Reflection of the personality-oriented approach by the subjects of its implementation in Eastern Europe
DOI:
https://doi.org/10.20952/revtee.v13i32.14967Palavras-chave:
Motivation, Educational Conditions, Personal Preferences, Concepts, Personal Educational Project, Self-Image.Resumo
The article deals with the study of the assessment of personality-oriented approach by the subjects of its implementation in the formation of pedagogical professionalism in higher educational institutions in Eastern Europe, where such an approach is still considered innovative. Students and teachers of physical education faculties were selected as the reference group. The main objective is to clarify the relationship between the classical principles of personality-oriented approach and its reflection by the subjects of the educational process. A remote survey of students and teachers of physical education faculties helped identify a number of universities, regional and personal advantages in using a personality-oriented approach. The authors clarified key concepts and patterns of this approach, its objective and subjective attributes and patterns. The method of ranking of student and teacher preferences and associative concepts helped identify trends, advantages and disadvantages of the implementation of personality-oriented learning in Eastern European universities. The article clarifies that there is a dissonance in the academic and personal student understanding of the implementation of the analysed approach in Eastern Europe: the main generalizing concepts for teachers are choice, initiative, personality, independence, while for students these are independence. The ratings of the advantages of personality-oriented learning from the point of view of students of Eastern and Western Europe are also compared. On the basis of the obtained data, the authors developed the scheme of the modern implementation of the personality-oriented approach, and determined the prospects for further research. The latter is to solve the problem of harmonization of compulsory and variable (individual) components of the content of education; development of methods to increase motivation, responsibility and self-acquisition of professional competencies by future teachers.
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Referências
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Bajrami, V. (2019). Inclusive education in multicultural environments in Europe and Kosovo. Knowledge International Journal, 32(1), 113-121. Retrieved from https://ikm.mk/ojs/index.php/KIJ/article/view/1413
Bartolo, P. A., Björck-Åkesson, E., Giné, C., & Kyriazopoulou, M. (2016). Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap. Retrieved from http://dx.doi.org/10.1108/S1479-363620160000008003
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Burkovičová, D. P. R. (2016). Collective education of pre-primary aged children in the Czech Republic. Zagadnienia Spoleczne NR, 1(5), 21-38.
Chhabra, S., Bose, K., & Chadha, N. (2018). Early childhood educators’ perspectives and practices about inclusion of children with special needs in Botswana. Journal of Research in Childhood Education, 32(2), 234-249. https://doi.org/10.1080/02568543.2018.1425223
Dashti, E. (2020). Examining the relationship between unwillingness to translate and personality type of Iranian translation students. Journal of Research and Knowledge Spreading, 2020, 1(1), 1-10.
Dias, A. F., Cardoso, H. de M., Santos, A. L. dos, Menezes, C. A. A., & Rios, P. P. S. (2017). Schooling and subversions of gender. Revista Tempos e Espaços em Educação, 10(22), 83-92.
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European Parliament (2017). Inclusive Education for Learners with Disabilities. Retrieved from http://www.europarl.europa.eu/supporting.analyses
Fettes, M., & Karamouzian, F. M. (2018). Inclusion in Education: Challenges for Linguistic Policy and Research. In Language Policy and Language Acquisition Planning (pp. 219-235). Springer, Cham. https://doi.org/10.1007/978-3-319-75963-0_13
Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: a scoping review and thematic analysis. International Journal of Inclusive Education, 1-28. https://doi.org/10.1080/13603116.2019.1572232
Florian, L. (2014). What Counts as Evidence of Inclusive Education? European Journal of Special Needs Education, 29 (3), 286–294.
Fónadová, L., Katrňák, T., & Simonová, N. (2019). The Czech Republic: From ethnic discrimination to social inclusion in the educational system. In The Palgrave handbook of race and ethnic inequalities in education (pp. 379-419). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94724-2_10
Fullagar, S. (2019). A physical cultural studies perspective on physical (in)activity and health inequalities: the biopolitics of body practices and embodied movement. Revista Tempos e Espaços em Educação, 12(28), 63-76.
Gherardi, S. (2008). Situated Knowledge and Situated Action: What do Practice-Based Studies Promise? The SAGE Handbook of New Approaches in Management and Organization, 516– 525. London: SAGE Publications.
Kola-Bezka, M. (2018). Challenges of Inclusive Development in the Context of the EU 2020 Strategy. The Case of Poland. European Integration 2018, 765.
Loreman, T. (2017). Pedagogy for Inclusive Education. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.001.0001
Mary, L., & Young, A. S. (2017). Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication, 17(4), 455-473. https://doi.org/10.1080/14708477.2017.1368147
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Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. https://doi.org/10.1080/08856257.2019.1665232
Petrovska, S., Sivevska, D., & Runceva, J. (2019). Inclusion in early childhood education and care. http://eprints.ugd.edu.mk/id/eprint/22775
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Świtała, E. (2020). Inclusive Education in Poland. In Moving towards Inclusive Education (pp. 38-54). Brill Sense. https://doi.org/10.1163/9789004432789_003
Tóthová, T. (2020). Indicators of inclusion within pro-inclusive kindergartens in Slovakia and abroad. Journal of Exceptional People, 1(16), 65.
