Realidades del desarrollo de la competencia investigadora de los profesores-filólogos en tiempos de Guerra
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.01.16Palabras clave:
desarrollo, competencia de investigación, componentes de la competencia de investigación, métodos innovadores, técnicas, tecnologías para el desarrollo de la competencia de investigación, características psicopedagógicas del desarrollo de la competencia de investigación en tiempos de guerra, educación informal en el desarrollo de la competencia de investigación, profesor-filólogo.Resumen
La relevancia del tema de investigación está determinada por la urgente necesidad de adaptar el proceso educativo y el desarrollo profesional de los docentes-filólogos a las condiciones de tiempos de guerra. El sector educativo debe adaptarse rápidamente a las nuevas realidades a la luz de los desafíos planteados por la guerra y los cambios globales, incluido el uso de la tecnología digital para brindar acceso a una educación de alta calidad. La ley marcial hace ajustes no sólo a los métodos de enseñanza sino también a los enfoques del desarrollo profesional de los docentes, enfatizando la necesidad de integrar métodos y enfoques innovadores. En el transcurso de la investigación, se ha revelado que las tecnologías digitales desempeñan un papel crucial en el apoyo a la educación lingüística en tiempos de guerra al ofrecer herramientas para el aprendizaje a distancia y la autoeducación. Se ha descubierto que los métodos de enseñanza innovadores, como los ejercicios interactivos y los debates en línea, son eficaces para involucrar a los estudiantes y motivarlos a dominar activamente el idioma. La reconstrucción del sistema educativo brinda la oportunidad de revisar y mejorar los enfoques de la enseñanza de idiomas, con énfasis en la integración de la experiencia adquirida durante la guerra. Esto enfatiza la importancia de desarrollar programas de apoyo específicos para profesores-filólogos a fin de permitirles utilizar estas tecnologías y metodologías de manera efectiva en su práctica. Los resultados de la investigación enfatizan la necesidad de un enfoque integral para la renovación y el desarrollo de la educación de lenguas, con énfasis en el papel de los profesores-filólogos como agentes de cambio. Garantizar su desarrollo profesional, su adaptación a los nuevos desafíos y su participación en la comunicación intercultural son elementos clave para una reconstrucción exitosa de la posguerra. Otros estudios deberían centrarse en la eficacia de métodos innovadores específicos en la enseñanza de idiomas y en el desarrollo de programas integrados de desarrollo profesional para profesores-filólogos, incluido el apoyo integral y el desarrollo de las competencias relevantes en el período de posguerra.
Citas
Almpanis, T., & Joseph-Richard, P. (2022). Lecturing from home: Exploring academics' experiences of remote teaching during a pandemic. International Journal of Educational Research Open, 3, 100133. https://doi.org/10.1016/j.ijedro.2022.100133
Baigorri-Jalón, J. (2021). Languages in the Crossfire: Interpreters in the Spanish Civil War (1936-1939). Routledge.
Вazyl, L., Klymenko, M., & Orlov, V. (2019). Freedom of pedagogical activity: contradictions and their solutions. Opcion: Revista de Ciencias Humanas y Sociales, 35, 307-331. Retrieved from https://produccioncientificaluz.org/index.php/opcion/article/view/24043/24487
Bazyl, L. (2016). Theoretical and methodological principles of literary competence of future the Ukrainian language and literature teachers. (thesis), Ministry of Education and Science of Ukraine National Pedagogical University in the name of M. P. Draghomanov, Kyiv, 571. Retrieved from https://acortar.link/fS9sNw
Beadie, N. (2016). War, education and state formation: problems of territorial and political integration in the United States, 1848-1912. Paedagogica Historica, 52(1-2), 58-75.
Benson, P. (2021). Language learning environments: Spatial perspectives on SLA. Multilingual Matters, 147.
Björck, M., Boyle, J. R., & Kolh, P. (2023). In times of health crisis and war, science and education are more important than ever. European Journal of Vascular and Endovascular Surgery, 66(3), 299-301.
Böttcher, F., & Thiel, F. (2018). Evaluating research-oriented teaching: a new instrument to assess university students’ research competences. Higher Education, 75, 91-110.
Böttcher-Oschmann, F., Groß Ophoff, J., & Thiel, F. (2021, March). Preparing teacher training students for evidence-based practice promoting students’ research competencies in research-learning projects. In Frontiers in Education (Vol. 6, p. 642107). Frontiers Media SA.
Burgess, T. (2018). Returning History: literacy, difference, and English teaching in the post-war period. The Insistence of the Letter, 107-119. Routledge.
Burov, O.Y. (2021). Ukrainian education in the focus of the cognitive war: current state. Bulletin of the National Academy of Pedagogical Sciences of Ukraine, 3(1), 1-3. https://doi.org/10.37472/2707-305X-2021-3-1-13-13
Corbett, J. (2022). An intercultural approach to English language teaching, Vol. 36. Multilingual matters.
