ScienceRise: Pedagogical Education

Development of the marketing competence of heads of clubs of non-formal education institutions

2023-10-11T15:23:54+03:00

The intensification of competition in the Ukrainian domestic market has prompted educational institutions to introduce marketing more actively into their activities. One such tool is marketing competence.

The competitiveness of a non-formal education institution in the educational services market can be ensured by the set of professional qualities of the head of the non-formal education institution as an education manager, as well as by the formed marketing competence of teachers, in particular the heads of the clubs.

Marketing skills are an individual’s ability to apply the acquired marketing knowledge in the implementation of a marketing approach to the management of the non-formal education institution as a whole or, for example, parts of it (circles, studios, etc.) It enables the organization of the educational process and the process of personal management. The availability of marketing knowledge and skills ensures that marketing activities in the non-formal education institution are scientific and technological.

The research discusses the essence and structure of the teacher’s marketing competence. The relevance of the formation of this competence as an important professional quality of a modern teacher of higher education is justified.

The research deals with the searching of the important role of the marketing competence of the heads of clubs of non-formal education institutions and the development of the professionalism of the teacher. Marketing management leads to a different understanding, a re-conception of the category «quality», which ultimately changes the whole learning process. The article attempts to consider the teacher as a subject and object of marketing activities, highlighting the multidimensionality of his/her role in terms of a marketing approach. This publication presents a variant model of personalized professional development of a teacher, based on the usage of marketing technologies

Learning platforms in the training of future mathematics teachers: analysis of foreign experience

2023-07-18T10:41:25+03:00

The analysis of the experience in using learning platforms for the education of future specialists in different countries of the world is relevant for understanding and explaining the positive and negative aspects of learning platforms implementation in the process of professional training of future teachers in Ukraine. In the article, we analyzed the experience of foreign countries (USA, Latvia, UK, Turkey, Colombia, Netherlands) in using learning platforms for the training of future mathematics teachers.

Content analysis of Internet resources; analysis, synthesis, comparison, systematisation and generalisation of research results, reflected in the publications of foreign researchers as for the implementation of learning platforms in the training of future mathematics teachers.

We highlighted the following key positions of the researchers in foreign studies: teachers' ignoring learning platforms, on the one hand, demonstrates their desire to maintain monopoly control over students' learning and their distrust of students' independent learning. On the other hand, it may demonstrate teachers' inability to use learning platforms efficiently. It’s worth noting, that learning platforms can open up a wide range of opportunities for mathematics teachers to improve the effectiveness of teaching mathematics students. At the same time teachers do not feel well prepared to use digital technologies in conducting lessons. Special training for the efficient implementation of digital technologies by teachers in the education process has to be formed during the education in the university for the teachers not to lose time for this aspect during their professional activity.

There is the increasing integration of digital technologies into the process of professional training of future teachers. Combining foreign experience in the implementation of learning platforms for the training of future specialists with the scientific potential of Ukrainian researchers is one of the ways to overcome the current problems of distance/blended learning and further introduction of innovative technologies into the Ukrainian education system

Social-pedagogical aspects in working with Roma communities

2023-10-25T18:17:56+03:00

The Roma community has always been of interest to researchers and activists in numerous countries around the world due to its rich history and unique culture. The language, traditions, religion, history, and way of life of the Roma are distinctive and marked by their uniqueness. However, the Roma community also faces significant social and economic challenges that affect their opportunities and quality of life. In this context, working with Roma communities holds great socio-pedagogical significance.

The socio-pedagogical aspects of this work encompass a complex set of measures and strategies, aimed at improving the quality of life for the Roma people, increasing the level of education among children and youth, and promoting their social inclusion and adaptation to a broader society. The relevance of this research is closely tied to the necessity of ensuring the social inclusion of the Roma community, which encounters various forms of discrimination and challenges in various aspects of life. Ensuring human rights for the Roma is a globally relevant issue, and research in the fields of social work and pedagogy can contribute to improving their situation.

This research aims to understand the complex interrelationships between the Roma community and society at large and to identify best practices and strategies that can enhance the lives of Roma communities and facilitate their integration into various aspects of societal life.

