The Scientific Journal of Rezeknes Augstskola
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21ST CENTURY TEACHER’S TRANSVERSAL COMPETENCIES: THEORETICAL ANALYSIS
Get PDFIn the current situation, a significant part of the existing models of training specialists in the field of education no longer meet the conditions of the labour market. The most important pedagogical skills in the present time are significantly different from the skills that were relevant until recently. Knowledge is still important, but modern teachers also need to have transversal competencies to succeed in their professional activities. So, the research aim is to study the content of the phenomenon “transversal competences”, which will make the process of their forming more effective. To achieve the aim the scientific literature and pedagogical practice was analysed. It was found out that transversal competences are transferable and reusable skills that can be applied in a wide variety of situations and work settings. Transversal competencies are considered as 21st century skills and correlate mostly with human ability to solve problems, related to technological advances and intercultural communication.The analysis of the sources revealed the inconsistency in the use of terms denoting the studied concept and considerable diversity in defining the content of transversal competencies, as different sources distinguish different sets of skills. Based on the framework of transversal competences worked out by UNESCO the modern teacher’s transversal competencies were characterized in six domains: 1) critical and innovative thinking, 2) interpersonal skills, 3) intrapersonal skills, 4) global citizenship, 5) media and information literacy, and 6) others.
DEVELOPING A CULTURE OF MINDFUL LEARNING: CHALLENGES, BENEFITS, AND OPPORTUNITIES
Get PDFLearning is an individual process for each student. People can be aware of own learning or do not think about it at all in the diverse situations of life. However, in the pedagogical reality, the awareness of students\u27 learning is essential as it contributes to self-regulation of behaviour and self-reflection of actions, striving towards continuous self-development. It is important to be aware of oneself mentally and physically, understanding and accepting own thoughts or feelings. The integration of all areas of personal development becomes relevant, as changes in one area are linked to changes in another. Awareness of own learning directs the learner towards the social, emotional and academic dimension, including not only awareness of the knowledge and acquired skills, but awareness of own goals, motivations, emotions, interests, the personal relevance of the learning content and also the variability of the current situation, strategies for future learning, and other elements of the learning process. Mindfulness can also be seen as a powerful \u27antidote\u27 to common mental health problems, e.g. fatigue, exhaustion, apathy, anxiety and difficulty in concentrating. Mindfulness practices can be implemented at schools as an element of the lesson, but it is also important to purposefully create a culture of mindfulness at the institutional level, which can be greatly facilitated by the professional development of teachers. Mindfulness is a mental state of being reflective in the present moment. It provides the ability to live intensely in the present moment, acceptance of own thoughts and feelings, a sense of perspective and the ability to cope with stressful situations through conscious concentration. The aim of this publication is to analyze the theoretical aspects of mindfulness, the possibilities of facilitating the learning process through mindfulness practices, as well as to carry out empirical research evaluating 16-19-year-old students` self-awareness skills, the phenomenon of the presence of mindfulness in their learning process and its impact on their learning outcomes
PROMOTING SELF-EFFICACY OF PROSPECTIVE MUSIC TEACHERS: THEORETICAL INSIGHTS
Get PDFScientific literature shows that cultivating self-efficacy is conducive to learner in-depth study of music, independent choices and perseverance in the field of music. However, most current research studies focus on self-efficacy in primary and secondary education, whereas the self-efficacy of prospective music teachers has been scarcely investigated. Considering the importance of self-efficacy in music activities of prospective music teachers, a study on the particularity of prospective music teachers’ self-efficacy has been initiated: the literature analysis method has been used, and a large number of literature sources related to self-efficacy and music education have been analysed. The following problem question is formulated: what is the particularity of self-efficacy in music education? The aim of this research is to analyse the concept of self-efficacy in music education. Research results show that self-efficacy determines the judgment of prospective music teachers on their learning, performance, and teaching abilities. Factors that affect the self-efficacy of prospective music teachers include mastery of experiences, vicarious experience, social persuasion, and emotional and psychological states.
