Existing research on the personal development of pre-school children is limited in the scope of investigation. It lacks an integrative approach in respect of the complex impact of arts such as music, painting and other such work. This article examines a pilot programme directed towards the early musical and aesthetical development of pre-school children. This programme gradually introduces more complex content. Previous research has established that when children aged 3-4 years received music and aesthetical education in specialised centres, then by age 6-7 they surpassed the personal development of those who had received a standard schooling. In particular it was found that they acquired an ‘ear’ for musical development – a skill in distinguishing rhythmic and melodic contrast, together with harmonic sequences more delicately. This was associated with an ability to distinguish the emotional states of others. They were better in the embodiment of emotional states, experienced an immersion into the depth of images, and had better imagination and emotional intelligence in music. This research was extended to typical schools with typical children to explore the effective development of personality in pre-school children. The research was carried out over a three-year period, following children from age 3-4 until they were 6-7 years old. Twenty five children in the experimental group were compared with an equal number in the control group. The children were tested at the start and again at the end of the period. The results showed variations in the development of personal development. In particular, some skills, such as the ability to perceive rhythmic and melodic pictures and harmonic sequence, developed more slowly than others. It was found that the rhythmic and melodic forms of the musical ear developed more quickly that the harmonic ear, which is developed later – and more slowly. The development within the experimental group was not particularly rapid when compared with the control group but was more productive.
The subjects in the experimental group showed more effective development of generic perceptual unity and understand of human emotional state. Similar results were obtained in the formation of emotional displays in the cast plot scenes. Children learned not only to identify and to depict the emotional state of the character with the help of an adult but also showed the ability to empathize to another one, and to express their emotions objectively using a large set of facial expressive means of communication. In verbal imagination the experimental group significantly outperformed the control group. In particular, the children demonstrated the ability to express the plot of the story, using uniqueness and originality. The results concerning the expression of the emotional character of a story and the dominating mood were mixed. The expression of emotion was significantly developed but the perception and expression of a landscape did not show a significant improvement. Overall, the results that early musical and aesthetic development has a positive effect on the personal sphere of preschool children. This is based on the musical ear as the ability to make delicate distinctions and of aural representations that affect other mental functions of children.
Within the context of transformations in society and the challenges of new development, teachers
experience changes in their perception of education values. The aim of the research reported here
was to identify key perceptions of teachers in the Republic of Tatarstan (Russia) in respect of social
and professional values, at various levels of teaching experience. The research used axiological and
competence-based approaches as a firm basis for reaching agreement on teachers’ specific values.
This paper discusses the results from a comparative analysis of Russian teachers with up to 5 years,
6-20 years and more than 20 years teaching experience. The analysis makes it possible to define
some directions for the training and retraining of highly qualified teachers to help them understand
the importance of these qualities and values.
The next generation of teachers will need to engage in innovative activities that carry risk! There is insufficient development of the theoretical, methodological and procedural aspects of secondary school teacher education, so that they are ready to innovate. The research reported here led to a model for developing the competence of student teachers to recognise risk when preparing for educational innovation. The model combines cognitive with practical activities, using interrelated targets, procedures and effective components. Simulation was used to help students to make and take responsibility for innovation. The article identifies the characteristics of the model and justifies the conceptual provisions. The aim is to improve the efficiency of processes for developing risk awareness in teacher education, and help them apply their knowledge, skills and experience to prevent and reduce risk in educational innovation.
In this article I seek to explore how teacher education policy has been shaped and influenced by
political interventions. The main focus is on the UK, but I argue that this approach to teacher
education as a ‘policy problem’ is part of a wider global phenomenon. Part of this discussion
necessarily needs to differentiate between what has been happening in different parts of the UK,
for in spite of the globalising influences, there appears to have been some divergence between the
trajectories of the four jurisdictions in relation to developments in teacher education. In drawing
on recent developments in ‘clinical practice’ within teacher education, I draw attention to the
importance of a research oriented approach to teacher education.
This article focuses on the transition from pupil to student. This transitional phase involves the
challenge of having to take a decision regarding a career path. For some pupils, this represents
perhaps their first major decision they are confronted with since the early school years: What do I
want to be? What kind of career suits me? This transition involves more than just a career choice; as
part of the transition, a number of biographical issues are activated, which are all aimed at one’s life
plans as a whole: ‘How do I want to live or what is important to me in life?’ As such, the individual is
also confronted with the question of what still ‘fits’ with his or her previous orientation, experiences
and perspectives, in the light of new plans for the future or experiences in the course of the transition.
