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In the process of education management, professor principals not only need educational theories to guide the school management and strengthen teachers' study of educational theories to promote the scientificization of education, but also need the theoretical study to solve practical problems. Meanwhile, the application of theories needs to flexibly adapt to local conditions. Primary and secondary school teachers are all intellectuals, so professor principals should take humanistic care of them, which is also the common value of modern educational theories. Meanwhile, they should pay great attention to the construction of management system, setting the bottom line for humanistic management. Putting students' development at the core of the school is the fundamental idea of modern education and also what a school's culture pursues. Professor principals should create a student-centered management culture and reflect the subjectivity and education of student management. Running a school requires maintaining the original heart of education, firming the educational stance, highlighting the educational rationality as management spirit. However, school is an organic part of society. Professor principals also need to coordinate various relations and strive for support from all aspects of society, which is an indispensable measure to run a good school too. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Distance Education (1672-0008) is the property of Zhejiang Open University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents a systematic review of 38 empirical studies about big ideas published between 2010 and 2022 in various disciplines. The review scrutinised the conceptualisation of the big idea in the identified studies and its application in educational practices such as standards, curricula, textbooks, school-based curriculum reforms, and classroom teaching. Additionally, the review synthesised the benefits and challenges of incorporating big ideas into classroom instruction in different subject areas, followed by a methodological review that identified and compared the research approaches employed in the literature. The critical analysis of key findings indicates that the implementation of big ideas in education is still in its infancy stage, with complex issues surrounding its practice and research. These challenges include exploring how big ideas-based education can advance educational equity, addressing deficiencies in assessment strategies and activities, bridging gaps in research evidence concerning the effectiveness of big ideas-based instruction, and assisting teachers in identifying and teaching big ideas through teacher education. The review offers practical recommendations to address these challenges in big ideas-based education and proposes directions for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Simulation-based medical education (SBME) involves using techniques to replicate real scenarios that health profession students will encounter in the clinical areas. Aims: This research aimed to investigate medical student experiences before and after integrating SBME in the internal medicine clerkship courses at the Faculty of Medicine (FOM), Jazan University (JU), Saudi Arabia (SA). Settings and Design: This quasi-experimental design was based on the NLN Jeffries Nursing Education Simulation Framework, which was conducted among medical students at the FOM at JU, SA. Subjects and Methods: Data were gathered through validated questionnaires aligned with the chosen framework: the Educational Practices Questionnaire, the Simulation Design Scale, and the Self-Confidence in Learning Questionnaire. These instruments were translated into Arabic and circulated among 532 medical students enrolled in the internal medicine clerkship courses. Statistical Analysis Used: Data collected from Google Forms underwent analysis using These data had been entered and analyzed using Statistical Package for Social Sciences software version 24.0 (SPSS, Chicago, IL, USA). Frequencies and means were computed for descriptive statistics, and relationships, as well as predictions for student satisfaction and self-confidence, were evaluated through Chi-square tests and multiple regression. Results: A total of 433 students participated, representing an 81.4% response rate. The participants displayed a balanced gender distribution (46.3% being male and 53.7% female). The academic distribution among the participants was diverse, with 38.2% in their 4th year, 34.5% in their 5th year, and 27.3% in their 6th year. A majority of the students (72.9%) exhibited a cumulative grade point average indicative of very good performance. Following the intervention, notable enhancements were observed in simulation design and educational practices. Mean scores for objectives and support experienced a significant increase (P < 0.05). Students' satisfaction with their learning significantly rose (P = 0.027); however, improvements in self-confidence were not statistically significant. Moreover, the predictors of satisfaction underscored the significance of diverse learning methodologies and clear objectives. The importance of feedback mechanisms for improving satisfaction and self-confidence became apparent, suggesting that customized educational strategies could optimize the advantages of SBME. Conclusions: The current study emphasizes significant enhancements in student contentment and teaching methods after the intervention, emphasizing the value of varied learning approaches. Although the increase in self-confidence was not statistically notable, personalized feedback mechanisms are crucial for improving student experiences in medical education based on simulation. Tailored strategies can optimize educational advantages. [ABSTRACT FROM AUTHOR]

