scholarly journals Professional competence build-up among future teachers and teaching psychologists during professional training

2020 ◽  
Vol 87 ◽  
pp. 00033
Author(s):  
F.P. Khakunova ◽  
Z.Z. Shkhakhutova ◽  
A.K. Bersirova
Keyword(s):  
Work Experience ◽  
Professional Training ◽  
Professional Competence ◽  
Focus Of Attention ◽  
Future Teachers

This article deals with the specifics of practical professional training among future teachers and teaching psychologists. The said specialists receive professional training during practical studies. Recently the focus of attention shifted to justifying the contents of professional training which is conducive to the build-up of professional competences. Thusly, we deemed it rational to expose a number of issues and problems student cope with during work experience. We defined markers of professional competence build-up and presented the follow-up diagnostics results of the said practice.

Pedagogical Practice As a Mean of Formation of the Responsibility of Future Teachers for Their Results of Work

2017 ◽  
Vol 5 (1) ◽  
pp. 18-21
Author(s):  
Быкова ◽  
S. Bykova
Keyword(s):  
Work Experience ◽  
Professional Competence ◽  
Educational Practice ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
State University ◽  
Future Teachers ◽  
Pilot Experiment ◽  
Pedagogic Institute ◽  
Class Teacher

The article discusses the problem concerning the “fi lling the curriculum with branchy system of practices” in the context of strengthening the practical orientation of professional teacher education. Including the branchy system of practice into the curriculum will allow to create conditions for the conscious embracement of theoretical material by future teachers and to obtain their fi rst professional experience. The article presents the results of a pilot experiment concerning the organization of distributed educational practice. This experiment was carried out on the basis of the Pedagogic Institute of the Vyatka State University. The purpose of the practice was to obtain primary professional skills by future teachers, including the study of the functioning system of modern educational institutions, the work experience of the class teacher and subject teachers. The article describes the content and expected results of the distributed educational practice on the example of forming the professional competence (general professional competence — 4 (GPC-4) and analyzes the results of the carried out pilot experiment.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF FORMATION OF TRAINEE TEACHERS’ PROFESSIONAL COMPETENCE WITH THE USE OF WEB TECHNOLOGIES

2018 ◽  
Vol 66 (4) ◽  
pp. 197
Author(s):  
Liudmyla S. Shevchenko ◽  
Andrii I. Kryzhanovskyi
Keyword(s):  
Experimental Verification ◽  
Professional Training ◽  
Professional Competence ◽  
Modern Society ◽  
Diagnostic Methods ◽  
Future Teachers ◽  
Web Technologies ◽  
Trainee Teachers ◽  
Professional Activities ◽  
Teachers And Students

The rapid pace of development of modern society, dynamism and continuous innovation processes lead to the fact that knowledge of the subject and possession of the method of teaching cannot fully characterize the current level of professional training of future teachers. The contents of the disciplines is constantly changing, new means and technologies of learning are emerging, and the flows of information that teachers should take into account in their professional activities are growing. Significant changes in the educational sector, in the first place, concern the use of Web technologies. The purpose of the article is to highlight the methodology and results of research and experimental work aimed at the verification of the effectiveness of forming the professional competence of future teachers with the use of Web technologies. In order to achieve the goal and check the tasks of the study, the selection, modification, development and testing of the theoretical and empirical complex (interviews, questionnaires and questioning of teachers and students, diagnostic methods) of research methods were carried out; qualitative and quantitative analysis of the results was carried out with the use of mathematical statistics methods. The empirical basis at the formative stage of the study included 315 students and 44 teachers of pedagogical institutes of Vinnytsia region. The research and experimental verification of the motivational-value-based, cognitive and design-technological components of the formation of professional competence confirmed that the introduction of the developed methods of forming the professional competence of trainee teachers by means of Web technologies had the greatest impact on the motivation for educational, cognitive and professional activities using Web technologies, development of professional, communicative motives, motives of prestige, awareness and development of the need for collaboration with the use of Web technologies. The result of applying the methods is the formation of the ability of teachers and students to identify the pedagogically appropriate means of Web technologies, analyze and evaluate existing ones, develop and apply them in future pedagogical activities.

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 Linguo-sociocultural competence in the structure of the professional training of foreign language teachers

2018 ◽  
Keyword(s):  
Cultural Studies ◽  
Cultural Competence ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers

The article is devoted to the analysis of the role and the place of linguo-sociocultural competence in university teaching of the language and preparation for professional work of foreign language teachers, in particular, Chinese teachers of the Russian language. The invariant and variable aims of education and the communicative needs of students-philologists – future teachers in the current branches of communication are formulated: professional, socio-cultural, business, socio-political and colloquial. The modern points of view on the structure of professional competence of future foreign language teachers, the place of linguistic and socio-cultural competence in its structure are analyzed. The result of mastering a foreign language by this contingent of students should be an integrative communicative competence, which is a complex of key competencies: linguistic, conversational, socio-cultural and professional. The role of mastering the aspects of the language system, productive and receptive types of speech activity in the process of forming the professional skills of students in communication and studying in the socio-cultural sphere is described. Cultural studies components of the educational process organization are emphasized. The training of linguistic and socio-cultural competence should be carried out within the framework of the culturological approach. The most developed in the methodology aspect of this approach is linguistic and cultural studies. The linguistic-cultural knowledge, abilities and skills of foreign languages future teachers are systematized. The analysis of the main data formation of linguistic and socio-cultural competence is carried out on the example of the organization of the teaching Russian to Chinese students. Methodical solutions for the formation of professionally oriented linguistic and socio-cultural competence based on its cognitive-active model are proposed.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS

