Статьи журнала - Непрерывное образование: XXI век
Все статьи: 481
Статья научная
В статье рассматривается специфика написания научных текстов и студенческих работ, детерминированная стандартами англоязычной и русскоязычной науки и университетской практики. Автор размышляет над мерой целесообразной разумности и степенью актуальности внедрения мировой стандартизации в русскоязычное образовательное поле. Даются обоснования важности внедрения в учебный процесс вузов учебных дисциплин, интегрирующих положения англоязычного контента «academic writing» и русскоязычного курса «академическое письмо» с более широким спектром правил, включая сложившиеся в отечественной модели науки и высшей школы. В статье представлен компаративный анализ дидактико-методологических подходов к учебным и научным текстам. Представлен контент-анализ учебных пособий и научных статей, рассматривающих академическое письмо в широком и узком смысле слова. Уделено внимание специфике учебного курса «academic writing» в финских классических университетах. По мнению автора, некорректно сопоставлять некоторые стили научного текста, сложившегося в разных культурах, что не снижает их эвристической значимости. Особое внимание уделено применению теории парадокса как методологическому основанию трактовок дисциплины «академическое письмо» в русскоязычной и англоязычной традициях. Для усиления аттрактивности и повышения визуальной компоненты предлагаемого в статье контента даны ссылки на актуальные видеоматериалы, экспресс-анализ которых есть в статье и может быть полезен для общей дискуссии по теме выпуска.
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"Академический гострайтинг": рынок имитации научно-образовательной активности
Статья научная
в статье анализируется явление, получившее в международной практике название «академический гострайтинг». На рубеже двадцатого и двадцать первого веков на рынке услуг активизируется массовый спрос на готовый образовательный и научный продукт в виде контрольных, курсовых, дипломной работ, магистерской, кандидатской, докторской диссертаций, научных статей и монографий. Купля и продажа учебных и научных текстов, выполненных на заказ теневыми авторами, рассматриваются в статье как феномен имитации научно-образовательной активности. Базой для анализа послужила информация, открыто представленная на русско-, англо-, франко-немецкоязычных сайтах учреждений и лиц, предлагающих услуги академического гострайтинга. Выявлены общие смысловые единицы и интенции на стороне заказчиков и исполнителей академических текстов, а также специфические черты и тенденции развития рынка данного вида услуг. Показана технология организации академического гострайтинга и социально-педагогические последствия имитации научно-образовательной активности; намечены некоторые возможные пути профессионального противостояния описанному явлению. Факты и основные положения, изложенные в статье, представляют интерес для широкой педагогической общественности, менеджеров образования, преподавателей школ и вузов, организаторов аттестации педагогических кадров.
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Статья научная
В статье анализируются системные истоки и глубинные причины формирования «фрикативно-фейкового кластера» суррогатных студенческих работ в русскоязычном образовательном пространстве. Данный феномен рассматривается как симптом «социальной болезни», требующий комплексного профессионального решения. Представлены результаты международного компаративного исследования узнаваемости данного кластера и наличия спроса на его услуги в России, Казахстане, Финляндии. В качестве методологических оснований формирования данного феномена позиционируются социально-экономические и аксиологические детерминанты проблемы. Особое внимание уделено обоснованию круга лояльных экспертов для конструктивного решения проблемы как превенции эскалации негативного контента о выдающемся статусе русскоязычной высшей школы и науки на мировой арене.
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A typology of kindergarten teachers based on their didactic strategies
Статья научная
this study focuses on the identification of didactic procedures of kindergarten teachers. The introduction presents modern trends in kindergarten education. It also discusses possible paradigmatic starting points for the transfer of educational content by a teacher and perspectives on child learning, which determine teachers’ choices of their own didactic procedures. A qualitative research design was carried out using participatory observation of the didactic activities of four teachers, whose practices range from 1 to 39 years, followed by a semi-structured interview with these teachers. The aim of the study is to describe the choices of didactic procedures made by the kindergarten teachers through empirical data from didactic situations. The data obtained from participatory observation reveal different didactic strategies employed by the teachers and disclose a personal inclination of each teacher, namely an inclination towards a goal-oriented curriculum, an inclination towards a child-oriented curriculum, and an inclination towards the role of a teacher as a facilitator. A subsequent analysis of interviews identifies specific categories of teachers’ procedures, which reflect their different conceptions of the transfer of educational content. Overall processing of the obtained data leads to a compilation of didactic typology of kindergarten teachers. This study will be followed up by further work, and the typology presented will be subjected to more extensive verification.