Current trends in art education increasingly highlight the importance of the process of creation itself and the disadvantages of too much emphasis on the final product of the pupil. It is questionable, however, to what extent these assumptions, which appear to be genuinely effective, are being translated into pedagogical practice. The aim of this paper will be to present the basic theoretical background and describe the different stages of the process of creating an artwork, but at the same time to present selected educational situations from pedagogical practice using the 3A methodology. Through these educational situations we want to highlight the current state of art education in selected schools and offer a tool for reflection on the quality of art education, which could become an inspiration for pedagogical practice and offer an adequate procedure for the use of procedural art education and compliance with the individual phases of the process of creation in art education at the primary level. [ABSTRACT FROM AUTHOR]

One of the most significant aspects of increased inequalities in society are those pertaining to educational inequality, or disparities related to access, uptake and completion of education. Of decisive interest in this context are challenges and dilemmas facing practices which try to tackle or mitigate educational inequalities. Although research on the topic has developed considerably in the last two decades, there is still a lack of research looking at concrete practice from an internationally comparative perspective. Through qualitative practice research, including problem-centred expert interviews, focus groups and guided tours, we have investigated the challenges and dilemmas which obstruct the implementation, development and day-to-day activities of educational practices. We introduce this article by providing our theoretical perspectives on educational equality and its necessary pre-conditions. We argue in favour of a much more emancipatory educational practice in the sense of a Freire-inspired ideal of fostering participation, self-determination and solidarity in both formal and non-formal educational environments. These theoretical considerations are then related to concrete practices, whereby we focus on the perspectives of stakeholders and educational practitioners involved such as teachers, social workers, non-formal educators or coaches. Based on our empirical material we move on to reflect on challenges and dilemmas faced in such practices. We systematise these cross-national challenges into seven categories which we have labelled 'The seven Ps', namely: Politics, Placement, Partnerships, Provision, Personnel, Parents, and Participants. We conclude by explaining why this framework should be applicable to development education, arguing how these categories may serve as a cautionary framework for developing pioneering practices striving for social justice across the global community. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Science of Hunan Normal University is the property of Hunan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. One of the central problems of training a foreign language teacher within the framework of a continuous development program “Teacher” in the field of “Theory and Methodology of Teaching Foreign Languages and Cultures” is the content of the education process. The focus is on the determination of the place of the theory of upbringing and learning in the structure of the educational program and its role in the professional pedagogical consciousness formation of the graduate. To solve this problem it is necessary to draw an eventual line between “The Theory of Education and Training” and “Pedagogy and Psychology” as the courses forming pedagogical competences, but at the same time performing different functions in the educational process.Goal. The article aims to study inseparability and continuity of the courses in forming theoretical and practical skills of a foreign language teacher.Materials and methods. The fundamental method of the study is the analysis of psychological, pedagogical and methodological literature, in which the main stages of professional training of a teacher are considered, the terminological base is presented. Generalization of the results of pedagogical experience within the framework of work in the university and participation as experts in various competitions of pedagogical excellence is also of practical importance.Results and discussion. The conducted research has shown that the process of professional pedagogical competences formation of a teacher implies an inseparable connection and continuity between the courses “Theory of Education and Training” and “Pedagogy and Psychology”. These courses are complementary in the educational process, forming theoretical and practical skills of students of the program. It is advisable to include thematic sections of the discipline “Theory of Education and Training” in the curriculum of the additional educational program after studying the theoretical foundations of pedagogy and psychology, mastering the terminological basis of the discipline, its principles and methods. Such educational process design will allow to form not only professional pedagogical competences of the future teacher of a foreign language, capable of carrying out scientific research in the field of pedagogy and methodology of teaching foreign languages at different levels, but also prepare them for the role of a class tutor.Conclusion. The results of the study can be used in the process of optimizing both basic professional training programs and continuous development programs for training foreign language teachers in higher education. Special importance should be given to the construction of educational trajectory based on the principle of continuity of education.