DEVELOPMENT OF AN INTERVENTION TO PROMOTE SELF-CARE: NEEDS ASSESSMENT
Get PDFThe global societal challenges reveal decreased ability of people to maintain health and well-being when faced with prolonged stress conditions. Increases in anxiety, depression, and burnout are reported worldwide. The recent research indicates self-care as a useful resource to promote health and well-being and strengthen psychological resilience. The importance and attainability of self-care strategies are the characteristics that may indicate the necessity for self-care behaviour changes by identifying an internal conflict between the two. However, little is known about the determinants of self-care practicing according one’s needs. The study aimed to explore the experts’ perspectives on self-care needs among clinically healthy adults. The risks caused by inadequate self-care practices and the determinants of self-care behaviour change were identified. The interviews with 12 experts in arts therapies and/or health psychology were conducted. The qualitative content analysis was used to process the data. Psychological, health-related, and social risks were the categories of risks identified. The determinants of self-care behaviour change were categorized as knowledge, self-efficacy, attitude, perceived cues to action, planning, awareness, social support, and motivation. The identified items will contribute to evidence-based development of the intervention to promote self-care.
THE EFFECT OF FRACTIONATED RED BEETROOT JUICE ON PERFORMANCE AND OVERALL HEALTH OF A HIGH-PERFORMANCE ATHLETES
Get PDFOver the past 20 years, nitric oxide has become the turning point in athlete physiology and medical research. It has been observed in scientific studies that there are very different protocols for the use of nitrates (red beetroot juice) and different research methodology and results. The most effective solutions for improving the performance of athletes are still being sought. The purpose of this research is to investigate the performance and overall health of a high-performance athlete after consuming fractionated red beetroot juice. The investigation is a one-case study. The respondent is a high-class athlete - track and field (middle and long distance), 20 years old. Three tests were performed in laboratory conditions with an interval of one week. The first test was without the use of fractionated red beetroot juice, the second test after a single dose, and the third after 7 days of use. The research used an interview of the respondent, cardio pulmonary exercise testing measuring device "Vyntus CPX" with gas analysis on a bike ergometer and determination of blood lactate concentration. In the experiment, the athlete\u27s VO2max improved during each test, after one dose by 9%, and after 7 days of use by 13% from the first test. The physical overall health at the end of the test worsened each time, but in the previous tests, where fractionated red beetroot juice was used, a faster recovery of the athlete\u27s working capacity after exercise was observed
SOCIAL INTERACTION EXPERIENCES OF BEGINNING UNIVERSITY TEACHERS IN BUILDING OCCUPATION-RELEVANT COMPETENCIES
Get PDFThe article presents findings of a qualitative study focused on analysis of social interaction experiences of beginning teachers in higher education, whereby social interaction is construed as a dialogue, conversation, socio-cognitive conflict, and intersubjective solutions thereof, which influence the process of formation of new competencies.The aim of research is to show the prevailing experiences of beginning university teachers in building competencies within the context of social interaction - socio-cognitive conflict - situations. The research is based on the interactional ethnography approach. The research participants were newly hired teachers of different universities in Lithuania. The research shows that the degree of asymmetry in social relations is subject to differences in the status, experience, competencies, or age of the agents. In the context of intensity of socio-cognitive interaction, where it involves a small number or single-direction exchanges of views and opinions, socio-cognitive conflict will not necessarily be progressive in building new competencies. As regards the features of social and affective interaction, the situation of convenience - confrontation is the most favorable for the acquisition and formation of cognitive structures - competencies. Social and cognitive abilities of participants in a socio-cognitive conflict, as prerequisites for cognition, are essential for the acquisition of new structures - competencies.
SPECIFICATIONS OF «MANAGING» THE EDUCATIONAL PROCESS IN THE CONDITIONS OF DISTANCE LEARNING (EXPERIENCE OF UKRAINE)
Get PDFThis publication focuses on the practice of implementing non-standard approaches to standardized educational processes. The involvement of students in the practical study of the possibilities of using a virtual classroom not only as a basic model for the transfer and testing of knowledge, but also to improve the emotional response and involvement in the educational process. This is due to the inclusion of art therapy technologies, its elements, and individual practice-oriented exercises in the structure of classes, which are inherently training.That is why in this publication we turned to the demonstration of the results of the survey, interviews with the participants of our classes. In particular, not only those with whom we have been working consistently and systematically for more than one year, but also those who study under other programs without the inclusion of the technologies and exercises we offer. In addition, to demonstrate the effectiveness of this method of managing the educational process, we propose to review the work with the use of the proposed inclusions when working with a «new» audience in the process of participation and presentation of the results of interaction with participants of all-Ukrainian conferences.
