Mechanisms to Develop Trust between Educational Process Subjects in the Society of Risk and Uncertainty

Petrash, Elena; Manuilova, Ekaterina Andreevna

doi:10.30853/pedagogy.2020.3.1

Cited by 2 publications

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“…А. Петраш, Е. А. Мануйлова, J. M. Aldridge и К. McChesney отмечают, что социально-психологический климат во многом зависит от восприятия школы родителями и опекунами. Исследователи считают, что взаимоприятие и взаимопонимание являются педагогическими условиями установления доверительных отношения между семьей и школой, выстраивания диалога на равных [11,12]. И. Ф. Исаев и Т. Н. Позднякова заключают, что для диалогического взаимодействия в системе «учитель -родитель -ученик» необходимо формирование способности данных субъектов в принятии Другого, установлении уважительных отношений [13].…”

Section: обзор литературыunclassified

Dialogical interaction between family and school: The content aspect

2023

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Introduction. The development of modern education is connected with the convergence of social institutions of family and school, involvement of parents in the educational process, and realization of the role and importance of education by parents. The harmonisation of family and school relations is possible if the development of educational relations is based on the principle of dialogue aimed at bringing together the interests of the subjects of education, elaboration of a unified educational strategy and identification of the common values and goals of education. In this regard, it is necessary to discuss a number of issues and problems that require promotion of dialogue between teachers and parents.Aim. The aim of this research is to determine the content of dialogical interaction between teachers and parents in the modern socio-cultural environment of the educational process and the directions of updating the psychological and pedagogical knowledge of parents.Methodology and research methods. To determine the content of the interaction between teachers and parents, the authors used theoretical provisions of philosophical anthropology about the essence of dialogue: the intention of dialogue, the «encounter» views in the process of dialogue and the openness of dialogue. An existential approach was applied to determine the value-semantic foundations of the co-existence of family and school.Results. This study has revealed educational needs of parents that consist in the promotion of dialogue with teachers on the problems of education and upbringing, relations between students in class and between students and teachers. It has also identified the problems of creation of conditions that improve moral and psychological well-being of a child at school, as well as the issues of a child’s development and promotion of a healthy lifestyle. Parents view interaction with teachers as coordination of pedagogical attitudes, values and goals of education. The survey reveals the priorities of parents connected with the necessity of perception and comprehension of values and meanings of their own upbringing methods, and the need for enrichment of their psychological and pedagogical background with axiological and practice-focused components.Scientific novelty. The interaction of family and school is analysed in the context of dialogue between parents and teachers, who are subjects of educational relations. The educational choice of parents is connected with the assessment of the meaning of their own upbringing methods via the dialogue with teachers. The authors found that dialogue is a way of subjects’ interaction, which is characterized by mutuality due to their co-existence, incompleteness and openness and preservation of the dialogical nature in the process of interaction. Dialogical interaction between teachers and parents contributes to the development of the common existential educational values – love, freedom and responsibility, and collegiality.Practical significance. The results of the present study can be used by teachers to build a dialogical interaction between family and school. The content of the interaction between the family and the school will allow teachers to plan the topics of consultations, parent conferences, meetings and other forms of interaction.

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Section: обзор литературыunclassified

Dialogical interaction between family and school: The content aspect

2023

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Portrait of a contemporary teacher in a new digital reality

Petrash

Sidorova

2021

Vestn. of Samara State Techn. Univ. Ser.: Psych. and Pedag. Sci

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The paper actualizes the importance of modifying the portrait of a 21st century teacher, which is being transformed in an era of uncertainty. On the basis of theoretical analysis, the authors fixed the modern requirements for a teacher working in the digital era: professional, creative, information, communication, social competence; multitasking; emotional intelligence; cultural, professional and pedagogical mobility. Differences were identified between the modern teacher and the teacher who worked at school 10 years ago; identified professional risks. During the empirical research, quantitative (questionnaires, content analysis) and qualitative methods (polls, interviews, included and non-included observation, analysis of the teachers creative works) were used. The research involved 300 teachers from the Pskov and Moscow regions, as well as from the city of St. Petersburg. The empirical research carried out made it possible to supplement the teachers professiogram with practice-oriented skills. Based on the results of the research, the authors propose a professional development program for teachers called The Modern Teacher and the Challenges of the 21st Century. The advanced training program for teachers is based on the provisions of the system-activity, anthropological and synergetic approaches, and is implemented through interactive forms of work. The topic of classes, forms of conducting, and the features of interaction with teachers during the courses are described. The practical significance of the study lies in the possibility of meaningful updating and implementation of advanced training programs for teachers working in the digital era. The professiogram of a modern teacher has undergone a transformation: a multi-tasking teacher-manager who owns technical means and knows how to find contact with children living in digital reality becomes a teacher of a new formation.

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Mechanisms to Develop Trust between Educational Process Subjects in the Society of Risk and Uncertainty

Cited by 2 publications

References 2 publications

Dialogical interaction between family and school: The content aspect

Dialogical interaction between family and school: The content aspect

Portrait of a contemporary teacher in a new digital reality

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