scholarly journals Digitalization of education: trends in teacher training

2021 ◽  
Vol 273 ◽  
pp. 12075
Author(s):  
Vladimir Borisenkov ◽  
Olga Gukalenko ◽  
Viktor Pustovoitov
Keyword(s):  
Economic Development ◽  
Professional Training ◽  
Professional Competence ◽  
Public Institutions ◽  
Children And Youth ◽  
Professional Activity ◽  
Future Teachers ◽  
Commercial Organizations ◽  
Personal Interests

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

scholarly journals Professional training intended for the future bachelors of Natural Sciences: regarding the issue of structure and component composition of the subject competence in Biology

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 198-210
Author(s):  
Nadiia Gramatik
Keyword(s):  
Science Teachers ◽  
Spiritual Development ◽  
Professional Training ◽  
Radical Change ◽  
Professional Activity ◽  
Social Significance ◽  
Future Teachers ◽  
The Future ◽  
The Subject

The success of modern transformational changes in public life depends crucially on the quality of professional training of future professionals. In this view, under conditions of reforming the Ukrainian society, a social significance of a competent specialist is extremely growing. An important area of transformational changes is the training of future teachers on a competence basis, which is conditioned by qualitative features of the competence-based paradigm in the context of modern socio-economic and spiritual development of society, changes in the nature and content of work, complexity as well as increasing requirements to performance results, on the one hand; and on the other hand – by the need to more quickly overcome the negative phenomena occurring in the system of training future professionals. The modern labour market, above all, provides for the presence of a professionally competent worker who is fluent in the profession-centred assignments and well-oriented in related fields, ready for continuous personal growth, social and professional mobility. These requirements can be fully applied to the training intended for the future teachers. At the same time, since the future specialist of any profession begins with the school, namely "the school stands for their teacher", the solution of these complicated problems depends entirely on the teacher, the quality of his / her training. As the teacher’s professional activity under conditions of the New Ukrainian school is filled with qualitatively new content, conditioned by the new demands of the society, the professional requirements to the training of the future teacher are significantly strengthened. This outlines a radical change in approaches to the process of professional training intended for future teachers. This is the general pedagogical core of this training that is important, because it deals with the equipping of students with knowledge of the basics of pedagogical theory and school practice, the development of professional thinking, the developed pedagogical skills and abilities to implement social functions alongside the subject component of the professional development aimed at mastering the logic of deploying the specifics of the content. Based on the understanding that each subject, including Biology in particular, is a means of developing the student's personality; the problem of forming future Natural Science teachers’ subject competence in Biology is becoming extremely important. This also requires the expansion of scientific knowledge about the structure of originality, in particular the subject competence in Biology under conditions of the bachelor courses, where basic higher education is obtained.

scholarly journals PROFESSIONAL COMPETENCE STRUCTURE OF FUTURE BACHELORS OF RAILWAY TRANSPORT IN PROFESSIONAL TRAINING

2021 ◽  
Vol 28 (2) ◽  
pp. 6-10
Author(s):  
A. Hrebenyk
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Model Development ◽  
Professional Activity ◽  
Railway Transport ◽  
Scientific Publications ◽  
Organization Level ◽  
Competence Structure ◽  
Interview Analysis

Under intensive living and production conditions, questions increasingly arise not so much about the content of knowledge acquired by students, but about highly effective methods, forms, means of professional competence formation as the professional training important component. This article raises the issue of the professional competence formation of future railway transport specialists in the professional training. The scientific publications on the research topic are analyzed and the professional competence structural components of future bachelors’ in this field are identified. Formulation of the problem. Nowadays, more and more employers are not fully satisfied with the specialists’ training. As a result, there is a significant reform of the educational sector. Special attention is paid to the issues of professional training. Thus, the professional competence formation of the future specialist is a relevant and important issue. And the question of the professional competence structure of future specialists, including future bachelors of railway transport, needs a detailed study. Materials and methods. In the scientific process, dissertation research materials, pedagogical and scientific literature were used. To achieve the goal of the study theoretical and empirical methods: analysis and systematization; observation; written and oral interview; analysis, systematization, generalization were used. Results. Thus, the professional competence components of future bachelors of railway transport are identified, namely: motivational-value, personal-functional, reflexive-evaluative. Conclusions. The proposed professional competence structure of future bachelors of railway transport is singled out taking into account the professional competence content and these specialists’ professional activity features. Structuring the category “professional competence of future bachelors of railway transport” can positively affect the organization level of this competence formation process in students in the training process and the process quality of its formation diagnosing level. Further research is needed on the model development of this process and its organizational and methodological support.