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Academic writing at a technical university: a qualitative study of paraphrasing strategies
Статья научная
the formation of paraphrasing skills is of utmost importance in teaching academic writing in a foreign (second) language to PhD students of a technical, as well as any other, university. The present study explores the paraphrasing strategies employed by first-year second language (L2) PhD students (n = 22) of MEPhI when completing a writing assignment. The qualitative analysis of the student-generated summaries of a fragment from an academic paper revealed weaknesses in L2 students’ paraphrases including the underrepresentation of substantially revised texts, overrepresenta-tion of lexico-semantic transformations and misinterpretation of the original meaning of the source text. The results of the survey demonstrated that the majority of the students experienced difficulties when trying to find other ways of expressing the same idea without copying directly from the source text. The study enables a better understanding of paraphrase use in L2 academic writing.
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Didactic tools in foreign language teaching practices and research papers
Статья научная
methodology for teaching foreign languages has developed a wide variety of didactic tools that embrace methods, techniques, aids, materials, tasks, and activities for teaching foreign languages in diverse contexts and formats to people of different ages for different goals. The purpose of the study is to identify a few didactic tools widely covered by researchers lately and, based on the foreign language teachers` answers to a questionnaire, to find out if the teachers are aware of the tools which have proved effective and if they apply them in designing the logistics of their teaching and student learning practices. Materials and Methods. The materials for the study were selected through the authors` brain-storming and random choice of a few didactic tools which are frequently covered by researchers and highlighted by foreign language teachers during seminars conducted by our department. As a result, the authors focus on Kahoot / Quizlet as popular services for subskills formation; mingles as an interactive form of learners` classroom management; mind maps as a way of information processing for varied purposes; problem-solving tasks for the foreign language communicative competence development; gamification as a systematic implementation of gaming elements in the class-room; flipped classroom as an option of independent student activities management. In addition, the authors used search engines, websites and databases to compile statistics concerning the description of the selected tools in academic papers. The questionnaires offered to teachers aimed to reveal if they are familiar with these tools and if they apply them in the classroom. Results. According to the study, practically all the respondents know the selected tools, though they do not incorporate all of them into their practices for different reasons in spite of their proven effects. Mingles, mind maps and Kahoot / Quizlet appeared to be the least used. Discussion and Conclusion. The study revealed a certain gap among researchers` focus, teachers` awareness and practical application of the didactic tools in the classroom. The authors conclude that there is an urgent need to work out special summative reviews, or digests, and guide-lines based on research and backed up with practical examples and to widely promote them in pre-service as well as in-service foreign language teacher education.
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Статья научная
this paper evaluates the scope of teaching academic writing to Chinese students in a non-native speaking environment. We define the context of EAP studying and outline its purposes, which should be distinguished from those associated with ESP instruction or content-based instruction. This distinction is important as it determines the teaching framework of EAP instruction. We suggest that a teaching model aligned with such framework would emphasize the «reading-to-write» approach based on discourse analysis techniques as opposed to genre-based techniques. The suggested model foregrounds the interactive nature of learning, characterized by tangible forms of learning explored through instructional conversations. In the second part of the article, we show how these ideas apply to the teaching of summary writing as a core activity in academic writing programs. We believe the suggested approach can provide necessary scaffolding for novice writers in academic English and EAP teachers who are looking for more effective ways of teaching academic skills.
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Hardiness in students of helping professions
Статья научная
this study deals with the concept of hardiness which is understood as a key property of an individual's resilience. The aim of this study was to examine and compare the degree of hardiness in students of psychology, teaching, and non-teaching pedagogy depending on their age and field of study. Quantitative research was carried out in the form of a questionnaire survey using the Personal View Survey research tool. 260 students of the combined form of study took part in the research survey. One-factor ANOVA and Post-hoc tests showed significant differences. The highest level of hardiness was observed in students aged 31-40 years. No difference was found between the youngest and the oldest age cohort. From the point of view of the field of study students of psychology have significantly higher mental resilience than students of pedagogical fields. The degree of hardiness in students of teaching and students of non-teaching pedagogy is without major differences.