Background. Modern education is a complexly organized system that is influenced by two opposing forces: modernization as a result of scientific and technological progress, and the preservation of the basic foundations of pedagogical thought. Education system is constantly facing new challenges, the solution of which is usually sought in innovations. However, the fundamental principles of education and upbringing, which form Russian pedagogy as an independent science and discipline, remain a potential resource for solutions, including those to modern problems. One of these areas is the shortage of qualified teaching staff in the institutions of school education. The difficulties of professional adaptation faced by young teachers at the beginning of their professional development are one of the reasons for this problem. Objectives. The aim of this work is a theoretical analysis of K.D. Ushinsky's pedagogical ideas in the context of finding possible ways to overcome young specialists' problems of professional adaptation to pedagogical activity. Methods. The main methods used in the work are the theoretical analysis of K.D. Ushinsky's pedagogical works, as well as modeling of the teacher's professional self-awareness based on the synthesis of the elements identified during the analysis. Results. The article describes structural components of a teacher's professional self-awareness such as professional competences (knowledge in the field of didactics and psychology), a system of value orientations (humanism, traditionalism, and self-education). The main ideas of the implementation of pedagogical education, which contribute to the integration of a young specialist into the process of professional pedagogical activity, are presented. Conclusions. K.D. Ushinsky's pedagogical ideas can be applied to the development of a pedagogical model of integrative personality quality, which determines teachers' readiness to carry out professional activity in modern conditions of the educational process. A pedagogical technology, which has a positive impact on the process of young specialists' adaptation to pedagogical activity can be developed on the foundation of these ideas.

In the contemporary era of rapid development of globalization and information, college students in the new era are faced with the impact of multiculturalism and diversification of values, and the practice and challenges of ideological and political education are becoming increasingly complicated. This paper explores the challenges and practical paths of ideological and political education for college students in the new era, emphasizing how to effectively carry out ideological and political education in the current context of rapid development of information and globalization. Specific practical paths include five dimensions, including subjectivity reshaping, supply-side reform, demand-side driving, intelligent empowerment and collaborative nurturing mechanism, aiming to improve the quality of education and promote the overall development of students through these comprehensive measures. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

STEAM is a coupling of the well-known STEM-disciplines of science, technology, engineering and mathematics with the arts. This conception of education builds on the foundations of STEM-curricula but complements it with a focus on innovation, creativity, novelty etc. Those in favor of STEAM education emphasize the importance of this shifted focus in better preparing the future generations for the complex challenges to come. However, a portion of the discourse on STEAM tends to reduce this approach to education to a means towards market-oriented ends. In opposition to such a discourse and primarily informed by Koestler's work on imagination and discovery in science, art and other domains of human creativity, we develop and defend a pedagogical conception of imagination. By connecting this conception of pedagogical imagination to insights from Tyson Lewis and Peter Hyland, we propose a protocol-based educational practice which can be incorporated in STEAM education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Agricultural Outlook (1673-3908) is the property of Institute of Agricultural Information, Chinese Academy of Agricultural Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While education seeks to develop academic knowledge, there too lies the need for children and young people’s personal, social, emotional, and ethical needs to be met, to develop confidence and autonomy. With ongoing austerity and the closure of universal services such as Children Centres , there is an ever-increasing need for schools to become trauma informed, as they continue to gain recognition as a first line of defence against later mental health issues, warranting earlier and more pervasive intervention and support. As a result, therapeutic approaches and teaching continue to converge in schools in varying capacities. Well-being and academic learning should be regarded in equal measure; however, the application of standalone interventions raises the question of what needs to be considered for mental health and well-being to be authentically trauma informed and threaded into the culture and pedagogy of schools long term. This paper uses existing literature to examine the implications of trauma-informed education in developing a case for compassion-focused pedagogy in schools, considering the benefits and potential barriers to its implementation [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

Current physical literacy recommendations include a focus on enhancing teachers' knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning experiences that would nurture physical literacy. Ten in-service Spanish PE teachers delivering Educación Secundaria Obligatoria and Bachillerato education programmes to students aged 13 to 18 years (seven male, three female; mean age: 45 years; mean teaching experience: 17.4 years), unfamiliar with the concept of physical literacy, participated in semi-structured interviews exploring their experiences of delivering PE. Thematic analysis revealed teaching craft, curriculum implementation, differentiation strategies, assessment behaviours, utility of feedback, psychomotor development, and sensitivity to affective domains of learning as overarching themes. Findings provide insight into the practices and behaviours of PE teachers who self-identified as being unfamiliar with the concept of physical literacy. Results suggest that learners are well served through the provision of high-quality PE that ubiquitously satisfies the requirements of developing physically literate individuals, implying how teaching is conducted in relation to developing physical literacy is as important, perhaps more so, than what is understood of the concept. [ABSTRACT FROM AUTHOR]

