scholarly journals Development of social and communicative competence of a future teacher in the process of professional training

2020 ◽  
Vol 87 ◽  
pp. 00082
Author(s):  
I.V. Zotova
Keyword(s):  
Experimental Work ◽  
Professional Training ◽  
Communicative Competence ◽  
Future Teacher ◽  
Interpersonal Interaction ◽  
Educational Organizations ◽  
Future Teachers ◽  
The Social ◽  
Definition Of

The article is devoted to the problem of developing social and communicative competence of future teachers in the process of their professional training. The definition of the concepts of “social and communicative competence”, “professional training of a teacher” is given. The development of the social and communicative competence of a future teacher in the process of his professional training, which is understood as an integral neoformation of a teacher’s personality, being characterized by a set of theoretical, linguistic and methodological knowledge on the development of social and communicative competence of future teachers in the process of his professional training, was considered. Pedagogical conditions for the development of social and communicative competence of future teachers in the process of their professional training were revealed. The results of the experimental work showed that if the pedagogical conditions are observed, future teachers in educational organizations have an increased desire to develop social and communicative competences and strive for achieving effective skills of interpersonal interaction and communication, as well as for knowledge of the methodological foundations and categories of pedagogy, patterns of development and formation of students’ personalities.

scholarly journals A model of forming polylingual speech culture and communicative competence as a condition for teachers’ training

2021 ◽  
Vol 14 (33) ◽  
pp. e15616
Author(s):  
Sandugash Kairkhanovna Moldabekova ◽  
Aigul Zhumageldinovna Sakhariyeva ◽  
Kulzhanat Nurymzhanovna Bulatbayeva ◽  
Dlimbetova Gaini Karekeevna ◽  
Zhukenova Alma Karisovna
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Communicative Competence ◽  
Educational Material ◽  
Educational Process ◽  
Future Teachers ◽  
The Future ◽  
Definition Of ◽  
Teachers Training

The article addresses the issue of development of Kazakh, Russian and English languages in Kazakhstan. For this purpose, the authors give a definition of the types of bilingualism and polylingualism. The paper focuses on the significance of modeling of the educational process, the use of effective methods and technologies, gradual formation of foreign language speech culture and communicative competence. The model of multilingual teachers’ training is presented as a combination of motivational-value, content and technological components. In accordance with this, experimental work was conducted in three Kazakh universities. The result of the experiment is a polylingual speech culture and communicative competence of the future teachers within the selected scope of educational material. Another achievement in the experiment is the professional readiness of undergraduates to develop an integrated educational process for the formation of foreign language communicative competence, an ability to apply the concepts of the learning in educational process and justify them in a discussion. In the course of the study, the authors came to a conclusion that future teachers should have an integrated competence: knowledge of a foreign language and linguodidactic skills to plan classes in a foreign language.

scholarly journals СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МИСТЕЦЬКИХ ДИСЦИПЛІН: СУЧАСНИЙ ФОРМАТ

2019 ◽  
pp. 32-38
Author(s):  
Лупак Н. М.
Keyword(s):  
Theoretical Analysis ◽  
Professional Training ◽  
Communicative Competence ◽  
Structural Elements ◽  
Future Teachers ◽  
Active Components ◽  
Training Teacher ◽  
Definition Of

The article deals with the essence of communicative competence of future teachers of artistic disciplines in the context of modernizing education and expanding the boundaries of art communication. The theoretical analysis of scientific sources on the problem of formation of communicative competence of future teachers, in particular, teachers of artistic disciplines has been carried out. The own definition of the notion «communicative competence» taking into account modern requirements for the professional training teacher of art has been proposed. The main tendencies for the structure of components of communicative competence as a system have been revealed. The own vision of the structure of communicative competence of future teachers of artistic disciplines, which is presented as a model, has been substantiated. The main structural elements have been demonstrated: criteria (axiological, cognitive, personal-active), components (valuable-motivational, informational-semantic, algorithmical-active, artistic-creative), indicators of formation of communicative competence.

scholarly journals ART TECHNOLOGY IN THE FORMATION OF DESIGN CULTURE OF FUTURE TEACHERS OF LABOR STUDIES

2018 ◽  
Vol 4 (23) ◽  
pp. 62
Author(s):  
Yu. Kulinka
Keyword(s):  
Art Therapy ◽  
Professional Training ◽  
Future Teacher ◽  
Future Teachers ◽  
Labor Studies ◽  
Design Culture ◽  
Labor Training ◽  
Definition Of ◽  
Art Pedagogy

This article presents the approaches to the understanding of the concept of «art-technology», describes the shape of the art technology for the formation of design culture of future teachers of labor studies; formulates author's definition of the art technology. The aim and the result of this study is to justify the methods of using art technologies in professional design training of future teachers of labor studies. The methods of art technique that can be used at the art lessons are proposed and tested in the process of professional design training of future teachers of labor studies.Key words: art therapy, art pedagogy, art technologies, professional training, future teacher of labor training, art lesson, art situations. 

ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK

2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  
Keyword(s):  
Professional Training ◽  
Large Scale ◽  
Educational Process ◽  
Educational Organizations ◽  
Spiritual Renewal ◽  
Future Teachers ◽  
Leading Role ◽  
Public Consciousness ◽  
The University ◽  
High Degree

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.

scholarly journals The model of development of a professional competence of future teachers on the basis of a personality-centered approach

2021 ◽  
Vol 113 ◽  
pp. 00012
Author(s):  
L.I. Abbasova
Keyword(s):  
Professional Competence ◽  
The Self ◽  
Future Teacher ◽  
Practical Training ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Self Development ◽  
Self Actualization ◽  
Inner World ◽  
Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

KAI KURIE ŠIUOLAIKINĖS ARCHITEKTŪROLOGIJOS ASPEKTAI

2009 ◽  
Vol 33 (Supplement) ◽  
pp. 270-278 ◽  
Author(s):  
Vladas Stauskas
Keyword(s):  
Professional Training ◽  
Research Trends ◽  
Contemporary Society ◽  
Art And Science ◽  
Architectural Practice ◽  
The Social ◽  
Definition Of ◽  
New Research

The paper presents and analyses in detail the content and significance of the new definition of architecture “as the art and science of designing the environment (space)” for contemporary architecturology and architectural practice. It discusses in greater detail the social and ecological tasks of architecture in contemporary society as well as the responsibility of the architect and new research trends in architecturology. The paper also focuses on the importance of regionality trend in the context of modern globalization and touches upon the questions of architects’ professional training specialization. Santrauka Straipsnyje plačiau pristatomas ir detalizuojamas naujojo architektūros apibrėžimo „Architektūra – tai menas ir mokslas formuoti aplinką (erdvę)“ – turinys ir reikšmė šiuolaikinei architektūrologijai ir architektūros praktikai. Detaliau aptariami socialiniai ir ekologiniai architektūros uždaviniai dabartinėje visuomenėje, architekto atsakomybė, naujos tyrimų kryptys architektūrologijoje. Atskirai aptarta regionalumo krypties svarba dabartinės globalizacijos fone. Paliesti architektų profesinio rengimo specializacijos klausimai.

scholarly journals Becoming Teachers’ Little Epics: What digital storytelling might reveal

2015 ◽  
Vol 49 (3) ◽  
pp. 641-660 ◽  
Author(s):  
Linda Radford ◽  
Avril Aitken
Keyword(s):  
Social Justice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Future Teacher ◽  
Future Teachers ◽  
The Social ◽  
The Future ◽  
The Face ◽  
Critical Moments

This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / research sheds light on the workings of the inner landscape of becoming teachers, and highlights the dynamic of education as a psychic crisis compounded by the demands of the social.

scholarly journals CONDITIONS OF FORMATION OF CREATIVE POTENTIAL OF THE FUTURE TEACHER OF TECHNOLOGICAL EDUCATION

2020 ◽  
Vol 1 (191) ◽  
pp. 41-43
Author(s):  
Snizhana Bohomaz-Nazarova ◽  
Keyword(s):  
Creative Process ◽  
Professional Training ◽  
Future Teacher ◽  
Professional Activity ◽  
Creative Activity ◽  
Technological Education ◽  
Future Teachers ◽  
Creative Potential ◽  
The Future ◽  
New Ideas

The article considers issues related to the concept of creativity, creative potential, creative abilities, creative process, recommendations for the development of creative potential of the future teacher of technology using methods, techniques and tools that generate new ideas for creativity. The analysis of methods of professional training of the modern specialist of educational branch is carried out. The necessity of using the competence approach which is aimed at training future teachers and consists in the acquisition and development of students during training a set of key, general and subject competencies that determine his successful professional activity. It is determined that in order to teach students creativity, the teacher must have a sufficient level of creative potential. Students majoring in "Technology", to a greater extent, have certain creative talents and abilities, motivation to learn new techniques and tools, and experience of creative activity, so the role of the teacher in practical classes to show new methods, techniques and means of creative activity, to expand the horizons of imagination and the limits of application of these methods in further professional activity, to prove to students the necessity and feasibility of developing their creative potential. In the educational field "Technology" (labor training) the use of the project method contributes to the formation of students' foundations of technological literacy, work culture, creative approach to solving tasks, learning different ways of processing materials and information. It is the use of non-standard methods of generating new ideas for creativity and activity at the first and especially the second stage (design) will give the greatest effect in the development of creative potential of future teachers of technological education. It is substantiated that the levels of creative preparation should not be used to assess the creative potential of students, but to take into account the teacher's opportunities for creative promotion of each student and a differentiated approach to using existing methods and techniques of involving students in the creative process.

scholarly journals TOLERANCE AS A VALUE OF A FUTURE HIGHER EDUCATION TEACHER

2021 ◽  
Vol 2 (14) ◽  
pp. 22-26
Author(s):  
Liudmyla Levytska ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Future Teacher ◽  
Future Teachers ◽  
Education Teacher ◽  
A Value ◽  
The Future

Approaches to the interpretation of the term "tolerance" are revealed. The preparation of the future teacher for the formation of tolerance as an important component of the system of his professional training is outlined. The organizational and pedagogical conditions of activity of the institution of higher education which provide preparation of future teachers for formation of tolerance in them are defined.

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