Introduction to the professional

pedagogy.
General issues of Pedagogics
Professional Pedagogy prepare educators for
a changing world by requiring as outcomes
general education, pedagogical content
knowledge, content proficiency, pedagogical
strategies, communication skills, values, and
analytical abilities
Pedagogy – Academic discipline that deals with the
theory and practice of teaching how these influence
learning
Aims:
Liberal education – general development of human
potential
Vocational education – narrower specifics, the
imparting and acquisition of specific skills
 PEDAGOGY
as the
SCIENCE of
teaching:
research
informed
decision
making
PEDAGOGY PEDAGOGY
as the CRAFT as the ART of
of teaching: teaching:
mastery of a responsive,
full repertoire creative and
of skills and intuitive
practices capacities

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1) Pedagogy as the SCIENCE of teaching – research-informed
decision-making
2) Pedagogy as the CRAFT of teaching – mastery of a full
repertoire of skills and practices
3) Pedagogy as the ART of teaching – responsive, creative and
intuitive capacities
Watkins and Mortimer (1999) define it as ‘any conscious activity by one
person designed to enhance the learning of another’.
Pedagogy is the act of teaching together with its attendant discourse. It
is what one needs to know, and the skills one needs to command in
order to make and justify the many different kinds of decisions of
which teaching is constituted.
Leach and Moon (1999) expand further on what may define pedagogy
by describing a Pedagogical Setting as ‘the practice that a teacher,
together with a particular group of learners creates, enacts and
experiences’
 System Approach to Forming of
Professional Education Basis
SEMINAR
TUTORIALS
RESEARCH SEMINAR
EXERCISE CLASSES OR COURSES
WORKSHOPS
PROBLEM-SOLVING SESSIONS
LABORATORY TEACHING
DEMONSTRATION CLASSES
PLACEMENT (INTERNSHIP/TRAINEESHIP)
WORK BASED PRACTICE
FIELDWORK
ONLINE/ DISTANCE OR E-LEARNING
 Main Categories of Professional Pedagogy

THE BASIC CATEGORIES OF PEDAGOGY ARE PERSONALITY

FORMATION, DEVELOPMENT, UPBRINGING, EDUCATION, AND
INSTRUCTION.
UPBRINGING IS A KEY CONCEPT REFERRING TO THE GOAL-
ORIENTED ACTIVITIES OF SOCIETY AND FAMILY DIRECTED TOWARD
FORMING A FULLY DEVELOPED PERSON, CHIEFLY IN INSTITUTIONS
AND ORGANIZATIONS SPECIALLY CREATED BY SOCIETY.
INSTRUCTION (TECAHING) AND FORMATION (EDUCATION) ARE
INCLUDED IN IT.
EDUCATION IS THE PROCESS AND RESULT OF ASSIMILATING A
SYSTEM OF KNOWLEDGE AND OF DEVELOPING SKILLS AND HABITS
EVENTUALLY ENSURING A CERTAIN LEVEL OF DEVELOPMENT OF A
PERSON’S COGNITIVE NEEDS AND CAPACITIES AND HIS ABILITY TO
PERFORM SOME KIND OF PRACTICAL ACTIVITY. A DISTINCTION IS
MADE BETWEEN GENERAL AND SPECIALIZED EDUCATION. GENERAL
EDUCATION PROVIDES EACH PERSON WITH THE KNOWLEDGE,
SKILLS, AND HABITS HE NEEDS FOR OVERALL DEVELOPMENT
A most important means for effecting education and upbringing is
instruction, the process of transmitting and assimilating knowledge,
skills, and habits and the modes of cognition necessary for the
realization of a continuous educational process. The process of
instruction comprises the two interconnected parts of a single
whole: teaching, the pedagogue’s transmittal of knowledge and his
supervision of students’ independent work; and learning, the
students’ mastery of a system of knowledge, skills, and habits.
Pedagogy is one of the sciences studying man, human society, and
the conditions of human life; thus, it takes its place alongside such
disciplines as philosophy, ethics, aesthetics, psychology, political
economy, ethics, sociology, history, anatomy, physiology, and
medicine. It uses their hypotheses and research methods, including
mathematical statistics and cybernetics, as well as the results of
their empiric research
 Pedagogy studies
key child
pedagogical   as an object and subject Functions of
  concepts of the people   upbringing upbringing

care, education, labor, and,

a native child, an orphan,
instruction, adoptive, peers, friends, health care, love
teaching, learning people's children, children's environment to the beauty
Upbringing
factors methods of
Facilities of
upbringing
upbringing

nature, game, word, conviction,

Stories, historical places,
  communication, tradition,   talk, explanation,
proverbs, riddles,
life, religion,   approval, prohibition,
epic, fairy tales,
example-ideal   punishment
  legends, myths

