Information communication and its role in pedagogical communication and cooperation

The relevance of the research is due to the problem of forming the level of effective communication skills with the active development of innovative technological tools that allow creating conditions for more successful cooperation in the pedagogical environment. The purpose of the article is to develop a model of the organization of information communications within the pedagogical process. The leading method for the study of this problem was testing developed by M.V. Matyukhina to study the motivational component of students with the identification of its main parameters, which allow us to determine the parameters for creating conditions to improve the educational process and increase the interest of students to it. The developed model will allow to enrich the educational process with information, create conditions for learning a foreign language, allow to get acquainted with effective trends in teaching various subjects in other regions, which dictates its practical importance for education and society.

Social tension in pedagogical environment due to implementation of distance learning (on the example of School No. 99 in Barnaul)

This article is dedicated to the problem of implementation of distance learning in the educational institutions due to the outbreak of COVID-19 pandemic. The research was conducted by means of in-depth interview on the premises of School No. 99 in Barnaul. The author examines such aspects as the tension in pedagogical environment occurred in the context of distance learning. The goal of this research lies in characterization of tension in pedagogical environment due to implementation of distance learning. The general population of this study was made up of teachers of the city of Barnaul. The general population for this study involves the pedagogues of the School No. 99" in Barnaul. The novelty consists in studying the regional aspect of the difficulties faced by pedagogue against the background of implementation of distance learning. The answers of respondents allowed concluding on the performance degradation of students, which directly affected the effectiveness the learning process. The pedagogues noted the increase in their working hours, which worsened their emotional state. “Non-engagement” of students in the learning process influenced the digestion of new material. Another problem outlined by respondents is that technological infrastructure of schools does not meet the requirements of distance learning.

The Influence of Performing Arts Competitions on the Formation of Artistic and Pedagogical Space

The article deals with the main pedagogical problems of performing arts competitions in the context of the humanistic paradigm of the forming artistic and pedagogical space. Different pedagogical situations determining the requirements for organizing and conducting contest programs are analyzed. Various pedagogical strategies of involving the younger generation in performance activities that ensure mass participation and provide children and adolescents with access to creative activities regardless of the level of their performing abilities are proposed. The article also pays special attention to the creation of a pedagogical environment that motivates children and adolescents to participate in contest performance; the organizational conditions of the competition that minimize the negative psychological effects on its participants are highlighted and further prospects for their improvement from the point of humanistic art pedagogy are outlined. The pedagogical problems considered in the article allow the authors to conclude on the need for greater use of the achievements of theater pedagogy in work with contestants, as well as for a thought-out differentiation of competition programs accounting for the composition of the participants and the nature of the pedagogical problems.

Professional subjectivity for student teachers in higher education

This study identifies and characterizes the features of the development of professional subjectivity of a future teacher in higher education. The research methodology is based on systemic and interdisciplinary approaches to education, poly-subject, object-subject, and environmental approaches. The author used theoretical methods (analysis, concretization and systematization of the characteristics of the teacher's subjectivity as a teacher in the indicated projections) and empirical methods (observation; focus groups with students of a pedagogical university studying at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State Pedagogical University. It found that one of the leading differences in the subjective position of a teacher as educator is the need to integrate personal and professional subjectivity. This relies on coordination, and subsequently harmonizes individually significant and accepted value attitudes, cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the projections of the teacher as an educator: into the socio-pedagogical environment - the educator as a sociocultural role and status; into a professional environment - as a separate professional function; into a personal environment - as a personal and professional attitude and position, which made it possible to clarify the peculiarities of the formation of professional subjectivity in the context of the development of the selected projections by the future teacher as an educator. The results confirm the need to work with the reference area of students as a condition for the success of professional education at the university, complementing the experience of solving the problems of self-education and education by a future teacher.