Crompton, H., & Sykora, C. (2021). Developing instructional technology standards for educators: A design-based research study. Computers and Education Open, 2, 100044. https://doi.org/10.1016/j.caeo.2021.100044
Dicum, J. (2008). Learning, war, and emergencies: a study of the learner’s perspective. Comparative Education Review, 52(4), 619-638.
Dobiesz, V.A., Schwid, M., Dias, R.D., Aiwonodagbon, B., Tayeb, B., Fricke, A., Pham, P., & Erickson, T. B. (2022). Maintaining health professional education during war: a scoping review. Medical Education, 56(8), 793-804.
Elkin, O., Marushchenko, O., Masalitina, O., Rasskazova, O., Drozhzhyna, T., & Zhurba, K. (2023). Civil society organisations transforming teacher professional development: Social, Emotional, and Ethical Learning in wartime Ukraine. European Journal of Education, 58(4), 595-610.
Español-Solana, D., & Franco-Calvo, J. G. (2021). Education and Heritage of Medieval Warfare. A Study on the Transmission of Knowledge by Informal Educators in Defensive Spaces. Education Sciences, 11(7), 320.
Goglobal (2003). Education in the conditions of war: how teachers and students got confused over the past year. https://acortar.link/loFjQB
Hale, V.M., & Lockard, L. (2022). Building a bridge to the future: Teacher perspectives on indigenous language education. International Journal of Educational Research Open, 3, 100157. https://doi.org/10.1016/j.ijedro.2022.100157
Hennessy, S., D'Angelo, S., McIntyre, S., Koomar, N., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Hiew, W., & Murray, J. (2021). Enhancing Huber’s evaluation framework for teacher professional development programme. Professional Development in Education, 1-15.
Kahanec, M., Leu-Severynenko, S., Novosadf, A., & Stadnyig, Y. (2022). Education reforms during and after the war. Rebuilding Ukraine: Principles and policies.
Kanova, L. (2023). Professional Language Training of Military Officers of Ukrainian Higher Military Educational Institutions During the War. Publishing House “Baltija Publishing”.
Koichu, B., & Pinto, A. (2018). Developing education research competencies in mathematics teachers through TRAIL: Teacher-Researcher Alliance for Investigating Learning. Canadian Journal of Science, Mathematics and Technology Education, 18, 68-85.
Kolomiiets, D., Ivashkevych, V., Hrytsak, A., Dobrynskyi, V., & Khomik, O (2022). Experience of the educational process organization under conditions of the war time and in the post-war period. PROFESSIONAL PUBLICATION approved by order of the Ministry of Education and Science of Ukraine No. 886, 168.
Kuznetsova, H., Panasenko, A., Vyshnyk, O., Danylchenko, I., Korchova, O., & Sobko, V. (2023). Innovative approaches and methods in language and literature education professional training. Multidisciplinary Science Journal, 5, 2023ss0514. https://doi.org/10.31893/multiscience.2023ss0514
Kuznetsova, H., Zenchenko, T., Luchkina-Zahorodnia, L., Barannyk, N., & Kholiavko, I. (2023). Linguistic and literary educational field in the system of communicative field formation. Multidisciplinary Science Journal, 5.
Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B. J., Tong, F., Jimenez, D. D., & Villarreal, E. G. (2021). Teachers' pedagogical and content knowledge after participation in virtual professional development. International Journal of Virtual and Personal Learning Environments (IJVPLE), 11(1), 64-86.
Lepskyi, M., Masiuk, O., Skvorets, V., & Kudinov, I. (2023). Decision-making attractors in the conditions of war (the modern Russian-Ukrainian war example). Amazonia Investiga, 12(61), 193-201. https://doi.org/10.34069/AI/2023.61.01.20
Littlemore, J. (2023). Applying cognitive linguistics to second language learning and teaching. Springer Nature.Ma, X., Gryshova, I., Koshkalda, I. et al. (2022). Necessity of Post-War Renewal of University Teachers’ Potential in Terms of Sustainable Development in Ukraine. Sustainability, 14(19), 12598.
Maba, W., Perdata, I. B. K., Astawa, I. N., & Mantra, I. B. N. (2018). Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality. International research journal of management, IT and social sciences, 5(3), 46-52.
Mak, P., Yang, M., & Yuan, R. (2023). Fostering teacher competence through classroom-based research during field experiences. Journal of Education for Teaching, 49(5), 841-856.
Mandal, S. (2018). The competencies of the modern teacher. International Journal of Research in Engineering, Science and Management, 1(10), 351-360.
Miedijensky, S., & Sasson, I. (2022). Participatory action research as a way to innovate mathematics and science teaching, teachers’ professional development perceptions and performances. Educational Action Research, 30(1), 39-60.
Oghly, J.S.Z. (2023). A Japanese approach to in-service training and professional development of science and physics teachers in Japan. American Journal of Public Diplomacy and International Studies (2993-2157), 1(9), 167-173.
Oleksiyenko, A., Terepyshchyi, S., Gomilko, O., & Svyrydenko, D. (2021). ‘What do you mean, you are a refugee in your own country?’: Displaced scholars and identities in embattled Ukraine. European Journal of Higher Education, 11(2), 101-118.
