scholarly journals Creative self-realization of a future teacher-artist in the process of professional training at the university

2021 ◽  
Vol 113 ◽  
pp. 00100
Author(s):  
M.S. Mikhalchenko ◽  
I.N. Kovalenko ◽  
I.Yu. Kodenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Aesthetic Education ◽  
Future Teacher ◽  
Economic Conditions ◽  
Future Teachers ◽  
Conceptual Problems ◽  
Creative Self ◽  
The University

The article reveals the conceptual problems of creative self-realization of future teachers-artists. The authors note that the level of readiness of future professionals to work depends on the formation of creative pedagogical potential at the university, which consists of several components, such as motivational-axiological, cognitive and manipulative. The article justifies the need for specialists in the field of artistic and aesthetic education, who are able to work effectively in the new socio-economic conditions. It is possible to increase the effectiveness of the creative self-realization of future teachers-artists in the process of higher education by creating certain pedagogical conditions.

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.

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.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course Learning to work on a project into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education Surgut State University. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

scholarly journals PRINCIPLES OF FORMATION OF READYNESS FOR PROFESSIONAL-CREATIVE SELF-REALIZATION OF FUTURE TEACHERS OF FINE ARTS

2021 ◽  
pp. 23-28
Author(s):  
Li Qing
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Training ◽  
Fine Arts ◽  
Educational Process ◽  
Future Teachers ◽  
Basic Principles ◽  
Professional Orientation ◽  
The Individual ◽  
Creative Self

The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. In this context, the author highlights the basic principles that underlie this process: professional orientation, scientificity, optimization, emotional pedagogical process. The principle of professional orientation includes both the professional orientation of the individual to work and a specific profession and the professional orientation of general education and vocational training. The author provides not only professionally relevant material that is introduced into the content of education but also activities, which are aimed at mastering such mental operations, the analogues of which will be performed by students in teaching. According to the principle of scientificity, the content of higher education should correspond to scientific achievements in a particular field. Thus, future teachers of artists should receive only scientifically sound and reliable information, including facts, patterns, processes and phenomena, features of the formation and development of scientific discoveries. The principle of optimization presupposes high-quality implementation of the technology of formation of readiness for professional and creative self-realization of future teachers of fine arts, which leads to the achievement of the set goal. The main pedagogical actions to optimize the process of formation of the studied readiness of future teachers-artists are to specify the tasks; generalization; interdisciplinary coordination; selection of options based on their comparative assessment; differentiation and individualization of the educational process; humanization. The principle of emotionality of the pedagogical process will help to intensify the activities of both students and teachers, remove psychological barriers, stimulate cognitive processes, etc., which will significantly increase the efficiency of the process of formation of the studied education and will help future teachers of art to communicate effectively with students. Keywords: principles; readiness, professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts; institution of higher education.

THEORETICAL BASES OF FORMATION OF SPIRITUALITY OF THE FUTURE TEACHERS IN TRAINING AT THE UNIVERSITY

2020 ◽  
Vol 65 (4) ◽  
pp. 86-92
Author(s):  
E. Abdalova ◽  
◽  
N.M. Кakpanbayeva ◽  
A.S. Bisembaeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Cultural Identity ◽  
Professional Training ◽  
Spiritual Values ◽  
Future Teachers ◽  
Component Structure ◽  
Methodological Basis ◽  
The World ◽  
The Future ◽  
The University

The processes of globalization that have engulfed the whole world require the preservation of national traditions and cultural identity. Given that it is characterized by the spread of spiritual values, the relevance of the problem of forming the spirituality of future teachers in the process of professional training in higher education increases. Based on the analysis of research works on the formation of spirituality of future teachers at the University.The article reveals the indicators of preparedness and component structure, as well as the methodological basis of the problem under study. The authors comprehensively covered and analyzed the theoretical materials on the formation of spirituality of future teachers in the process of professional training at the University gave an independent mental statement. It is also emphasized that the development of the spiritual culture of the future teacher ensures a harmonious entry into the world of the professional image and its changes in the context of the noospheric path of civilization development.

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 Development of social activity of a student mastering the teaching profession

2021 ◽  
Vol 49 (1) ◽  
pp. 113-126
Author(s):  
Vladimir N. Mezinov ◽  
◽  
Marina A. Zakharova ◽  
Irina A. Karpacheva ◽  
◽  
...  
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Social Activity ◽  
Teaching Profession ◽  
Future Teacher ◽  
State University ◽  
Training And Education ◽  
Expert Assessments ◽  
The University ◽  
Charitable Activities

The problem of the development of social activity of the future teacher is actualized by the fact that for society, the creative activity of a teacher is the most important resource that ensures socially significant changes in society, and for the student himself, the manifestation of his social activity is the opportunity to manifest himself as a subject capable of navigating a complex socio-cultural space, in a political, scientific, sports, social, charitable activities. The assessment of the manifestations of students' social activity was carried out on the basis of a survey, expert assessments and observation. The sample consisted of 200 respondents: 48 males and 152 females aged 18 to 22, the 2nd year students in pedagogical programs at Yelets State University named after I.A. Bunin. It was revealed that all respondents note the importance and activity-based nature of social activity and consciously engage in various types of activities, while social and charitable (82%) and sports and health (64%) are priorities for them. Only 2% of respondents consider social activities useless and unpopular. The leading motives of students' participation in public life were determined: awareness of their pertinence (72%), satisfaction with the benefits brought (66%), additional opportunity for professional growth (55%), meeting interesting people (54%). Methodological recommendations for the development of social activity of students in the university are proposed, aimed at creating and implementing organizational and pedagogical conditions that determine the environment for the development of social activity of future teachers. The research is of practical value for specialists who develop content, technologies, management of professional training and education of a future teacher.

scholarly journals PLACE OF THE COURSE "MODERN EDUCATIONAL TECHNOLOGIES" IN THE SYSTEM OF PROFESSIONAL TRAINING OF DOCTORS OF PHILOSOPHY OF ECONOMIC PROFILE

2021 ◽  
Author(s):  
Galyna Yevseieva ◽  
◽  
Galyna Lysenko ◽  
Svitlana Volkova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Technologies ◽  
Practical Training ◽  
Future Teachers ◽  
National Agency ◽  
Pedagogical Training ◽  
Teaching Aids ◽  
Pedagogical Competence ◽  
Economic Profile

The article substantiates the importance of proper organization of professional and pedagogical training of candidates for the degree of Doctor of Philosophy (in particular, economic profile) as future scientific and pedagogical workers of high qualification; it is also determined the role and place of the course “Modern educational technologies” in the system of professional training of doctors of philosophy of economic profile. In order to understand the peculiarities of scientific and pedagogical activities in the educational program of PhD students it should be normatively provided educational components aimed at providing theoretical and practical training of future scientific and pedagogical workers (by the way, as required by the National Agency for Quality Assurance in Higher Education). Analysis of postgraduate curricula suggests that in most of the analyzed institutions, educational programs for doctors of philosophy contain educational components of both theoretical and practical orientation, which is also confirmed by the availability of educational and methodological literature aimed at organizing pedagogical training of future teachers. In general, an integral part of the training of future doctors of philosophy in higher education is the formation of their professional and pedagogical competence, as well as methodological culture, which involves the possession of methodological knowledge (theoretical, methodological, subject methodology, methodology of knowledge of the relevant field of science). Thus, the system of professional and pedagogical training of future teachers of economic disciplines should include the use of modern forms, methods and teaching aids, as well as the latest pedagogical technologies, differentiation and individualization of professional training of future doctors of philosophy, implementation of innovative programs into pedagogical training of potential teachers.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

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