The paper presents the results of an empirical research which determined the stages of construction of knowledge tests in educational practice, the difficulties faced by teachers in the process of test development, as well as the ways of overcoming these difficulties. The descriptive-analytical research method, content analysis and survey techniques were used in the research. The research sample included 362 subject teachers employed in primary schools in Serbia. All respondents included in the research indicated the difficulties they face in the process of making tests, i.e., the ways of solving these difficulties. A sub-sample of a total of 80 teachers consisted of Serbian language and mathematics teachers who reported on the phases of the knowledge test construction in their practice. The results of the research indicate that teachers perceive only a small number of theoretically defined stages in the construction of knowledge tests. Certain differences were identified in explaining the phases among the teachers of Serbian language and teachers of mathematics. At the same time, two-thirds of the surveyed teachers face difficulties when they prepare knowledge tests independently. The existing difficulties are usually solved by consulting the more experienced colleagues or by searching for a solution independently. The author’s recommendation is to enable teachers by means of an additional teacher training courses, to acquire the appropriate knowledge and skills that would help them create the knowledge tests with satisfactory methodological characteristics, and at the same time adequate for the needs of their teaching practice.

Online learner engagement is a key factor for the quality and effectiveness of online education. It refers to the degree of involvement, participation, and interest that students show in their online courses and how they interact with the content, the instructor, and their peers. However, engaging online learners can be challenging due to the lack of physical presence, social cues, and immediate feedback that are often present in face-to-face settings. Therefore, it is important for online educators and researchers to understand the factors that influence online learner engagement and the educational techniques that can enhance it. This paper discusses the factors that influence online learner engagement, such as technology and interface characteristics, content area experience, student roles and instructional tasks, information overload, transactional distance, e-learning capital, perceived usefulness, computer self-efficacy, motivational beliefs, and learning strategies. It also reviews the educational techniques that can enhance online learner engagement, such as social engagement, cognitive engagement, behavioral engagement, collaborative engagement, and emotional engagement. Moreover, it explores the gamification and simulation techniques that can also enhance online learner engagement by providing interactive and immersive learning experiences. Finally, it examines the methods and instruments for measuring online learner engagement, such as self-reports, behavioral logs, physiological measures, learning analytics, observation and feedback, and various scales and surveys. The paper concludes with a summary of the main findings and implications for online education practice and research, and identifies some gaps in the existing literature and suggests some directions for future research.

This article deals with the social representations of teachers at the Municipal School of Frevo Maestro Fernando Borges, located in the city of Recife/PE. Qualitative and descriptive, the study was carried out through semi-structured interviews with the four teachers who make up the school's teaching team, with the frevo dance body technique as the main focus of attention and element of professional confluence. The statements from the afore mentioned interviews were subjected to content analysis from the perspective of Laurence Bardin (1977), to identify the units of meaning and constitute a source of reference to the Theory of Social Representations. In addition to the cultural aspects of African origin, frevo dance, as an educational practice, is part of the teachers' life history, who verbalize the feeling of belonging to a territoriality and professional and social identity, as well as generate a feeling of gratitude for everything the school has provided them. [ABSTRACT FROM AUTHOR]

This work aims to present the main problems that have motivated the postgraduate research of teachers who teach writing in the first grades of schools in Bogotá in recent years. For this purpose, an exploratory systematic review was carried out (Manchado et al., 2009), with the support of a search protocol, the preparation of descriptive reports and the processing of information in MAXQDA software. Problems have been identified that derive from the persistence of canonical practices in classrooms, which, added to an efficientist-curricular perspective of learning, reduce the teaching and learning of writing to the management of a technique or the effective implementation of schooling. Finally, the importance of reorienting the teaching of writing is emphasized, taking into account the construction of meaning in texts, the creative possibilities of written expression, and children's experiences in school learning. [ABSTRACT FROM AUTHOR]

