Lecture 1 Introduction to Pedagogy Content 1 What

Lecture 1 Introduction to Pedagogy Content 1. What is Pedagogy 2. Basic categories of Pedagogy 3. Research methods of Pedagogy

Vocabulary Acquisition –прибретение; Instruction - обучение; Upbringing –воспитание; Contradictory –противоречивы; Contemporary – современный; Ensuring – обеспечение; Eventually - в конечном итоге; Subsequent – последующее; Deliverables – ожидаемые результаты; Constraints – ограничения, трудности; Instance - экземпляр

What is Pedagogy is the science and art of education. Its aims range from the full development of the human being to skills acquisition. the science of the specially organized, goaloriented, and systematic molding of a human being; the science of the content, forms, and methods of upbringing, education, and instruction.

Etymology The word comes from the Greek παιδαγωγέω (paidagōgeō); in which παῖς (país, genitive παιδός, paidos) means "child" and άγω (ágō) means "lead"; literally translated "to lead the child".

The basic categories of pedagogy are personality formation, development, upbringing, education, and instruction. Personality formation, formerly called upbringing in its broad sense, is the process of shaping an individual by means of goal-oriented influence (upbringing in the true sense of the word) and of the varied and often contradictory influences of the environment. In contemporary pedagogy the first group of influences is often called intentional upbringing, and the second functional upbringing.

Basic category Upbringing is a key concept referring to the goaloriented activities of society and family directed toward forming a fully developed person, chiefly in institutions and organizations specially created by society. The concept of upbringing generally comprises intellectual, moral, labor, aesthetic, and physical upbringing as well as the formation of a world view. However, such distinctions are largely arbitrary, since upbringing in practice is a single, integrated process.

Basic category Education is the process and result of assimilating a system of knowledge and of developing skills and habits eventually ensuring a certain level of development of a person’s cognitive needs and capacities and his ability to perform some kind of practical activity.

Education A distinction is made between general and specialized education. General education provides each person with the knowledge, skills, and habits heshe needs for overall development. These are the basis for a subsequent specialized education, whose goal is preparation for professional work. In level and scope, both general and specialized education may be primary, secondary, or higher. Polytechnic education is an integral part of general education.

Basic category A most important means for effecting education and upbringing is instruction, the process of transmitting and assimilating knowledge, skills, and habits and the modes of cognition necessary for the realization of a continuous educational process. The process of instruction comprises the two interconnected parts of a single whole: teaching, the pedagogue’s transmittal of knowledge and his supervision of students’ independent work; and learning, the students’ mastery of a system of knowledge, skills, and habits.

CHOOSING A RESEARCH PROJECT A problem encountered in everyday work or outside everyday work; An issue that the researcher has read about or seen; A problem that has arisen in the locality, e. g. in response to government policy or practices or to local developments; An area of the researcher’s own interest; An area of the researcher’s own experience; A perceived area of importance; An interesting question; A testable guess or hunch; A topical matter; Disquiet with a particular research finding that one has met in the literature or a piece of policy;

CHOOSING A RESEARCH PROJECT An awareness that a particular issue or area has been incompletely studied, and a wish to plug the gap; A wish to apply a piece of conceptual research to actual practice, or to test a theory in practice; A wish to rework the conceptual or theoretical frameworks that are often used in a specific area; A wish to revise or replace the methodologies that are often used in researching a specific area; A desire to improve practice in a particular area; A desire to involve participants in research and development;

CHOOSING A RESEARCH PROJECT A desire to test out a particular methodology in research; An interest in seeing if reported practice holds true for the researcher’s own context (e. g. a comparative study); An interest in investigating the causes of a phenomenon or the effects of a particular intervention in the area of the phenomenon; A priority identified by funding agencies; An issue identified by the researcher’s supervisor or a project team of which the researcher is a member.

