scholarly journals The formation of primary school teachers’ professional readiness for teaching Russian as a foreign language using the opportunities of cross-border education

2020 ◽  
Vol 210 ◽  
pp. 18062
Author(s):  
Svetlana Belovitskaya ◽  
Tatyana Guseva ◽  
Irina Shatokhina ◽  
Elena Shcherbina
Keyword(s):  
Second Language ◽  
General Education ◽  
Primary School ◽  
Education System ◽  
Professional Training ◽  
Russian Language ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Education System ◽  
Cross Border

The article is devoted to the problem of using the opportunities of cross-border education as a factor of professional training of primary school teachers for tuition Russian as a second language. The authors note the relevance of this problem both in theoretical aspects and at the practical level. The article describes an effective way to form the readiness of primary school teachers to implement cross-border education. In this study, the authors reveal new opportunities for professional development of primary school teachers. Based on the content analysis of the regulatory database, it is shown that this problem is related to an upward trend in the Russian higher education system. The article reveals the relationship between teachers' professional training in the field of tuition Russian language to younger students, for whom Russian is a second language, and the existing problems with using Online learning. The article substantiates the need for training primary school teachers, which contributes to the development of their professional competencies both in the Offline mode of training and the Online training. A set of pedagogical measures related to the professional training of primary school teachers to teach Russian as a non-native language in cross-border education can become one of the foundations for the development of the Russian Federation education system. The article is addressed to the teachers of higher and secondary vocational training institutions, as well as future and certified teachers of primary General education.

scholarly journals Formation of special competences of future primary school teachers in the conditions of modernization

2020 ◽  
pp. 134-144
Author(s):  
Gulsum Sagyndykovna Ayapbergenova ◽  
Zara Kasymovna Kulsharipova ◽  
Botagoz Gabdullovna Sarsenbayeva ◽  
Kamila Mergenovna Bespayeva ◽  
Meiramgul Zhandarbekovna Khamitova
Keyword(s):  
General Education ◽  
Primary School ◽  
Education System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Foreign Countries ◽  
The Republic ◽  
Teachers Training ◽  
New System

The article reveals innovative experience in the study of projective technologies in the training of primary school teachers in the general education system. In the practical part of the study, relevance of training primary school teachers to the use of wide opportunities in teaching children on the basis of new system values that orient themselves to a self-developing pupil who is able to flexibly use changing component life activities at a new level is substantiated. It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in the Republic of Kazakhstan. The primary education system is recognized as one of the most important priorities of the long-term Strategy «Kazakhstan – 2050».

scholarly journals PEDAGOGICAL CONDITIONS FOR THE FORMATION OF HEALTH-SAVING COMPETENCIES OF FUTURE PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 49-54
Author(s):  
MYKOLA BALUKH
Keyword(s):  
Health Care ◽  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Care Process ◽  
Special Role ◽  
School Teachers ◽  
Primary School Teachers ◽  
Health Competence ◽  
Higher Education System

The article is devoted to the substantiation of the conditions for the formation of health competence in future primary school teachers in the higher education system. The development of health competence of future primary school teachers is a long and complex process that requires appropriate pedagogical skills and ensures the involvement of students in the health care process. The chosen pedagogical conditions are characterized, which have a special role in the educational process of higher educational institutions. The state of research of the problem in the modern scientific literature is determined. Health competence is described as a set of knowledge, skills and values that are aimed at maintaining and strengthening health. Considering the pedagogical conditions for the formation of health competence in future primary school teachers in the process of professional training, the article emphasizes that the implementation of a set of appropriate pedagogical conditions depends primarily on its effectiveness. Thus, based on the analysis of research on this topic, we determine that the pedagogical conditions for the formation of health competence of future primary school teachers is a set of forms, methods, tools and content of teaching that affect the quality of the educational process and constitute the optimal educational environment. The following pedagogical conditions for the formation of health-preserving competence of future primary school teachers in the process of professional training are identified: increasing the motivation of future primary school teachers to health-preserving activities; creating a health-preserving environment aimed at fostering a conscious attitude to one's own health; diversification of forms of health care activities of future teachers. It is established that further research should be aimed at integrating health competencies with the components of the methodological system of teaching professionally-oriented disciplines.

scholarly journals JOINT LESSON DESIGN IN METHODOLOGICAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHERS

2021 ◽  
pp. 40-48
Author(s):  
Олеся Евгеньевна Рыбина
Keyword(s):  
Primary School ◽  
Collaborative Design ◽  
Professional Training ◽  
Russian Language ◽  
Primary School Teacher ◽  
Future Teachers ◽  
Lesson Design ◽  
School Teachers ◽  
Primary School Teachers ◽  
Joint Design

Организация профессиональной подготовки студентов в вузе ориентирована на социальные запросы общества и обусловлена теми требованиями, которые предъявляются к учителю начальных классов. В рамках профессиональной подготовки акцент делается на ее методическую составляющую, в основе которой – вовлечение будущего учителя в процесс построения собственного образования, осознанное отношение к овладению профессией. Целью исследования является рассмотрение такого способа вовлечения будущих учителей начальных классов в процесс собственной методической подготовки, как совместное проектирование урока. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов организации профессиональной подготовки будущих учителей и их дальнейшей профессиональной деятельности. На базе Алтайского государственного педагогического университета был проведен опрос студентов «Моя методическая подготовка», который позволил определить понимание будущими учителями начальных классов собственной подготовки и своей роли в ней. Результаты анализа проведенного опроса показали, что наибольшую значимость студенты придают разработке уроков, при этом для них важно быть включенными в эту деятельность, а не просто получить методическую информацию. На основе полученных данных, а также с учетом специфики организации совместной деятельности в процессе методической подготовки будущих учителей начальных классов были разработаны и реализованы различные варианты совместного проектирования уроков в рамках дисциплины «Методика обучения русскому языку и литературному чтению»: совместное проектирование с преподавателем, совместное проектирование в парах и совместное проектирование в группах. Подробно рассмотрен вариант совместного проектирования в парах на примере организации деятельностной игры «Совместное проектирование: разработчик и эксперт». Участники игры в течение нескольких недель взаимодействовали друг с другом, создавая, анализируя и корректируя конспект урока. Совместное проектирование уроков позволяет вовлечь будущих учителей в процесс собственной методической подготовки, сделав его более осознанным, рефлексивным и методически открытым. The organization of professional training of students at the university is focused on the social needs of society and is conditioned by the requirements that are imposed on the primary school teacher. Within the framework of professional training, the emphasis is on its methodological component, which is based on the involvement of the future teacher in the process of building their own education, a conscious attitude towards mastering the profession. The goal is to consider such a way of involving future primary school teachers in the process of their own methodological preparation, as a joint lesson design. As materials for the study, we used works devoted to the consideration of the organization of professional training of future teachers and their further professional activities. On the basis of the Altai State Pedagogical University, a survey of students “My methodical training” was conducted, which made it possible to determine the understanding of future primary school teachers of their own training and their role in it. The results of the analysis of the survey showed that students attach the greatest importance to the development of lessons, while it is important for them to be involved in this activity, and not just to receive methodological information. Based on the data obtained, as well as taking into account the specifics of the organization of joint activities in the process of methodological training of future primary school teachers, various options for joint design of lessons were developed and implemented within the discipline “Methods of teaching the Russian language and literary reading”: joint design with a teacher, joint design in pairs and collaborative design in groups. This article discusses in detail the option of joint design in pairs – on the example of organizing the activity game “Joint design: developer and expert”. The participants of the game interacted with each other for several weeks, creating, analyzing and correcting the outline of the lesson. Collaborative design of lessons allows future teachers to be involved in the process of their own methodological preparation, making it more conscious, reflective and methodically open.

scholarly journals Social Success of Future Primary School Teachers in the Process of Professional Training

2015 ◽  
Author(s):  
Marfuga Absatova ◽  
Аkkenzhe Ussenova ◽  
Alma Ordahanova ◽  
Аdlet Kariyev ◽  
Ainur Duisenbayeva
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Success

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО САМОРЕАЛІЗАЦІЇ В СУСПІЛЬСТВІ СПОЖИВАННЯ

2021 ◽  
pp. 288-291
Author(s):  
М. О. Семенова
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
Market Reforms ◽  
Main Task ◽  
Digital Environment ◽  
School Teachers ◽  
Primary School Teachers

As Ukraine embarks on the path of market reforms, this process also affects education, which for the most part turns into market-oriented education, and in a digital environment. In such conditions, the professional training of future primary school teachers acquires a new meaning, although his preparation for self-realization is the main task of higher education at all levels.

Sign in / Sign up

Export Citation Format

Share Document