Analogies are one of the tools that can increase the quality of a teacher’s work. In order to use analogies in teaching in an efficient way, it is necessary to train teachers for their application. ...Since such training is generally lacking, teachers use analogies spontaneously and in accordance with their intuitive notions of when and how they can and should be applied. In this paper, we consider some problems of spontaneous use of analogy. The paper presents the results of two surveys on student samples (150 and 305 respondents, respectively). In the first survey sample, there were students who were trained for the teaching profession, and in the second survey sample, some were trained for the teaching profession, and some were not. Their tendency to spontaneously apply analogies in a pedagogical situation (a situation in which they are asked to explain the meaning of certain terms to a child) was measured, as well as the quality of the analogies they applied. Quality was assessed by whether or not they indicated similarities and differences between analogs in the applied analogies. We started from the assumption that analogies without explaining similarities and differences will dominate over analogies in which such an explanation is present and that pointing out similarities and pointing out differences between analogs will be approximately equally represented. The assumption that analogies without explaining similarities and differences will dominate is confirmed. The results suggest that a significant number of respondents show intuitive sensitivity to the conditions of effective application of analogies, but this sensitivity is much more related to the awareness of the need to explain similarities than to explain differences. Also, the results suggest that professional training for the teaching profession, to some extent, contributes to improving the competence of future teachers for the effective application of analogies. In our research, we got results that show that students who have prepared for the teaching profession and who have progressed further in that preparation (more years of study) use analogies in a more efficient way. Students who prepared for the teaching profession pointed out the differences between analogs significantly more often, and older students pointed out similarities explicitly more often.
Dans cet article nous analysons les modes de réception des parties prenantes d’une grande école de management française aux diagnostics de l’anthropocène, de l’effondrement écologique et de ...l’emballement climatique. Nous rendons compte plus précisément d’une innovation pédagogique qui fait provoquer une rencontre entre des savoirs académiques issus des sciences de la terre et du vivant et des étudiants en management. Nos résultats montrent comment les imaginaires écologiques et climatiques des étudiants vont être transformés suggérant une typologie des imaginaires de l’anthropocène. Nous suggérons que les expériences pédagogiques s’appuyant sur le constat de l’anthropocène ouvrent des perspectives critiques fécondes sur le management tout en produisant des situations d’apprentissage éminemment risquées.
Cette étude a pour objectif d’identifier et d’analyser quelques phénomènes prosodiques remarquables dans le discours pédagogique des enseignants de français langue étrangère (FLE). Elle se base sur ...l’analyse d’échantillons audio de cours enregistrés dans un centre universitaire de FLE. Les résultats préliminaires qui sont présentés dans cette contribution vont dans le sens d’une organisation prosodique spécifique mise en place par les enseignants dans les macro-séquences monologales, avec un couplage d'indices fréquentiels, temporels, et d'intensité. L’analyse explore trois types de séquences du discours pédagogique : les locations de type "(X) c'est-à-dire (Y)", les proéminences lexicales, et les mots-outils
alors, et, mais, donc
, ponctuants sonores du discours. Cette contribution présente des résultats préliminaires qui mettent en lumière des stratégies prosodiques qui semblent caractéristiques du discours pédagogique des enseignants.
Prosodic analysis of teachers discourse in French as a Foreign Language.
This study aims to identify and analyze some remarkable prosodic phenomena of teachers’ discourse in French as a Foreign Language (FFL) classroom. It is based on the analysis of audio samples of courses recorded in a university center of FFL. The preliminary results presented in this paper point to a specific prosodic organization set up by teachers in “monologal macro-sequences”, with a coupling of frequency, temporal, and intensity cues. The analysis explores three types of pedagogical discourse sequences: "(X) that is (Y)" locations, lexical prominences, and “tool-words”
alors, et, mais, donc.
This paper presents preliminary results that highlight prosodic strategies that seem characteristic of teachers' pedagogical discourse.
This paper attempts to reconstruct the pedagogical thought of Mozi and the Moist school, the preeminent ancient philosophical school in China, along with Daoism and Confucianism. The research refers ...to the work of Mozi and studies by contemporary experts on his philosophy. The basic pedagogical values or virtues identified by the philosopher are universal love, security (economic), peace, simplicity, modesty, self-restraint (of material needs), social activism, high morale of leaders and superiors. The fundamental dilemma of the Moist concept comes down to the state and religious sanctioning of the pedagogical virtues listed, which in the light of contemporary pedagogical research undermines the value of the concept.