Copyright of Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the issue of corporal punishment, with emphasis on the reasons for resorting thereto and possible ways of its prevention. Although this topic is strongly present in pedagogical discourse, we offer a new perspective on the issue, especially concerning its empirical aspect. The first part of the article reviews Polish and foreign research on the topic, laying the groundwork for formulating our research problem and analyzing our results. The research problem comprises the analysis of the discourse surrounding the use of physical punishment as an educational method conducted on an online forum as part of a task in the educational project. Statements were analyzed qualitatively, inter alia, by using MAXQDA soft ware. The article ends with conclusions and recommendations, underscoring the significance of the identified reasons for employing corporal punishment and highlighting the possibilities of its prevention. [ABSTRACT FROM AUTHOR]

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Program documents that form the state educational policy in the country, studies of modern educational models and practices prove the priority of solving the problem of educating the younger generation. In this regard, the status and role of the class teacher in the educational space of the school increases, which determines the need to develop high-quality tools for his professional and personal development. The problem of the study: the definition and systematics of modern formats of the class teacher’s activity in an educational organization. The purpose of the study: designing a model of the professional profile of the class teacher in accordance with the formats of his professional activity and self-development. Research methods: critical analysis of pedagogical, psychological and regulatory sources, comparative analysis of the phenomena of educational practices based on a paradigmatic approach, design, modeling, vectors of the class teacher’s professional work as an organizer and implementer of educational events; the need for a multidimensional professional profile of the class teacher is justified; its integrative model is developed, reflecting all formats of professional activity and personal development. Key conclusions: the developed model of the professional profile of the class teacher is the basis for determining his fundamental characteristics as a professional educator and a self-developing personality. The presented profile allows you to analyze the practical work of the class teacher according to various parameters and is a tool for building a mechanism for evaluating his professional work.

In the paper we present the results of a research on applying a holistic approach in practice from the perspective of preschool teachers. The research was conducted during the school year 2021/2022, on a sample of 229 in-service preschool teachers from Vojvodina. The subject of the research is the preschool teachers’ self-evaluation of their own knowledge, skills, valye system, and motivation regarding the application of the holistic approach in teaching preschool children. The aim is to determine the current situation relative to using this approach, as well as individual actions (supporting, expanding, modeling, encouraging children’s initiatives, consulting) incorporated in the new Foundations of the Preschool Education Program – Years of Ascent (Основе програма предшколског васпитања и образовања – „Године узлета”), for early development and learning from the point of view of the preschool teachers. The obtained results indicate that preschool teachers generally agree that using the holistic approach during an early development of children contributes to children’s welfare. When it comes to individual actions, the results show that preschool teachers use supporting the most and modeling the least in their everyday work. In addition, teachers evaluate modeling and expanding as the most significant, and consulting and encouraging the least significant actions based on the holistic approach in their work with children.

Aim. The aim of the article is to determine the status and purpose of philosophy of education, and to identify the peculiarities of its relationship with educational practice and pedagogical science. Concept. Philosophy of education and pedagogy explore different aspects of the same subject field - education. Realising different research functions, they do not act as competitors, but, on the contrary, have the potential for mutual complementarity and reciprocal strengthening of their cognitive capabilities. Results. Philosophy of education as a branch of applied philosophy is not an instrumental tool and cannot directly influence educational practice. It is designed to provide comprehension and understanding of the most important problems of the theory and practice of education. The role of mediator is played by another science of education - pedagogy. Conclusion. The most productive form of relationship between philosophy of education and pedagogical science is their interaction, which contributes to the mutual enrichment, building up and the fullest realisation of their special research capabilities. Pedagogy has a choice of philosophical and educational concepts to develop educational theories which are verified by experiment and directly implemented in practice. Philosophy of education realises its theoretical functions at all stages of educational activity. Cognitive value. The article presents a new perspective on the problem of the relationship between educational philosophy and educational practice. It is argued that the most efficient channel of transferring philosophical and educational ideas into practice is pedagogical science. [ABSTRACT FROM AUTHOR]