The use of distance technologies in Rural Education in the context of the development of a system for assessing the quality of teaching
DOI:
https://doi.org/10.20873/uft.rbec.e14239Abstract
O uso de tecnologias a distância na Educação do Campo no contexto do desenvolvimento de um sistema de avaliação da qualidade do ensino
O objetivo principal do artigo é estudar as principais qualidades do uso de tecnologias à distância na educação rural no contexto da COVID-19 no contexto do desenvolvimento de um sistema de avaliação da qualidade do ensino. As tecnologias de ensino à distância e misto tornaram-se familiares ao sistema de Educação do Campo durante os anos da pandemia do coronavírus. O Serviço do Estado para a qualidade do ensino em diferentes países também adaptou as ferramentas para a realização de auditorias institucionais às condições de trabalho remoto ou trabalho parcialmente remoto. A adaptação requer a organização de atividades educativas rurais para que as instituições continuem a trabalhar de forma eficiente e eficaz, tanto em tempo integral como na aprendizagem online. Todos os componentes do sistema do processo educacional da Educação do Campo também devem ser alterados, inclusive encontrando novas formas de avaliar a qualidade do ensino.
Palavras-chave: pedagogia, qualidade do ensino, educação do campo, pandemia do coronavírus, educação à distância.
The use of distance technologies in Rural Education in the context of the development of a system for assessing the quality of teaching
ABSTRACT. The main purpose of the article is to study the main qualities of the use of distance technologies in rural education in the context of COVID-19 in the context of the development of a system for assessing the quality of teaching. Distance and blended learning technologies have become familiar to the rural education system during the years of the coronavirus pandemic. The State Service for the quality of teaching in different countries has also adapted the tools for conducting institutional audits to the conditions of remote work or partially remote work. Adaptation requires the organization of rural educational activities so that institutions continue to work efficiently and effectively both in full-time and online learning. All components of the system of the educational process of rural education should also be changed, including finding new ways to assess the quality of teaching.
Keywords: pedagogy, quality of teaching, rural education, coronavirus pandemic, distance education.
El uso de tecnologías a distancia en la educación rural en el marco del desarrollo de un sistema de evaluación de la calidad de la enseñanza
RESUMEN. El artículo tiene como objetivo principal estudiar las principales cualidades del uso de las tecnologías a distancia en la educación rural en el contexto del COVID-19 en el contexto del desarrollo de un sistema de evaluación de la calidad de la enseñanza. Las tecnologías de aprendizaje a distancia y combinado se han vuelto familiares para el sistema educativo rural durante los años de la pandemia de coronavirus. El Servicio Estatal para la Calidad de la Docencia en diferentes países también ha adaptado las herramientas para realizar auditorías institucionales a las condiciones del trabajo a distancia o parcialmente a distancia. La adaptación requiere la organización de actividades educativas rurales para que las instituciones continúen trabajando de manera eficiente y efectiva tanto en el aprendizaje a tiempo completo como en línea. Todos los componentes del sistema del proceso educativo de la educación rural también deben cambiarse, incluso encontrar nuevas formas de evaluar la calidad de la enseñanza.
Palabras clave: pedagogía, calidad de la enseñanza, educación rural, pandemia de coronavirus, educación a distancia.
Downloads
Literaturhinweise
Arlinwibowo, J., Retnawati, H., Kartowagiran, B., & Kassymova, G. (2020). Distance learning policy in indonesia for facing pandemic COVID-19: school reaction and lesson plans. 98. 2828-2838.
Bansak, C., & Starr, M. (2021). Covid-19 shocks to education supply: how 200,000 U.S. households dealt with the sudden shift to distance learning. Review of Economics of the Household. https://doi.org/10.1007/s11150-020-09540-9
Borzenko O. (2017) Organization of distance learning in Ukraine. Coll. of sciences. Wash. Modern tendencies in pedagogical education and science of Ukraine, Odessa, 21-27.
Brazhnik, E. I. (2005). Features of the methodology of comparative pedagogical research. Letters to Emissia.offline. Taken from: http://www.emissia.org/offline/2005/975.html
Burgin, M. S. (1997). US Education Standards: State of the Problem. Problems, 160-165.
