Pedagogical innovations in Ukrainian educational institutions: social challenges and realities of war
DOI:
https://doi.org/10.20873/uft.rbec.e14557Abstract
Inovações pedagógicas nas instituições educacionais da Ucrânia: desafios sociais e realidades da guerra
No artigo é representada a essência e as particularidades de aproximação inovadora para organização de processo de ensino nas instituições educacionais da Ucrânia nas condições de estado de guerra. Na investigação são usados tais métodos: método analítico, interrogatório, análise de qualidade e quantidade dos dados empíricos obtidos. É caraterizada a compreensão de autor de aproximações inovadoras, de tecnologização de estudos, de atividades pedagógicas inovadoras, de cultura inovadora e competência de pedagogo. Uma atenção significativa é prestada às tecnologias de ensino pessoal orientado e a pedagogia de colaboração. É argumentada a experiência de organização de ensino à distância dos alunos ucranianos nas condições de guerra, em particular, a criação de projetos educacionais especiais: lições online, lições de vídeo em YouTube e televisão nacional; Escola ucraniana internacional (para as pessoas deslocadas temporariamente fora do país), Escola de toda Ucrânia online com apoio de Ministério da Educação e Ciência da Ucrânia. É assinalado o potencial inovador de educação digital para aperfeiçoamento de metodologias de instrução / ensino nas instituições educacionais de diferentes tipos, assim como de capacidade dos pedagogos à variabilidade e mobilidade no que diz respeito ao desenvolvimento de tecnologias, a situação social política e militar política no país. São apresentados os resultados de investigação empírica acerca de 146 mestres e professores de instituições educacionais da Ucrânia. É provada a efetividade de ensino digital, assim como a necessidade de aperfeiçoamento de ferramentas de organização e metodologia, as formas de trabalho de professores e os alunos para desenvolvimento de pensamento crítico, as habilidades de estudos de diálogo, de trabalho coletivo, inquiry-based learning, etc. É acentuada a necessidade de uso de ferramentas digitais mais avançadas para realização de potencial criador nas atividades profissionais.
Palavras-chave: aproximação inovadora, estudos de inovação pedagógica, ensino digital, pedagogia de colaboração, tecnologias de ensino.
Pedagogical innovations in Ukrainian educational institutions: social challenges and realities of war
ABSTRACT. The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized.
Keywords: innovative approach, pedagogical innovation, digital education, pedagogy of partnership, educational technologies.
Innovaciones pedagógicas en los centros educativos Ucranianos: desafíos sociales y realidades de la guerra
RESUMEN. En este artículo se presentan la esencia y las peculiaridades del enfoque innovador de la organización del proceso educativo en los centros educativos de Ucrania bajo la ley marcial. El estudio aplica los siguientes métodos: método analítico, encuesta, análisis cualitativo y cuantitativo de los datos empíricos obtenidos. Se caracteriza la comprensión del autor de los enfoques innovadores, la tecnologización del aprendizaje, la actividad pedagógica innovadora, la cultura innovadora y la competencia de un profesor. Se presta mucha atención a las tecnologías de aprendizaje centradas en la persona y a la pedagogía de la asociación. Está fundamentada la experiencia de organizar la enseñanza a distancia para los alumnos ucranianos en condiciones de guerra, en particular la creación de proyectos educativos especiales: lecciones en línea, lecciones en vídeo en YouTube y en la televisión nacional; la Escuela Internacional Ucraniana (para personas temporalmente desplazadas fuera del país), la Escuela en línea de toda Ucrania apoyada por el Ministerio de educación y ciencia de Ucrania. Se destaca el potencial innovador de la educación digital para mejorar las metodologías de enseñanza/aprendizaje en los centros educativos de diferentes tipos, así como la capacidad de los educadores para ser flexibles y móviles a la hora de responder a los desafíos sociales del desarrollo tecnológico y a la situación económica, social y político-militar en el país. Se presentan los resultados de un estudio empírico en el que participaron 146 profesores y educadores de los centros educativos de Ucrania. Se demuestra la eficacia de la educación digital, así como la necesidad de mejorar los instrumentos organizativos y metodológicos, las formas de trabajo del profesor y de los alumnos para desarrollar el pensamiento crítico, las habilidades de aprendizaje dialógico, el trabajo en equipo por proyectos, el aprendizaje basado en la indagación, etc. Se hace hincapié en la necesidad de utilizar los últimos instrumentos digitales para que los profesores puedan desarrollar su potencial creativo en la actividad profesional.
Palabras clave: enfoque innovador, innovación pedagógica, educación digital, pedagogía de la asociación, tecnologías educativas.