2021 ◽  
pp. 76-82
Author(s):  
Ирина Геннадьевна Санникова
Keyword(s):  
General Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Pedagogical Practice ◽  
Pedagogical Workshop ◽  
Future Teachers ◽  
Educational Activities ◽  
State Pedagogical ◽  
Independent Work

Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственного педагогического университета, а также разработанный автором психолого-педагогический практикум. На основе данных анкетирования определены ресурсы развития содержания педагогического образования, в качестве одного из механизмов решения задачи актуальной профессиональной подготовки будущих педагогов предлагается психолого-педагогический практикум. На основе анализа научно-педагогической литературы и опыта подхода к реализации психолого-педагогического практикума избран формат практико-ориентированной организации курса, основанный на сочетании нескольких вариантов учебной деятельности (учебная деятельность по изучению теоретических сведений, учебное моделирование, проектирование и конструирование, учебное взаимодействие и самостоятельная работа в период педагогической практики), описана логика распределения учебного материала на вариативный и инвариантный модули. Психолого-педагогический практикум как элемент создания практико-ориентированной образовательной среды позволяет осуществить внутреннюю взаимосвязь между предметными, психолого-педагогическими и методическими курсами, способствуя формированию педагогически значимых качеств выпускника педагогического вуза. The article considers the set of requirements for a teacher of a general education school in the format of a teacher’s professionogram, and the resources of the educational practice of a pedagogical university aimed at forming the professional competence of a graduate. The purpose of the study is to summarize the experience and present a model vision of the author’s psychological and pedagogical workshop as a dispersed training course for the future teacher. The material of the study was: the results of the survey of students of the pedagogical university of the final courses and teachers of the basic schools of the Tomsk State Pedagogical University, as well as the psychological and pedagogical workshop developed by the author. On the basis of the presented survey data, the resources for the development of the content of pedagogical education are identified, and a psychological and pedagogical workshop is proposed as one of the mechanisms for solving the problem of actual professional training of future teachers. Based on the analysis of the scientific and pedagogical literature and the experience of the approach to the implementation of the psychological and pedagogical workshop, the format of the practice-oriented organization of the course is chosen, based on a combination of several variants of educational activities (educational activities for the study of theoretical information, educational modeling, design and construction, educational interaction and independent work during pedagogical practice), the logic of the distribution of educational material into variable and invariant modules is described. The psychological and pedagogical workshop as an element of creating a practice-oriented educational environment allows for the internal relationship between subject, psychological, pedagogical and methodological courses, contributing to the formation of pedagogically significant qualities of a graduate of a pedagogical university.

scholarly journals THE MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF ART AND AESTHETIC CYCLE OF PROFESSIONAL TRAINING

2021 ◽  
Vol 5 (43) ◽  
Author(s):  
Ja. Verovkina
Keyword(s):  
Secondary Education ◽  
Professional Training ◽  
Professional Competence ◽  
Future Teacher ◽  
Integral Model ◽  
Specialized Training ◽  
Structural Components ◽  
Future Teachers ◽  
The Future ◽  
The Aesthetic

  The article reveals the model of professional competence formation of the future teachers of art and the aesthetic cycle of specialized training in institutions of secondary education. The integral model forms a construct with interconnected blocks: target, conceptual, substantive, procedural, and effective. The structural components of the model are established: components, principles, approaches, organizational and pedagogical conditions, criteria, and levels formation of professional competence of future teachers of art aesthetic cycle of specialized training. The most effective forms, methods and means of formation of professional competence of the future teachers of art and the aesthetic cycle of profile education are identified. The content of the artistic and aesthetic cycle of educational profiling environment is clarified.Keywords: model, professional competence, future teacher, artistic and aesthetic cycle, specialized training.

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 Component Analysis of Future teachers’ Professional training

2013 ◽  
Vol 2 (2) ◽  
pp. 232-235
Author(s):  
tatyana Khutoryanskaya ◽  
Keyword(s):  
Interdisciplinary Research ◽  
Professional Training ◽  
Professional Competence ◽  
Component Analysis ◽  
Future Teachers ◽  
Component Structure ◽  
Professional Activities ◽  
Components Analysis ◽  
Selection Of

The author presents the results of component analysis of professional training for future teachers. We analyze the component structure of professional training for teachers based on interdisciplinary research that allows to identify target, motivational, informative, operational and resultative components. Analysis and systematization of the collected material show the relation between components of professional training and emphasize the main feature of professional training for future teachers, which is integrity. The author concludes that professional training is a personally- and socially- oriented process, which includes purpose definition, formation of motivation, selection of its content and organization of various types of professional activities, the result of which is a full professional competence of future teachers.

