scholarly journals The factors of professional training of a primary school teacher in the context of the second graduate degree in Pedagogy

2021 ◽  
Vol 104 ◽  
pp. 02011
Author(s):  
Olena Pavlyk ◽  
Liudmyla Lysohor ◽  
Jarkko Lampiselka
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Basic Education ◽  
Life Experience ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Practical Training ◽  
Graduate Degree

The article highlights the problem of effective education of adults receiving the second graduate degree in Pedagogy. The importance of this problem is related to the specifics of the formation of the contingent of part-time students majoring in 013 Primary education, which is heterogeneous in age, basic education, and professional activity. The study used the method of questionnaires, interviews, observation of the educational process, methods of quantitative mathematical analysis of data processing. The normative-legal base in the context of the research is analyzed; the comparative analysis of the system of teacher training in a number of European countries is carried out. It was found that in the process of professional training of primary school teachers in the second graduate degree should take into account the following factors: age of students, their needs, social status, the availability of main education, and work due to the specialty. This determines the selection of methods and techniques of teaching, technologies that provide quality practical training, taking into account their professional and life experience, intrinsic motivation and a strong desire for self-realization. The study identified the most important principles of andragogy, which should be based on professional training of students receiving second graduate degree in pedagogic, specifically: priorities of self-study, organization of group work, use of professional experience as a source of new knowledge, relevance of knowledge and experience, self-motivation. This made it possible to identify the priority forms of organization of the educational process, to provide a practical component of the formation of subject and methodological competencies of the modern primary school teacher.

scholarly journals The Peculiarities of Preparation of Masters for Teaching of the Pedagogical Disciplines in the Institutions of Higher Pedagogical Education

2020 ◽  
Vol 12 (4) ◽  
pp. 103-117
Author(s):  
Oktaviia Fizeshi ◽  
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
School Teacher ◽  
Educational Process ◽  
Active Listening ◽  
Primary School Teacher ◽  
History Of

The prerequisite for ensuring the professional training of masters in the specialty "The Primary Education" in Ukraine is the formation of their professional competence to teach in the higher education institutions. After all, in addition to qualifying as a primary school teacher, they are also qualified as the teacher of pedagogy. Accordingly, the preparation of the modern primary school teacher requires the organization of the educational process in higher education on a scientific humanistic basis which provides purposeful systematic provision of psychological and pedagogical training of scientific and pedagogical staff for the higher education institutions of different levels of accreditation for their interaction with students. This article summarizes the author's experience of studying the teaching methods of the disciplines "Fundamentals of Pedagogy", "Didactics", "Theory and Methods of Education", "Socio-pedagogical Fundamentals of Educational Management" and "History of Pedagogy". In particular, theoretical and aspects of students' methodical activity are revealed: active listening, participation in dialogue and discussion during lectures, observation of pedagogical classes from different sections (basics of pedagogy, didactics, theory of education, history of pedagogy), development of the text of lectures on separate topics, micro-teaching and analysis of pedagogical situations, their modeling, execution of creative tasks, production of visual material. Preparation of the masters for teaching of pedagogical disciplines in the institutions of higher pedagogical education facilitates their mastery of the basic concepts and categories of pedagogy, historical aspects of the formation of pedagogy as a science, current trends in education; the content of pedagogical disciplines in the institutions of higher pedagogical education; features of the education process, its regularities and principles, the methods and organizational forms, etc. Also, in the process of studying the methodology of teaching pedagogical disciplines, the masters have the ability to prepare curricula for disciplines; to plan and conduct various types of training (lectures, seminars and practical classes); to control and diagnose students' educational achievements; to organize various types of cognitive work with students, etc.

scholarly journals PECULIARITIES OF THE CONTENT OF PRIMARY SCHOOL TEACHER PROFESSIONAL TRAINING TO WORKING IN MULTILINGUAL ENVIRONMENT IN UKRAINE AND FLANDERS (BELGIUM)

2019 ◽  
pp. 241-258
Author(s):  
Tetiana Holovatenko
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Foreign Languages ◽  
Primary School Teacher ◽  
Teaching Methodology ◽  
Practical Training ◽  
Competency Based ◽  
Interdisciplinary Integration

