Suchergebnisse

The military pedagogical profession is both a reformist and a managerial profession. And to manage one's maturity, one must be competent. Therefore, the concept of professional competence of a teacher reflects his theoretical and practical preparation for the implementation of pedagogical activities, as well as a high level of skill.

The development and spiritual potential of a democratic society largely depends on the content of psychological and educational education provided to these children. As each child lives in a society, he or she strives to have a unique place and an independent position in it, so he or she demonstrates unique aspirations, abilities and activism, examples of intellectual labor. There are a number of pedagogical disciplines that study the interactions between children and the role of each individual in society and the nature of his or her different social relationships, among which psychology has a special place.

Aus sowjetischer Sicht

In this article, the requirements for the officer corps are increasing, the current officer is not only a person with limited knowledge in a particular area, but also a person with a deep intellectual potential, a broad outlook, highly cultured and spiritual, self-cognizing, personal on the example of the idea of being a capable and skillful teacher who can educate and train his subordinates.

While the fear of speaking may prevent some students from speaking in seminars altogether, those that do sometimes find their nerves restrict them from adequately sharing their views and intelligence, resulting in an embarrassed, unconfident student who then promises him/herself never to speak up again. Students may feel fear at the possibility of embarrassing themselves and appearing foolish or saying the 'wrong' thing. After graduation, students need oral presentation skills to succeed in the workplace. Employers look for graduates with excellent oral presentation skills. Communication skills are important for people entering the workforce. Thus the role of educational institutions and specifically of the instructors offering oral presentation courses is important in helping students to improve their skills. Training plays a significant role to improve public speech skills of students.This study aims to explore the issues related to public speech training programs for students, parameters which should be used as pedagogy to improve their public speech skills. Four experiments were performed on students based on 30 parameters.

The period of independence in our country has opened wide prospects for the implementation of reforms in all spheres of life in accordance with our national spirit, now "the Republic, based on its national interests, the ancient way of life, traditions and customs of the people" -increasing their customs and skills, taking into account in all respects the incomparable natural resources available, has become widespread. As the first President I.A. Karimov said, "Our people have lived proudly, worked hard and always strived for freedom and liberty due to the rich spirituality they have built over the centuries. That national pride is the golden foundation of our future. "Therefore, at a time when military education is so important, our main goal is to develop a sense of patriotism in young people through a variety of styles and skills. In particular, in this article we will talk about the relevance of the views of our great ancestor Abdullah Avloni in the process of military education

В статье рассматривается место юмора в деятельности реформатора Мартина Лютера. В Средние века смех существовал только в народном, карнавальном пласте юмора, не применялся религиозными деятелями. М. Лютер является исключением, он интегрировал юмор в свою жизнь и деятельность. Это стало основанием для анализа того, в каких ситуациях, как и с какой целью реформатор обращался к юмору. Материалом для исследования послужили произведения реформатора, его письма и вторичная литература на русском, немецком и английском языках. Исследование позволяет выявить специфику использования М. Лютером юмора (в рамках теологии, критики, для поддержки и утешения, интеллектуального развития, популяризации своего учения), применяемые им приемы для создания комического эффекта (сравнения, повтор, полисемия, гротеск, сарказм, смешение стилей, ирония). Современная педагогика активно изучает юмор как технологию для создания позитивной образовательной среды, что делает актуальным обращение к опыту реформатора, который распространил новое учение и внес большой вклад в обучение основам веры и грамотности, активно обращаясь к смеху. Юмор – неотъемлемая часть наследия Лютера, и хотя между ним и сегодняшним временем существуют временной и культурный барьеры, знакомство с опытом реформатора убеждает, что данное педагогическое средство всегда имело психологическое и воспитательное значение, и при умелом использовании оно способствует формированию позитивного имиджа преподавателя.
The article examines the use of humor in the activity of the reformer Martin Luther. In the Middle Ages, laughter existed only in folk, carnival layer of humor, and was not used by religious leaders. M. Luther is an exception; he integrated humor into his life and work. This fact became a basis for analyzing in what situations, how and for what purpose the reformer turned to humor. The material for the study was the works of the reformer, his letters and secondary literature in Russian, German and English. The study allows to identify the specifics of his humor (within the framework of theology, for criticism, support and consolation, intellectual development, popularization of his teachings), the techniques for a comic effect (comparisons, repetition, polysemy, grotesque, sarcasm, mixing styles, irony). Modern pedagogy is actively studying humor as a technology for creating a positive educational environment, which makes it relevant to turn to the experience of the reformer, who disseminated new teachings and made a great contribution to teaching the basics of faith and literacy, actively turning to laughter. Humor is an integral part of Luther's heritage, and although there is a time and cultural barrier between him and today, introduction to his experience convinces that this pedagogical tool has always been of psychological and educational significance, and when used skillfully, it contributes to the formation of a positive image of a teacher.

