Online ISSN: 1989-9572

Keywords : pedagogy


Gender analysis of game material of the Soviet era on the example of children's magazines (1920-1980)

Marina Sazonenko

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 37-42
DOI: 10.47750/jett.2021.12.02.006

The work is devoted to the gender analysis of children's games and material for creativity of the Soviet period. The sources used were magazines for children published in the period from the 1920s to the 1980s, such as «Chizh», «Yezh», «Sverchok», «Murzilka», «Pioner», «Yunyy tekhnik» and «Veselyye kartinki». A comparative analysis of this material in different time periods was carried out, taking into account gender attitudes and based on the development of Soviet pedagogical thought.

Education and a philosophical approach to teaching inelementary school around the world

Ji Xiuqin

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 161-164
DOI: 10.47750/jett.2021.12.01.021

This article attempts to analyze modern education systems in relation to the philosophy of education.
The paper presents comparative data of educational systems of different countries of the world, that
have interesting and significant differences, taking into account national, religious, economic and
political characteristics


Teacherʼs performance: the theater classroom as a space for creation

Gilberto Icle, Marcia Dal Bello

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 1, Pages 139-150

This text introduces the concept of inner creative state based on the work of the Russian director and pedagogue Konstantin Stanislavski, describing and analyzing it within the original context in which it appeared in the Actor's Pedagogy. This notion is used as a tool to think the work of theater teachers in classrooms. This work, considered as a teacher's performance, where the body has a leading role, is analyzed within the student/teacher relationships. The research was based on the observation of the classes of ten teachers, at different educational levels, complemented by semi-structured interviews with them. The teachers were chosen based on their experiences as actors, in parallel to their work as theater teachers. This choice aimed at identifying traces of artistic performances in their activities. The notion of performance articulates, in this research, different dimensions of teacher/student relationships, emphasizing the body as the locus for those relationships. Therefore, the idea of an inner creative state raises, in the work of those teachers, relationships conducive to education. We highlight two inner creative states that are central to their work. The first one refers to the collective character of the relationships, revealing how the roles of teacher and student are not performed based on hierarchies. The second one shows how the transformation, either in the actual theatrical task of transforming oneself, or in the educational tasks of teaching and learning, is a constant in the classrooms of those teachers, producing a
specific ethic. This transformation as a condition for theatrical work in the classroom and as an assumption, presupposes an overflow of the work beyond the professional dimension. The inner creative state is presented, thus, as the construction of a collective ethics that transforms the subjects beyond the professional dimension.