The article provides a comparative analysis of future primary school teacher training programs to working in a multilingual environment on the example of Artesis Plantijn Hogeschool Antwerpen and Borys Grinchenko Kyiv University. General tendencies in teacher training at the level of content and methodological support are highlighted and systematized. They are the duration of general pedagogical training, competency-based training, interactive learning, individualization of the professional trajectory of the future teacher, interdisciplinary integration at the level of the educational program, the study of foreign languages and teaching methodology. A significant importance before the enrollment to a Hogeschool in Flanders is given to a placement test enabling various types of further individualization of the professional training. In Ukraine individualization is applied after the institutional screening test. As evidenced by a curriculum analysis in both Flanders and Ukraine, study time of general pedagogical subjects is the same. A competency-based approach goes through the entire curriculum up to practical training which occupies a major place in the teacher training process. Teacher training to working in a multilingual environment takes place while learning foreign languages, teaching methodology, and studying socio-cultural modules/subjects. This approach is ensured through interdisciplinary integration within the curriculum. For instance, in Flanders students are offered a multilingual subject program, built as a language maintenance program type A (according to J. Cenoz) in both Dutch and French. In Ukraine students are offered an integrated course of English and teaching methodology. According to the results of our research, multilingual content of teacher training is more developed in Flanders. Therefore, further research of primary school teacher training to working in the multilingual environment in Wallonia and Brussels is needed

scholarly journals INTERCONNECTION BETWEEN THEORY AND PRACTICE BASED ON THE INTRODUCTION OF NEW EDUCATIONAL TECHNOLOGIES AS A PEDAGOGICAL CONDITION OF PROFESSIONAL TRAINING FUTURE PRIMARY SCHOOL TEACHER

2021 ◽  
pp. 141-146
Author(s):  
V. MELASH ◽  
Y. SHEVCHENKO ◽  
A. VARENYCHENKO
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Technologies ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Ecological Culture

The analysis of training a future primary school teacher for the formation of environmental culture of primary school children revealed certain drawbacks: in the professional training of students of higher educational establishments, namely to theory and methods of ecological education studying is paid little attention; among the forms of organization of the educational process are dominated traditional ones (lectures and practical classes) of a reproductive nature; the potential of ecology as an integrated science has not been used; the resource of psychological and pedagogical subjects for environmental training of primary school teachers is not fully involved. All this creates a significant gap between the achievements of science and practice of environmental education in the direction of preparing future primary school teachers for the formation of environmental culture of primary school children. The article is devoted to the search for effective pedagogical conditions for training future primary school teachers for the formation of ecological culture of pupils. The literature on this problem is analyzed, which allows us to conclude that the opinions of scientists are marked by a contradiction about what conditions should be created to ensure the greatest efficiency of the educational process. In general, they determine the pedagogical conditions depending on the direction of their research, in particular: environmental training of future teachers; environmental training of future primary school teachers; formation of the teacher's readiness to intensify the educational process in primary school; development of ecological culture (pupils, future teachers); formation of pupils' caring attitude to nature, a sense of responsibility of pupils. We attach the following meaning to the essence of the concept «pedagogical conditions of preparation of the future primary school teacher for formation of ecological culture of pupils»: it is purposeful and objective possibilities of educational process and the factors and circumstances providing the corresponding process in unity of traditional and innovative approaches. The following pedagogical condition is defined: the organization of the educational process by means of interrelation of theoretical and practical training on the basis of introduction of new educational technologies.

scholarly journals RESEARCH ACTIVITY IN THE DEVELOPMENT OF CREATIVE POTENTIAL OF THE MODERN SPECIALIST IN THE CONDITIONS OF SOCIALIZATION

2020 ◽  
Vol 1(13) ◽  
pp. 118-123
Author(s):  
Hanna Tovkanets ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Research Work ◽  
Educational Process ◽  
University Education ◽  
Primary School Teacher ◽  
Creative Potential ◽  
Research Activity ◽  
To Receive