This paper attempts to explore the issue of enhancing pedagogical skills among the college teachers of Bangladesh through CPD. This is a literature review paper that divided the topic into different themes and sub-themes in order to analyze the issue properly. After analyzing 60 studies including journal articles, conference proceedings, and research reports of different authors and organizations this study found several positive impacts of CPD on the teachers regarding uplifting their professional skills. It has also found some challenges of implementing CPD for college teachers identifying the scarcity of resources at the heart of all the challenges. Finally, the paper ends up with some recommendations to enhance the teachers' professional skills through CPD in Bangladeshi colleges

This article discusses the development of military pedagogy as a necessary tool for the comprehensive training of officers, military pedagogical research and modern problems of didactics and training of military personnel. Methodological bases of national military pedagogy and application in the current conditions of development of military education, the level of competence of officers in working with personnel, features of formation of military professional powers are reflected.

Currently, in accordance with the implementation of federal state educational standards of higher education, it isnecessary to train a military specialist who not only develops the necessary knowledge base for the implementationof professional activities, but also has the ability to quickly replenish and update knowledge, process an increasingflow of information. In this regard, the actualization of the developing capabilities of the organization of self-education of cadets in the process of teaching pedagogy is of particular importance.The aim of the article is to develop a technology for organizing self-education of cadets in the process of teachingpedagogy in the integration of intersubject connections with professional discipline as a complex of didacticconditions, providing not only the development of already manifested abilities and personal growth of students, butalso the development of the methodological readiness of cadets for organizing self-education in higher militaryeducation.Research methods: analysis of the theory, design of a laboratory workshop on pedagogy in the integration ofintersubject communications.The research results are presented by the developed program of a laboratory workshop on pedagogy, the substantiveand methodological support of which promotes the ability to motivate, consciously and independently realizepreviously acquired professionally significant knowledge and skills of targeted action of activating self-cognitiveactivity, both in familiar and in altered conditions (quasi-professional), manifested in the methodological readinessof the course nt to the organization of self-education on the basis of the development of their individual strategy ofself-cognitive activity.

Currently, in accordance with the implementation of federal state educational standards of higher education, it isnecessary to train a military specialist who not only develops the necessary knowledge base for the implementationof professional activities, but also has the ability to quickly replenish and update knowledge, process an increasingflow of information. In this regard, the actualization of the developing capabilities of the organization of self-education of cadets in the process of teaching pedagogy is of particular importance.The aim of the article is to develop a technology for organizing self-education of cadets in the process of teachingpedagogy in the integration of intersubject connections with professional discipline as a complex of didacticconditions, providing not only the development of already manifested abilities and personal growth of students, butalso the development of the methodological readiness of cadets for organizing self-education in higher militaryeducation.Research methods: analysis of the theory, design of a laboratory workshop on pedagogy in the integration ofintersubject communications.The research results are presented by the developed program of a laboratory workshop on pedagogy, the substantiveand methodological support of which promotes the ability to motivate, consciously and independently realizepreviously acquired professionally significant knowledge and skills of targeted action of activating self-cognitiveactivity, both in familiar and in altered conditions (quasi-professional), manifested in the methodological readinessof the course nt to the organization of self-education on the basis of the development of their individual strategy ofself-cognitive activity.

This article discusses the development of military pedagogy as a necessary tool for the comprehensive training of officers, military pedagogical research and modern problems of didactics and training of military personnel. Methodological bases of national military pedagogy and application in the current conditions of development of military education, the level of competence of officers in working with personnel, features of formation of military professional powers are reflected.