Suchergebnisse

RESUMEN: El artículo es producto del proyecto de investigación: El compromiso social fundador de las Facultades de Educación adscritas a ASCOFADE, capítulo Antioquia-Chocó y sus propuestas pedagógicas motivadas por las exigencias legales, conceptuales y contextuales en la última década3, realizado con un diseño investigativo de corte crítico y conbase en la hermenéutica, en el cual se reconstruyen, desde una idea arqueológica, contextos socioculturales de producción y reproducción de los saberes sociales. A partir de esta metodología, se conceptualiza la categoría propuesta pedagógica y se muestran tres perspectivas del campo conceptual de la pedagogía, las cuales dan visibilidad a las propuestas pedagógicas de las Facultades de Educación. El escrito evidencia además las adscripciones históricas que lasFacultades de Educación han presentado, y en las que se asumen concepciones de formación y educación asentadas en la tecnología educativa, en la crítica (la resistencia a los procesos de modernización y tecnificación educativa) y en la reivindicación de formas de organización favorables a la participación política. En un apartado final, se señalan las posturas pedagógicas que suscitaron las propuestas educativas en las Facultades de Educación en el capítuloAntioquia-Chocó. ; ABSTARCT: This article is a product of the research project The social founding commitment of the Schools of Education gathered around ASCOFADES, Antioquia-Chocó chapter, and their pedagogical proposals motivated by legal, conceptual, and contextual requirements in the latest decade, carried out with a critical and hermeneutical design with the intention of reconstructing, from an archeological perspective, some sociocultural contexts of production and re-production of social knowledge. Based on such methodology, the category of pedagogical proposal is conceptualized and three perspectives of the conceptual field of pedagogy are presented, thus making the pedagogical proposals of Schools of Education more visible. This article also verifies the adscriptions of Schools of Education, which have traditionally adopted conceptions of formation and education, usually from the perspectives of education technology, criticism (the resistance to processes of educative modernization and mechanization), and the vindication of organizational forms that favor political participation. The final section of the article is devoted to the pedagogical positions that promoted the educative proposals of the Faculties of Education in the Antioquia-Chocó chapter.

The article systematizes approaches to the interpretation of the concepts "career" and "career planning" of scientific-pedagogical personnel in higher education institution. The structural-logical scheme for the step-by-step career planning of higher education institutions' scientific-pedagogical personnel is developed in the article. It is proposed to use 6 consecutive stages for planning the career of scientific-pedagogical personnel: making a management decision on the feasibility and necessity of organizing the career planning of scientific-pedagogical personnel in higher education institution, developing a plan-schedule for planning the career of scientific-pedagogical personnel of higher education institution, formation of initial database of individual data of higher education institutions' scientific-pedagogical staff, assessment of professional and personal qualities of scientific-pedagogical staff of higher education institution, development of individual career planning maps of scientific-pedagogical staff of higher education institution, formation of favorable social and psychological conditions of successful career advancement of scientific-pedagogical staff of higher education institution. In addition, at each stage, it is absolutely necessary to monitor the implementation of the career plan of scientific-pedagogical personnel.
With the help of correlation analysis, the conformity indicators of scientific-pedagogical personnel (which must be used at the stage of evaluating their professional and personal qualities) are determined.

Keywords: Career; Planning; Education, Conformity Indicators; Correlational Analysis

Objective: To describe an educational practice based diagnosis of vulnerabilities, aimed at decision making regarding the health of the individuals involved. Method: The methodological approach involved four distinct steps: negotiation with the practice field, ambiencing, data collection and the development of educational practice. Results: The diagnosis of their vulnerability, concerning, among others, the nutritional deficit, permitted to establish the following nursing action: to dialogue with the children, in order to strengthen the pre-existing knowledge about healthy eating. Conclusion: The achievement of educational practice, related to vulnerability diagnosis and supported by the concept of health promotion, requires an approach that considers objective and subjective aspects of living of the population subject of attention.

В данной статье рассмотрено понятие социально-педагогическое взаимодействие. Выявлено, что качество образования в значительной степени определяется тем, насколько эффективно образовательное учреждение (школа) взаимодействует со средой, использует потенциал социума. Изучены субъекты социально-педагогического взаимодействия школы: педагоги и сотрудники образовательного учреждения, в функции которых прямо или косвенно входит социально-педагогическая работа; учащиеся; члены семей и ближайшего окружения учащихся; представители иных государственных и общественных учреждений и структур. ; In this, article the concept of socio-pedagogical interaction. Revealed that the quality of education is largely determined by how effectively the educational institution (school) interacts with the environment, the potential uses of society. Studied the subjects of social and pedagogical interaction schools: teachers and education personnel, whose functions are directly or indirectly included socio-pedagogical work; students; Family members and entourage of students; representatives of other government and public institutions and structures.