The article substantiates the student's science and research activity as a condition for developing the creative competence of the future primary school teacher. The scientific novelty of the article is to identify the peculiarities of students’ research work organization in the conditions of university education. The creative potential is defined as a set of personality traits, expressed in the abilities, knowledge, skills, mental characteristics of the teacher, readiness for creative pedagogical activity, to change, rejection of stereotypes in pedagogical activity, finding original solutions to complex pedagogical problems in a situation of uncertainty etc. The experience of organizing research activity of students of specialty 013 «Primary education» of educational degree «Bachelor» at Mukachevo State University has been presented. The peculiarities of the organization of the scientific-methodological seminar "Professional training of the teacher in the conditions of European integration processes", aimed at identifying, promoting innovative pedagogical methods, work of the scientific student circle "Perspectives of educational and pedagogical science" have been characterized. It has been emphasized that the competences in the field of research activity allow students to see and analyze problems, make assumptions about their solution; be able to receive and select information according to the purpose or need, use it to achieve the goal and own development; be able to make assumptions about the possible causes and effects of the phenomena of the material and idealistic world, to formulate and justify hypotheses; to set goals, to analyze situations, to receive and practically realize the finished product, to carry out reflection and self-assessment; conduct individual and collective activity. It has been suggested to introduce into the educational process of preparation of future primary school teachers a selective course, which would contribute to the teaching of modern strategies of actualizing the creative potential of the personality of teachers and students of primary school age. It has been concluded that the student's Серія Економіка. Випуск 1(13) 123 research activity in the conditions of university education contributes to the formation of a future primary school teacher interest in research, search for alternative means and ways of solving the problem, prognostic thinking, activation of intellectual potential for the production of new ideas. Key words: research activity, organization of student activity, university education, future primary school teacher

Developing Information Competence of Primary School Teachers

2015 ◽  
Vol 3 (6) ◽  
pp. 42-45
Author(s):  
������� ◽  
T. Khilenko
Keyword(s):  
Primary School ◽  
Vocational Education ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Process Conditions ◽  
Primary School Teacher ◽  
Advanced Training ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.

scholarly journals FORMATION OF MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE PRIMARY SCHOOL TEACHERS BY BYOD TECHNOLOGY

2020 ◽  
pp. 137-146
Author(s):  
Volodymyr Markiv ◽  
Iryna Onishchenko
Keyword(s):  
Higher Education ◽  
Primary School ◽  
School Teacher ◽  
Effective Means ◽  
Educational Process ◽  
Innovative Technology ◽  
Professional Activity ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers

The article analyzes the features of the formation of motivation for professional activity in future primary school teachers by means of BYOD’s technology. The authors revealed the essence of the concepts «motivation», «motivation to professional activity», «BYOD’s technology». Motivation to professional activity was characterized as a set of motivating factors that determine the activity of an individual, system of motives, needs, interests, aspirations, incentives, guidelines, value orientations, aimed at conscious choice of profession and long-term responsibilities which are associated with this profession. The authors substantiate the necessity of introduction of BYOD’s technology in the educational process of higher education institutions, which will promote the formation of motivation for professional activity in future primary-school teachers. The methodological basis of the study is a systematic approach to the studing of the provisions of pedagogical science regarding the application of BYOD. BYOD’s technology is seen as an innovative technology that allows using personal mobile devices (smartphones, tablets, netbooks, e-book, iPhone, iPad, etc.) as learning tools. The functional possibilities and peculiarities of the introduction of BYOD’s technology in the educational process of higher learning institutions are clarified as an effective means of forming motivation for professional activity in future primary-school teachers. It is determined that the introduction of BYOD’s technology in the educational process of higher education allows to intensify the training of future primary-school teachers; differentiate and individualize the learning process; streamline forms of information; use teaching time effectively; integrate students' knowledge of fundamental, psychological, pedagogical and methodological disciplines; get quick feedback. It is proved that the use of BYOD’s technology creates favorable conditions for the formation of students' motivation for professional activity, successful mastery of the profession of a primary-school teacher.

scholarly journals PSYCHOLOGICAL-PEDAGOGICAL CONDITIONS FOR FORMING PROFESSIONAL COMPETENCIES OF A FUTURE PRIMARY SCHOOL TEACHER WITH AN ADDITIONAL SPECIALIZATION IN "INFORMATICS"

2020 ◽  
Vol 67 (3) ◽  
pp. 105-113
Author(s):  
A.A. Kdyrbayeva ◽  
◽  
A.B. Akpaeva ◽  
A.S. Stambekova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
Future Teachers ◽  
Media Technologies ◽  
Literary Sources ◽  
Technological Competencies ◽  
The University

The aim of the article is to describe psychological and pedagogical conditions for forming a system of information technology competences in the process of professional training of a future primary school teacher with additional specialization "Informatics". The basis of the article was formed by practical materials of the authors accumulated in the course of their long-term pedagogical activity in the university, as well as by the analysis of literary sources devoted to the theoretical basis of mathematics and informatics of primary school. The problem of this article concerns the activity of the university teachers on formation of professional competences of future teachers of primary classes with additional specialization "Informatics". In particular, the article provides a justification of the necessity of training future teachers aimed at mastering special skills of application (use) of media technologies in the educational process of primary school. The results of the study can be used in compiling educational programs, methodological recommendations and guidelines for designing the process of forming information and technological competencies of primary school teachers.

