scholarly journals Pedagogical Praxis as a Process of Developing Professional Competencies in University Education of Future Teachers

2016 ◽  
Vol 228 ◽  
pp. 529-534 ◽  
Author(s):  
Mariana Sirotová
Keyword(s):  
University Education ◽  
Professional Competencies ◽  
Future Teachers

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Serious Games in University Education of Future Teachers

2021 ◽  
Author(s):  
Mariana Sirotová ◽  
Veronika Michvocíková ◽  
Marián Hosťovecký
Keyword(s):  
Serious Games ◽  
University Education ◽  
Future Teachers

Innovative Models of Pedagogical Education at the Classical University

2021 ◽  
pp. 7-13
Author(s):  
Olga Petrovna Morozova ◽  
Keyword(s):  
Holistic Approach ◽  
University Education ◽  
Teaching Staff ◽  
Highly Qualified ◽  
Future Teachers ◽  
Main Research ◽  
Classical Education ◽  
New School ◽  
Research Orientation ◽  
Pedagogical Training

The article is devoted to the role of classical university education in the training of highly qualified, highly competitive teaching staff capable of forming the image of a new school in modern conditions. The achievement of such a complex task is ensured by identifying and implementing the heuristic capabilities of a classical university in the development of pedagogical education. The author associates such opportunities with its fundamentalization, research orientation, advanced character, etc. The purpose of the article is to present the results of a scientific study related to the definition and theoretical justification of possible ways to implement models of teacher education as an optimal “scenario” for training elite teachers in a classical university. Methodology and methods of research. The methodological basis of the research is the philosophical provisions about a person as a subject of his own life activity; the unity and interrelation of processes and phenomena, general and special. The general methodology of the research is represented by a system-synergetic approach that allows us to consider professional and pedagogical training in a classical university as an open developing system in the “school-university-school”continuity relations; a holistic approach as a methodological orientation towards the formation of a holistic personality of a future teacher, as well as the integrity of the system of professional and pedagogical training at a classical university; an individual-personal approach that provides an opportunity to study along an individual educational trajectory. The main research methods were the analysis of scientific literature, theoretical generalization and modeling. The results of the study. As a result of the theoretical and experimental work carried out, it is proved that the quintessence of the heuristic capabilities of the classical university determines the development and implementation of innovative models for the development of pedagogical education. The author gives a description of each model, indicating its features and “contribution” to the training of future teachers in the system of university classical education. In conclusion, it is concluded that the proposed innovative variable models for the development of pedagogical education at a classical university will ensure the success of professional pedagogical training of future teachers, bring it to a fundamentally new level by realizing the valuable potential of a classical university.

Modern strategies for learning a foreign language in training future teachers of the updated school

2021 ◽  
Vol 46 (1) ◽  
pp. 121-127
Author(s):  
A. Kabbassova ◽  
◽  
J. Sakenov ◽  
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Bachelor's Degree ◽  
Professional Competencies ◽  
Main Task ◽  
Language Training ◽  
Future Teachers ◽  
Optimal Learning ◽  
Basic Principles ◽  
Selection Of

The relevance of teaching a foreign language to future teachers in the context of updating school education puts forward requirements for the choice of teaching strategies. The article deals with the meta-subject aspect of foreign language training of future teachers. To form the readiness of future teachers to use the potential of a foreign language, it is important to understand the basic principles of integrating the content of special disciplines and knowledge of a foreign language. The meta-subject potential of a foreign language allows you to create opportunities for the development of general and special professional competencies. The formation of the competencies necessary to work with the updated content of education is the main task of the courses of the component for the choice of the bachelor's degree program at pedagogical university. The selection of optimal learning strategies contributes to the implementation of this task. The author examines the features of the use of modern pedagogical technologies and methods in the training of teachers of a new format.

scholarly journals Improving Future Teachers’ Digital Competence Using Active Methodologies

2020 ◽  
Vol 12 (18) ◽  
pp. 7798 ◽  
Author(s):  
Carmen Romero-García ◽  
Olga Buzón-García ◽  
Patricia de Paz-Lugo
Keyword(s):  
Teacher Training ◽  
Curriculum Design ◽  
Educational Innovation ◽  
Virtual Classroom ◽  
University Education ◽  
Quantitative Methodology ◽  
Future Teachers ◽  
Digital Competence ◽  
Educational Models ◽  
Common Framework