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 THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
IRYNA KAMENSKA
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Professional Training ◽  
Occupational Safety ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Professional Activity

The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

scholarly journals REFLECTION AS A MECHANISM OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER

2020 ◽  
Vol 1 (190) ◽  
pp. 151-155
Author(s):  
Igor Ulychnyj ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Theoretical Understanding ◽  
Continuous Growth ◽  
The Future ◽  
Self Knowledge

The aim of the article is to study reflection as a mechanism of professional training of future teachers. The psychological nature of reflection as a universal mechanism of self – regulation and self – development of the personality is considered. In the scientific community there are various approaches to understanding pedagogical reflection. It is interpreted as: activity; component of pedagogical abilities of the teacher; mental neoplasm of the student's personality. The reflection of the future specialist, as his inner mental activity, is aimed at self-knowledge and understanding of their own actions and states, interpersonal relationships and communication with others, because self-knowledge is the initial stage of self-improvement. The teacher's ability to reflect is a mechanism for rethinking stereotypes of consciousness, behavior, communication, thinking, awareness of the bases, means, stereotypes of activity, their critical and heuristic rethinking, generating innovations in various aspects of professional activity. The development of reflexive-project skills allows the teacher not only to realize his professional activity, but also to make the transition from the position of «response» to the position of «self-organization». The teacher learns to teach himself to define the limits of his knowledge (ignorance) and independently find the conditions to overcome their own limitations, thereby increasing their professional competence. An experienced teacher's process of reflection is permanent, depending on: individual and personal characteristics; personal maturity; practical experience; professional erudition; level of general culture. The model of development of reflective skills of future teachers includes a set of different methods and tools, as well as various forms of organization of the educational process, such as lectures, seminars and practical classes, trainings, independent and self-educational work, individual and group consultations. Internships are a key component of each course (compulsory and optional). The key to students' professional development is to encourage continuous growth through critical theoretical understanding, practical application and experimental learning, both inside and outside the university. The ability to reflect is an important factor in the readiness of teachers to innovate, the desire for self- improvement, the introduction of educational innovative products in the educational process.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 198-202
Author(s):  
Y. STRYZHAK
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Orientation ◽  
The Future

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

scholarly journals КОНЦЕПТУАЛЬНІ ЗАСАДИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ НАНОМАТЕРІАЛОЗНАВСТВА ДО ПРОДУКТИВНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

2021 ◽  
Vol 1 (2) ◽  
pp. 168-176
Author(s):  
I. T. BOHDANOV ◽  
◽  
Y. O. SUCHIKOVA ◽  
I. O. BARDUS ◽  
◽  
...  
Keyword(s):  
System Approach ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Actual Problem ◽  
Productive Activities ◽  
General Scientific ◽  
Methodological Principles ◽  
Conceptual Foundations