scholarly journals SOFT SKILLS FORMATION IN FUTURE TEACHERS IN THE PROCESS OF TEACHING THE COURSE “COACHING TECHNOLOGIES IN EDUCATION”

2021 ◽  
pp. 59-68
Author(s):  
Lyudmila Zelenska
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Soft Skills ◽  
School Teacher ◽  
Leadership Competencies ◽  
Educational Process ◽  
Primary School Teacher ◽  
Management Skills ◽  
Future Teachers ◽  
Subject Specialization

the article reveals the meaning of the concept of soft skills, their role and significance for professional development and career growth. Based on the analysis of the Professional Standard for the professions “Primary school teacher”, “General secondary school teacher”, “Primary school teacher” (with a diploma of junior specialist) (identified a list of flexible skills that must have a modern teacher. Emphasis is placed on the importance of developing soft skills in applicants for higher pedagogical education at the stage of their professional training. Based on the study of educational programs for higher education at the bachelor’s level in specialties 013 Primary education, 014 Secondary education (by subject specialization) the ways of their formation in the educational process are determined. The curriculum of the elective discipline of the general cycle of training “Coaching technologies in education” has been developed and tested as an additional resource for the formation of future teachers’ communication skills, leadership competencies, self-management skills, intellectual skills.

scholarly journals PROFESSIONAL SUBJECTIVITY AS A FACTOR IN THE FORMATION OF MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 14-22
Author(s):  
Iryna Onyshchenko
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Teacher Motivation ◽  
School Teacher ◽  
Professional Activity ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Personal Qualities

The article provides a theoretical analysis of the scientific achievements of Ukrainian and foreign scientists on the essence of professional subjectivity and its role in the formation of motivation for professional activity in future primary school teachers. The purpose of the study is to reveal the essence of professional subjectivity as a factor in the formation of motivation for professional activity in future primary school teachers. The characteristics of the influence of professional subjectivity on motivation for professional activity are highlighted. The methodological basis of the study is a subjective approach to the formation of motivation for professional activity in future primary school teachers as subjects of cognitive and educational-professional activities in higher education institutions.The meaning of the concepts “subjectivity”, “professional subjectivity”, “professional subjectivity of an elementary school teacher”, “motivation for professional activity” are revealed. The professional subjectivity of a primary school teacher is interpreted as an integrative quality of personality, that is manifested in a conscious and active attitude to oneself, junior schoolchildren and professional activity. It allows teachers to transform one’s abilities into professionally meaningful personal qualities and carry out successful self-realization and self-fulfillment in various spheres of professional activity. The psychological and pedagogical principles of the formation of professional subjectivity of future primary school teachers are analyzed. The relationship between the motivation for professional activity of students and the level of their professional subjectivity is revealed. It was found that the level of development of professional subjectivity depends on the formation of motivation for professional activity, the success of mastering the profession of a primary school teacher and the productivity of the pedagogical activity. Keywords: subject; subjectivity; professional subjectivity; professional subjectivity of the primary school teacher; motivation; motivation for professional activity; professional activity; professional training.

scholarly journals CONTENT AND STRUCTURE OF FUTURE PRIMARY SCHOOL TEACHERS’ EMOTIONAL COMPETENCE

2021 ◽  
pp. 165-175
Author(s):  
Ірина Сухопара
Keyword(s):  
Primary School ◽  
Emotional State ◽  
Emotional Competence ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Structural Components ◽  
School Teachers ◽  
Primary School Teachers

Determining the content and structural components of the future primary school teachers' emotional competence will help organize the process of future teachers' training for successful professional activity, personal self-realization. The purpose of our article is to study theoretical substantiation content and structural components of future primary school teachers' emotional competence. Methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, the study of experience on the researched question were used to solve this problem, which allowed forming their own view on the content and structure of future teacher's emotional competence. Primary school teachers' emotional competence is understood as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage pupils own emotions and emotional state, which shapes the ability to successfully organize the educational process on an emotional basis, empathy principles, to realize themselves in professional activity. The concept contains two components: personal, which includes the ability to understand, express, identify, stimulate their emotions and feelings, manage them and interpersonal – the ability to perceive, understand the emotional state of pupils, their parents, colleagues, to understand the motives of their behaviour, effectively communicate with them, interact, solve problems, influence emotions and feelings to achieve educational goals. The emotional competence structure of a future primary school teacher is represented by such interrelated components as cognitive, value, activity.

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