scholarly journals ORIENTATION OF THE CONTENT OF PEDAGOGICAL EDUCATION OF FUTURE TEACHERS OF PHYSICAL EDUCATION ON FORMATION OF SUSTAINABLE POSITIVE MOTIVATION ON CAPTURE KNOWLEDGES AND ABILITIES FROM ECOLOGICAL TOURISM

2020 ◽  
pp. 104-109
Author(s):  
Konokh A.P. ◽  
Makovetska N.V. ◽  
Konokh A.A.
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Professional Training ◽  
Professional Competence ◽  
Physical Education Teachers ◽  
Future Teachers ◽  
Sports Tourism ◽  
High Level ◽  
Ecological Tourism ◽  
Experimental Group

У статті проаналізовано сучасний стан формування фахової компетентності майбутніх викладачів фізичного виховання у сфері екологічного туризму, що підтвердив актуальність і доцільність вибраної проблеми дослідження, її недостатню теоретичну розробленість у педагогічній теорії та практиці. Це пов’язане з тим, що спеціалізація «Екологічний та спортивний туризм» відсутня у навчальних планах підготовки майбутніх викладачів фізичного виховання в закладах вищої освіти України. Доведено, що фахова підготовка майбутніх викладачів фізичного виховання, здатних на високому рівні використову-вати екологічний туризм у професійній діяльності, є однією з важливих умов підвищення інтересу дітей та молоді до занять фізичною культурою, туризмом і спортом, забезпечення необхідної рухової актив-ності, розвитку, збереження та зміцнення їхнього здоров’я. Фахова компетентність викладача фізично-го виховання у сфері екологічного туризмурозглядається як інтегративна характеристика особистості, що містить сукупність мотивів та інтересів, теоретичні знання, практичні вміння й навички, фахово важливі якості (фізичну підготовленість, креативність і емпатію, комунікативні та організаторські здіб-ності).Визначено, що з урахуванням значного попиту на фахівців цієї галузі фахова підготовка майбут-ніх викладачів фізичного виховання, компетентних у сфері екологічного туризму, має здійснюватися на факультетах фізичного виховання за спеціалізацією «Екологічний та спортивний туризм», адже саме ця спеціалізація враховує особливості цієї підготовки. Практичне значення одержаних результатів поля-гає у забезпеченні навчально-методичного супроводу формування фахової компетентності майбутніх викладачів фізичного виховання у сфері екологічного туризму, що охоплює: авторські навчально-ме-тодичні комплекси дисциплін спеціалізації «Екологічний та спортивний туризм» та їх електронний контент; навчально-методичний посібник та методичні рекомендації; програми наскрізної практичної підготовки; тестові завдання; програму роботи туристського студентського гуртка Запорізького націо-нального університету.Матеріали дослідження були використані в процесі модернізації професійної підготовки майбут-ніх викладачів фізичного виховання у сфері екологічного туризму, у теоретичних і експериментальних дослідженнях з теорії та методики професійної освіти, для вдосконалення освітнього процесу в закла-дах вищої освіти. The article analyzes the current state of formation of professional competence of future teachers of physical education in the field of eco-tourism confirmed the relevance and feasibility of the chosen research problem, its lack of theoretical development in pedagogical theory and practice. This is due to the fact that the specialization “Ecological and sports tourism” is absent in the curricula of future physical education teachers in higher education institutions of Ukraine. It is proved that professional training of future physical education teachers, able to use eco-tourism in professional activities at a high level, is one of the important conditions for increasing the interest of children and youth in physical culture, tourism and sports, providing necessary physical activity, development, preservation and strengthening their health. The following structural components of the formation of professional competence of future teachers of physical education in the field of ecological tourism have been identified and characterized: personal, cognitive, praxeological, reflexive.The practical significance of the obtained results is to provide educational and methodological support for the formation of professional competence of future teachers of physical education in ecological tourism, which covers: the author’s educational and methodological complexes of disciplines of specialization “Ecological and sports tourism” and their electronic content; training manual and guidelines; cross-cutting practical training programs; test tasks; program of work of the student tourist circle of Zaporizhzhia National University. The research materials were used in the process of modernization of professional training of future teachers of physical education in ecological tourism, in theoretical and experimental studies on the theory and methodology of vocational education, to improve the educational process in institutions of higher education. On the basis of secondary diagnostics of the level of professional competence of future teachers of physical education in ecological tourism, the results are obtained, which testify a significant positive dynamics according to all criteria. Analysis of the results has showed positive changes in the control group and the experimental group, but in the experimental group they have occurred more intensively. Thus, by the end of the experiment, the number of future teachers increased by 89% at the high level, by 2% at the sufficient level, and at the average and low levels their number decreased by 77% and 14%, respectively. The control groups also experienced positive changes, but at a high level they were not significant.Solving the objectives of the study made it possible to achieve its purpose – to substantiate scientifically the set of organizational and pedagogical conditions and conceptual model that ensure the effectiveness of the formation of professional competence of future teachers of physical education in eco-tourism.

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