Organization of Labor, festivals,

upbringing   youth holidays
  celebrations
Different aspects of pedagogy:
1. curriculum, or the content of what is being taught;
2. methodology, or the way in which teaching is done;
3. techniques for socializing children in the repertoire of cognitive and affective skills required for
successful functioning in society.
 Education
Education is a deliberate process of drawing out
learning, encouraging and giving time to
discovery. Education is a social process – a
process of living and not a preparation for future
living. (John Dewey)
Education is rooted in human nature; it is a
matter of head, hand and heart. (Pestalozzi)
 The Swiss Johann Heinrich Pestalozzi (1746-1827), who refined
the developing a method of holistic education, which educates
‘head, heart, and hands’ in harmonious unity. Stimulating
children intellectually and arousing their curiosity of the world
around them would, as Pestalozzi stated about the ‘head’, form
their cognitive capacity to think. The moral education of the
‘heart’ constituted the basic aim to ensure a ‘sense of direction,
[…] of the inner dignity of our nature, and of the pure, higher,
godly being, which lies within us. This sense is not developed by
the power of our mind in thought, but is developed by the power
of our heart in love.’ As the third and complementary element,
the ‘hands’ symbolise that learning is also physical, involving the
whole body and all senses: ‘physical experiences give rise to
mental and spiritual ones’,
Pedagogy is a normative science (formulating norms, rules,
principles and guidelines for education and upbringing) and a
descriptive science. It is also an explorative science (exploring and
studying new educational phenomena), as well as an explanatory
science (identifying and explaining processes, results and factors of
education), which is an essential activity for pedagogy. And last but
not least, it is a projecting science (proposing new and more
effective processes, resources or entire programmes).

Pedagogy is concerned with all forms and means of education (in

family, at school, extracurricular and media effects) and pays major
attention to anthropogenic factors of education.
Pedagogy is a science as it meets the following requirements:
1.Pedagogy has an object of study, i.e. education.
2.According to J. Duchovičová (2012), pedagogy has its scientific
theory: a verified, comprehensive and coherent set of findings from
the field classified in the scientific discipline structure. It operates
with specific terms and uses a scientific language (terminology).
3.Pedagogy has its own methodology, dealing with principles,
strategies and procedures, tools and norms for the functioning and
development of objective findings and practical transformation of
objective reality phenomena. Pedagogy is concerned with all aspects
of research, theoretical studies and innovation cycle within theory,
including research methods.
Traditional pedagogy described the opinions and
concepts of pedagogical theoreticians who were
merely presenting their ideals on education without
any support from research findings and/or practice.
Modern pedagogy is useful for the contemporary
development of the science. It explains real
phenomena of upbringing and education through
specific research procedures.
What is the history of pedagogy?
The role of ‘teacher’ can be traced back to Ancient Greece, with Socrates in the
5th Century BC as the keystone of what we now consider to be modern
education.
The content of the curriculum could be split into two sections: Trivium and
Quadrivium. Trivium: grammar, rhetoric, logic. Quadrivium: arithmetic,
astronomy, geometry, music.

How did the first schools approach pedagogy?