This involves questions and biographical issues, which relate to growing up in general. Very few are
able to easily escape such biographical challenges and tensions. However, the responses or forms of
dealing with these issues can vary.
The international developments of globalization and demographic changes of an aging society have
led to new concepts of teacher education since the beginning of the 21st century. Currently, the
debate pertaining vocational teacher training focuses on two issues: 1) Firstly, reform is necessary
because of structural and curricular changes, further professionalization and quality development
of vocational teacher training as part of the measures imposed by the Bologna. 2) Secondly, given
the scope of a profound socio-demographic transformation process, the focus of attention is shifting
onto the acute needs for teachers in scarce subjects of personal care services as well as MINT
professions within the professional vocational disciplines of teacher training. The following article
outlines key reforms and developments in vocational teacher education in Germany and Europe
on the following points: 1) Structures and university centers of teacher education in Germany
2) Curriculum development and didactic approaches in teacher training 3) Requirements on
competencies and professionalization in teacher training.
The inclusion of children with special needs into the mainstream regular elementary school classes
brings a professional challenge to teachers. A review of articles on teachers’ attitudes towards
inclusion published during last three decades was conducted. The review of research findings
indicates that effective implementation of inclusion depends on the teacher’s attitude to inclusion,
which is found to be linked to the teacher’s gender, years of work experience in teaching children
with special needs, qualification of teachers, and the type of special need. A survey was conducted
in 2013 on a representative sample of Slovenian elementary school teachers who teach in 7th, 8th
or 9th class and have in their class at least one student with special needs. The findings indicate that
teachers have a neutral attitude to inclusion. Teachers believe that they are insufficiently qualifie in
teaching children with special needs, and that they need more training in this particular area. They
are most in favor of inclusion of children with deficiencies in certain areas of learning, children
with chronic disease, and children with speech and language disorders. They disfavor the inclusion
of children with mental development disorders. They hold a neutral attitude to the use of ICT in
inclusive education, and that the use of ICT contributes more to a child’s cognitive, than social
development. They believed that they do not have sufficient competences in ICT supported learning
and assistive technologies. The findings of a survey of Slovenian teachers have shown neither a
link between a teacher’s attitude to inclusion and the teacher’s gender, years of work experience,
experience in teaching children with special needs, nor the teacher’s opinion of his/her own teaching
competences for inclusion. The findings are discussed in light of related studies in other countries.
This is the complete Journal Issue 49 with all of the articles and contents pages.
Content
Spela Bagon, Andreja Istenic Starcic.
Attitudes towards inclusion by Slovenian teachers in the context of findings from other countries pp6-27
Marianne Friese.
Vocational Teacher Training in Germany pp28-35
Sabine Maschke, Ludwig Stecher.
Why become a teacher? Considerations on the initial study phase in teacher training pp36-44
Ian Menter.
Becoming a teacher in the United Kingdom in the 21st century pp45-52
Nailya N. Askhadullina.
The model of a future teacher’s risk-recognizing competency formation in the process of preparation for innovative educational activities pp53-64
Albina R. Drozdikova-Zaripova, Natalya N. Kalatskaya.
Social and professional values of Russian teachers having various pedagogical experience pp65-76
Ramil F. Suleymanov, Murshida M. Hadiullina.
The role of musical-aesthetic education in personality development preschool pp77-90
Содержание
Спела Багон, Андрея Истенич Старчич.
Отношение словенских учителей к инклюзивному образованию в сравнении с результатами исследований других стран страницы 6-27
Марианна Фризе.
Профессиональная подготовка учителей в Германии страницы 28-35
Сабине Машке, Людвиг Штехер.
Выбор профессии учителя: обзор начального этапа подготовки учителей страницы 36-44
Иен Ментер.
Как стать учителем в Соединенном Королевстве в 21 веке страницы 45-52
Наиля Н. Асхадуллина.
Модель формирования рискологической компетенции будущего учителя
в процессе подготовки к инновационной педагогической деятельности страницы 53-64
Альбина Р. Дроздикова-Зарипова, Наталья Н. Калацкая.
Социально-профессиональные ценности российских педагогов с различным педагогическим стажем страницы 65-76
Рамиль Ф. Сулейманов, Муршида М. Хадиуллина.
Роль музыкально-эстетического образования в развитии личности дошкольника страницы 77-90