Towards a comprehensive pedagogical theory to inform lesson study: an editorial review

Purpose: This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal. Its main purpose is to suggest a way of resolving such issues by locating variation theory in a broader framework of pedagogical theory. Runesson’s editorial commentary on articles in the special issue on the uses of pedagogical and learning theories in the context of Lesson Study suggest that they challenge the presumption that variation theory can be used as a basis for pre-specifying learning objectives in advance of teaching. This raises the issue of which approach to teaching the theory can be matched with; namely, teaching viewed as a technology or teaching viewed as an interactive process with students in which ends cannot be specified independently of the process. Also Hogan’s review of two recent books about Lesson and Learning Study in Issue 4.2 raises the issue about the extent to which the examples supplied abstract the experience of learning from questions about students’ motivation and attitudes in classrooms. Hogan suggests that the widespread use of learning theories, such as variation theory tends to distort the concept of learning employed in Learning Study by emphasizing its cognitive rather than emotional/attitudinal aspects. Approach: Elliott’s approach to the above issue is to pick up on Posch’s comments in the current issue, which suggest that variation theory has implications for student motivation that need to be made more conceptually explicit in the context of Lesson and Learning Study. He argues that this can be done by integrating it into Alexanders dialogic model of teaching and Stenhouse’s process model of curriculum development, and linking it with two related pedagogical theories that underpin these models; namely, ‘democratic pedagogy’ (Dewey) and ‘accelerated learning’ (Vygotsky). Research Implications: Such a conceptual integration of variation theory within a dialogic model of teaching throws light, Elliott argues, on Learning Study viewed as a form of educational action research. Practical Implications: This review article goes on to examine how the Lesson Studies depicted in issue 4.4 can be located in the light of the pedagogical framework and perspectives proposed

Methodological bases of pedagogical theory design

У статті розглянуто питання, які стосуються методологічних засад побудови педагогічної теорії, зокрема шляхи розвитку педагогічної теорії і способи її вдосконалення; значення для педагогічної теорії фундаментальних досліджень, безпосередньо спрямованих на наповнення й удосконалення теоретичних знань; способи введення результатів досліджень у педагогічну теорію, підхід до розкриття та формулювання закономірностей і законів педагогічного процесу.W artykule przeanalizowano problemy dotyczące zasad metodologicznych tworzenia teorii pedagogicznej, w szczególności dróg rozwoju teorii pedagogicznej і metod udoskonalania jej, znaczenia dla teorii pedagogicznej badań podstawowych bezpośrednio ukierunkowanych na uzupelnienie і udoskonalenie wiedzy teoretycznej, metody wprowadzania rezultatów badań do teorii pedagogicznej, podejście do ujawnienia і ksztaltowania zasad і reguł procesu pedagogicznego.Several issues dealing with methodological bases of pedagogical theory design are considered in the article, namely: ways of pedagogical theory development and means of its improvement; significance of fundamental studies directly aimed at enlargement and improvement of theoretical knowledge for pedagogical theory; ways of findings introduction into pedagogical theory; an approach to disclosure and formulation of pedagogical process regularities and laws

A Comparison of Teaching Models in the West and in China

Models of teaching commonly used in the West and in China are analyzed and compared, using an analytical approach that systematically considers different aspects of the models. The purpose of the exploration is three-fold: (a) to create better understanding of both Chinese and Western models, for mutual insight and to strengthen the development of pedagogical theory building in China; (b) to guide a joint project between the Netherlands and China relative to the development computer-related learning resources for China; and (c) to contribute to better overall understanding of how instructional resources can be adapted for use in both Western and Chinese situations. The analysis provides a contribution for each of these goals

PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

The issue of linking educational theory to educational practice (educational work with young people) is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP) students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007) and academic (Curriculum for Educators (2007). Studies Teacher Training in Serbia, as well as educational disciplines and areas of pedagogical science derived from them. The results showed many similarities, but also differences when it comes to educational disciplines that are taught, the name of pedagogical practice, the number of classes to implement, ECTS (European Credit Transfer System), which affect the quality and coherence of educational theory and educational practice. In order to identify similarities and overcome weaknesses that accompany the pedagogical practice analysis, we came to know about the specifics of each of the six pedagogical practice. For each pedagogical practice defined specific goals and tasks arising from the curriculum, and in particular pedagogical disciplines taught at university. Each of these pedagogical practices is the ability to connect educational theory and educational practice and direct way to increase the quality of training and competence of future teachers for direct work with children

Evolution of pedagogical theory and education In the soviet period

Analysis of the major trends of the Soviet school development, crucial pedagogical discussions, theoretical and practical achievements of the outstanding Soviet pedagogues is suggested.Проведен анализ основных путей развития советской школы, ключевых педагогических дискуссий, теоретических и практических достижений выдающихся советских педагогов