By 1780, the church responded to the need to educate the illiterate, and 
Ragged Schools, Parish Schools and Church schools educated those who didn’t
have the money to send their children to the fee paying schools.
Ragged schools started with large classes of 30-40 students, and were taught to
read from the Bible, often orally, as they couldn’t be trusted with books.
Parish Schools curriculum includes general religious education. The church
schools tended to use the ‘Lancaster Method’ where the brightest student taught
what they had learnt to his fellow students, each of whom then passed it on, and
continued until everyone had been taught.
In 1846, the church and the government started the first teacher training colleges,
and graduates were given a certificate of teaching. There was a Committee of
The historical stages of development of pedagogy.
a) In primitive society the purpose of education was to acquire experience and employment skills.
b) Ancient Greece (Sparta and Athens)
Sparta - a place where the dominant role played sports, then the purpose of educational and
pedagogical process considered education and training of the brave and hardy warriors, who later
would become the slave owners.
Athens - in contrast to Sparta, the purpose of education in Athens becomes mental, moral, aesthetic
and physical development, as it is considered an ideal one who is perfect and physically and
morally.
c) Ancient Rome and the Roman Empire
In ancient Rome, family education were developed when all the training was conducted in the walls
of the house. But, the nature of education depended on material wealth and social status of the
family. The purpose of education were a mental, moral, aesthetic and physical development of a
child.
d) The Middle Ages (XIV-XVIII centuries).
Religious character was the main type of education during the Middle Ages, education lost its
progressive direction. Therefore, the aim of education is to cultivate a moderate, patient, obeiyng
man.
e) Renaissance (XIV-XVI centuries). Much attention was paid to the physical and mental education
of children, in which provide development of creativity, independence, emotional freedom, initiative
to children.
Proceedings of the early utopian socialists T. Moore (1478-1535), and T. Campanella (1568-1639)
became a wonderful manifestation of the revival of the human spirit. Thomas Moore proposed the
idea of ​teaching children in their native language, and Moore emphasized the importance of physical
education. Тоmmаsо Campanella believed that "the study of science should be combined with
regular visits to different workshops to give pupils the technical knowledge and the ability to
consciously choosing a future profession."
Czech John Amos Comenius, prominent representatives of pedagogical school that
time, the founder of scientific educational system, highlighted the pedagogy of
philosophy and designed it into a scientific system. He was the founder of class-lesson
training system and developed the basic questions of the organization of academic
work. One of the important landmarks here was the publication of John Amos
Comenius’s book The Great Didactic [Didactica Magna] (first published in Czech in
1648, Latin in 1657 and in English in 1896). For Comenius, the fundamental aims of
education generate the basic principle of Didactica Magna, omnis, omnia, omnino – to
teach everything to everybody thoroughly, in the best possible way, Comenius believed
that every human being should strive for perfection in all that is fundamental for life
and do this as thoroughly as possible…. Every person must strive to become (l) a
rational being, (2) a person who can rule nature. Comenuis emphasized that we have to
formulate the following qualities in youth: courage, self-determination, respect, love
for labor, love for motherland and etc. He was against for school rules on the order of
punishment, but they have to warn that they should be required to follow school
requirements.
Provides the following stages of education: autopsy (self-control); auto-transaction
(practical action); autocression (use of knowledge and skills learned); autolection
(ability to tell the results of their work); and correspondence of the educational period
to the age of the person as well.
Didactics
One of the important landmarks here was the publication of John Amos Comenius’s
book The Great Didactic [Didactica Magna] (first published in Czech in 1648, Latin in
1657 and in English in 1896). He developed sets of rules for teaching and set out basic
principles. For Comenius, the fundamental aims of education generate the basic principle
of Didactica Magna, omnis, omnia, omnino – to teach everything to everybody
thoroughly, in the best possible way, Comenius believed that every human being should
strive for perfection in all that is fundamental for life and do this as thoroughly as
possible…. Every person must strive to become (l) a rational being, (2) a person who can
rule nature and him or herself, and (3) a being mirroring the creator.

Theories of teaching
(General Pedagogics, 1806). Herbart also makes a distinction between education
(Latin: educatio) and teaching (Latin: instructio). ‘Education’ means shaping the
development of character with a view to the improvement of man. ‘Teaching’ represents
the world, conveys fresh knowledge, develops existing aptitudes and imparts useful
skills…
John Locke proposed a system of secular education of a young
man Immanuel Kant (1724-1804) explored education. In On
Pedagogy (Über Pädagogik) first published in 1803, he talked as
follows:
Education includes the nurture of the child and, as it grows,
its culture. The latter is firstly negative, consisting of discipline;
that is, merely the correcting of faults. Secondly, culture
is positive, consisting of instruction and guidance (and thus
forming part of education). Guidance means directing the pupil in
putting into practice what he has been taught. Hence the
difference between a private teacher who merely instructs, and a
tutor or governor who guides and directs his pupil. The one trains
for school only, the other for life and him or herself, and (3) a
being mirroring the creator.
I.G Pestalozzi (1746-1827) - Swiss educator who believed the
purpose of education is development of human capabilities, its
constant improvement, the formation of moral character, self-
development of natural forces, pledged at the genetic level.
The economic situation is not cause in the poverty of the
population, but the lack knowledge. He said that Labor develops
and educates the personality. He was against for religion and its
instructors.
The task of education is to develop all natural forces of human,
improve abilities and it should be all-round development. Teachers
have to support the right direction for his learners. For the
children's’ education the place of family is important, especially
the mother's role is very much appreciated.
Proposed the theory of elementary education for the child. It means
education have to be conducted from simple to complex form of
education.
K.D. Ushinskii (1824-1870) - the great Russian teacher highlights
one of the leading principles of pedagogy principle of nationality.
According to him, mother tongue take he first place in the
formation of human, which helps to know perfectly the history of
his nation and homeland.
Another important principle of pedagogical system Ushinskii
considered the principle of labor education.
Outstanding Russian educator and writer Anton Makarenko
(1888-1936) developed a method of labor education, defined the
basic principles of community, group work, he identified a
problem of education in the community and through the team
work. Makarenko was one of the first Soviet educators who deal
with the issue of family education.
At the beginning of the XX century in the world pedagogy started
actively to propagate the idea of free education and development of the
child's personality. For the development and promotion of this work the
Italian teacher Maria Montessori (1870-1952) did a lot work. In the
book "The Method of Scientific Pedagogy" she emphasized that need
to maximize all the possibilities of childhood. The main form of
primary schooling should be self-training and self-education.
Montessori compiled the didactic materials for individual study of
younger schoolboys grammar of the native language, geometry,
arithmetic, biology and other subjects. These materials are constructed
so that the child can independently detect and correct their mistakes.
Role of Teacher. The role of a Montessori teacher is that of an
observer whose ultimate goal is to intervene less and less as the child
develops. The teacher's first objective is to prepare and organize the
learning environment to meet the needs and interests of the children as
well as promote independence.
Pedagogical views of the 14th to 16th centuries reflected from writing in
diverse genres, Renaissance humanists such as T. More, T. Campanella,
Erasmus of Rotterdam, F. Rabelais, and M. Montaigne advanced ideas of an all-
around harmonious development of man’s spiritual and physical resources.
The first important contribution to the history of pedagogy was made by the
Czech thinker J. A. Comenius, who summarized and theoretically interpreted
European educational traditions to create a harmonious pedagogical system.
In The Great Didactic he examined the basic problems of instruction and
upbringing. Comenius founded the classroom system of instruction. His
pedagogical theory formed part of the broad sociopolitical concept set forth in
his major work, General Consultation About the Improvement of Human
Affairs, one of whose parts, the Pampaedia, is wholly devoted to pedagogy. In
particular, it contains the first formulation and exposition of the idea of
continuous education and upbringing throughout a person’s life and also the
contention that books should be the chief instrument of education.
The establishment of pedagogy as a science in Russia is linked with K. D.
Ushinskii, who made use of all the positive achievements that had been made
by the mid-19th century in pedagogy and psychology. Ushinskii originated a
harmonious concept of psychology and pedagogy and based upon it a theory of
upbringing and instruction.
Socrates Self-awareness, moral perfection
Plato Education of mind, will and emotion
Aristotle Developing the mind and the will
I.A.Comenius Getting to know yourself, the environment, and worshiping to God
develop children's modesty, obedience, benevolence towards others,
politeness, deference to the elderly, and hard work; he considered wisdom,
temperance, courage and justice as the main virtues of an educated man.