The practical significance of this research lies in the possibility of developing programs and initiatives, aimed at improving the lives of Roma communities. These programs will contribute to the social integration of the Roma, the preservation of their culture and identity. Understanding the socio-cultural context of Roma communities and addressing their needs are key to successful work with this community. The research also underscores the importance of combating stigma and discrimination based on ethnicity and promotes the creation of a more just and inclusive society. Supporting the development of Roma communities at the local level, including improving infrastructure and fostering self-organization, is a crucial step in building more resilient and active Roma communities

Principles of formation of the foreign language communicative competence of specialists in ship handling in the context of lifelong learning

2023-10-16T17:00:41+03:00

The article analyses the basic principles underlying the modernisation of professional training of specialists. On the basis of the analysis, it is substantiated that the formation of the foreign language communicative competence of specialists in ship handling in the context of lifelong learning is a process, focused on the implementation of the tasks of developing a linguistic personality capable of carrying out independent communicative activities in an integrated multicultural environment, working with information in the system of foreign language linguistic culture and using it for personal and professional purposes. The process of formation is effective if the following principles of are observed: axiologisation (involves the development of skills to build speech behaviour adequate to the socio-cultural characteristics of the linguistic society); consistency and systematicity (ensured by methodologically and psychologically sound construction of programmes and manuals, as well as observance of the sequence of transition from simple to complex in the educational process); interdisciplinary integration (involves the formation of special knowledge, skills and abilities, taking into account interdisciplinary links, integration of teaching English and technical maritime disciplines); reflexivity (involves a conscious attitude to the learning process and mastering the techniques of self-assessment and building independent work); communicative (involves the formation of the foreign language communicative competence of specialists on the basis of transfer to the real environment); individualisation (taking into account the level of abilities, development of personal potential and individuality of cadets, understanding and response of the teacher to the needs of students); continuity (purposeful and gradual combination of individual stages of professional development)

Promoting an ideal english first additional language lesson: a leadership perspective

2023-11-08T18:33:14+02:00

Education systems are the outcome of societal forces, and there are telling trends in the 21^st century society that include the rise of multicultural societies, a highly mobile population and the rise in information and communication technology. Thus, this study aims to investigate how to promote an ideal English First Additional Language (EFAL) lesson in a high school setting. The researchers used the conversation analysis since this was a qualitative study. Only one Head of Department, Languages, who works with other five EFAL teachers in her department in one high school in a selected district in South Africa, was selected to participate in this study. The findings indicate that an ideal EFAL classroom is one where the EFAL teacher is conscious of the fact that having learners with different cultural and linguistic backgrounds in one classroom may have an influence on the teaching-learning process in an EFAL classroom. This calls for EFAL teachers to allow learners to draw from all the dimensions of their lives to interpret any EFAL task at hand. Besides, it is imperative to measure EFAL teachers’ strengths and weaknesses thus making training and career development possible, so that they know how to promote ideal EFAL lessons. It is in the school’s best interest to ensure ongoing training and career development of each EFAL teacher. Even performance reviews clarify areas where training may be required, but they also explain unique motivators specific to each EFAL teacher. Each EFAL teacher is motivated by different resources, for example, for some, it may be money or payment of fees. Staff development is encouraged as it helps in formulating the learning goals, identifying the steps, involved in attaining the learning aims, establishing a healthy classroom climate, promoting cooperative learning and using technological tools, fostering learner-centred learning and keeping learners in EFAL by giving them encouraging feedback

An assessment of the challenges faced by grade 11 and 12 teachers in the teaching of biology in selected schools in the Katima Mulilo education circuit

2023-08-02T20:29:06+03:00

The aim of this paper was to investigate the challenges, faced by grade 11 and 12 teachers in the teaching of Biology in selected schools. The training of science teachers after independence till today has not succeeded in fully addressing the challenges teachers faced in the teaching of Biology. The study was guided by researchers like Lebata and Mudau [1], Makeleni, and Sethusha [2] who discovered that teachers faced challenges in the teaching of Biology because of the lack of well-equipped laboratories, limited prescribed textbooks, and overcrowded classes. The researchers use a case study design and a qualitative research approach in executing this study. A qualitative research approach was used in this study. The major findings include the lack of well-equipped laboratories and libraries, which have hindered the teaching and learning of Biology in the selected schools. The lack of adequate prescribed textbooks and overcrowded classrooms further hindered the teachers’ ability to impart knowledge to their learners. Large Biology syllabus content and learners’ poor attitude among others, are other challenges hindering the quality of teaching in the selected schools. We recommend that the Ministry of Education should build modern libraries and equip them with computers and internet connectivity, textbooks, and e-learning tools to help learners and teachers inculcate a culture of reading and studying. Teachers should introduce shared personal practice, and collective learning and application as used in professional learning communities. Teachers and principals should request for sponsors to build well-equipped laboratories and libraries for the schools. Teachers and principals can also request to temporally use the laboratories in other schools that have the needed facilities