About the Normative Regulation and Fostering the Methodology Culture of Pedagogical Research Staff

Загвязинский, Владимир Ильич; Закирова, А. Ф.

doi:10.17853/1994-5639-2013-5-3-16

Cited by 2 publications

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“…In academic sources, several stable formulations of the concept have become widespread, the semantic axis of which is the lexeme plan. So, in particular, one of the reference editions of recent years gives the following definition: a strategy is «a certain step-by-step action plan (set of rules) developed in conditions of uncertainty in order to achieve the desired result» [2], «A plan of carrying out or actions, a deliberately composed set of operations to solve a problem or achieve a goal» [3].…”

Section: Methodsmentioning

confidence: 99%

On the Question of the Content of Educational Strategy Concept

et al. 2020

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The problem-thematic focus of the article is concentrated on the phenomenon of pedagogical strategies. Pedagogical strategies are one of the central concepts of pedagogical discourse, reflecting the specifics of the pedagogical reality of our time. Stressing the great scientific and practical interest of modern researchers to the phenomenon of pedagogical strategies, the article discusses the importance and argues the need to work out the concept of pedagogical strategy for the development of conceptual and terminological apparatus of pedagogy. The article emphasizes the importance of the strategic vector of higher education pedagogy, where its significance is especially great. The analytical description of the presented definitions of the pedagogical strategy concept, revealing its essential features, allows us to outline the connotative space of the term, which cannot yet be recognized as finally formed and completed.

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Section: Methodsmentioning

confidence: 99%

On the Question of the Content of Educational Strategy Concept

et al. 2020

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Errors in hypothesis as a methodological reflection subject of a teacher-researcher

Закирова

2021

Obraz. nauka

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Introduction. The present article outlines the results of a theoretical and practical study of the mechanisms of hypothesis in scientific research on the problems of education.The current research is aimed to study the methodological resources for improving the quality of scientific research on the problems of education through understanding the errors in hypothesising as a methodological reflection subject of a teacher-researcher.Methodology and research methods are based on an activity-personal approach to the cognition of the education process and on research activities to investigate this process. In addition, the following areas of modern pedagogical science are used as the methodological framework of the study: the study of the axiological and conceptual foundations of scientific activity with an appeal to the cultural and historical concept; a hermeneutic phenomenological approach aimed at updating the interpretive potential of scientific texts; classical methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling and extrapolation as tools for studying the research activities of a teacher, as well as methods of expert assessment and included observation. The methodology is based on the criticism of the methodological concept of inductivism and involves the addition of a hypothetical-deductive method with the idea of prolonged end-to-end hypothesising, based on reflexive reassessment and prevention of meaning-making errors by the researcher.Results. As a result of the study, the mechanisms of trans-level conceptualisation of pedagogical knowledge in the process of working out the methodological apparatus of scientific research were revealed. In addition to the existing ones, unconventional - special - requirements for scientific hypotheses are justified, aimed at updating their prognostic and diagnostic functions. The systematisation of hypothesis errors was carried out, which makes it possible to regulate reflexive scientific and pedagogical search, to carry out feedback in the process of methodological preparation and self-education, and to stimulate the development of scientifically justified heuristic pedagogical solutions. Methodological resources and positive results of using knowledge about the productive possibilities of preventive error management activities in the practice of training teachers-researchers are shown: pedagogical goals and installations of research activities, principles, specific didactic means of formation of methodological competence and error management.Scientific novelty. The phenomenon of hypothesis error was first described in the context of the conceptualisation and interconnection of elements of the methodological apparatus of scientific research, taking into account the prolongation, cumulativeness and trans-level of the hypothesis nomination process as a regulator of scientific search.Practical significance. The research results are recommended to be applied in the preparation of curricula for the course “Methodology of Scientific and Pedagogical Research” and as didactic material for academic studies in the process of teacher-researcher training in the framework of master’s, postgraduate, doctoral and postgraduate self-education. The proposed typology of hypothesis errors is used in the development of methodological requirements for the scientific level of dissertation studies on the problems of education.

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About the Normative Regulation and Fostering the Methodology Culture of Pedagogical Research Staff

Cited by 2 publications

References 0 publications

On the Question of the Content of Educational Strategy Concept

On the Question of the Content of Educational Strategy Concept

Errors in hypothesis as a methodological reflection subject of a teacher-researcher

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