John Lock Formation of a personality ("a wise and sober man who can manipulate
cleverly"). Natural rights of men is freedom
Jean-Jacques Rousseau Formation of public values
Johann Heinrich Pestalozzi His motto was "Learning by head, hand and heart“
Reasoning on a comprehensive, harmonious development of human natural
power and abilities
Johann Friedrich Herbart Forming a compassionate person who can adapt to existing relationships that
respects the established order in the society
Adolph Wilhelm Diesterweg Being diligent, serving in truth, beauty and kindness
K.D.Ushinsky The objective of training to the formation of civic identity. To set a new goal
of raising a true citizen who loves his homeland, who is ready to defend its
integrity and independence
A.S.Makarenko a capacity for high social and political activity, teamwork, an ability to
actively participate in the management of public and state affair
What is pedagogy?
What does pedagogy refer to?
What is a Pedagogical Setting?
Main categories/ characteristics, class of Pedagogy?
The process of instruction comprises the two interconnected parts of a
single whole:
the process of transmitting and assimilating knowledge, skills, and habits
the process of mastering of a system of knowledge, skills, and habits
The basic principle of Didactica Magna, omnis, omnia, omnino –
 Comenuis, provides the following stages of education:
Education is rooted in human nature; it is a matter of head, hand and
heart.
 Montessori is a method of education that is based on
 
What is the role of the teacher in a Montessori classroom?
The role of a Montessori teacher is?
Seminar Tasks
1. Contemporary paradigms of HE.
2. Connections of pedagogy with other sciences
3 Pedagogical systems in Ancient Greece
4. Education in earlier Kazakh society
5. Great didactics by J.A .Comenius
6. Pedagogy in contemporary society: innovations and traditions
7. Soviet pedagogy and its contributions to the development of
pedagogical theory and practice.
8. Pedagogical approaches of Jan Amos Comenius, J.J.Russo,
John Locke, A.Disterwerg, I.G.Pestolozzi
Literature
1. Berkinbayeva Sh.K. Pedagogy in Higher Education. 2009
2. Heather Fry Steve Ketteridge Stephanie Marshall. andbook for
Teaching and Learning in Higher Education. 2009
3. Ж. Әбиев Педагогика тарихы Алматы. Дарын 2006
4. Қ.Сейталиев. Педагогика тарихы: Оқулық. – Алматы: « Білім » ,
2008.
5. Knyazev V.A. Eurasian Law Journal, 2012, 7 (50), p. 57–60.
6. Comenius J.A. Selected pedagogical works in 2 volumes, 2, Moscow:
Pedagogy, 1982, 576 p