This article aims to analyze the relationship between the pillars of the teaching profession and the process of technification of education, seeking to understand how this context tensions the exercise of teacher professional autonomy. Methodologically, this is a theoretical-conceptual and bibliographic study grounded in the critical analysis of academic literature addressing teaching work, technical-instrumental rationality, and contemporary processes of platformization of education. From an epistemological perspective, the discussion is anchored in critical approaches that conceive teaching as an artisanal, intellectual, ethical, and political practice, built through the articulation of theoretical knowledge and practical experience. The findings indicate that the technification of education, historically linked to technical rationality, has intensified in the contemporary context through the expansion of platformization of education, broadening mechanisms of standardization, monitoring, control, and performance measurement in teaching work. This process tends to fragment pedagogical practice, subordinate teachers' decisions to external prescriptions, and shift teachers from their position as subjects of knowledge to that of executors of predefined procedures, producing forms of technical alienation. It is concluded that the platformization of education does not represent a rupture with technical rationality, but rather its intensification in new forms, weakening practical-reflective thinking, emptying teacher professionalism, and tensioning the identity of teachers as critical intellectuals. In this context, defending professional autonomy becomes a central element of resistance to technification and an essential condition for affirming teaching as an intellectual, authorial, and socially committed profession aligned with democratic educational projects.
The article presents a retrospective and theoretical-methodological analysis of the evolution of concepts regarding environmental education within pedagogical science. The research aims to study the transformation of this concept and identify key trends in its development within the modern educational context. The author examines the genesis of environmental education ideas, starting from the introduction of the term "ecology" by Ernst Haeckel, and traces the transition from a narrow biological understanding to a multidisciplinary paradigm encompassing social, cultural, and ethical aspects. Particular attention is paid to the analysis of approaches by domestic and foreign scholars toward defining the essence of environmental education as a process of forming an individual’s environmental culture. The paper elaborates on the methodological foundations for educating preschool children, including systemic, culturological, humanistic, activity-based, and synergetic approaches. The study demonstrates that modern environmental education is oriented not only towards the transmission of knowledge but also towards the formation of a value system and models of responsible behavior. It is concluded that the effectiveness of this process directly depends on the level of environmental competence of educators and the integration of interdisciplinary links into educational practice. The author emphasizes the significance of the preschool period as a fundamental stage in the development of environmental consciousness, which is essential for ensuring the sustainable development of society.
Kh. Anarkulov, M. Ibraimova· Bulletin of Science and Prac...· 0 citations
Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Contribution: This study offers a conceptual framework that integrates various dimensions of the teacher profile as a foundation for policy development, teacher competency improvement programs, and future empirical research.
Vin Rafin· Southeast Asian Journal of G...· 0 citations
This study analyzes from a psychopedagogical and academic perspective the fundamental needs of modern early childhood education, focusing on the reconfiguration of the educator's professional identity as a vector of change. Premised on the idea that the evolution of current generations demands a definitive abandonment of professional comfort and traditional routines, the study explores the core pillars of the reflective teacher paradigm. It addresses the essential dimensions of didactic success: cultivating enthusiasm as an epistemic resource, the courage to implement methodological innovation, and the smart management of resistance to change. Aligned with European educational standards and grounded in the theoretical contributions of prominent Romanian academics (M. Bocoș, H. Catalano, I. Albulescu, A. F. Roman), the paper demonstrates that modern preschool didactics measures success not by classroom silence or rigidity, but by the level of authentic engagement and autonomy stimulated among children. The study advocates for a conscious and creative assumption of the modern educator's role, capable of opening new chapters in the praxis of early childhood education.
Mariana TIPEI VOIA· Journal Plus Education· 0 citations
The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
