Особистісно-орієнтовані дослідження педагогічної реальності: методологія, досвід, перспективи
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Дата
2013
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлено загальні положення реалізації науковопедагогічного дослідження, що включає аналіз базових категорій, визначення логіки, послідовності та якісної наповнюваності пошукових дій. Представлено характеристики наукового аналізу; педагогічного дослідження як одного з видів наукового; номотетичного та ідеографічного підходів до дослідження зв’язків між фактами, явищами освітньої реальності; кількісних та якісних стратегій дослідження; напрямів якісних досліджень: етнографічного, ситуаційного та історичного. На прикладі дослідження впливу неформальної мистецької освіти на особистіснопрофесійний розвиток учасників українського народного хору «Калина» Полтавського національного педагогічного університету імені В. Г. Короленка схарактеризовано особливості використання комплексного підходу до вивчення педагогічного явища.
The article deals with the general provisions implementing scientific and educational research, including the analysis of the basic categories, the definition of logic, consistency and quality of filling the search action. The author presents the features of scientific analysis; the educational research as one of the types of research; nomothetic and ideographic approaches to the study of relationships between the facts, phenomena of educational reality; the quantitative and qualitative research strategies; the areas of qualitative research: ethnographic, historical and situational. In the article it is stated that quantitative research methods make it possible to describe the flow of the learning process (the pedagogical terms, the forms, the methods) and qualitative empirical methods make it possible to identify changes in the personal development of the participants in the learning process. Therefore, the most objective description of pedagogical phenomena is an appropriate combination of both the first and second methods. For example, the research on the impact of non-formal arts education on personal-professional development of members of Ukrainian folk choir «Kalina» Poltava National Pedagogical University V. G. Korolenko features are characterized by using an integrated approach to the study of educational phenomena. An important objective of the article is to highlight the impact of non-formal art education the students received in the artistic and creative group of «Kalina» in their life destiny. So, first of all we are interested in the question: five year artistic and educational experience was only an episode in the life of the teacher or became a determining factor in the professional and personal growth. Certainly, among the past and present «kalynyan» are the personalities, a high level of their artistic activity is generally recognized as an appropriate honorary title (Honored Worker of Culture, Honored Artists of Ukraine). These facts can serve as a bright example of that non-formal art education for effectiveness is not inferior to formal. Nevertheless, in our opinion, a more important result of the chorus «Kalina» is more than a thousand graduates who absorbed the potential of Ukrainian folk art took it to their pupils, developing and improving the quality of life within a master teacher. In the context of determining individual manifestations of the impact of non-formal art education on the individual not only in the period of study at the university, but also after graduating the narrative texts were decoded on the base of special keys. During the study, the fragments and entire narratives were analyzed from the standpoint of the examined criteria: the perception of artistic activity as an integral component of a personal life; conscious voluntary coming in Ukrainian Folk Choir «Kalina» of Poltava National Pedagogical University named after V. G. Korolenko; an active participation in the activities of the choir during teacher training; using of art in the professional activity; creation of new artistic and creative groups; writing their own art works; liaising with the chorus «Kalina» and its participants; involvement of the students and their children to the creative activity; developing the stereotype allocation of free time artistic activities. The article highlights the feasibility of providing the future teachers of non-formal arts education as such carried out any formal training in the higher pedagogical educational institutions, implemented largely in artistic and creative groups and not accompanied by a degree-granting official sample.
The article deals with the general provisions implementing scientific and educational research, including the analysis of the basic categories, the definition of logic, consistency and quality of filling the search action. The author presents the features of scientific analysis; the educational research as one of the types of research; nomothetic and ideographic approaches to the study of relationships between the facts, phenomena of educational reality; the quantitative and qualitative research strategies; the areas of qualitative research: ethnographic, historical and situational. In the article it is stated that quantitative research methods make it possible to describe the flow of the learning process (the pedagogical terms, the forms, the methods) and qualitative empirical methods make it possible to identify changes in the personal development of the participants in the learning process. Therefore, the most objective description of pedagogical phenomena is an appropriate combination of both the first and second methods. For example, the research on the impact of non-formal arts education on personal-professional development of members of Ukrainian folk choir «Kalina» Poltava National Pedagogical University V. G. Korolenko features are characterized by using an integrated approach to the study of educational phenomena. An important objective of the article is to highlight the impact of non-formal art education the students received in the artistic and creative group of «Kalina» in their life destiny. So, first of all we are interested in the question: five year artistic and educational experience was only an episode in the life of the teacher or became a determining factor in the professional and personal growth. Certainly, among the past and present «kalynyan» are the personalities, a high level of their artistic activity is generally recognized as an appropriate honorary title (Honored Worker of Culture, Honored Artists of Ukraine). These facts can serve as a bright example of that non-formal art education for effectiveness is not inferior to formal. Nevertheless, in our opinion, a more important result of the chorus «Kalina» is more than a thousand graduates who absorbed the potential of Ukrainian folk art took it to their pupils, developing and improving the quality of life within a master teacher. In the context of determining individual manifestations of the impact of non-formal art education on the individual not only in the period of study at the university, but also after graduating the narrative texts were decoded on the base of special keys. During the study, the fragments and entire narratives were analyzed from the standpoint of the examined criteria: the perception of artistic activity as an integral component of a personal life; conscious voluntary coming in Ukrainian Folk Choir «Kalina» of Poltava National Pedagogical University named after V. G. Korolenko; an active participation in the activities of the choir during teacher training; using of art in the professional activity; creation of new artistic and creative groups; writing their own art works; liaising with the chorus «Kalina» and its participants; involvement of the students and their children to the creative activity; developing the stereotype allocation of free time artistic activities. The article highlights the feasibility of providing the future teachers of non-formal arts education as such carried out any formal training in the higher pedagogical educational institutions, implemented largely in artistic and creative groups and not accompanied by a degree-granting official sample.
Опис
Ключові слова
педагогічне дослідження, номотетичний та ідеографічний підходи, кількісні та якісні стратегії дослідження, наратив, лонгітюдне дослідження, неформальна мистецька освіта, pedagogical research, nomothetic and ideographic approaches, quantitative and qualitative research strategies, narrative, longitudinal studies, non-formal arts education
Бібліографічний опис
Лещенко, М. П. Особистісно-орієнтовані дослідження педагогічної реальності: методологія, досвід, перспективи [Текст] / М. П. Лещенко, Н. В. Сулаєва // Актуальні питання мистецької освіти та виховання : збірник наукових праць / Міністерство освіти і науки України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; редкол.: Г. Ю. Ніколаї, О. В. Єременко, А. Єремус-Левандовська [та ін.]. – Суми : ВВП «Мрія», 2013. – Вип. 2 (2). – С. 15–41.