scholarly journals SUBJECT TRAINING OF FUTURE TEACHERS OF COMPUTER SCIENCE IN THE CONTEXT OF MODELING REAL EDUCATIONAL PROCESSES FOR SOLVING PROFESSIONAL ACTIVITY ISSUES

2021 ◽  
pp. 12-16
Author(s):  
D.P. Kosheva ◽  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Processes

The article presents a description of pedagogical activity based on strengthening the practice-oriented component of the process of subject training of future teachers of computer science, ensuring the level of objectification of the assessing procedure for learning outcomes by universities graduates’ interacting with real and potential employers. The study was conducted on the basis of educational institutions of Altai Krai in the period from 2016 to 2021.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals Content and Structure of Subject Competence on Computer Architecture and Configuration of Computer Systems of Future Teachers of Computer Science

2017 ◽  
pp. 12-16
Author(s):  
O. Avramenko ◽  
O. Zhmud
Keyword(s):  
Computer Science ◽  
Computer Architecture ◽  
Computer Systems ◽  
Professional Activity ◽  
Future Teachers ◽  
Computer Equipment ◽  
Software And Hardware ◽  
Main Components ◽  
Integral Quality

Content and structure of subject competence on computer architecture and configuration of computer systems of future teachers of Computer Science (CA CCS) was studied in the article. Concept of subject competence on computer architecture and configuration of computer systems of future teachers of Computer Science was grounded. Subject competence on computer architecture and configuration of computer systems of a future teacher of Computer Science is defined as an integral quality of a personality based on the system of knowledge, abilities, skills and a complex of professionally important qualities which formation allows a specialist to implement effectively a professional activity concerning mastering software and hardware components of computer equipment. Scientific search was aimed at specifying the elements to characterize subject competence on CA CCS. The structure of subject competence on CA CCS is formed by knowledge and personal components, their content was determined on the basis of activity approach, implementation of which allowed to distinguish the system of knowledge, abilities, skills of computer use and implementation of the process of professional activity by a teacher of Computer Science (knowledge component); conditions and result of activity implementation in the form of a complex of professionally important qualities of a technology teacher (personal component). The main components in the structure of subject competence on CA CCS are: motivational-and-valuable, organizational-and-meaningful, cognitive-and-operational and person-and-reflexive.

scholarly journals Experimental Research of the Sense-Value Regulation of Future Teachers in Academic and Professional Activity

2021 ◽  
Vol 13 (4) ◽  
pp. 509-523
Author(s):  
Ihor Halian ◽  
Ihor Popovych ◽  
Yurii Nesin ◽  
Yurii Zavatskyi ◽  
Iryna Vashchenko ◽  
...  
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Life Experience ◽  
Self Regulation ◽  
Educational Institutions ◽  
Professional Activity ◽  
Control Group ◽  
Future Teachers ◽  
Sensory Regulation ◽  
The Individual

The research is psychological-pedagogical experiment with factor analysis of value-sense meaningful parameters, preferences, expectations of future teachers (N = 140). The aim is to study the psychological rich in content features of formation of the value-sense sphere of future teachers. Values, while forming in the life experience of the individual, determinate the purpose-oriented and motivational program of behavior and provide sensory regulation of life activity. Personal sense, as a subject determinant, defines the effectiveness of professional activity. The development of system of values and senses is determined by rich in content process, the involvement of students in various types of social activities and purposeful impact by training facilities. Research methods: psychological and pedagogical experiment, standardized tests, factor analysis. The structure of value and sense regulation is determined. The forming stage provided changes in the experimental group (N = 17) from values oriented on social perception to values of personal and professional development. In the control group (N = 19), the dominance of personal comfort values was recorded. Compared to the ascertaining stage, the values of personal- professional development has emerged. The results obtained can be useful to stakeholders, leaders of educational institutions, researchers of self-regulation, axiogenesis, life creation and personality expectations.

scholarly journals METHODOLOGICAL APPROACHES AND DIDACTIC COMPETENCE OF MODERN TEACHER OF PHYSICS IN THE CONTEXT OF INTEGRATION EDUCATIONAL PROCESSES