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Lifelong learning autobiography
Статья научная
the article presents the description of educational experience of an ordinary person, the Netherlands citizen. The author lays emphasis on the successive stages of his personal and professional development, related to the necessity of making the individual choice of the ways to continue his education. In this connection the author considers the multiple changes of one form of learning (self study) by another as the manifestation of educational continuity. Traveling down the memory line the author traces the circumstances of transition from one type of learning to another and gives the retrospective emotional evaluation of external and internal causes, principal motives and consequences of his choices, and the quality of acquired education. Presented in the form of autobiographical essay the factual material is personalized, real and interesting by its commonness, behind which one may see a concrete person realization of the objective need for the continuation of education at any age. The accumulation and systematization of similar humanitarian descriptions might serve as a basis for further scientific generalizations in the sphere of studying the phenomenon of educational continuity. The information offered by the author allows getting an idea about historically developed variability of the forms of main and professional education in Holland.
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Multifunctionality: a top down projection of university foreign language education
Статья научная
Abstract: imperative of modern education is to form key competences or soft skills along with per-sonal values and specific professional competences, the study aims to describe one of the types of tasks which contributes significantly to students’ integral outcomes improvement. Materials and Methods. The study was conducted in the framework of university foreign language education. It involved language and non-language students with levels of communicative language competences varied from A1 to B2 ( CEFR). Qualitative and quantitative methods of research as literature review, work analysis, student questionnaires and interviews were employed in the study. A traditional PPP model (present, practice, produce) teaching model with further result as-sessment was used in the first part of the actual research. The second part involved multifunctional tasks and result assessment. The results of students performance were assessed according to the cri-teria developed by the authors. Chi-square test of independence was performed to examine the rela-tion between the use of PPP model and multifunctional tasks and the students’ results. Results: As the students’ outcomes were assessed and analyzed, the study confirmed the hypotheses that multifunctional tasks enable the achievement of higher level in both language competence and key competence which means that multifunctional tasks contribute to better integral outcomes. Discussion and Conclusion. The study has revealed that both models (PPP and multifunctional) boost students’ foreign language communicative competence however the use of multifunctional tasks stimulate the key competences and personal qualities development which is necessary for eve-ry professional. Multifunctional tasks are versatile and can be tailored to different language level and adapted to different content.
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Research writing course: preparing a text for machine translation
Статья научная
english has been the dominant language in the academic world for many decades. Therefore, second language learners need to develop their academic communication skills, especially academic writing. To improve English language writing skills in higher education, academic writing centers have been established in Russian universities since the 2010s. The Center for Academic Writing «Impulse» at the University of Tyumen provides scaffolding for the development of scholars willing to publish their research internationally. This article describes the course «Preparing a research paper: Machine translation and further editing», held for 16 researchers from October 12 to November 30, 2022. The course was created to address three concerns: difficulty in understanding explanations in English, inappropriate usage of machine translation, and common mistakes. These concerns led to the design of a three-pillar course: language units ranging from low to high complexity, focusing on common mistakes and key aspects; pre- and post-editing stages of machine translation; and Russian as the language of instruction. The course allowed the participants to work with a text through the lens of the machine translation, avoiding some writing mistakes. Sharing this experience can be useful for university faculty and academic writing educators.
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Статья научная
Schools must imperatively react to constant and rapid developments in all spheres of social life, thus placing ever higher demands on them. Schools are one of the crucial actors in education and socialisation, but can also be a place where a pupil first encounters elements of social pathology such as drug consumption, bullying, criminality, physical and mental abuse etc. According to some studies, pupils from dysfunctional families, not doing well at school, with a high potential for aggression, who are unable to submit to the rules of school behaviour and create their own value preferences are at higher risk of failure. For this reason, school plays an important role in the process of prevention of socio-pathological phenomena. As far as preventing drug addiction in children and youth is concerned, it is necessary to create and identify internally with positive social standards which might form certain barriers in individuals at risk of pathological behaviour. Children must be given space to discover themselves, their moral qualities, their insufficiencies, and above all to shape their own self-respect. And it is the very environment of the school which provides space for meeting these needs, as well as being a space where each prevention programme can be expertly planned and carried out.