Carr, W., & Kemmis, S. (2005). Staying Critical. Educational Action Research, 13(3), 347–358. https://doi.org/10.1080/09650790500200296
Cochran-Smith, M. (2009). “Re-Culturing” Teacher Education: Inquiry, Evidence, and Action.” Journal of Teacher Education, 60(5), 458–468. https://doi.org/10.1177/0022487109347206
Dinkelman, T. (2003). Self-Study In Teacher Education: A Means And Ends Tool For Promoting Reflective Teaching. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
Father, N. G. (2014). Training of teachers of higher education in the conditions of a magistracy: theoretical and methodological foundations. In Tsekhmister, J. V. (Ed.). Kiev, Ukraine: Edelweiss Publishing Enterprise LLC.
Filipenko T. (2016). Internet technologies in distance learning as an innovative form of legal education. Business-Inform, (8), 253- 255.
http://www.kbuapa.kharkov.ua/e-book/tpdu/2011-4/doc/5/05.pdf
Kryshtanovych, M., Gavrysh, I., Khltobina, O., Melnychuk, I., & Salnikova, N. (2020). Prospects, Problems and Ways to Improve Distance Learning of Students of Higher Educational Institutions. Revista Romaneasca pentru Educatie Multidimensionala, 12(2), 348-364. https://doi.org/10.18662/rrem/12.2/282
Kryshtanovych, M., Kryshtanovych, S., Stechkevych, O., Ivanytska, O., & Huzii, I. (2020). Prospects for the Development of Inclusive Education using Scientific and Mentoring Methods under the Conditions of Post-Pandemic Society. Postmodern Openings, 11(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
Kryshtanovych, S., Bilyk, O., Shayner, H., Barabash, O., & Bondarenko, V. (2021). Study of the Experience of the Formation of Professional Competence in Future Managers of Physical Education and Sports. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1Sup1), 162-176. https://doi.org/10.18662/rrem/13.1Sup1/390
Langegard, U., Kiani, K., Nielsen, S., & Svensson, P. (2021). Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC Nursing. 20. https://doi.org/10.1186/s12912-021-00542-1
Lola, V. G. (2017). Trends in the formation and development of vocational education in the United States. Scientific notes of the Ternopil National Pedagogical University named after Vladimir Gnatyuk. Ser. Pedagogy, 1, 142-147.
Lukyanova, L. B. (2020). Andragogical experience in the organization of vocational training in industry Modern information technologies and innovative teaching methods in training specialists: methodology, theory, experience, problems, 1(29), 86-90.
Lunyachek, V. E. (2011). Public Administration of Education in the USA: Problems of Training Specialists. Theory and Practice of Public Administration, 4(35).
Mair, J., Battilana, J., & Cardenas, J. (2012). Organizing for Society: A Typology of Social Entrepreneuring Models. Journal of Business Ethics, 111(3), 353–373. https://doi.org/10.1007/s10551-012- 1414-3
Rack, A. Ya. (2017). Higher education in the USA and Ukraine: excellent and common features Scientific Bulletin of the University of Uzhgorod. Series Pedagogy. Social Work, 1(40), 280-283.
Ratten, V. (2020). Coronavirus (Covid-19) and Social Value co-Creation. International Journal of Sociology and Social Policy. https://doi.org/10.1108/IJSSP-06-2020-0237
Tarasova, A. V. (2011). Higher education in the USA: current status and development priorities. Bulletin of the National Academy of the State Border Service of Ukraine, 3. Taken from: http://nbuv.gov.ua/UJRN/Vnadps_2011_3_9.
Teelken, C. (2018) Teaching assessment and perceived quality of teaching: a longitudinal study among academics in three European countries, European Journal of Higher Education, 8(4), 382-399. https://doi.org/10.1080/21568235.2018.1490661
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 2022 Iryna Sadova, Oleksandr Balanutsa, Iryna Vialkova, Oksana Voroshchuk, Halyna Lemko
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Creative Commons Attribution License
Creative Commons Attribution License
Proposal for Copyright Notice Creative Commons
1. Policy Proposal to Open Access Journals
Authors who publish with this journal agree to the following terms:
A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of its initial publication in this journal.
B. Authors are able to take on additional contracts separately, non-exclusive distribution of the version of the paper published in this journal (ex .: publish in institutional repository or as a book), with an acknowledgment of its initial publication in this journal.
C. Authors are permitted and encouraged to post their work online (eg .: in institutional repositories or on their website) at any point before or during the editorial process, as it can lead to productive exchanges, as well as increase the impact and the citation of published work (See the Effect of Open Access).
