Формирование лидерских качеств будущих учителей в рамках изучения иностранного языка

У статті розкрито особливості розвитку лідерських якостей майбутніх учителів у контексті вивчення іноземних мов. Стаття представляє результати практичного дослідження лідерських якостей у студентів – майбутніх учителів. Для цього представлено загальний огляд розвитку лідерський якостей у людини Особлива увага зосереджена на кількох ключових аспектах, які мають новаторський вплив на формування лідерських якостей та особистісний розвиток. Це – розвиток критичного мислення, формування іншомовних навичок, мотивація до навчання.The central purpose of the article is to highlight the nature, the place and the main features of future teachers’ leadership development through foreign language learning. So, this practical research is conducted to investigate the leadership qualities with their characteristics and classification. In order to do so, a general overview of leadership development is presented. As a part of the study, our attention is focused on several key aspects which have a groundbreaking influence on forming leadership qualities and personal development according to our observation. These are critical thinking, foreign language speaking skills and learning motivation, which are fully examined and discussed. In modern society leadership qualities predominate in a career climbing and successful advancement. Critical thinking helps a person to set specific goals, act immediately and decide without any debate, make a choice and judgment. Foreign language speaking skills are required by rapid globalization and human mobility. At the same time they offer the challenge for improvement and development with no geographical borders. And with no doubt, a high learning motivation provides the development of each above mentioned key aspects. So, our research aims to show these three aspects’ relevance in leadership qualities development.В статье раскрыты особенности развития лидерских качеств будущих учителей в контексте изучения иностранных языков. Статья представляет результаты практического исследования лидерских качеств у студентов - будущих учителей. Для этого представлено всеобщее обозрение развития лидерских качеств у человека. Особое внимание сосредоточено на нескольких ключевых аспектах, которые имеют новаторское влияние на формирование лидерских качеств и личностное развитие. Это - развитие критического мышления, формирования иноязычных навыков, мотивация к обучению

From ‘motivational climate’ to ‘motivational atmosphere’: a review of research examining the social and environmental influences on athlete motivation in sport

This chapter is intended to provide a comprehensive review of the various theories of social and environmental factors that influence athletes’ motivation in sport. In order to achieve this, a short historical review is conducted of the various ways in which motivation has been studied over the past 100 years, culminating in the ‘social-cognitive’ approach that undergirds several of the current theories of motivation in sport. As an outcome of this brief review, the conceptualisation and measurement of motivation are discussed, with a focus on the manner in which motivation may be influenced by key social agents in sport, such as coaches, parents and peers. This discussion leads to a review of Deci & Ryan’s (2000) self-determination theory (SDT), which specifies that environments and contexts which support basic psychological needs (competence, relatedness and autonomy) will produce higher quality motivation than environments which frustrate of exacerbate these needs. The research establishing the ways in which key social agents can support these basic needs is then reviewed, and the review depicts a situation wherein SDT has precipitated a way of studying the socio-environmental influences on motivation that has become quite piecemeal and fragmented. Following this, the motivational climate approach (Ames, 1992) specified in achievement-goals theory (AGT – Nicholls, 1989) is also reviewed. This section reveals a body of research which is highly consistent in its methodology and findings. The following two sections reflect recent debates regarding the nature of achievement goals and the way they are conceptualised (e.g., approach-avoidance goals and social goals), and the implications of this for motivational climate research are discussed. This leads to a section reviewing the current issues and concerns in the study of social and environmental influences on athlete motivation. Finally, future research directions and ideas are proposed to facilitate, precipitate and guide further research into the social and environmental influences on athlete motivation in sport. Recent studies that have attempted to address these issues are reviewed and their contribution is assessed

The Problem Based Learning (PBL)-Based Entrepreneurship Learning Model Development to Improve the Life Skills of the Teacher Training Students in Private Universities throughout Solo Raya

Purpose – This research aims at providing a PBL-based Entrepreneurship learning model to improve the student life skills in Private Faculties of Teacher Training and Educationin Solo Raya. Method – This research was a “research and development”. The research and development model consists of three steps: preliminary study, model development, and model testing. The research study stage employed a qualitative research; techniques of collecting data used were observation, interview, and content analysis and archive, while the data validation was done using data (source), method and theory triangulations, and informant review; data analysis was done using an interactive model of analysis. Findings – The implementation of life skills education in FKIP of UNISRI was not based on specific curriculum yet; the curriculum is integrated into all courses existing in the Study Program. The life skill content of each course is different but proportional and consistent with the characteristics of the course. Life skill education was given to the students in terms of the thinking and working skill, knowledge, and attitude the students to prepare themselves as independent members of society. Significance – The Problem Based Learning (PBL)-Based Entrepreneurship learning model development could improve the life skills of the private Teacher Training and Education Faculty’s Students throughout Solo Raya

Curiosity and its role in cross-cultural knowledge creation

This paper explores the role of curiosity in promoting cross-cultural knowledge creation and competence development. It is based on a study with four international higher educational institutions, all of which offer management and business education for local and international students. The reality of multicultural and intercultural relationships is researched using constructivist grounded theory method, with data collected through indepth interviews, long-term observation and participation, and discussion of the social reality as it was experienced by the participants. The study applies the concepts of cultural knowledge development, cross-cultural competence and cultural distance. Based on the comparative analysis, curiosity emerged as a personal condition conducive to the cultural knowledge development process. The paper presents a cross-cultural competence development process model, which takes into account the cultural curiosity of the learners. The paper also provides tentative recommendations for the steps that knowledge-creating multicultural organizations can take to develop cross-cultural exchange, cultural knowledge creation and cross-cultural competence development.peer-reviewe

Attitude development in designer's education

Modern academic design and engineering education adopted the issues and goals of holistic development of design competence. Holistic design competence is a combination of generic capacities: capability, knowledge, skill, experience and attitude. All capacities should be addressed in academic education, but the development of attitude is not sufficiently emphasized. Designers’ attitude can be seen as the relationship between a designer and the design profession. With a good designers’ attitude, different types of design problems can be solved and all the capacities, including attitude, can be developed. This paper proposes that developing a good designers’ attitude can be implemented in design education and should be done. We present the five different elements that comprise an attitude: communication, reliability, trust, motivation and open mindset. The relations between elements of designers’ attitude and other capacities of design competence are discussed. We studied the manifestation of attitudes and their development in a project of the so called Global Product Realization (GPR) course. The GPR course incorporates students from several European universities who are asked to solve a real design problem for an industrial company. The conclusion is that this project has supported the development of all five attitudinal elements. Since GPR projects are multi disciplinary, multi cultural and communication is non face-toface, a certain level of designers’ attitude is required for such projects. Further research is needed to support the vision that development of designers’ attitude needs to be addressed earlier in design education, preferably from the very first course

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?

In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people. In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept – learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer. This study was conducted using an action research approach. I designed and evaluated the digital media artifact – “Lenny’s Quest” in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process

Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors

The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors working with first-year science students