Human, Technologies and Quality of Education, 2021最新文献

{"title":"Conceptualization of Pedagogical Entrepreneurship","authors":"Agnese Slišāne","doi":"10.22364/htqe.2021.53","DOIUrl":"https://doi.org/10.22364/htqe.2021.53","url":null,"abstract":"The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123327605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3","authors":"Ilze Šūmane, Līga Āboltiņa","doi":"10.22364/htqe.2021.45","DOIUrl":"https://doi.org/10.22364/htqe.2021.45","url":null,"abstract":"The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134009506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities","authors":"Egija Laganovska","doi":"10.22364/htqe.2021.38","DOIUrl":"https://doi.org/10.22364/htqe.2021.38","url":null,"abstract":"The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"238 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132406294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Drawing as a Research Method in the Process of Art History Studies","authors":"Austra Avotiņa","doi":"10.22364/htqe.2021.78","DOIUrl":"https://doi.org/10.22364/htqe.2021.78","url":null,"abstract":"Drawing as a research method in the process of art history studies can help to expand and deepen knowledge about several components of the art content: the form, material, structure, technology, individual means, contextual meaning and place. Hand drawing stimulates the imagination, enhances wellbeing, sharpens the mind and trains the hand. It improves visual literacy and increases visual competence. This method acts as a source of discoveries and additional evidence of exclusive values. A historically significant part of the studies was copying, which nowadays has turned into a sea of easily perceptible (external, superficial) appropriations and creates an impression of quality (created by unique primary sources), but which is false and superficial. The aim of this study and the fundamental idea that has also evoked the questions of this research is that drawing is a research method that activates creativity and allows the implementation of successfully original ideas in the process of art history studies. Drawing as research method is significant in all levels of education because using effective independent learning strategies and methods is even more topical for the student than the pupil. This article analyses 1254 drawings from a cohort of 38 second-year art students in the study of Art History (3 ECTS, no individual persons are involved in the research, nor are the personal data of individuals used). They are evaluated from the perspective of learning outcomes, including six criteria in the evaluation rubric divided into three methodology groups: imagery method of expression, imitation method of expression and discovery learning method. The study applies the qualitative-empirical research method. The results suggest that drawings from important (in art history) and qualitative (through open access collections in virtual space) examples form a link of innovative qualitative benefits from the knowledge phase of short-term memory to the cognitive phase and long-term memory with deep personal motivation.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133461975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptualisation of University Students’ Civic Transversal Competence","authors":"Dace Medne, Z. Rubene, Māra Bernande, Dzintra Illiško","doi":"10.22364/htqe.2021.59","DOIUrl":"https://doi.org/10.22364/htqe.2021.59","url":null,"abstract":"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.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132583603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Staff and Parents’ Beliefs About the Role of School for Pupils’ Character Education in Latvia","authors":"S. Surikova, M. F. Fernández González","doi":"10.22364/htqe.2021.42","DOIUrl":"https://doi.org/10.22364/htqe.2021.42","url":null,"abstract":"This paper presents a mixed-method research aimed at identifying how school and teachers’ role for character education at school is understood in Latvia. The theoretical framework of the study is based on the principles of virtue ethics. The viewpoints of 1116 respondents (parents, teachers, and school leaders) from all five regions of Latvia were collected in 2018-2020, using two questionnaires containing closed and open questions. The results provided new insights into how parents and school staff perceived the role of the school and the teachers in pupils’ value and virtue education in Latvia. Schools should promote pupils’ character development alongside academic excellence, but, while teachers should encourage good morals and values in pupils, using both ‘caught’ and taught’ strategies, the main responsibility for children moral growth is on parents and families, not on teachers and the school. The majority of both school staff and parents were favourable to a shared responsibility and collaboration between school and family to promote character education inside and outside of the classroom.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133261574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relation Between Media Exposure, Risk Behaviour and Anxiety in Adolescents During the COVID-19 Pandemic","authors":"Goran Livazović, Karlo Bojčić","doi":"10.22364/htqe.2021.04","DOIUrl":"https://doi.org/10.22364/htqe.2021.04","url":null,"abstract":"This report is focused on a theoretical and empirical analysis of an on-line questionnaire implemented with 246 adolescent participants from Croatia in 2020 during the COVID-19 pandemic. The aim of the study was to analyse the relation between the COVID-19 pan­demic related fear and risk behaviour, anxiety and depression in adolescents, including the importance of sociodemographic traits, family/school/peer relationships and media use as risk-protective factors. The research was implemented during the March and April 2020 lockdown in Croatia with participants aged from 18-35 years old. The questionnaire consisted of 5 major parts: socio-demographic measures; media use and interests; Mean world syndrome; risk behaviour; and 2 standardized scales on anxiety and depression with a high validity of the Cronbach’s alpha coefficients ranging from α = .81 to α = .94. Correlation analysis demonstrated significant positive relations between COVID-19 media exposure, risk behaviour and anxiety or depression. Our regression analysis established positive moderate predictive relations between risk behaviour, anxiety and depression (p < .01). No significant effects for risk behaviour in relation to the participants’ sociodemographic traits were found.