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Teachers work design at hospital kindergarten
Статья научная
This study deals with the design of hospital kindergarten teachers' work. In our report, we focus on the characteristics of the work of four kindergarten teachers, who must be able to create an educational space from the hospital environment so that sick children can be well educated. The aim of the study is to reveal the working characteristics of kindergarten teachers at a regional hospital in the Czech Republic. A qualitative research design using a semi-structured interview and observation method was chosen. It was found that teachers must be able to work with limited opportunities and resources in an environment determined by the dictates of the disease. In addition, teachers are, by their profession and mission, a very specific and different element in the health care system with limited social support from the health care staff as well as colleagues. However, for sick children and their parents, they become a link where they minimize the negative consequences of illness and treatment, improve the quality of life of the whole family and contribute to care so that it is holistic and developing. One of the basic conclusions of this research is the need to learn about the characteristics of teachers' work in various specific environments where educational processes take place. These working conditions create a framework for the possibilities of pedagogical work in the hospital, which significantly affects the work outputs of teachers, and thus the educational outcomes of children.
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The analysis of reality shock: pre-service teachers experiencing practicum in preschools
Статья научная
Introduction: Reality shock is a frequent topic in teacher research. This research topic focuses on analysing the reality shock experienced by beginning teachers, and seeking its antecedents and consequences. Relatively fewer studies are devoted to the reality shock experienced by pre-service teachers during their first encounter with the school environment. This study is focused on university students of preschool education and seeks answers to the questions: How do these students perceive reality shock during practicum? What are its causes? How can these causes be reduced or eliminated? Methods: The sample consists of 23 third year preschool education students at a university in the Moravian part of the Czech Republic.The students undertook practicum at the faculty preschool. This preschool was established as a company and serves the purposes of student training as well as education and care of children. The following research methods were used: (1) Students' diaries written during their 4-week long full-day practicum in the last year of their bachelor's programme, (2) questionnaire. Results: The study describes the perception of the students' reality shock and analyses the circumstances that cause this phenomenon. It appears that the key reasons for the reality shock are misunderstanding of the preschool educational concepts, unclear preschool rules, and the interference of parents into the education and care of children attending the preschool. Limitations: As is the case with any qualitative study, this study is limited by its range. It is a case study of only one group of last year students in one study programme. The results of the study cannot be generalised, but they may inspire follow-up studies. Furthermore, the results may influence the pre-service programme to pay more attention to preparing students for the reality of preschools.
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The causes of early school leaving in high school
Статья научная
the “Save Arrival Project” was a part of an international project, which was implemented in 2013-2014, involving five European countries (Ireland, Hungary, Spain, UK, and Czech Republic). Attention was directed to the issue of incomplete education of high school students. The presented study maps one part of the research focusing on the causes of early school leaving high schools in the Czech Republic.
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The curriculum reform in education after 1989 in the Czech and Slovak republic
Статья научная
The paper offers a historical-analytical perspective on the development of primary curricular documents that have historically and geographically influenced the transformation of educational systems in two neighbouring countries, the Czech Republic and the Slovak Republic. The authors’ ambition is to critically describe and evaluate the curriculum development in both countries through analysis and subsequent comparison. The research data were collected based on Bereday’s comparative analysis model, which is carried out in four successive steps. From the data, it is evident that in the initial phase of the transformation of educational systems, both states have strived to define the goals and contents of education for the future. The effort is also evident in the conceptual grasp of educational systems. There are some similarities in the curriculum reform efforts. Still, the implementation of the curriculum reform and the two-level curriculum model and its subsequent development is different.