The structure of assessment and control activities of children before school age in the vector of modernity

The article positions the views of scientists on the structural components of assessment and control activities and the need for their development in preschool children in a specially created pedagogical environment. The essence of the concepts "evaluation", "evaluation actions", "evaluation judgments", "control", "control actions", "evaluation and control activities" is revealed. The pedagogical conditions of its implementation are determined, which will promote the effective formation of children's evaluation and control actions in various activities

OPPORTUNITIES FOR APPLYING A COMPETENCE APPROACH IN PRIMARY SCHOOL WHEN WORKING WITH STUDENTS IN SELF-PREPARATION CLASSES

The article discusses the possibilities for applying the competence approach in primary school. The purpose of modern education in primary school is to give the beginning of the knowledge and skills of young students. They must be actively involved in the learning process in order to develop their critical thinking, to have motivation to learn, to acquire problem solving skills, to be able to freely express opinions and argue for their choice, to analyze and summarize facts and information of different nature, here comes to the aid of the teacher competence approach. The author expresses the need to use educational projects. The article describes an author’s project, which was realized in primary school. The application of the competence approach and the work on educational projects replaces the traditional education and creates a favorable pedagogical environment in which the young students can show their individuality.

TRANSITIONING ARCHITECTURAL PEDAGOGY INTO THE VIRTUAL ERA VIA DIGITAL LEARNING METHODS

In an age of physical separation, a new pedagogical paradigm was established via the integration of pre-recorded videos, video conferencing, and online assessments to become hallmarks of the “new normal”. In architectural education, the hands-on learning methodologies were suddenly compromised, challenging design pedagogy to reconfigure how students integrate collaborative design, studio culture, and develop analog skills into virtual learning. This prompted the question, how can architecture be effectively taught and experimentally explored through distanced and virtual means? The recent COVID-19 pandemic has disrupted this pedagogical environment and extinguished the opportunity of accessioning collaborative facilities considering recent distancing parameters. Conducting a literature review on experiences of virtual teaching in the realm of architecture, the paper explores scenarios, surveys, and adaptations to an unprecedented full online architecture studio. The paper showcases a series of teaching modifications that prove to be useful in maintaining and improving student engagement and performance in virtual architectural pedagogy.

Die Schule und ihre Problemkinder. (A)Normalität im 19. und 20. Jahrhundert, eine historisch-systematische Analyse

The book deals with the question of categorization and diagnostic processes in the school sys-tem and the therewith linked specification of normality and deviation. The problem is elabo-rated by a historical-systematic approach: On the basis of current discourses on (un-)desirable characteristics and behavior in school, the question of how these categories have developed in the Swiss educational landscape since the establishment of the public elementary school around 1830 until the beginning of the 20th century is analysed. Among others one guiding principle is, that ideas, concepts, their implementation as well as related measures and actor participation have developed upon the connected history, culture and related systems and that these can only be understood and reflected within this context.The problem is elaborated on the basis of various sources from the pedagogical environment in Switzerland in the 19th century. These can be assigned to the context of the professionali-sation and training of teachers from 1830 onwards. On the one hand, there are pedagogical teaching materials and textbooks from the teacher training seminars of the defined research period. On the other hand, there are profession-specific newspapers – such as the “Schweize-rische Lehrerzeitung” – in which discourses of the teaching staff as well as of other actors are explored in order to negotiate the ideas of normality and deviation. By means of the analysis of the source corpus, in conjunction with discourse-analytical approaches and actor-centered institutionalism, key components in relation to the diagnosis of deviant children at school as well as processes of category formation and application are can be illustrated and analysed. The findings are finally discussed and problematised in the context of educational theories.One of the findings is, that in the development and application of categories it becomes apparent that different categories and patterns of differentiation are applied over different thematic epochs. It is interesting to note that this does not involve a replacement of existing attributions, but rather an addition by new categories, and thus an accumulation of the same. The variety of possibilities for classifying the “abnormal” at school thus increases conti-nuously over time. This accumulation again is associated with new measures and institutional changes. The increasing involvement of various actors and the professionalisation processes taking place are main factors therein. For example, it can be seen that teachers – and thus also elementary schools – did not just rely on achievement-based categories or relevant behavioral patterns at school when deciding to exclude children. They also relied on moral concepts and notions of what was considered “ideal”. Around 1900, the focus was increasingly on assessing socio-economic factors and the “bourgeois” status of family constellations. Among others, poverty, working mothers, “immoral” lifestyles, intellectual limitations or alcoholism served as explanations for schoolchildren’s “deviant” behavior or their bad school marks.