meanwhile, pre-university training of future choreographers is mainly carried out in the conditions of non-formal and informal education, which affects their experience and quality professionalism. Educational strategy for the actualization of the self takes into account such forms of experience. For this the principles of organization and functioning of open systems become relevant, among which the most important principles are identified: organizational continuity, compatibility, reverse connection.

4

Locus educandi: miasto jako przestrzeń nieformalnej edukacji międzykulturowej

75%

Pilarska J.

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tom 30

EN

Anthropological and sociological reflections over the city often stress its importance as a dynamic creation, that shapes the identity of its dwellers, hence it is a place of upbringing – locus educandi. It is, therefore, not ideologically-free area, and can serve as a point of departure for the reflections within the framework of pedagogy or cross-cultural education. The city is a symbolic sphere, where, as a part of the everyday life interactions, the encounter with the Other takes place. Thus, such area can make individuals familiar with the latter. At the same time the city becomes a material foundation for intercultural education, upon which (cross-cultural) social capital can be built. Such way of understating the city points to its properties as a phenomenological experience, what, in turn, makes relations with the place psychological and semantic. This paper analyzes selected theories of the city as a social and anthropological area, revealing its pedagogical potential. The latter – as exemplified by Sarajevo – can be used in various educational projects in culturally diverse communities.

5

Interdisciplinary approach to technical education

75%

KROTKÝ J. , KORYTÁŘ J. , SIMBARTL P.

Edukacja-Technika-Informatyka

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2016

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tom 7

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nr 3

82-88

EN

The authors introduce a realistic concept of innovation in teaching technical subjects at primary schools with regard to sustainable development of industrial society. The concept is based on the published results of an institutional survey carried within six organizations which are concerned with teaching the educational area of Man and the World of Work and preparing teachers for the area. The survey was conducted as a part of the project Erasmus +Activity 1, action strategic partnerships for school education no. 2015-1-SK01-KA201-008942 and as a training of the institute of informal way of teaching at Techmania Technology Center. The innovation is seen especially in interdisciplinary connections between subjects, implementation of new modern technologies in teaching and support of informal education.

6

Edukacyjny potencjał sztuki filmowej, czyli czego o niepełnosprawności ruchowej możemy się nauczyć w kinie

63%

Mironiuk-Netreba A.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2014

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tom 15

195-212

EN

In this paper author characterizes informal adult education about physical disability in popular films. In postmodernism, one’s informal education takes place in everyday life, in social context or during free- time activities; it refers to process of learning, not teaching. Popular culture as omnipresent part of cultural practices may be perceived as a field of informal adult education. Texts of popular culture have powerful influence on shaping trends, promoting certain lifestyles and desirable looks – they socialize the postmodern human. Film as an audiovisual form of artistic display and a text of popular culture may be analyzed as a medium of informal education – movies are perceived as alternative source of experience and knowledge – “moving images” have become “a tutorial of life”. Physical disability is not a popular theme for movies. Media imagery of disability is dominated by stereotypes and prejudices. According to Colin Barnes, a disable person is presented as: pitiable and pathetic, sinister, curio, object of ridicule or violence, his/her own worst and only enemy, burden, sexually abnormal, incapable of participating fully in community life, “super-cripple” and, the most proper, as a normal person. The author presents opinions of 7 adult viewers collected in individual interviews after the projection of the film My Left Foot. The viewers perceived the physically disabled protagonist as: a (disabled) man of success, a rogue, a super-human struggling with obstacles, an artist, a genius and normal person. Moreover, viewers interpreted the film meaning on different levels of understanding, they described the plot, identified abstract and moral message, referred the story of protagonist to their biography and read the hidden meaning of the movie.

7

Przestrzenie aktywności edukacyjno-zawodowej studentów studiów niestacjonarnych

51%

Kałużny R.

Edukacja Dorosłych

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2011

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nr 2(65)

81-91

PL

Autor w artykule podejmuje rozważania dotyczące aktywności edukacyjnozawodowej studentów studiów niestacjonarnych. W prowadzonych badaniach poszukuje odpowiedzi na następujące pytania: Jakimi cechami społeczno-demograficznymi wyróżniają się osoby studiujące w trybie niestacjonarnym? Jakie rodzaje aktywności preferują studenci w obszarach kształcenia nieformalnego i pozaformalnego? W jakim stopniu kierunek studiów jest zgodny z rodzajem pracy zawodowej wykonywanej przez studentów? Badaniami objęto 131 studentów drugiego roku studiów licencjackich niestacjonarnych z uczelni publicznej i niepublicznej.

EN

In the article the author considers educational-professional activity of extramural studies. In the conducted studies the answers to the following questions are sought: What socialdemographic traits distinguish people who undertake extramural studies? What types of activity do students prefer in the fields of informal and non-formal education? In what proportion does the studied field correspond to the type of work done by students? The studies covered 131 undergraduate students on their second year of study from public and private universities.

8

МОДЕЛЬ КОРПОРАТИВНОГО НАВЧАННЯ ЯК ІННОВАЦІЙНА ТЕХНОЛОГІЯ ПІСЛЯДИПЛОМНОЇ ОСВІТИ ПЕДАГОГІВ

51%

Панченко С.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 8(72)

170-180

EN

The purpose of the article is to study the main components of teachers’ corporate education model as an innovative technology of their postgraduate education by which the favorable image of education institutions, united corporate goals, values, strategic communications are formulated and the corporate culture level of the institution is raised. The following general scientific methods were used at the theoretical level to reveal and justify the essential aspects of a particular research subject: analysis, synthesis, induction, deduction, comparison, formalization, abstraction, modeling. The main legislative approaches to postgraduate pedagogical education are considered in the article, the prospects for the teachers’ non-formal and informal education development in the industry reform conditions are outlined. The main stages of the foreign experience of the formation and consistent development of the corporate staff training system are given. The efficiency of corporate training systems in other industries, arguments in favor of the author’ assumption about the prospects for their implementation in education institutions are formulated. Theoretical approaches to exploring the issue of training and developing education institutions teachers on corporate technology were revealed. An attempt to popularize strategic management of personnel in educational institutions through “intra-firm” and corporate training of teachers was made. It implements the every teacher’ right to continuous education, taking into account the strategic priorities and development goals of the education institution. The main components of the corporate training model for teachers of education institutions were determined. As a conclusion, corporate training can take a worthy place among the innovative models of the teachers' postgraduate education, because it is aimed at integrating the objectives of the corporate strategy of the education institution development and the strategy of the pedagogical workers’ development (training, formation of readiness for change in the reformation situation). Further development and study are needed by the normative base, pedagogical conditions of activation and dissemination of “intra-firm” education and corporate training of teachers in the practice of strategic management of the educational institutions staff, formation of psychological readiness of teaching staff to this innovative technology of postgraduate education.