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Van Kessel, R., Steinhoff, P., Varga, O., Breznoščáková, D., Czabanowska, K., Brayne, C., ... & Roman-Urrestarazu, A. (2020). Autism and education—Teacher policy in Europe: Policy mapping of Austria, Hungary, Slovakia and Czech Republic. Research in Developmental Disabilities, 105, 103734. https://doi.org/10.1016/j.ridd.2020.103734
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Watkins, A., and C. J. W. Meijer. 2016. Implementing Inclusive Education. Bridging the Policypractice Gap. Bingley, UK: Emerald.
Allanazarova, S. A. (2020). Discussion – innovative learning technology in the context of the transition to a personality-oriented education. European Journal of Research and Reflection in Educational Sciences, 8(3), 177-181.
Barhate, S. M., & Narale, S. (2015). Cloud based teaching and learning environment for smart education. International Journal on Recent and Innovation Trends in Computing and Communication, 3(2), 38-41.
Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. London, UK: Routledge.
Boyjigitov, S. A., Khomidkonova, F. K., & Rasulova, I. M. (2020). Technologies for the development of personality of students in elementary classes through a personality-oriented approach in education. European Journal of Research and Reflection in Educational Sciences, 8(2), 156-161.
Burtsev, V. A, Burtseva, E. V., & Evgrafov, I. E. (2015). Realization of personally focused approach in physical training of students on the basis of the chosen sport. Modern Problems of Science and Education, 4. Retrieved from http://science-education.ru/pdf/2015/4/98.pdf
Castañeda, L., Dabbagh, N., & Torres-Kompen, R. (2017). Personal learning environments: research-based practices, frameworks and challenges. Journal of New Approaches in Educational Research, 6(1), 1-2. https://doi.org/10.7821/naer.2017.1.229
Colley, H., & Guéry, F. (2015). Understanding new hybrid professions: Bourdieu, illusio and the case of public service interpreters. Cambridge Journal of Education, 45(1), 113-131.
Donaghue, H (2015). Changing practice and enabling development: the impact of technology on teaching and language teacher education in UAE federal institutions In T. S. C. Farrell (Ed.), International perspectives on English language teacher education. Innovations from the field (p.142–159). London, UK: Palgrave Macmillan.
Drandrov, G. L, Burtsev, V. A., & Avksentiev, E. N. (2014). Characteristics of the students’ readiness to the independent sport and workout activity. Fundamental Research, 9(11), 2550-2555.
Giesecke, H. (2010). Pädagogik als Beruf. Grundformen pädagogischen Handelns [Pedagogy as a profession. The main forms of pedagogic activity] (10th ed.). Weinheim/Munich, Germany: Juventa.
Heift, T., & Schulze, M. (2015). Tutorial computer-assisted language learning. Language Teaching, 48(4), 471-490.
Horn, K. P. (2016). Profession, Professionalisierung, Professionalität, Professionalismus – Historische und systematische Anmerkungen am Beispiel der deutschen Lehrerausbildung [Profession, professionalization, professionality, professionalism - Historical and systematic notes on the example of German teachers’ training]. Zeitschrift für Pädagogik und Theologie, 68(2), 153–164.
Ionova, O. M. (2015). Salutogenetic approach to professional training of future teachers. The Russian Journal of Physical Education and Sport (Pedagogical-Psychological and Medico-Biological Problems of Physical Culture and Sports), 2, 34–42.
Kemnitz, H. 2014. Forschung zur Geschichte und Entwicklung des Lehrerberufs vom 18. Jahrhundert bis zur Gegenwart [Research on the history and development of the teaching profession from the 18th century to the present time]. In E. Terhart, H. Bennewitz & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf [Handbook of research on the teaching profession], 2nd ed., revised and extended (p. 52–72). Munster, Germany: Waxmann.
Koper, R. (2014). Conditions for effective smart learning environments. Smart Learning Environments, 1(1), 1–17.
Kudryavtsev, M. D., Kopylov, Y. A., Kuzmin, V. A., Ionova, O. M., & Yermakova, T. S. 2016. Personality oriented system of strengthening of students’ physical, psychic and social-moral health. Physical Education of Students, 20(3), 43–52.
Kunze, K. (2014). Professionalisierungspotentiale und Probleme der sozialisatorischen Interaktion im Studienseminar [Professionalization of potentials and problems of socialization interaction in training of the middle school teachers]. Zeitschrift für Interpretative Schul- und Unterrichtsforschung, 3(3), 44–57.
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2020-12-14
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Zdanevych, L. V. ., Kharkivska, A. A. ., Popovych, O. M. ., Bobyrieva, O. S. ., & Kovrei, D. Y. . (2020). Reflection of the personality-oriented approach by the subjects of its implementation in Eastern Europe. Revista Tempos E Espaços Em Educação, 13(32), 1–20. https://doi.org/10.20952/revtee.v13i32.14967
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