Purpose Field experience (FE) has long been a crucial component of the process of teacher education. Clearly, a range of stakeholders can affect student-teachers’ achievements in FE. Given the importance of these stakeholders in FE, it may be possible to improve FE practices by clarifying the involvement of different parties in the FE process. Since student-teachers are the major beneficiaries in FE, their voices should not be ignored. Therefore, the purpose of this paper is to explore student-teachers’ perceptions of the roles played by different stakeholders. Design/methodology/approach In a qualitative research design, 18 student-teachers took part in this study. Content analysis was used to classify and compress the large amount of text provided by the informants into a manageable number of categories to track trends, patterns, frameworks and typologies. Findings In addition to those of the five major stakeholders of FE (i.e. student-teachers, cooperating teachers, institute supervisors, schools and institutes), this study identified the roles of three other stakeholders (i.e. students, other student-teachers and parents) that had not been widely focused in previous studies. Originality/value The present research took the first step to investigate the roles played by different parties in FE from the perspective of student-teachers and offered insights for enhancing student-teachers’ performance in FE.
The concept «social upbringing» of the personality is presented in the article. The directions, stages and the aim of the students' social upbringing are analyzed; the preconditions of effective social upbringing organization are described; the multidimensional functions realizing in the socio-upbringing environment of the higher education institution are considered. Social upbringing is considered by various scholars based on perception of the essence of the "sociality" phenomenon. Stressed on the transition to a democratic and humanistic education specified by the transformation of social situation, cultural changes and educational innovations. The author points out that this process requires the changing in the aims' concretization and the ways to upbringing process.
У даній статті вперше розкрито деякі педагогічні аспекти виховної позанавчальної роботи з використанням дизайн-мистецтва. Представлено загальний опис можливості і доцільності реалізації педагогічних завдань дизайнерської діяльності, яка включає особливі функції актуалізації інтересу в студентів до виховної роботи та реалізації творчих потреб. Доведено, що органічне поєднання в соціально-виховному процесі одного із видів мистецтва – дизайну і формування соціальної особистості студента сприяють як особистій орієнтації студентів освітнього середовищі, так і професійній орієнтації, що реалізується в діяльності майбутнього педагога-організатора, котрий володіє мистецтвом дизайну як засобом педагогічного впливу на особистість студента.
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