THE IMPORTANCE OF THE RESEARCH Is the research significant? What difference will the research make? Does the originality of the research render it significant? How and where does the research move forward the field? Where do originality and significance lie in the research: Conceptually Theoretically Methodologically Substantively

THE IMPORTANCE OF THE RESEARCH What is the likely impact of the research? What is the use of the research – what will it ‘deliver’? What benefit will the research bring, and to whom? Is the research worth doing?

THE PURPOSES OF THE RESEARCH What are the ‘deliverables’ in the research? What does the research seek to do? What do you wish to come from the research?

MAXWELL’S INTERACTIVE MODEL OF RESEARCH DESIGN GOALS CONCEPTUAL FRAMEWORK VALIDITY RESEARCH QUESTIONS METHODS

A FOUR-STAGE PLANNING PROCESS STAGE ONE: IDENTIFY THE PURPOSES OF THE RESEARCH STAGE TWO: IDENTIFY AND GIVE PRIORITY TO THE CONSTRAINTS UNDER WHICH THE RESEARCH WILL TAKE PLACE STAGE THREE: PLAN THE POSSIBILITIES FOR THE RESEARCH WITHIN THESE CONSTRAINTS STAGE FOUR: DECIDE THE RESEARCH DESIGN

PLANNING A SURVEY Problem definition Sample selection Design of measurements Concern for participants

STAGES IN SURVEY DESIGN DEFINE OBJECTIVES DECIDE INFORMATION SAMPLING INSTRUMENTATION PILOT TRAINING DATA COLLECTION DATA ANALYSIS REPORTING

STAGES IN CONDUCTING A SURVEY 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Define the objectives; Decide the kind of survey required; Formulate research questions or hypotheses; Decide the issues on which to focus; Decide the information that is needed to address the issues; Decide the sampling required; Decide the instrumentation and the metrics required; Generate the data collection instruments; Decide how the data will be collected; Pilot the instruments and refine them; Train the interviewers (if appropriate); Collect the data Analyze the data; Report the results.

PROBLEMS IN SURVEYS Poor sampling Poor question design and wording (failure to operationalize) Incorrect or biased responses Low response or non-response

WHAT IS A CASE STUDY? A case study is a specific, holistic, often unique instance that is frequently designed to illustrate a more general principle; The study of an instance in action; The study of an evolving situation; Case studies portray ‘what it is like’ to be in a particular situation; Case studies often include direct observations (participant and non-participant) and interviews.

WHAT IS A CASE? A person; A group; An organization; An event;

OBSERVATIONS ARE. . . • Looking (often systematically) • Noting systematically people, events, behaviours, settings, artifacts, routines etc. • Concerned with live data and situations • Selective and theory-driven (there are no neutral observations) • On a continuum from highly structured to semi-structured to unstructured

OBSERVERS MUST CONSIDER. . . • The focus of the observation(s) • Why they are observing • The research questions that the observational data will address • What to include and exclude • How to record the observations • Where to observe • What to observe • Whom to observe • How many people, events, settings to observe

OBSERVERS MUST CONSIDER. . . • How the observation may be affected by the sex, sexuality, ethnicity, class, appearance, age, language, personality, temperament, attitude, interpersonal behaviour, familiarity with the situation, involvement and concern of the observer • Whether the observer will stand or sit, or move around a setting • Where to stand or sit

Experiment Experiments are held up to be able to identify causality through control and manipulation of variables. Examine the effect of an independent variable on a dependent variable. Identifying the effects of causes by implementing interventions in a controlled environment. Held up to be able to offer explanations for outcomes.

Conclusion Pedagogy is one of the sciences studying man, human society, and the conditions of human life; thus, it takes its place alongside such disciplines as philosophy, ethics, aesthetics, psychology, political economy, ethics, sociology, history, anatomy, physiology, and medicine. It uses their hypotheses and research methods, including mathematical statistics and cybernetics, as well as the results of their empiric research.

Self-study work № 1 1) Fields of pedagogy 2) Research methods of pedagogy: 2. 1 Validity and reliability 2. 2 Meta –analysis, research syntheses and systematic reviews 2. 3 Questionnaires and interview 2. 4 Test