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“MIRAGES” AND THE “REALITY” OF VISUALIZATION IN THE CONTEMPORARY EDUCATIONAL PROCESS // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2023. Issue 3 (37). P. 9-36

The study is dedicated to visualization considered as a current trend, a phenomenon of contemporary education. It is known that visualization reflects the current visual turn and a new transformation of the educational sphere. A scientific study of the contemporary stage of visualization of education is important and topical because theorists have not yet fully comprehended all the processes and results of this trend, its “mirages” as something impressive, amazing, but illusory, and its “reality” as something real, but not always joyful and in line with expectations. We need to anticipate both the positive and negative educational effects of visualization during and after the bursts of the visual turn in education that is happening before our eyes. The effects are caused mainly by technical and technological breakthroughs, the state educational policy, which can be traced, for example, in the latest Education national project. The aim of the study is to identify and generalize the obvious (objective) and non-obvious (supposed) advantages, risks, disadvantages (negative influence) of visualization in the contemporary educational process. In accordance with the aim of the study, its objectives were formulated, aimed at clarifying the key terms that constitute the core of the terminological fields “visual turn” and “visualization of the contemporary educational process”; determining the current state of education visualization; comparing arguments and counterarguments in assessing the positive impact of visualization on the contemporary educational process; identifying and generalizing obvious (objective) and supposed advantages, as well as the negative impact of visualization (its risks and disadvantages) in the contemporary educational process; studying the possibilities of visualization for the individualization of the educational process and the development of students’ initiative. Research methods included an analysis of scientific literature on the research problem, reflection of our own educational activities and experience in the pedagogical design of educational resources, a study of the scientific and pedagogical experience of teachers, the method of binary positions, generalization and concretization. As a result of the study, we summarized the most common and objective arguments and counterarguments regarding the positive impact of visualization on the modern educational process, which reflect and confirm the lack of “transparency”, evidence and persuasiveness of the advantages of visualization. The authors compared the most obvious “mirages” and “reality” of visualization at the levels of subjects of the educational process (teachers and students) and visualization aids and techniques, which is the key scientific implication of the study. As expected, “mirages” are present at all levels under consideration, but to a greater extent they are manifested at the level of visualization aids and techniques. A significant potential of visualization is predicted for the individualization of the educational process, for the development of students’ initiatives.

Keywords: visualization in education, principle of visualization in education, visual turn, “mirages” of visualization in contemporary education, advantages of visualization in contemporary educational process, disadvantages of visualization in contemporary educational process

Image of an initiative teacher // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2024. Issue 3 (41). P. 91-116

The formation of a holistic (internal and external) image of a teacher must be created and developed in future teachers even at the stage of their university education; it is a prerequisite, a condition for the creation and development of their own “teacher self”. The image of a teacher is not just an image that gradually emerges in the student’s mind from the beginning of receiving pedagogical education, but deep subjective connections that are gradually and consistently transformed into values, thoughts and actions. Their complex is manifested in the teacher’s appearance, style of thinking and activities, where the regulator is the visualized “teacher self”. The limitations of full-scale studies of the image of an initiative teacher are obvious, which is due to the lack of a universal definition and unified understanding of the essence of a teacher’s professional initiative. The aim of this article is to study deep and superficial interpretations of the image based on a comprehensive analysis of philosophical and pedagogical sources focusing on theoretical justifications of iconic models, characteristics of the concepts “image”, “ideal” in relation to educational activities, to the teacher and generalization of the collective image of a proactive teacher through the eyes of teachers themselves (experienced and future). Research objectives are: clarification of the concept “image” and related concepts; systematization and generalization of ideas about a contemporary proactive teacher; specification of examples of manifestation of initiatives in educational and extracurricular professional pedagogical activities; identification of the ideas of future teachers and experienced teachers about the image of an initiative teacher; determination of the positive characteristics of such a teacher, the connection between professional pedagogical initiative and the quality of teaching and education, the specifics of the perception of such a teacher by students of a pedagogical university. The value of the conducted research lies in expanding theoretical knowledge, ideas about the image of a teacher in the minds of students (future teachers) and its detailed characteristics, in capturing young teachers’ vision of the essence of a teacher’s professional initiative. Research methods include analysis and synthesis, specification, generalization, grouping, oral surveying of experienced teachers and surveying of future teachers (students of a pedagogical university). An image is often associated with stereotypical associations, including in the educational environment, since stereotypes are a schematic image of an object, stable and emotionally charged. An oral survey of experienced teachers and teachers of a pedagogical university (Tomsk, 96 people) revealed a number of positive characteristics of the image of an initiatice teacher: constant development, concern, activity, passion, uniqueness, etc. Surveying of future teachers (students of Tomsk State Pedagogical University, 104 people) showed that an initiative teacher, as a rule, does not have clear gender and age boundaries, although it is more likely to be a young woman. Such teachers are competent, smart, highly qualified, and have a sense of humor. Their external beauty, passion and activity visible to everyone are not so important. The school administration respects and supports them, yet can “use” them for one purpose or another. Every fourth student has the opinion that in a team an initiative teacher may be disliked by his colleagues, but, on the contrary, respected and supported by students. There is a relationship between a teacher’s initiative and their ability to teach well (almost 70% of the respondents think so), to be a good class teacher, mentor (this was indicated by almost 80%). The examples given by students of the manifestation of initiatives by teachers in educational and extracurricular teaching activities indicate that they often replace initiative with activity. Thus, many activities designated as initiative are not such and are considered traditional and widespread. The results of the study can be used to correct the content of pedagogical disciplines and pedagogical practices in the professional training of teachers, and to develop career guidance activities.

Keywords: image, teacher, proactive teacher, ideal of teacher, perception of teacher, idea of teacher, idea of teacher’s initiative