Os principais aspectos do ensino no contexto do desenvolvimento do ambiente e da cultura educacional nas universidades

Autores

  • Ganna Taran Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.
  • Dmytro Chornomordenko Department of Philosophy and International Communication, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
  • Nataliia Bondarenko Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.
  • Danylo Bohatyrov Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.
  • Mykola Spiridonov Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

DOI:

https://doi.org/10.20952/revtee.v15i34.17256

Palavras-chave:

Ambiente educacional e cultura, Aprendizagem online, Futuros especialistas, Pedagogia, Tecnologias de informação e comunicação

Resumo

O objetivo principal do artigo é estudar os principais aspectos do ensino no contexto do desenvolvimento do ambiente e da cultura educacional nas universidades. Em todos os tempos e em todas as tradições culturais, havia um respeito especial pelo professor. Afinal, um professor não é apenas um portador e distribuidor de conhecimento, mas também um educador de valores e diretrizes morais na vida de uma pessoa. Assim, pode-se dizer que um professor/educador/ é uma espécie de “educador da alma” de uma pessoa. Com isso em mente, é o papel do professor que é fundamental no processo de organização do ambiente educacional e da cultura na universidade. Para isso, foram utilizados métodos teóricos gerais e específicos de pesquisa teórica das fontes literárias mais avançadas. Além disso, foi realizada uma pesquisa com alunos de uma instituição de ensino superior sobre o papel do professor no processo de organização do ambiente educacional e da cultura na universidade. Como resultado do estudo, foram analisados ​​e sistematizados os principais aspectos da docência no contexto do desenvolvimento do ambiente e da cultura educacional nas universidades.

Downloads

Não há dados estatísticos.

Biografia do Autor

Ganna Taran, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Dmytro Chornomordenko, Department of Philosophy and International Communication, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Nataliia Bondarenko, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Danylo Bohatyrov, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Mykola Spiridonov, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Referências

Abadzi, H. (2015), “Training the 21st-century Worker: Policy Advice from the Dark Network of Implicit Memory”, IBE Working Papers on Curriculum Issues, Vol. 16, http://unesdoc.unesco.org/images/0023/002355/235521e.pdf

Amin, F. M., & Sundari, H. (2020). EFL students’ preferences ondigital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?. Studies in English Language and Education, 7(2), 362-378

Bakanova I.G., Javorcikova J.(2020) Features of e-learning organization in a Modern University // Vestnik of Samara State Technical University Psychological and Pedagogical Sciences. 17. 4. 5-15. doi: 10.17673/vsgtu-pps.2020.4.1

Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062

Crawford, J. Butler-Henderson, K. Rudolph, J. Malkawi, B. Glowatz, M. Burton, R., Magni, P., Lam, S. (2020) COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. J. Appl. Learn. Teach.,3, 1–20.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Ertmer, P. A., & Otternbreit-Leftwich, A. T. (2019). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284. https://doi.org/10.1080/15391523.2010.10782551

Foray, D. and J. Raffo (2012), “Business-Driven Innovation: Is it Making a Difference in Education?: An Analysis of Educational Patents”, OECD Education Working Papers, No. 84, OECD Publishing, Paris, http://dx.doi.org/10.1787/5k91dl7pc835-en.

Geng, S., Law, K., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0147-0

Kapustina L.V.(2021) Digital footprint analysis to develop a personal digital competency-based profile. In: Ashmarina S., Mantulenko V. (eds.) Current Achievements, Challenges and Digital Chances of Knowledge Based Economy. Lecture Notes in Networks and Systems. 2021. Vol. 133. Рр. 591–596. Springer, Cham. https://doi.org/10.1007/978-3-030-47458-4_68

Kryshtanovych, M., Kryshtanovych, S., Stechkevych, O., Ivanytska, O., & Huzii, I. (2020). Prospects for the Development of Inclusive Education using Scientific and Mentoring Methodsunder the Conditions of Post-Pandemic Society. Postmodern Openings, Vol.11. No.2, 73-88. https://doi.org/10.18662/po/11.2/160

Kryshtanovych, M., Romanova, A., Koval, I., Lesko, N., & Lukashevska, U. (2021). Research of problems and prospects of state development in the pedagogical process. Revista Tempos E Espaços Em Educação, 14(33), e16534. https://doi.org/10.20952/revtee.v14i33.16534

Lee, Y., Hsiao, C., & Ho, C. H. (2014). The effects of various multimedia instructional materials on students‟ learning responses and outcomes: A comparative experimental study. Computers in Human Behavior, 40, 119-132. https://doi.org/10.1016/j.chb.2014.07.041

Levitt, H. M. (2018). How to conduct a qualitative meta-analysis: Tailoring methods to enhance methodological integrity. Review PMID, 28(3), 367-378. https://doi.org/10.1080/10503307.2018.1447708

Marks, G. (2014), Education, social background and cognitive ability, Routledge, https://www.routledge.com/Education-Social-Background-and-Cognitive-Ability-The-decline-ofthe/Marks/p/book/9780415842464

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611

Naylor, D., & Nyanjom, J. (2020). Educators’ emotions involved in the transition to online teaching in higher education (pp. 1–15). Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1811645

Rapanta, C., Botturi, L., Goodyear, P., Gu`ardia, L., & Koole, M. (2020). Online university teaching during and after the covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00155-y

Publicado

2022-04-03

Como Citar

Taran, G. ., Chornomordenko, D., Bondarenko, N., Bohatyrov, D., & Spiridonov, M. (2022). Os principais aspectos do ensino no contexto do desenvolvimento do ambiente e da cultura educacional nas universidades. Revista Tempos E Espaços Em Educação, 15(34), e17256. https://doi.org/10.20952/revtee.v15i34.17256

Artigos Semelhantes

1 2 > >> 

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.