The Design Postgraduate Journeyman: Mapping the relationship between design thinking and doing with skills acquisition for skilful practice

The relationship between knowing, doing and skillful practice resonate in industry and design education. The connection between creativity, design and successful innovation practices in industry has been debated much recently, heightened by realization in academe and governments that 'we need a different way of thinking and doing if we are to live well and prosper in the future' This paper addresses the question; how to understand more about the relationship of design thinking and doing with learning. It describes research to correlate design knowledge and skill with the pedagogy of skilful practice, thereby supporting pedagogical theory for the design practitioner learner. The research correlates Sennett's review of craftsmanship as skillful thinking and doing, with Dreyfus and dreyfus's model of mental activitiesin the transition of novice to masterful states of skilful practice. It concludes by illustrating the critical transition points to inform educational practice

Otherness in Pedagogical Theory and Practice: The Case of Roma

This paper addresses the topic of the inclusion of Roma children in education in Europe through an examination of theory and practice in relation to the issues of Otherness and foreignness. Roma children entering school encounter a vastly different world from their home culture, with different expectations for teaching and learning, for relationships among learners, and with teachers. We address the question of whether the knowledge of these contradictions or discontinuities and knowledge of the ways in which any child from a minority group learns, is sufficient to address the issue of foreignness in educational contexts. The paper highlights the potential for interculturalism and intercultural pedagogies for engaging children from diverse cultures.Cet article porte sur la question de l’inclusion des enfants roms dans le système éducatif en Europe et ce, par un examen de la théorie et la pratique par rapport aux questions de l’altérité et l’extranéité. Les enfants roms qui rentrent à l’école sont confrontés à un monde bien différent de celui de leur propre culture, où les attentes face à l’enseignement et l’apprentissage ne sont pas les mêmes que celles qu’ils connaissent, ni les rapports des apprenants entre eux et entre les apprenants et les enseignants. Nous nous demandons si la conscience de ces contradictions ou discontinuités et la connaissance des façons dont apprennent les enfants de groupes minoritaires suffisent pour aborder la question de l’extranéité dans des milieux éducatifs. L’article souligne le potentiel de l’interculturalisme et des pédagogies interculturelles pour stimuler la participation des enfants de diverses cultures

Transformation of Pedagogical Theory and Methodology in the Focus of Globalization

AbstractThe paper offers reexamination of educational methodology, policy and practice under the influence of globalization. Undertaken content-analysis research of Compare journal articles (2003-2014) is focused on the investigation of emergence of the latest thematic fields and conceptualizations, principles, methods and research models. The study results are visualized in the form of bar charts and graphs that clearly illustrate the formation of new methodologically significant tendencies appearing in pedagogy/education in the era of globalization

Information and Communicative Technologies in Pedagogical Theory and Practice of Great Britain

У статті розкрито концeптyально-обґрyнтований тeрмiнологiчний апарат поняття “ІКТ в освіті”; представлено базові терміни, які на сучасному етапі застосовуються для позначення даного феномену у педагогічній теорії Великобританії; проаналізовано псиxологiчнi аспeкти застосyвання IКТ в освiтi; запропоновано авторське визначення поняття “ІКТ у шкільній освіті”.В статье раскрыт концептуально-обоснованный терминологический аппарат понятия “ИКТ в образовании”; представлены базовые термины, которые на современном этапе используются для обозначения данного феномена в педагогической теории Великобритании; проанализированы психологические аспекты использования ИКТ в образовании; предложено авторское определение понятия “ИКТ в школьном образовании”.In this article author reveals the conceptually-proved terminology of the concept “ICT in education”; presents the basic terms which are used for denoting of this phenomenon in the pedagogies of Great Britain at the modern stage; analyses the psychological aspects of ICT using in education; proposes author’s definition of the concept “ICT in school education”

A. F. Muzychenko on Essence of Valuable Guides of Ukrainian Pedagogical Theory

В умовах соціально-економічних перетворень і духовно-культурних процесів, що відбуваються в житті нашої держави, дедалі більше зростають вимоги до якості освіти. Перед освітянами стоїть завдання сприяння становленню молодої людини як особистості та фахівця, відродженню її духовності та почуття патріотизму, розвитку її громадянського самоусвідомлення, здатності дбати про своє здоров'я і про довкілля. Безперечно, одним з основних факторів творення нової людини - громадянина України - є відродження національної школи як соціального інституту нації. Побудова української національної школи неможлива без вивчення історичної спадщини минулого, тим більше, що подібний процес національного відродження тривав на Україні в 20-х роках XX століття.The article considers views of A. F. Muzychenko, one of the Ukrainian national school founders of the beginning of the XXth century, on the essence of the Ukrainian pedagogical theory, main education and school development principles. The author analyzes main international pedagogical trends of that time