Picardo, E., Germain-Rutherford, A., & Lawrence, G. (Eds.). (2021). The Routledge handbook of plurilingual language education. Routledge.
Popova, A., Evans, D.K., Breeding, M.E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136.
Rizk, J., & Hillier, C. (2022). Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Computers and Education Open, 3, 100099. https://doi.org/10.1016/j.caeo.2022.100099
Şahan, H. H., & Tarhan, R. (2015). Scientific research competencies of prospective teachers and their attitudes toward scientific resea. International Journal of Psychology and Educational Studies, 2(3), 20-31.
Salmento, H., Murtonen, M., & Kiley, M. (2021, November). Understanding teacher education students’ research competence through their conceptions of theory. In Frontiers in Education (Vol. 6). Frontiers Media SA.
Selvi, K. (2010). Teachers’ Competencies. Cultura. International Journal of Philosophy of Culture and Axiology, 7, 167-175. https://doi.org/10.5840/cultura20107133.
Serdiuk, H. (2023a). The analysis of the basic research definitions of the development teachers’ research competence language and literature. Professional pedagogy, 1(26), 31-40. https://doi.org/10.32835/2707-3092.2023.26.31-40
Serdiuk, H. (2023b). Pedagogical conditions of the development of research competence of the Ukrainian language and literature teachers at Lyceum. Current issues of humanitarian sciences: interuniversity collection of scientific works of young scientists of Ivan Franko Drohobych State Pedagogical University, 2(68), 253-259. https://doi.org/10.24919/2308-4863/68-2-37
Serdiuk, H. (2023c). The development of research competence of the Ukrainian language and literature teachers in the conditions of martial law. Scientific journal of the National Pedagogical University named after M. P. Drahomanov. Series 5. Pedagogical sciences: realities and prospects, 91, 211-216. https://doi.org/10.31392/NPU-nc.series5.2023.91.44
Serdiuk, H.А. (2023). The problem of developing research competence of the Ukrainian language and literature teachers in scientific research. Innovative pedagogy, 2(65), 111-116. https://doi.org/10.32782/2663-6085/2023/65.2.23
Serdiuk, H.А. (2022). Research activity of the Ukrainian language and literature teacher in the Lyceum. Scientific notes of the International Humanitarian University, 37, 142-145. https://doi.org/10.32782/2663-5682/2022/37/33
Shevchuk, I., & Shevchuk, A. (2022). Educational analytics through the lens of war: Challenges and opportunities for higher education in Ukraine. Economy and Society, (39). https://doi.org/10.32782/2524-0072/2022-39-80
Spiller, R.E. (1942). Higher Education and the War. The Journal of Higher Education, 13(6), 287-297.
Stewart, T.T., & Jansky, T.A. (2022). Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 1, 100002.
Strohl, N.M., & Ris, E.W. (2023). The Higher Education Generation: World War I and the Truman Commission’s Path to Universal College Access. Peabody Journal of Education, 1-15. https://doi.org/10.1080/0161956X.2023.2216079
Thomas, M.A., & Vavrus, F.K. (2021). The Pluto problem: Reflexivities of discomfort in teacher professional development. Critical Studies in Education, 62(4), 486-501.
Topuzov, O., Bibik, N., Lokshina, O., & Onoprienko, O. (2022). Organisation of primary education at war in Ukraine: results of a survey of primary education specialists. Education: Modern Discourses, (5), 7-18.
Topuzov, O., & Lokshyna, O. (2022). Education at war: international experience and achievements of Ukraine. Professional and continuing education, 7, 77.
Toquero, C. M. D. (2021). “Real-world:” preservice teachers' research competence and research difficulties in action research. Journal of Applied Research in Higher Education, 13(1), 126-148.
Tsekhmister, Y. (2022). Education of the future: from post-war reconstruction to EU membership (Ukrainian case study). Futurity Education, 2(2), 46-57.
Tytova, N., & Mereniuk, K. (2022). Digital literacy of future teachers in the realities of large-scale military aggression (Ukrainian experience). Futurity Education, 2(3), 50-61.
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23.
Vorotnykova, I., Morze, N., & Hrynevych, L. (2023). Digital transformation of secondary education of Ukraine and the quality of teaching natural and mathematical sciences in the conditions of war.
Wei, L. (2022). Translanguaging as a political stance: Implications for English language education. ELT journal, 76(2), 172-182.
Wuttke, E., & Seifried, J. (2017). Competence, teacher competence and professional error competence: An introduction. Professional error competence of preservice teachers: Evaluation and support, 1-14.
Wyse, D., & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of education, 10(1), e3314.
You, H. S., Chacko, S. M., & Kapila, V. (2021). Examining the effectiveness of a professional development program: integration of educational robotics into science and mathematics curricula. Journal of science education and technology, 30(4), 567-581.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Halyna Kuznetsova, Halyna Serdiuk, Liudmyla Bazyl, Olha Vyshnyk, Valentyna Sobko
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