The article is devoted to the actual problem of improving the quality of professional training of future specialists in the field of nanomaterials to productive activities, namely the development of conceptual foundations for building an appropriate methodological system. The article proposes a conceptual idea of the study, which assumes that improving the quality of training of future specialists in nanotechnology will increase under the condition of systematic philosophical-natural-mathematical fundamentalization of learning content, as well as their involvement in productive synthesis of innovative nanomaterials based on dual education. The article highlights the conceptual principles of training future specialists in the field of nanotechnology for productive professional activity. In particular, methodological and theoretical bases of development of methodical system of fundamental professional training of future specialists for productive professional activity are given. General scientific methods of cognition, as well as systemic, competence-based, activity-based, integrative, prognostic, synergetic methodological approaches are determined by the methodological foundations. The theoretical foundations of the substantiation and development of the methodological system are determined by the philosophical provisions of the theory of knowledge, the general scientific provisions of the system approach, the psychological provisions of the theory of personality, the theory of creativity, models of knowledge representation, pedagogical laws, regularities, and principles of teaching. Based on the conceptual idea and theoretical and methodological principles defined organizational and pedagogical conditions, compliance with which in developing goals, content, methods, tools and forms of teaching methodological system of fundamental training of future professionals in nanomaterials will ensure the effectiveness of the formation of their professional competence to perform productive activities. Key words: nanotechnologies, professional training, fundamentalization, productive activity, system approach.

scholarly journals DEVELOPMENT OF HEALTH CULTURE OF FUTURE PHYSICAL EDUCATION TEACHERS AS A BASIC CONDITION FOR THE FORMATION OF HEALTH-PRESERVING COMPETENCE OF SCHOOLCHILDREN

2020 ◽  
Vol 1 (191) ◽  
pp. 262-264
Author(s):  
Olena Radionova ◽  
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Secondary Schools ◽  
Professional Training ◽  
Negative Impact ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Future Teachers ◽  
Health Culture

The article looks at the issue of health education for future physical education teachers, it also substantiates the need to insure they undergo professional development in the area of health promotion for students of elementary and secondary schools. The essence and sings of health culture of the future teachers of physical education. The data presented in this article is based on a research in the field of health education for students who are studying to become physical education teachers, which was conducted by the author. This data points to a rather low level of student health education and of their health culture level, which in return will have a negative impact on the quality of their professional activity when it comes to cultivating resiliency in elementary and secondary school students. This can be done with the destructive or indifferent attitude of future teachers to their health and affects the quality of their health function. The function of creating health is seen as a unity of components: - inclusion in the content of education of some issues related to the formation of student’s healthy lifestyle skills focused on the value of health and motivation to creative behavior. - self-development of students in the field of health saving knowledge (professional and personal). In general, the article heretically substantiates the problems of trading future teachers of physical education. the article considers the preservation of health through pedagogical means as giving a humanistic attitude to the educational environment and learning process, denial of violent training methods relying on the internal positive motivation towards training activities, development of personal and physical capacities of students elementary and secondary schools, outlines the current state of professional training of student in higher education. The article explores conceptual ideas, approaches, methods and paths for promoting health education among future teachers and development of their culture of health.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

scholarly journals FORMING IMPORTANT COMPETENCES OF ENGLISH TEACHERS IN THE PROCESS OF THEIR PROFESSIONAL TRAINING

2018 ◽  
pp. 91-94
Author(s):  
Nataliya Paziura
Keyword(s):  
Professional Training ◽  
English Language ◽  
Professional Competence ◽  
Practical Knowledge ◽  
Comparative Method ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
Effectiveness Of Training ◽  
Educational Sources

The article presents the results of the analysis of the peculiarities in English teacher training, ensuring highly professional activity of teachers. The purpose and tasks of the study are to characterize the features of the practical formation of important competences of future teachers of the English language in the process of their professional training on a distinguished theoretical basis. Methodology of the study included descriptive methods (research, analysis and description of documents, scientific and educational sources) and a comparative method (identification of general and individual pedagogical patterns). Especially urgent is the question of the updating the contents of education in higher educational institutions according to the principles of personality-oriented approach targeted at development of teachers’ personality, their common and professional competence. It is directed at revealing progressive ideas in teachers’ professional development. Special attention is paid to the strengthening practical component in curriculum in the process acquirement of theoretical and practical knowledge and skills. The author has shown the necessary competences of a teacher of English: special, methodical, managerial, communicative, creative. The author concluded that it is necessary to study the peculiarities of teaching English in order to increase the effectiveness of training future teachers for professional activities.

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