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The experience of nursery school teachers with children in foster care
Статья научная
The study focuses on the analysis of specific behavioural manifestations in children from foster families from the perspective of nursery schoolteachers in the Zlín region, the Czech Republic. The main objective was to analyse these manifestations in the nursery school environment. A sub-objective was to describe the relationship of these children with their teachers and peers in the nursery school. A semi-structured interview was used for data collection. The participants were five nursery schoolteachers who had experience of working with children from foster families. Open coding of the interviews revealed that children from foster families were more likely to display aggression, rejecting behaviour and defiance. These behaviours are perceived by teachers as a means of releasing psychological tension, a way of attracting attention or inappropriate habits from the family environment. However, at the same time, the need for love, affection and acceptance from the teacher is noticeable. Teachers see the reasons for this behaviour in the children's previous experience and in the current life situation and its changes. Children from foster families often enter into conflict situations with other children in the class. There is a difference in relation to younger or weaker children, to whom they manifest empathy, effort to help or care for them.
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The teacher's well-being in teacher-student interactions
Статья научная
The teacher's experience of well-being and satisfaction significantly affects classroom climate and student work. Teachers interact with various individuals at work, including colleagues and parents, but interactions with students have the most decisive influence on all positive and negative emotions involved. This literature review main aim is to determine how teacher well-being has been researched concerning student-teacher interactions in the classroom and how these interactions affect the teacher's wellbeing. Through the research and analyses of a total of fifteen core studies, including two literature reviews, ten quantitative research reports as well as two qualitative studies. Five key theoretical frameworks and concepts were identified, the more profound examination of which provides a broader theoretical framework for a better understanding of the issues and strategies. Many factors influence wellbeing and teacher-student interactions, such as the teacher's personality, gender, affective attributes, self-efficacy in classroom management, support mechanisms for teachers. The promotion of teacher well-being and the development of interaction skills and strategies are of great importance not just for the teacher but also for overall student well-being and the achievement of more effective learning outcomes.
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Статья научная
статья посвящена анализу и описанию инновационной практики организации зарубежных стажировок в условиях перехода к пост-классической модели образования. Автор рассматривает явление академической мобильности в классических и инновационных форматах, анализирует условия доступа к формам международной академической мобильности молодых исследователей и профессорско-преподавательского состава в постсоветских странах. В центре внимания при этом находится феномен «зарубежной стажировки» как особой формы учебного процесса, научно-исследовательской работы и профессионального развития. В качестве специфической трудности, связанной с обучением за рубежом профессорско-преподавательского состава постсоветских стран разных возрастов, выделен языковой барьер как сегрегационный конструкт в развитии международной академической мобильности. В статье анализируются коннотации смыслового и технологического взаимопонимания и взаимодействия в зарубежных профессорских визитах. Академическая мобильность профессуры расценивается как индикатор успешности реформы высшего образования в постсоветских странах. Автор подчеркивает важность построения адресной применимости знаний, сведений, опыта, полученных в ходе международных стажировок на родине стажера. Исследователям международного образовательного пространства и менеджерам системы повышения квалификации будет интересен компаративный анализ институциональных практик академической мобильности в условиях интеграции постсоветских стран в мировое образовательное пространство, а также инновационные формы реализации зарубежных программ стажировок в Скандинавском институте академической мобильности, основанные на техниках постклассической модели образования.
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Статья научная
В статье раскрывается сущность концепции «Новое общественное управление», получившей распространение в университетах Западной Европы. Рассматриваются основные принципы «нового общественного управления»: переход к контрактному менеджменту, отказ государства от детальной регламентации управленческой деятельности вуза, привлечение к управлению вузами представителей негосударственных организаций, расширение прав руководителей среднего звена. В статье дана краткая характеристика современных инструментов управления вузами: распределение финансовых средств по результатам, формирование глобальных бюджетов, усиление элементов соревновательности и конкуренции между вузами, расширение базы привлекаемых ресурсов, углубление профильности вузов и их открытие социуму. В качестве важного инструмента управления рассматривается деятельность советов вузов, привлекающих к управлению университетом внешних экспертов и социальных партнеров. В статье раскрываются возможности «нового общественного управления» для расширения финансовой и административной автономии немецких вузов, анализируются опасности и риски, связанные с утратой многих академических традиций при внедрении данной концепции в образовательную практику российских и зарубежных вузов.
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