FORMATION OF ADOLESCENTS’ SOCIAL COMPETENCE IN EDUCATIONAL INSTITUTION ENVIRONMENT
Get PDFThe study is devoted to the actual problem of the formation of social competence of adolescents. The aim of the research is to present the theoretical essence of the social competence and try the method of forming the social competence of teenagers out in practice. It is stated that the formation of the personal social competence is one of the key tasks of the present-day school due to the main school documents and the guidelines for the schoolchildren education in educational institutions. It is justified that social competence is an acquired skill that can be formed and developed throughout the person’s life. The developed social competence determines the status of an individual in society and affects personal success in further professional activities.In the study, the social competence is presented as universal personal qualities, knowledge, skills, behavioural models, which are required for person’s successful socialization. The key features of social competence are: 1) recognition of the person’s value-motivational sphere; 2) readiness to solve complex tasks (state of internal psychological mobilization); 3) persistence of the manifestation of this quality. It was found that important components of social competence for today’s adolescence are: the ability to find constructive models of behaviour in various problem situations; navigate in the information space; apply the acquired theoretical knowledge in practice; the ability to work in groups, to cooperate with peers and older people; the ability to resolve productively conflict situations, based on the understanding of mental, ethnic, and cultural characteristics of different social strata of the population; the ability to conduct business electronic correspondence with various recipients, etc.Diagnostics for determining the manifestation of social competence of schoolchildren is presented, which is based on Doll’s theory of social competence. The study describes the method of forming the social competence of teenagers by means of the case method. The didactic requirements for the use of the case method in order to form the researched quality are revealed, namely: saturation of the content of the cases with a meta-subject social context, multi-problems; connection of tasks with life priorities, interests, values of teenagers; the use of cases, that involves a combination of curricular and extracurricular activities, actualization of interdisciplinary knowledge, social experience of students; use of cases based on group work; implementation of the principle of cooperation in the process of solving cases, performance by the teacher of the role of moderator.
CONTENT MODELING THE ENVIRONMENTAL TRAINING OF FUTURE LABOR TRAINING TEACHERS IN UNIVERSITIES
Get PDFThe purpose of the article is the theoretical substantiation, development of the effectiveness of the organizational and methodological conditions of the environmental training of the future labor training teachers and the formation of their environmental competence. The directions of ecological training of future teachers are defined as: formation of ecological consciousness in students, environmentalization of the content of professional disciplines, students\u27 study of ecological education technologies, organization of ecological labor activities of students during lectures, practical classes, ecological projects, exhibitions of artistic products on ecological topics, etc. The readiness of the future teacher of labor training for the ecological education of students at school is formed under the following conditions: the development of awareness of the role of the teacher in solving environmental problems; familiarization with the purpose, tasks and content of environmental education; forming a valuable attitude towards nature; environmentalization of professional training; organization of artistic nature conservation work. Organizational forms of ecological training of the future teacher of labor training have been developed on the basis of environmentalization of the content and modeling of innovative variable activities of the future teacher of labor training
MEDIATION AS A SKILL IN FOREIGN LANGUAGE CLASSES IN SECONDARY EDUCATION
Get PDFAlthough the importance of mediation tasks was introduced in Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) in 2001, the development of mediation skills was finally legitimized in the recent edition of CEFR (Council of Europe, 2020). However, the development of this “fifth” language skill during the language classes remains a problematic issue: contrary to the other four language skills (reading, writing, speaking and listening), teachers often face the dilemma of how and when to introduce mediation activities and to what extent mediation should be applied in the process of foreign language teaching and learning. The aim of the research is to survey language teaching policies in Lithuania, Latvia and other EU countries from the aspect of the development of mediation skills in language classes in secondary education. Teaching programs of the English language in senior classes of the secondary school are surveyed from the aspect of mediation skills as defined in the newest edition of CEFR. The research results show that mediation activities are still not adequately included in foreign language classes: first of all, language syllabuses must be adjusted to the revised edition of CEFR. The research has proved the necessity of mediation skills to be included in the secondary education programs of foreign languages. Therefore, the selection of textbooks used in senior classes of foreign languages in secondary education must follow the recommendations outlined in CEFR, where the development of mediation skills is especially emphasized due to the present needs. It has been determined that mediation activities can develop students’ multilingual and plurilingual skills and raise students’ awareness of the peculiarities of both the native language and the foreign one.