The work investigates the different modalities that colonial-capitalism expresses in the region and how colonial power is re-articulated through certain discourses, policies and strategies in the ...educational system, reproducing colonial modalities of subjectivation and responding to a glance of the world, sustained by the geopolitics of knowledge. An approach to the contributions on the coloniality of power and the coloniality of knowledge by Aníbal Quijano, the Liberating Education of Paulo Freire, Critical Pedagogies and Latin American Psychology, re-signified and re-thought in the light of the various popular movements, indigenous, feminists, peasants, among others, allow us to advance in the design of critical, popular and intercultural pedagogies from the global south.
The article is devoted to the problem of assessing the effectiveness of the formation of acmeological competence of future navigators in the process of their professional training. And taking into ...account the specifics of their professional activities, the main objects of pedagogical diagnostics of the formation of the level of acmeological competence of future navigators are: acme-awareness, acme-praxis, acme-quality, acme-ability, acme-properties, value orientations and motivation, activity of interaction with the external environment, the effectiveness of subject-cognitive activity.
The key in pedagogical measurement is the definition of assessment criteria corresponding to the indicators of the named education. According to the main provisions of the theory of pedagogical measurement, the article highlights the criteria for the formation of the acmeological competence of future navigators with the corresponding indicators of their manifestation, the distribution of which is determined by: motivational, cognitive, praxeological and personal criteria, makes it possible to effectively evaluate the corresponding complexes of indicators of the state of formation of acmeological competence. In addition, in the course of the study, a three-level system of forming the acmeological competence of future navigators was propaned: low, medium and high. Where the highest level of formation of acmeological competence is characterized as – the level of actual "acme", which future navigators must achieve in their personal and professional development while studying in educational institutions.
This study uses integrated art and science events to explore a blended approach in improving public understanding of current scientific topics and widening participation within the local community. ...The events were a Halloween-inspired microbiology-themed series of interactive exhibitions hosted within a national museum as part of an existing series of adult education evenings. A representative sample of 102 mixed methods exit questionnaires, based on determining (i) audience diversity and (ii) understanding of scientific topics, were analysed by qualitative and quantitative approaches, and a post-attendance focus group was carried out to determine longer term impact of the event. Participants were grouped as 'Science', 'Arts', 'Both' or 'Neither', according to their past experience and engagement. These events welcomed more participants from the Arts and Neither subsections hence engaging a group of people who would not usually visit science public engagement events or comparative events hosted in traditional academic settings, highlighting the importance of venue choice in reaching new audiences and widening participation. An increase in perceived understanding of science was observed by all groups of participants with reported enjoyment focused around the science talks, presentations and blended art-science activities. A putative impact in science capital is observed with participants reporting an increased likelihood of attending science events in the future. Furthermore, increased discussion and awareness of science in society is evidenced by participants. Blended art and microbiology exhibitions enhance the accessibly of science public engagement events and is likely to increase science capital; the impact of this on cognitive polyphasia is also discussed.
Digital economy in professional standards sets high requirements for the competencies of specialists, necessity of acceleration and continuation of professional development, introduction of modes of ...distance learning. Students have contradictions and chronological gaps between the new virtual educational content and previously obtained real experience, modern styles of professional activity and traditional patterns of performance of labor functions, between current information from Internet sources and well-known fundamental knowledge in the subject area. As a result, it becomes difficult to implement educational strategies and trajectories, as well as to develop professional competencies. To solve this problem, it is suggested to distinguish a class of trans-perspective pedagogical technologies. Their pedagogical impact is based on the creation of spatial and temporal relationships (trans-perspectives) between various educationally significant events. The trans-perspective reverse-methodologies identified by the authors have these opportunities and are based on case studies, professionally-oriented complex projects, end-to-end design based on reverse-engineering and prototyping, the “Swing of Time” methodology based on visualization. Diagnostics of the results of the experiment with students of various training areas proves an increase in the level of formation of the continuous professional and educational space of the student due to the reduction of educational risks and the creation of a professional and educational trans-perspective as a purposeful combination of the multidimensional experience of the past, knowledge of the present and forecasts of the future in the educational process.
The article describes features of the development of professional abilities of future teachers. Different views of scientists on the definition of “professional abilities” are considered, the ...development of which, in turn, affects the effectiveness of professional pedagogical activity. The role of the educational process in higher education as a platform for the development of professional and pedagogical abilities is noted. The pedagogical conditions that contribute to the effectiveness of the development of students' professional abilities are highlighted and substantiated. The article describes the results of experimental work to identify the current level of development of professional abilities of future teachers. At the initial and control stages, monitoring and a number of diagnostic techniques were used, as well as self-diagnostics. The formative stage of the experimental research is represented by the testing of the selected pedagogical conditions. According to the results of the control section, the dynamics of the level of development of the professional abilities of future teachers in a positive direction was observed.
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