2020 ◽  
Vol 1 (191) ◽  
pp. 16-20
Author(s):  
Iryna Kozlovska ◽  
◽  
Magdalena Opachko ◽  
Iryna Zinchuk ◽  
◽  
...  
Keyword(s):  
Personality Development ◽  
Educational Process ◽  
Educational Institutions ◽  
Integrative Approach ◽  
Professional Activity ◽  
Educational Processes ◽  
Complex Process ◽  
Pedagogical Skills ◽  
Methodological Approaches ◽  
The Relationship

The article highlights a new understanding of a role and place of teachers in the educational process, where learning management is seen as a complex process that takes into account the heterogeneity of the learning environment and the ambiguity of didactic interaction. The analysis of the basics of teaching physics at school made it possible to identify its main functions aimed at developing of students’ knowledge and mental activity. It is shown that in the process of students’ mastering the content of didactic management, the methodological competence of a teacher of physics is improved. The use of methodological approaches in a teacher of physics’ didactic competence formation is substantiated (the competence approach made it possible to reveal the structure of competence, determine the relationship with the concepts of methodological, didactic, psychological-pedagogical, technological, information-communicative competence and present its structure in the system of competences of teachers of physics aiming at revealingits systematic nature and self-sufficient essence; a systematic approach to teacher training in didactic management made it possible to present the training process as a system aimed at preparing teachers to manage the teaching of physics and personality development in learning: an integrative approach based on the unity of theoretical and practical components in future teacher readiness, a harmonious combination of knowledge from different cycles of training and focus on the integrative nature of training results;a praxeological approach focuses on the development of such components of pedagogical skills as methodical, communicative, psychodidactic, technological, managerial, etc.). The didactic aspects of the professional activity of a teacher of physics in different types of educational institutions have been analyzed, the dominance of the subject approach to the content of knowledge and violation of a number of didactic principles, including purposefulness and motivation of learning, has been revealed. The basic provisions of a course of physics introduction in a vocational school have been determined. Five stages of sequential implementation of the integrative approach in the educational and cognitive process of a teacher of physics have been identified and described. Conclusions,regarding the expediency of a teacher of physics’ didactic competence developing on the basis of leading methodological approaches, have been made.

scholarly journals Monitoring: Predictions of the Effectiveness of Educational Processes in Higher Educational Institutions

2019 ◽  
Vol 9 (1) ◽  
pp. 768-774
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Process ◽  
Educational Institutions ◽  
Future Teachers ◽  
Higher Educational Institutions ◽  
Educational Processes ◽  
Higher Educational ◽  
Algorithmic Model ◽  
High Educational

In the period of globalization new requirements of the level of teachers’ preparation for their pedagogical career have significantly increased. Consequently, it demands higher educational institutions the necessity to draw special attention to enhance the efficiency of educational processes in preparing future teachers. In this article, the mechanism of implementation monitoring processes on improvement of the system of preparation teachers for pedagogical career in the high educational institutions has revealed. In this monitoring the distributional parameters of the corresponding processes according to the direction has taken into consideration and provided prognoses of them on the basis of interrelation and impact between indicators. On this purpose, the algorithmic model of interrelations between indicators of argumentative, procedural and productive directions of a process has developed. This model gives the chance to obtain the predicted information on educational process based on certain evidence, to define necessary organizational and pedagogical measures by comparison with the expected results, corrections, specifications and modernizations of teaching and learning processes.

scholarly journals Study of the Prospects of Introducing Mixed Learning in Higher Education

2018 ◽  
Vol 6 (1) ◽  
pp. 69-76
Author(s):  
Liliyiia Pavlenko ◽  
Oleksiy Pushney
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Educational Institutions ◽  
Professional Activity ◽  
Advantages And Disadvantages ◽  
Current State ◽  
State Pedagogical ◽  
Learning Platforms ◽  
The Subject ◽  
Further Development

