RETRACTED: The formation of professional competence of the teacher of preschool education in the system of additional education

The aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE) in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of development of preschool pedagogics, which despite the gathered wide experience of children development by means of additional educational services, has not been considered yet as the complex phenomenon and a resource of optimisation of preschool preparation of children. Attention is drawn to the fact that yet now, the deep comparative analysis of the performance efficiency with preschool children of the general and additional educational institutions hasn’t been carried. It is also required to design the system of expert assessment and working out of diagnostic procedures for defining the productivity of experts training programs of an additional education; and conformance inspection of these programs due to specifications of Federal State Educational Standard of Pre-school Education (FSES PE). Such research works will help to provide the maximum achievement of a purpose of preschool pedagogics – complex development of intellectual, spiritually-moral, creative and physical potential of children В статье рассматриваются проблемы формирования профессиональной компетентности педагога предшкольного образования и обосновывается необходимость расширения образовательного пространства дошкольников. Методика и методы: ретроспективный анализ работ отечественных авторов по педагогике и психологии; педагогическая диагностика на основе анкетирования. Результаты. В ходе определения уровня компетентности педагогов дошкольного образования было установлено, что среди самых важных профессиональных качеств респонденты выделяют гуманно-личностные и коммуникативные, а также функциональную грамотность и рефлексивные умения. Однако большинство педагогов не знает, как на практике в полной мере реализовать очень важный для дошкольного образования принцип полисубъектности. Описан процесс формирования умения осуществлять педагогическую практику на основе данного принципа. Для этого предлагается поэтапно включать студентов- будущих педагогов в реальную профессиональную деятельность. Научная и практическая значимость. Дана классификация показателей профессиональной компетентности педагога дошкольного образования. Показаны пути решения приоритетных задач, обозначенных в новом государственном стандарте в контексте полисубъектного подхода, когда каждый участник образовательного процесса выступает как его активный субъект. Перспективным направлением развития предшкольной педагогики автор статьи считает дополнительное образование, которое, несмотря на накопленный богатый опыт развития детей с помощью дополнительных образовательных услуг, пока не рассматривалось как комплексное явление и как ресурс оптимизации предшкольной подготовки детей. Не проводился и глубокий сравнительный анализ эффективности работы с дошкольниками в учреждениях общего и дополнительного образования. Требуются также создание системы экспертных оценок и разработка диагностических процедур для определения результативности программ обучения специалистов дополнительного образования и проверки соответствия этих программ требованиям ФГОС ДО. Такие исследования помогут обеспечить максимальное достижение целевой установки предшкольной педагогики – комплексное развитие интеллектуального, духовно-нравственного, творческого и физического потенциала детей Отзыв из печати статьи Вахитовой Г. Х. Формирование профессиональной компетентности педагога предшкольного образования в системе дополнительного образования // Образование и наука. 2015. № 2 (121). С. 74–85. DOI:10.17853/1994-5639-2015-2-74-85. Изъятие (ретракция) публикации обусловлено выявлением дублирующей публикации Г. Х. Вахитовой под названием «Формирование профессиональной компетентности педагога предшкольного образования» в журнале «Профессиональное образование в России и за рубежом», 2015. № 1 (17). С. 57–63

Performance gap? energy, health and comfort needs in buildings

Research on performance gap suggests that the actual energy consumption in buildings can be twice as much as expected. Energy models rely on predictive indicators and assumptions that are usually done at design stage, without acknowledging behavioural patterns of actual users. Moreover, in the context of performance gap, it is evident that energy efficiency is overemphasised while other key issues such as health and comfort of occupants, indoor air quality, noise levels etc. have been less stressed and discussed. This paper discusses the performance gap using surveys and physical measurements in a case study building at the University of Cambridge and reports findings of a research workshop with graduate students working on environmental performances of the built environment. The workshop addressed research issues related to energy, comfort and health, used as a method to understand the complexities of and trade-off between different aspects of sustainable buildings. According to the results, it is possible to balance energy, health and comfort needs in building projects. Lessons can be learned from the university’s old and new building projects to inform future research and policies

THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

<p class="p1"><span class="s1"><em>The aim</em> of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. </span></p><p class="p1"><em><span class="s2">Methods</span></em><span class="s1">. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. </span></p><p class="p1"><em><span class="s2">Results</span></em><span class="s1">. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. </span></p><p class="p1"><em><span class="s2">Scientific novelty and practical significance</span></em><span class="s1">. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE) in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. </span></p><p class="p1"><span class="s1">The author of article considers additional education as a perspective direction of development of preschool pedagogics, which despite the gathered wide experience of children development by means of additional educational services, has not been considered yet as the complex phenomenon and a resource of optimisation of preschool preparation of children. Attention is drawn to the fact that yet now, the deep comparative analysis of the performance efficiency with preschool children of the general and additional educational institutions hasn’t been carried. It is also required to design the system of expert assessment and working out of diagnostic procedures for defining the productivity of experts training programs of an additional education; and conformance inspection of these programs due to specifications of Federal State Educational Standard of Pre-school Education (FSES PE). Such research works will help to provide the maximum achievement of a purpose of preschool pedagogics – complex development of intellectual, spiritually-moral, creative and physical potential of children. </span></p

Taking stock : sustainability in engineering teaching : case of CES EduPack -- software for teaching

The paper presents the results of a survey of academics about teaching sustainable development topics in engineering, design and materials science courses, with particular emphasis on materials aspects of the problem. Over 200 responses were analysed, complemented with the outcome of a multi-national workshop on the subject, and the main findings were summarised. Key findings were the need for well-documented case studies for project-based learning, and the need for a more global perspective in teaching this topic. A recently published ‘5-step methodology’ provides a framework for individual or group student work on a diverse range of problems: from substitution of sustainable materials into products, energy-using devices, to renewable energy and storage technologies. The diversity of potential case studies, and the breadth of knowledge that could be required to address the dominant issues in a given problem, presents a particular educational challenge to help students to navigate with confidence through a meaningful analysis. The paper discusses some refinements to the new methodology that could improve its rigour, and its ease-of-use by undergraduate or graduate students.Non UBCUnreviewedFacultyOthe

Innovation and use policies required to realize investment and emission reductions in the materials sector

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