On the Basic Categories of Facilitative Pedagogy

Autor/inn/en	Irina, Avdeeva; Valeria, Hrabrova; Larisa, ?donina; Olga, Shutova; Elizaveta, Rusnakova
Titel	On the Basic Categories of Facilitative Pedagogy
Quelle	In: Journal of Educational Psychology - Propositos y Representaciones, 8 (2020), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Irina, Avdeeva) ORCID (Valeria, Hrabrova) ORCID (Larisa, ?donina) ORCID (Olga, Shutova) ORCID (Elizaveta, Rusnakova)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-7999
Schlagwörter	Student Centered Learning; Personality Traits; Interaction; Personality Development; Interpersonal Relationship; Teacher Role; Student Behavior; Self Actualization; Social Influences; Student Development + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interaktion; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Student behaviour; Schülerverhalten; Self actualisation; Selbstverwirklichung; Sozialer Einfluss
Abstract	A key characteristic of a learner-centered educational process is its realization as a subject-to-subject interaction between participants. At present, a view that the goal of the pedagogical process is to create conditions for the development of a creative and moral personality, independent in cognitive and practical activities, free to choose a professional, social, family career can be considered customary. A rounded actualized personality is, first of all, the subject of human relations and conscious self-work. That is, this is a person who has a conscious and stable system of relations to themselves and the world, who is able to realize the motives of their activities, set a goal, and independently regulate their own actions to achieve it. A teacher positions oneself as a facilitator in this interaction, and a firm promotion of the student's ability to be the subject of one's own relationships, behavior, becomes the main principle of professional work of both each teacher taken separately and the teaching staff as a whole. (As Provided).
Anmerkungen	Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01