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132150055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical Digital Competence and its Acquisition in a Teacher Education Programme","authors":"Katrina Elizabete Purina-Bieza","doi":"10.22364/htqe.2021.24","DOIUrl":"https://doi.org/10.22364/htqe.2021.24","url":null,"abstract":"Pedagogical digital competence can be characterised as an opportunity to improve the pedagogical process by using digital technologies in professional activities (From, 2017). In 2017, the European Commission presented a model of pedagogical digital competence, viewing teacher professional pedagogical competence, as well as demonstrating their impact and developing students’ digital literacy (Redecker, 2017). The aim of this study is to research pedagogical digital competence and its planned acquisition in one teacher professional bachelor study programme. As a result of the analysis of the theoretical literature, the concept of digital literacy and pedagogical competence was defined, and the understanding of pedagogical digital competence was provided. The empirical research looked at 1553 learning outcomes advertised in 201 course descriptions of one teacher professional bachelor study programme and analysed them from the perspective of pedagogical digital competence. As a result of the study, a concept-model of pedagogical digital competence was developed.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124940719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University","authors":"Laura Muceniece, Dace Medne, Ērika Gintere","doi":"10.22364/htqe.2021.77","DOIUrl":"https://doi.org/10.22364/htqe.2021.77","url":null,"abstract":"At any level of musical education, it is very important to improve one’s musicianship skills, which can only be achieved through consistent training and playing their musical instrument. Physical training is a very important part of the learning process; however, its combination with mental practice has been proved to be much more effective. Although such an approach is important at all levels of musical education, the paper addresses it in the context of higher education. Thus, the aim of this study is to determine the pedagogical potential of mental practice in the process of teaching music in higher education. The research was implemented in two stages. First, a survey was conducted to gather information about the respondents’ habits when learning musical pieces. At this stage, the study involved 68 brass students from different universities around the world between the ages of 19 and 25. The second stage of the research comprised the development of the program of mental practice (PMP) with structured observation as a method and 7 participants from Latvian and Norwegian higher music education institutions. The obtained results allow to conclude that the inclusion of mental practice in the practicing routine significantly improves the overall level of concentration and stability both in the process of training and during performances. Mental practice also provides an opportunity to increase the duration of training as well as enhances the overall effectiveness of practicing and concentration during performances.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129832437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Social Equality in Inclusive Education: Mapping the Experience of Parents of Children who Rely on Augmentative and Alternative Communication","authors":"M. Gregoriou, Eliada Pampoulou, G. Milis","doi":"10.22364/htqe.2021.34","DOIUrl":"https://doi.org/10.22364/htqe.2021.34","url":null,"abstract":"Inclusive education aims for equal opportunities to be provided to all children regardless of their socioeconomic background, genre, or disability. There are various technological tools that can support the inclusive education of students with complex communication needs. Despite the fact that the parents’ roles in supporting pupils with disabilities is vital, to date, there has been a lack of research investigating the roles of Cypriot parents of these children. The research aim was to explore the experiences of parents on the island who support students with complex communication needs, regarding how they perceive their roles as parents. In-depth interviews were conducted with six parents of children aged five to twelve years. Data were analysed based on thematic analysis. The findings show that parents of children with complex communication needs in Cyprus have a number of roles when it comes to supporting their children in communicating with others. They attend training sessions to acquire the necessary skills to communicate effectively with their children. They also act as communicating partners with friends, relatives and others. In addition, they act as advocates of their children both in the school, as well as in the wider community. It is vital that a number of online platforms are made openly available in order to increase knowledge and skills on issues related to AAC and inclusion. Of note is the MYHUB Inclusion Hub Platform (www.inclusion-hub.eu) which offers a one-stop-shop for inclusion practices, tools, resources and methods addressed to the pedagogical staff in formal and non-formal educational settings.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"15 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127657719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}