The expediency of introduction of mixed forms of studying in higher educational institutions is considered. The opinion and the current state of the application of mixed forms of teaching among the teachers of the department of computer technologies in the management and teaching of the Berdyansk State Pedagogical University have been studied. With this purpose, a questionnaire and an analysis of the results obtained were held. Considerable attention was paid to the study of the following issues: Is it appropriate to use mixed learning in the preparation of bachelors and masters? Do you use mixed learning in your professional activity? During which of your classes, do you often use distance learning platforms to organize mixed learning? Which distance platforms do you use during lectures? What kind of remote platforms do you use during laboratory tests? Which distance platforms do you use during practical classes? What are the main benefits of mixed learning can you mention? What are the main disadvantages of mixed learning? In the article a meaningful analysis of the results of the study was conducted. The obtained results are presented with the help of histograms and graphs on the basis of which the following conclusions have been made: currently mixed learning is rapidly developing and is popular among the target audience. Most often yogis are used in the learning process during laboratory work. The most commonly used remote LMS Moodle and Google services platforms were identified with a view to further development of methodological recommendations for their use by practitioners of higher education institutions. The advantages and disadvantages faced by teachers in their practical activities have been explored and they highlight the opportunity to teach a large number of students, provide a quality control and quickly obtain learning outcomes that significantly accelerates the process of learning. Among the disadvantages of possible technical difficulties in deficiencies attention should be paid to their prevention. On the basis of the accomplished research, it was concluded that the subject under investigation is relevant and needs further improvement.

scholarly journals FORMATION OF READINESS OF FUTURE TEACHERS FOR THE ORGANIZATION OF PARTNERSHIP INTERACTION BETWEEN PARTICIPANTS OF THE EDUCATIONAL PROCESS

2020 ◽  
pp. 35-41
Author(s):  
Natalia Golota ◽  
Antonina Karnaukhova
Keyword(s):  
Elementary Education ◽  
Preschool Education ◽  
Social Institutions ◽  
Educational Process ◽  
Educational Activity ◽  
Primary School Children ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Optimal Behavior

In the article the peculiarities of forming of future teachers’ readiness for the organization of pedagogical partnership in pre-school educational establishments and elementary schools are revealed. Psychological and pedagogical researches concerning scientific interpretations of the concept of readiness in future teachers for professional activity are analyzed. The basic technologies and methods, which are used to form readiness of future teachers to organize pedagogical partnership in the teaching of pedagogical disciplines, are explained. The features of application of different technologies (situational modeling, dialog, personal oriented, communicative) and methods (research tasks, thematic projects aimed at solving educational problems on different sociocultural topics (problems), which have shown their effectiveness in forming readiness to form readiness, are characterized to a pedagogical partnership. In the course of studying the content module «Pedagogical Partnership» of the integrated course «Pedagogy» for students of 1–2 year of specialty «Preschool education» and discipline «Didactics of elementary school» for students of 1–3 course of specialty «Elementary education», that the pedagogical partnership not only contributes to the creation of an effective educational space for preschool education and general secondary education, while ensuring unity in the education and training of preschool and primary school children, but also psychologists but comfortable conditions for each participant of the educational process is an important mechanism for quality assurance. Based on the results of the study, the essence of the concept of «future teachers’ readiness for the organization of pedagogical partnership in educational institutions» is defined as an integral formation, which includes the ability to communicate with the participants of the educational process, willingness to interact, design a model of optimal behavior in different situations and situations as subjects of educational activity, and various social institutions for the sake of full, comfortable stay of the child in educational essays.

scholarly journals Neural alignment predicts learning outcomes in students taking an introduction to computer science course

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Meir Meshulam ◽  
Liat Hasenfratz ◽  
Hanna Hillman ◽  
Yun-Fei Liu ◽  
Mai Nguyen ◽  
...  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Brain Activity ◽  
Activity Patterns ◽  
Real Life ◽  
Final Exam ◽  
Neural Representations ◽  
Real Life Setting ◽  
The Right ◽  
Mri Study

AbstractDespite major advances in measuring human brain activity during and after educational experiences, it is unclear how learners internalize new content, especially in real-life and online settings. In this work, we introduce a neural approach to predicting and assessing learning outcomes in a real-life setting. Our approach hinges on the idea that successful learning involves forming the right set of neural representations, which are captured in canonical activity patterns shared across individuals. Specifically, we hypothesized that learning is mirrored in neural alignment: the degree to which an individual learner’s neural representations match those of experts, as well as those of other learners. We tested this hypothesis in a longitudinal functional MRI study that regularly scanned college students enrolled in an introduction to computer science course. We additionally scanned graduate student experts in computer science. We show that alignment among students successfully predicts overall performance in a final exam. Furthermore, within individual students, we find better learning outcomes for concepts that evoke better alignment with experts and with other students, revealing neural patterns associated with specific learned concepts in individuals.

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

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