The whole higher education (HE) teaching and learning environment nowadays is formed by similar phenomena: greater, more ambitious and diverse student structure, high quality demands, rapidly changing technological opportunities, higher hopes from government, students and employers that the graduates will be prepared for quickly changing workplaces. Changes and uncertainty in the world are unceasing topics of discussion and research in any industry. Preparing students to live in today's uncertain world is an important task for universities. In the context of a suitable study process development, at the moment study programmes and study courses in HE institutions in Latvia are being reorganised, new demands are being defined for academic staff, extensive evaluation of study process and involved participants is being carried out, including one of the common practices in HE institutions-student surveys. The obtained results are being used not only in quality assurance for quality control but also to establish the necessary improvements and continuous development of studies. Yet, more and more frequently employers state that graduates are not sufficiently prepared for the changing and uncertain world and professional life. Why? As the 'world of work' has also advanced, the changes in HE institutions are not always being implemented according to the dynamic demands of the industries. The implementation of changes brings about not only a shift in organisation of HE institution performance but also changes in perception and comprehension of students and academic staff. With the purpose of study process supervision, the opinion of students is identified more frequently than the opinion of academic staff. Therefore, a question about how academic staff of HE institutions implement their professional activity that forms the framework of their professional mastery, becomes topical, because the professional mastery of HE academic staff is a prerequisite for the processes of development of student professional mastery. The way how academic staff of HE institution see themselves as people, as lecturers, is an important aspect of how they implement their professional mastery (Ashwin et al., 2015). This demand formed the research question: what creates the professional mastery framework of a HE lecturer who prepares students for a situation of uncertainty and changes. In order to answer the research question, scientific literature was analysed, a binding framework and reasoned professional academic staff framework
The concept of everyday pedagogical support is rather widely used in modern pedagogy; however, neither its pedagogical potential nor its specifics and importance in the child's development have been fully understood and explored. Therefore, the aim of this article is to analyse and summarise research ideas about the structure of everyday pedagogical support, resulting in developing it as a theoretical construct and verifying it in the pedagogical reality. The construct of everyday pedagogical support has been analysed in the article, using an NVIVO 12 programme from the point of view of children.
Left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. Thus, the goal of this study is to describe the retraining of left-handers as it was conducted in Soviet education. The impact of political power on an individual’s body-mind interaction is a significant problem in research on the creation of the “New Soviet Man.” The teaching of left-handed children in the Soviet Union is a noteworthy example of the totalitarian regime’s illusionary endeavors to change human nature. The Soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. The Soviet science was based on the anthropological understanding of man as a tabula rasa, which made it possible to explain the omnipotence of Soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. The present study provides insight into the disciplining of the left-handed children’s bodies and minds using pedagogical tools that was being conducted in Soviet Latvia.
Education plays a key role in promoting fundamental values, citizens’ rights and responsibilities as well as social inclusion, in particularly so by reducing hostility towards vulnerable social groups. Therefore, all stages of education, including higher education, are important in the development of civic transversal competence. To ensure sustainable, qualitative, modern, and competitive higher education, the education facilitating the productive involvement of students in civil society and, consequently, their competitiveness in the labour market is a topical issue in the context of Latvia too. In keeping with this rationale, in January 2020, the University of Latvia started the implementation of the first round of the research “Assessment of Competences of Higher Education Students and Dynamics of Their Development in the Study Period” with the study of students’ civic transversal competence as its part. The paper aims to conceptualize students’ civic transversal competence, to determine its criteria and their indicators at different levels of higher education. Using the qualitative data processing program NVivo 12.0, there was carried out an analysis of 20 recent studies and higher education documents (2014-2020), as well as examples of good practice. The result is a descriptive matrix for civic transversal competence assessment, which can be used as a basis for the development of assessment tools.
<p><em>Family discourse has been topical in all periods of anthropogenesis; also nowadays it hasn’t lost its topicality because family is declared as one of the principal values also in this period. Family structure (number of parents and children) is emphasised mainly in contemporary public discourse about a family. Concurrently it is discussed unconnectedly in the public discourse on different kinds of children behavioural difficulties. In this discourse, an important family function – upbringing is disregarded. Aim of upbringing is improvement of attitudes by cooperation of all participants of upbringing in the upbringing environment. Children perspective idea is the leading one in the postmodernism leading pedagogical paradigm that has become the ruling one in the theory and practice. Irrespective of the declared humane principal approaches and principal values myths manifest in the public discourses and in the upbringing area in a family that are made legitimate. Myths develop actively in places where there is lack of information and knowledge and where it is necessary to maintain a sense of safety and emotional balance. So innovative processes of contemporary society activate also the issues on place of myths on the upbringing process.</em></p><p><em>Aim of the article is to analyse theoretically the subjective and objective provisions for creation of myths, their importance in the upbringing process in a family, outlining the risks in upbringing.</em></p><p> </p>
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