The main aspects of teaching in the context of the development of the educational environment and culture at universities

Authors

  • Ganna Taran Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.
  • Dmytro Chornomordenko Department of Philosophy and International Communication, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
  • Nataliia Bondarenko Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.
  • Danylo Bohatyrov Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.
  • Mykola Spiridonov Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

DOI:

https://doi.org/10.20952/revtee.v15i34.17256

Keywords:

pedagogy, educational environment and culture, universities, teacher, future specialists, online learning, information and communication technologies

Abstract

The main purpose of the article is to study the main aspects of teaching in the context of the development of the educational environment and culture at universities. At all times and in all cultural traditions, there was a special respect for the teacher. After all, a teacher is not only a carrier and distributor of knowledge, but also an educator of value and moral guidelines in a person's life. Thus, it can be said that a teacher/educator/ is a kind of "educator of the soul" of a person. With this in mind, it is the role of the teacher that is key in the process of organizing the educational environment and culture at the university. For this, general theoretical and specific methods of theoretical research of the most advanced literary sources were used. In addition, a survey was conducted among students of a higher educational institution about the role a teacher plays in the process of organizing the educational environment and culture at the university. As a result of the study, the main aspects of teaching in the context of the development of the educational environment and culture at universities were analyzed and systematized.

Downloads

Download data is not yet available.

Author Biographies

Ganna Taran, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Dmytro Chornomordenko, Department of Philosophy and International Communication, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Nataliia Bondarenko, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Danylo Bohatyrov, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

Mykola Spiridonov, Department of Philosophy, Kyiv National University of Construction and Architecture, Kyiv, Ukraine.

References

Abadzi, H. (2015), “Training the 21st-century Worker: Policy Advice from the Dark Network of Implicit Memory”, IBE Working Papers on Curriculum Issues, Vol. 16, http://unesdoc.unesco.org/images/0023/002355/235521e.pdf

Amin, F. M., & Sundari, H. (2020). EFL students’ preferences ondigital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?. Studies in English Language and Education, 7(2), 362-378

Bakanova I.G., Javorcikova J.(2020) Features of e-learning organization in a Modern University // Vestnik of Samara State Technical University Psychological and Pedagogical Sciences. 17. 4. 5-15. doi: 10.17673/vsgtu-pps.2020.4.1

Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062

Crawford, J. Butler-Henderson, K. Rudolph, J. Malkawi, B. Glowatz, M. Burton, R., Magni, P., Lam, S. (2020) COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. J. Appl. Learn. Teach.,3, 1–20.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Ertmer, P. A., & Otternbreit-Leftwich, A. T. (2019). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284. https://doi.org/10.1080/15391523.2010.10782551

Foray, D. and J. Raffo (2012), “Business-Driven Innovation: Is it Making a Difference in Education?: An Analysis of Educational Patents”, OECD Education Working Papers, No. 84, OECD Publishing, Paris, http://dx.doi.org/10.1787/5k91dl7pc835-en.

Geng, S., Law, K., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0147-0

Kapustina L.V.(2021) Digital footprint analysis to develop a personal digital competency-based profile. In: Ashmarina S., Mantulenko V. (eds.) Current Achievements, Challenges and Digital Chances of Knowledge Based Economy. Lecture Notes in Networks and Systems. 2021. Vol. 133. Рр. 591–596. Springer, Cham. https://doi.org/10.1007/978-3-030-47458-4_68

Kryshtanovych, M., Kryshtanovych, S., Stechkevych, O., Ivanytska, O., & Huzii, I. (2020). Prospects for the Development of Inclusive Education using Scientific and Mentoring Methodsunder the Conditions of Post-Pandemic Society. Postmodern Openings, Vol.11. No.2, 73-88. https://doi.org/10.18662/po/11.2/160

Kryshtanovych, M., Romanova, A., Koval, I., Lesko, N., & Lukashevska, U. (2021). Research of problems and prospects of state development in the pedagogical process. Revista Tempos E Espaços Em Educação, 14(33), e16534. https://doi.org/10.20952/revtee.v14i33.16534

Lee, Y., Hsiao, C., & Ho, C. H. (2014). The effects of various multimedia instructional materials on students‟ learning responses and outcomes: A comparative experimental study. Computers in Human Behavior, 40, 119-132. https://doi.org/10.1016/j.chb.2014.07.041

Levitt, H. M. (2018). How to conduct a qualitative meta-analysis: Tailoring methods to enhance methodological integrity. Review PMID, 28(3), 367-378. https://doi.org/10.1080/10503307.2018.1447708

Marks, G. (2014), Education, social background and cognitive ability, Routledge, https://www.routledge.com/Education-Social-Background-and-Cognitive-Ability-The-decline-ofthe/Marks/p/book/9780415842464

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611

Naylor, D., & Nyanjom, J. (2020). Educators’ emotions involved in the transition to online teaching in higher education (pp. 1–15). Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1811645

Rapanta, C., Botturi, L., Goodyear, P., Gu`ardia, L., & Koole, M. (2020). Online university teaching during and after the covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00155-y

Downloads

Published

2022-04-03

How to Cite

Taran, G. ., Chornomordenko, D., Bondarenko, N., Bohatyrov, D., & Spiridonov, M. (2022). The main aspects of teaching in the context of the development of the educational environment and culture at universities. Revista Tempos E Espaços Em Educação, 15(34), e17256. https://doi.org/10.20952/revtee.v15i34.17256

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.