This article focuses on the pedagogical project of the Hizmet Movement, with a special focus on its gender politics as they were activated and performed at one of the movement's schools in a peripheral rural city in western Turkey. Through an ethnographic, conversation-based account of female teachers as active and committed adherents of the Movement, this article traces a two-tier approach to the community's pedagogical project: the first is the examination of micro-institutional mobilization units of the Movement, while the second tier is an analysis of key themes in the discourses surrounding gender, characterizing the role and the extent of women's participation in the movement. Drawing on the central gender discourses of the movement, this article reveals the emerging pedagogical model developed by the Movement as the constitution of a new hegemonic form, which I call the conservative sisterhood.'

This article focuses on the pedagogical project of the Hizmet Movement, with a special focus on its gender politics as they were activated and performed at one of the movement's schools in a peripheral rural city in western Turkey. Through an ethnographic, conversation-based account of female teachers as active and committed adherents of the Movement, this article traces a two-tier approach to the community's pedagogical project: the first is the examination of micro-institutional mobilization units of the Movement, while the second tier is an analysis of key themes in the discourses surrounding gender, characterizing the role and the extent of women's participation in the movement. Drawing on the central gender discourses of the movement, this article reveals the emerging pedagogical model developed by the Movement as the constitution of a new hegemonic form, which I call the conservative sisterhood.'

The article describes the peculiarities of the process of students' adaptation to studying at a higher education institution, emphasizes the relevance of this problem in the context of the issue of training highly qualified specialists capable of effective work in the specialty at the level of world standards, ready for continuous professional improvement and personal development. The paper emphasized that the period of adaptation is a particularly important stage of studying at a higher education institution. It is particularly relevant when higher education students adapt to the content and nature of the educational process, in the period of adoption of norms and requirements of the new social environment, inclusion in the system of interpersonal relations, formation of a system of personal orientations, values, necessary for professional activity. The relationship between students' academic success and their level of adaptation to studying at a higher education institution has been identified. The results of an experimental study are presented, where the main factors of adaptation of higher education students, affecting their activity and academic success, are identified. Among these factors, the authors singled out magnitude of educational and extracurricular workload, working capacity during the school day and week, health condition, manifestation of various signs of fatigue, self-efficacy, motivation to learning, relationships with classmates and teachers, social frustration. The researchers stressed that the first-year students' adaptation period is different, depending on their individual and psychological characteristics, the level of readiness to study at a higher education institution, the correct choice of the future profession. On the basis of the results of the experimental study, the ways and directions of successful students' adaptation are determined, which foresees, first of all, the reduction of the impact of maladaptation factors on higher education students, increase in their resistance to these factors and strengthening of those factors that are favorable to them.

The article deals with the issues of today's state of development of pedagogical college innovative management in theory and practice. The theoretical summary of the main approaches to its solution is presented through comparative characteristics of innovation potential.

Abstract
In 2019, the EU adopted a new copyright directive aiming to modernise the legal rules established in the 2001 InfoSoc Directive, as well as promote a better functioning 'digital single market' for the exploitation of creative works and other protected subject matter. However, after extensive negotiations and compromises reached at the legislative level, the ongoing implementation of the directive into national law seems to have deepened existing regulatory differences between Member States. The result of this (and past) failed attempts to approximate national copyright regimes have led to copyright being the least harmonised of all IP rights in the EU. Furthermore, legislative interventions so far have often attracted criticisms for not sufficiently taking account of public interest concerns and safeguarding fundamental rights in the offline and online world. Therefore, the time has come to consider another perspective on harmonisation: one which focuses on improving the existing institutional and regulatory arrangement for copyright in the EU by providing a new avenue for Member State cooperation in oversight, policy-building and enforcement. In recent years, particularly considering the many challenges of regulating conduct online, attention has been increasingly focussed on re-centralising certain regulatory tasks to public, independent EU level authorities. Given the growing number of cross-border enforcement issues in administering copyright in the online environment, an EU-level regulator may also be better placed to monitor the copyright-relevant activities of online platforms, centralise EU-wide dispute resolution, deliver policy advice on the future design of copyright legislation, and help coordinate Member State enforcement and regulatory practices. Such a public regulator would also likely be in a better position than private actors to guarantee a fair balance of interests and the respect of fundamental rights online, giving shape to what has recently been conceptualised as 'digital constitutionalism'. If created, such an authority may, in the long term, help to ensure greater levels of transparency, predictability and certainty for EU copyright stakeholders participating in the online content marketplace. Centring on the premise that the established institutional and regulatory frameworks in the EU are no longer capable of promoting the goals of a modern, online copyright, this article explores a specific solution in detail: introducing a new, EU-level public regulator for copyright. Part I first evaluates the available room for manoeuvre in the existing regulatory and institutional framework for administering copyright law in the EU by examining recent trends and developments in EU institutional frameworks. The examples of the European Data Protection Board and the European Board for Digital Services in the DSA are analysed in order to identify parallels and draw inferences for a potential equivalent in the field of copyright. Part II then identifies several key aspects of the Copyright in the Digital Single Market Directive that leave important questions of regulatory design unanswered and proposes several available 'institutional' options to improve its implementation. The article concludes with recommendations.