TEACHER'S VOICE AS AN EDUCATIONAL RESOURCEIN PEDAGOGICAL AND SOCIAL ASPECTS
Notice bibliographique
Résumé
The article deals with voice as an educational resource of a teacher in pedagogical and social aspects. In the first part of the article, based on the analysis of scientific and pedagogical literature, the main requirements for the teacher's voice are highlighted, and recommendations for voice preservation are introduced, since about 50% of the teacher's working time is spent directly on the active work of the vocal apparatus. The article also presents the results of the role of teacher's voice tone in pedagogical practice conducted in 2022 by researchers from the Universities of Essex and Reading, who found that teacher's voice tone can change the psycho-emotional state in the classroom. According to the study, a tone that supports students' autonomy and increases their level of activity proved to be favorable for learning. The second part of the article discusses the social aspect of the teacher's voice. In this regard, the authors refer to the scientific works of representatives of such an alternative educational direction as critical pedagogy (P. Freire, G. Giroux, J. Winks, P. McLaren). The position of the Canadian American scholar P. McLaren is analyzed, that illustrates the two types of power with which the voice of the teacher is associated: despotic power, when the teacher's voice subordinates the experience and beliefs of students, and democratic power, which gives the student's voice the opportunity to express themselves, to declare their values and beliefs. The opinion of another representative of this field, J. Winks, is described. The researcher notes that our voices are important in pedagogical practice because they express what we have come through and experienced in life. In this regard, three aspects have been identified as crucial to the formation of a teacher's voice: political relations of power, the inner voice of personal pedagogical experience, and public policy. The conclusions note that the teacher's voice acts not only as an educational resource, but also as an instrument of social change. The teacher's voice can bring the discourse of freedom to the pedagogical process. The teacher's voice is not only subject to public policy, but is also an important tool in its implementation – in particular, in patriotic education, in shaping the culture of thinking and affirming democratic values.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».