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers.

scholarly journals Quasi-experiment in the educational reality

2021 ◽  
Vol 12 (1) ◽  
pp. 189-201
Author(s):  
Mariana Sirotová ◽  
Veronika Michvocíková ◽  
Krzysztof Rubacha
Keyword(s):  
Teaching Practice ◽  
Positive Influence ◽  
Positive Element ◽  
Serious Game ◽  
University Education ◽  
Control Group ◽  
Second Phase ◽  
Future Teachers ◽  
Practice Teaching ◽  
Quasi Experiment

Aim. The main aim of the study is a presentation of the results of a quasi-experiment related to using a serious game in the preparation phase of supervised teaching practice as well as during its completion.  Methods. The main method of the study is a quasi-experiment with the factor rotation technique. The method comprised two phases with two unequal groups of surveyed university students. In the first phase, the experimental influence was investigated in the first group and the second group served as the control group (to compare the results). In the second phase, the groups were switched around in the quasi-experiment; the control group became the experimental group and vice versa.   Results. The presented study has a theoretical-empirical character. In the theoretical part, the characteristics of quasi-experiment and its use are briefly discussed. In the empirical part, the quasi-experiment is applied to the educational reality of future teachers. Supervised practice teaching is an important part of the university education of future teachers. Using a serious game therein is a positive element also when it comes to the development of students’ approach  towards supervised teaching practice. Conclusion. Quasi-experiment is used as an experimental method for verification of examined reality. In the educational reality, its realisation is more difficult because it is a more demanding environment than a laboratory one. By realising the quasi-experiment, the theoretical supposition about the positive influence of serious games on the development of a university student’s personality can be confirmed.

scholarly journals ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

scholarly journals Criterial Approach to Assessment as a Key Component of the System for Independent Assessment of the Educational Results of Future Teachers

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
E. N. Perevoshckikova
Keyword(s):  
Assessment System ◽  
Assessment Tools ◽  
University Education ◽  
Target Component ◽  
Future Teachers ◽  
Main Components ◽  
Conceptual Foundations ◽  
The Relationship ◽  
Independent Assessment

Introduction. The article presents the conceptual foundations of building a system of criteria-based assessment of educational results, which is considered as a subsystem of the system of independent assessment of educational results. The stages of formation and development of a competence-based approach to assessment in school and university education are analyzed. The main components of the criteria-based assessment system are revealed, a description of the methods for formulating criteria and indicators is given, the key stages of building a criteria-based system for assessing educational results are highlighted.Materials and Methods. The research is based on the systemic, activity-based and competence-based approaches to the training of bachelors of pedagogical education, which made it possible to determine and coordinate the components of the criteria-based assessment system with the components of the system of independent assessment of educational results. It has been established that the key components of such a system are the target component, educational results, indicators of achievement of educational outcomes, assessment tools, assessment indicators and levels of achievement of educational results. The specifics of the presentation of educational results based on the reformulation of competencies in combination with the labor actions of the teacher are disclosed. The principles of integrity and optimality for the presentation of indicators of achievement of educational results, considered as assessment criteria, have been determined.Results. The purpose of building a system of criteria-based assessment of the educational results of future teachers is determined and a description of the concepts of "educational results", "evaluation means" is given. The ways of describing educational results and ways of presenting assessment indicators are disclosed. The description of the form of presentation of assessment tools, the structure of which includes organizational and methodological, substantive and criterion-assessment parts, is given. It is shown that the levels of success of the student's activity when performing tasks, which are evaluative tools, act as levels of achievement of educational results.Discussion and Conclusions. The article discusses the relationship between the system of criteria-based assessment and the rating system for assessing the quality of training of students. The conclusion formulated in the article is presented in the form of technological stages of building a system of criteria-based assessment of educational results.

scholarly journals Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

2021 ◽  
Vol 98 ◽  
pp. 01008
Author(s):  
Irina Krishtofik
Keyword(s):  
Professional Training ◽  
Survey Methods ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Competencies ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Moscow City ◽  
The Right ◽  
Practice Development

The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.

Sign in / Sign up

Export Citation Format

Share Document