Downloads
Literaturhinweise
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an Inquiry-Based Approach Known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are There Differences?”. International Journal of Science Education, 29 (14), 1745–1765. https://doi.org/10.1080/09500690601075629
Apple. (1991). Apple classrooms of tomorrow: Philosophy and structure and what's happening where. Cupertino, CA: Apple Computer. Retrieved: 08/03/2010, World Wide Web: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/23/71/1c.pdf
Bernay, R., Stringer, P., Milne, J. et al. (2020). Three Models of Effective School–University Partnerships. New Zealand Journal of Educational Studies, 55, 133–148. https://doi.org/10.1007/s40841-020-00171-3
Budnyk, O. (2019). Innovative Competence of a Teacher: best European Practices. Journal of Vasyl Stefanyk Precarpathian National University, 6(1), 76–89. https://doi.org/10.15330/jpnu.6.1.76-89
Budnyk, О., & Dziabenko, О. (2020). The usage of Go-Lab platform tools for the development of students’ research skills. Information Technologies and Learning Tools, 80(6), 1–20. https://doi.org/10.33407/itlt.v80i6.3953
Budnyk, O., Matveieva, N., Fomin, K., Nazarenko, T., & Kalabska, V. (2021). Preparation of future teachers for the introduction of digital innovation in a rural school: problems and prospects. Revista Brasileira De Educação Do Campo, 6, e13124. http://dx.doi.org/10.20873/uft.rbec.e13124
Budnyk, O., Mazur, P., Matsuk, L., Berezovska, L., & Vovk, O. (2021). Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland). Amazonia Investiga, 10(44), 9-17.
Council of the European Union. (2018). Council Recommendations of 22 May 2018 on Key Competences for Lifelong Learning. Brussel: Council of the European Union.
“Learning without borders”: the educational process for students of 5-11 grades is organized on Ukrainian television. Website of the Ministry of Education and Science of Ukraine. 2022
https://mon.gov.ua/ua/news/navchannya-bez-mezh-na-ukrayinskomu-telebacheni-organizovano-osvitnij-proces-dlya-uchniv-5-11-klasiv. International Ukrainian School. 2022. https://uis.org.ua/
Florence Gabriel, Rebecca Marrone, Ysabella Van Sebille, Vitomir Kovanovic & Maarten de Laat (2022). Digital education strategies around the world: practices and policies. Irish Educational Studies, 41(1), 85-106. https://doi.org/10.1080/03323315.2021.2022513
Herodotou, C., Sharples, M., Gaved, M., Kukulska-Hulme, A., Rienties, B., Scanlon, E. & Whitelock, D. (2019). Innovative Pedagogies of the Future: An Evidence-Based Selection. Frontiers in Education, 4, 113. https://doi.org/10.3389/feduc.2019.00113
Higgins, S., et al. (2015). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit: July 2015. Education Endowment Foundation, London.
Jacobs, D. (2007). More than Words: Comics as a Means of Teaching Multiple Literacies. The English Journal, 96(3), 19–25. https://doi.org/10.2307/30047289
Lord, T. R. (1997). A comparison between traditional and constructivist teaching in college biology. Innovative Higher Education, 21, 197-216. http://dx.doi.org/10.1007/BF01243716
Mathonsi, A. H. (2013). Public-Private Partnership: A model for improving the quality of education in South African rural communities. https://www.semanticscholar.org/paper/Public-Private-Partnership%3A-A-model-for-improving-Mathonsi/63f53c0ba6664ea34f4f593d36b5e85f1b46fa84#
Nielsen, F. A. G., Bittencourt, J. P., Presada, W. A., Cavalcanti, C. C., Berardo, B. M. (2019). Pedagogical Innovation: Best Practices Through the Perspective of some Major Business Schools Around the World. UNICON Research Report. https://uniconexed.org/wp-content/uploads/2022/02/UNICON-Research-Report-2019-Pedagogical-Innovation-Best-Practices.pdf
OECD. (2015). Students, Computers and Learning: Making the Connection, PISA. Paris: OECD Publishing. https://doi.org/10.1787/9789264239555-en
OECD. (2018). The Future of Education and Skills. Education 2030. Paris: OECD Publishing.
One hundred days of war: challenges of Ukrainian education. Osvitoriia Media. (2022). https://osvitoria.media/experience/sto-dniv-vijny-vyklyky-ukrayinskoyi-osvity/
Peterson, A., et al. (2018). Understanding innovative pedagogies: Key themes to analyze new approaches to teaching and learning. OECD Education Working Papers, 172, OECD Publishing, Paris. https://doi.org/10.1787/9f843a6e-en
Rosen, L. D. (2010). Rewired: Understanding the iGeneration and the Way They Learn. New York: Palgrave Macmillan.
Reinsfield, E. (2020). A future-focused approach to the technology education curriculum: the disparity between intent and practice. International Journal of Technology and Design Education, 30, 149–161. https://doi.org/10.1007/s10798-019-09497-6
Shavinina, L. V. (Ed.) (2003). The international handbook on innovation. New York: Elsevier.
Domyancich-Lee, S. C., Cleeland, L. R., & McCleary, J. S. (2021). Teaching Note – Comics in the Classroom: Teaching With Graphic Novels. Journal of Social Work Education. https://doi.org/10.1080/10437797.2021.1942353
Sirotnik, K. A., & Goodlad, J. I. (Eds.). (1988). School-university partnerships in action: Concepts, cases, and concerns. New York, NY: Teachers College Press.
Smolinska, O., Budnyk, O., Voitovych, A., Palahniuk, M., & Smoliuk, А. (2020). The Problem of Health Protection in Modern Educational Institutions. Revista Inclusiones, 7(4), 108-116.
The New Ukrainian School: conceptual principles of secondary school reform. (2016). https://mon.gov.ua/storage/app/media/zagalna%20serednya/Book-ENG.pdf
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 2022 Oksana Panchenko, Valeriia Shynkarova, Tamila Maistryk, Olena Budnyk, Inna Nikolaesku, Lyudmila Matsuk, Kateryna Fomin
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).
