- Бевз, Г. М. (orcid.org/0000-0003-2487-5429) (2024) Generational transmission of a valuable attitude to education in the families of teachers and «parents of students» (under the conditions of reforming comprehensive general education) «Наукові інновації та передові технології» (Серія «Управління та адміністрування», Серія «Право», Серія «Економіка», Серія «Психологія», Серія «Педагогіка»), 8 (36). pp. 1535-1547. ISSN 2786-5274
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Abstract
The article reveals the specifics and significance of generational transmission of a value attitude to education in the families of teachers and «parents of students» during the reform of general secondary education.The material for the study consisted of proverbs that convey the value of education within the family from generation to generation. They fall into three categories based on their content: 1) education as a traditional way of life in society; 2) education as the acquisition of competencies; 3) education as the «power of higher education» and the possibility of better social prospects through the choice of «intellectual professions» and separation from physical labour of and working-class professions. It has been established that maternal (mother, grandmother) and paternal (father, grandfather) figures are more likely to be the carriers of value attitude to education for children. It is specified that the judgments of educators about the changes brought about by the education reform have a wide range of evaluation manifestations: at the level of experience (own learning, teaching), trust in the educational institution and based on expert opinion and legal norms. They are combined into three categories: trust and experience, expert and normative. The content of both the value attitudes towards education and the judgements about the educational changes of the reform are determined by the role positions of educators and «parents of students». Educators demonstrate a focus on the competences and educational needs of the child, which is in sync with the «NUS» concept. Parents see the value of education as an opportunity to acquire a higher social status with relevant competencies: they reject all other manifestations as inappropriate for their child. The reflection of educators and parents of students on the educational changes of the reform is also based on their own priorities, where the category of experience is central: for educators, it is based on professional experience, and for parents, on the experience of their own learning at school with trust/distrust in the school. It is suggested that the focus of educators on the profession, and that of «parents of students» on the school as a provider of educational services, needs to be adjusted in relation to the position of the «child» as a recipient of educational services. The prospect of further research is to study the processes of reconciling the identified features in relation to the transmission of the value of education and the formation of attitudes towards education reform, which can be facilitated by communication.
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