Pedagogical innovations in Ukrainian educational institutions: social challenges and realities of war
The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical...
Ausführliche Beschreibung
Autor*in: |
Oksana Panchenko [verfasserIn] Valeriia Shynkarova [verfasserIn] Tamila Maistryk [verfasserIn] Olena Budnyk [verfasserIn] Inna Nikolaesku [verfasserIn] Lyudmila Matsuk [verfasserIn] Kateryna Fomin [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch ; Spanisch ; Französisch ; Portugiesisch |
Erschienen: |
2022 |
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Schlagwörter: |
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Übergeordnetes Werk: |
In: Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins, 2017, 7(2022), Seite 23 |
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Übergeordnetes Werk: |
volume:7 ; year:2022 ; pages:23 |
Links: |
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DOI / URN: |
10.20873/uft.rbec.e14557 |
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Katalog-ID: |
DOAJ02160469X |
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10.20873/uft.rbec.e14557 doi (DE-627)DOAJ02160469X (DE-599)DOAJ3c7a29bcb35f4d6db5743c7f13e8e61d DE-627 ger DE-627 rakwb eng spa fre por Oksana Panchenko verfasserin aut Pedagogical innovations in Ukrainian educational institutions: social challenges and realities of war 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized. innovative approach pedagogical innovation digital education pedagogy of partnership educational technologies. Education L Valeriia Shynkarova verfasserin aut Tamila Maistryk verfasserin aut Olena Budnyk verfasserin aut Inna Nikolaesku verfasserin aut Lyudmila Matsuk verfasserin aut Kateryna Fomin verfasserin aut In Revista Brasileira de Educação do Campo Universidade Federal do Tocantins, 2017 7(2022), Seite 23 (DE-627)866187332 (DE-600)2866207-6 25254863 nnns volume:7 year:2022 pages:23 https://doi.org/10.20873/uft.rbec.e14557 kostenfrei https://doaj.org/article/3c7a29bcb35f4d6db5743c7f13e8e61d kostenfrei https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14557 kostenfrei https://doaj.org/toc/2525-4863 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2022 23 |
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10.20873/uft.rbec.e14557 doi (DE-627)DOAJ02160469X (DE-599)DOAJ3c7a29bcb35f4d6db5743c7f13e8e61d DE-627 ger DE-627 rakwb eng spa fre por Oksana Panchenko verfasserin aut Pedagogical innovations in Ukrainian educational institutions: social challenges and realities of war 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized. innovative approach pedagogical innovation digital education pedagogy of partnership educational technologies. Education L Valeriia Shynkarova verfasserin aut Tamila Maistryk verfasserin aut Olena Budnyk verfasserin aut Inna Nikolaesku verfasserin aut Lyudmila Matsuk verfasserin aut Kateryna Fomin verfasserin aut In Revista Brasileira de Educação do Campo Universidade Federal do Tocantins, 2017 7(2022), Seite 23 (DE-627)866187332 (DE-600)2866207-6 25254863 nnns volume:7 year:2022 pages:23 https://doi.org/10.20873/uft.rbec.e14557 kostenfrei https://doaj.org/article/3c7a29bcb35f4d6db5743c7f13e8e61d kostenfrei https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14557 kostenfrei https://doaj.org/toc/2525-4863 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2022 23 |
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Pedagogical innovations in Ukrainian educational institutions: social challenges and realities of war |
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The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized. |
abstractGer |
The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized. |
abstract_unstemmed |
The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized. |
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Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. 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ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Valeriia Shynkarova</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Tamila Maistryk</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Olena Budnyk</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Inna Nikolaesku</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Lyudmila Matsuk</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Kateryna Fomin</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Revista Brasileira de Educação do Campo</subfield><subfield code="d">Universidade Federal do Tocantins, 2017</subfield><subfield code="g">7(2022), Seite 23</subfield><subfield code="w">(DE-627)866187332</subfield><subfield code="w">(DE-600)2866207-6</subfield><subfield code="x">25254863</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:7</subfield><subfield code="g">year:2022</subfield><subfield code="g">pages:23</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.20873/uft.rbec.e14557</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" 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