scholarly journals Pedagogical modeling of training teachers for working with gifted children

2021 ◽  
Vol 117 ◽  
pp. 06007
Author(s):  
E.L. Fedotova ◽  
E.A. Nikitina ◽  
A.S. Seredkina ◽  
L.V. Garashchenko ◽  
A.V. Kazorina
Keyword(s):  
General Education ◽  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
Gifted Children ◽  
Future Teachers ◽  
Criteria And Indicators ◽  
The University ◽  
Additional Education ◽  
New Generation

The article deals with the issues of organizing the professional development of future teachers in basic general education and the system of additional education and the process of assisting gifted children and providing them with psychological and pedagogical support. The authors note that the quality of giftedness is most in-demand in modern society. At the same time, the question arises about the criteria and indicators of the formation of professional readiness to work with gifted children among student pedagogues. The analysis of publications on the training of future teachers makes it possible to discover that today there is a functioning system for identifying and supporting gifted children but not all specialists who ensure the implementation of the educational process in educational institutions are fully prepared to solve the assigned tasks that satisfy social and government needs. Therefore, the authors believe that one must carry out a set of measures that contribute to an efficient increase in the level of competence and professional skills of student pedagogues in the process of preparing future teachers for working with gifted children. The measures are based on a study of the experience of Russian and foreign specialists in the field of psychology and pedagogy that reflects the system of organizing education for young specialists at the university. The vector identified in the study in modeling the concept of professional training of students, and the certainty in the criteria and indicators that make up the readiness, the structural content of the development of readiness in future teachers, aimed at identifying and supporting gifted children. The authors identify broad prospects for the development of a new generation of professional training programs for student pedagogues, which are widely in demand in the context of the development of modern society.

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.

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 Axiological approach to the psychological and pedagogical training of future teachers of the new generation

2020 ◽  
Vol 55 ◽  
pp. 141-155
Author(s):  
Olena Kryvylova ◽  
Natalya Sosnickaya ◽  
Karina Oleksenko
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Value Orientations ◽  
Educational Process ◽  
Future Teachers ◽  
Moral Choice ◽  
Moral Principles ◽  
Pedagogical Training ◽  
Ability To Act ◽  
New Generation

The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants, with further adjustment regarding ethical positions in psychological and pedagogical activity; informing students of higher education about value orientations and identification of the most important ones in teaching the cycle of psychological and pedagogical disciplines; adaptation of higher education students to the system of professional value orientations through educational, practically-oriented, independent activity and interaction with teachers as carriers of moral principles and others. Thus, 45.83% of respondents found: having ethical knowledge about generally accepted norms and principles of pedagogical morality; mastering the basic requirements of pedagogical ethics; ability to act positively according to moral choice; the need to work independently to improve themselves and improve their moral qualities.

scholarly journals Formation of professional competence in future teachers of preschool and elementary general education

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 234-237
Author(s):  
Anastasia Zagorodnyuk ◽  
Alina Khromova
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Questionnaire Survey ◽  
Professional Competence ◽  
Modern Society ◽  
Modern World ◽  
Future Teachers ◽  
Training Professionals ◽  
Main Components ◽  
The University

The changes taking place in the modern world dictate to society new requirements for the training of specialists in the field of teacher education. Training professionals in their field is not an easy task. In order to ensure the professional competence of the future teacher meets the challenges of modern society, it is necessary to provide training at the stage of study at the university. The article discusses the formation of professional competence of future teachers of preschool and primary general education, describes the theoretical aspects of studying the essence of this problem. On the basis of the study, by means of a questionnaire survey, the main components of the successful formation of future professional competence in future teachers of preschool and primary general education are analyzed.

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 The role of the possibilities of the influence of traditional and modern art on the self-presentation of future teachers

2021 ◽  
Vol 16 (5) ◽  
pp. 2713-2725
Author(s):  
Zhanar Nebessayeva ◽  
Smanova Akmara ◽  
Bekbolatova Kuralay ◽  
Alzhanov Gadilbek ◽  
Jartybayeva Zhamila Dzhaybulovna ◽  
...  
Keyword(s):  
Contemporary Art ◽  
Professional Training ◽  
Modern Art ◽  
Educational Process ◽  
Future Teachers ◽  
Self Presentation ◽  
Traditional Art ◽  
The University ◽  
Complex Influence

Current research has considered the possibilities of the influence of traditional and contemporary art on self-presentation among future teachers at the stage of university professional training in the framework of the educational process and students' activities. The purpose of the article is to determine the effectiveness of the implementation of the complex influence of traditional and contemporary art in pedagogical conditions, as a way of organizing and managing the process of forming a culture of self-presentation among future teachers. The research collected data through a questionnaire and the sample consisted of 216 students. The collected data was analysed using statistical methods such as student t-tests and percentages. The main results are that the developed and implemented author's complex of possibilities for the influence of traditional and contemporary art in pedagogical conditions ensures its successful formation in future teachers at the stage of professional training at the university.   Keywords: contemporary art; professional training; self-presentation; traditional art.  

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.

DEVELOPMENT OF FUTURE TEACHERS’ SUBJECTIVITY IN THE CONTEXT OF PREPARATION FOR WORKING WITH GIFTED CHILDREN

2018 ◽  
Vol 2 ◽  
pp. 507-519
Author(s):  
Оlena Demchenko ◽  
Galina Kit ◽  
Oksana Holiuk ◽  
Nataliia Rodiuk
Keyword(s):  
Case Studies ◽  
Professional Growth ◽  
Educational Process ◽  
Gifted Children ◽  
Future Teachers ◽  
Special Training ◽  
Creative Teacher ◽  
The University ◽  
Modern Technologies

The authors emphasize the importance of special training of future specialists in the psychological and pedagogical profile to the development of children's giftedness. Attention is focused on the importance of the formation of subjectivity as an integrative characteristic of the student. It is proved that in order to increase the activity of future teachers of gifted children during their preparation, it is necessary to make corrections in the methodology of organizing the educational process of the university. The experience of using modern technologies and techniques (business pedagogical games, case studies, “inverted training”, a portfolio of creative teacher, creative projects, individual research tasks of exploratory nature), attracting students to participation in scientific clubs and problem groups and to perform creative scientific works is theoretically grounded and shown in the process of forming them as the subjects of professional growth.

scholarly journals FORMATION OF THE PEDAGOGICAL MASTERS OF THE TEACHER IN THE CONTEXT OF A PERSONALIZED ORIENTED APPROACH

2018 ◽  
pp. 209-214
Author(s):  
G. FEDYUK
Keyword(s):  
Professional Training ◽  
Research Work ◽  
Educational Process ◽  
Scientific Concept ◽  
Future Teachers ◽  
Educational Work ◽  
Pedagogical Skills ◽  
Key Competencies ◽  
The University ◽  
Teachers Training

The article deals with the features of learner-centered education at the university focused on the effective management of learning and educational process. This technology is based on varied forms of pedagogical influence, diagnosis and self-diagnosis of levels of students’ professional training and it involves forming and updating pedagogical skills of the students’ as active subjects of educational process and the following continuous self-development. Teacher training is now regarded as the process of becoming his personality, the development of general and vocational pedagogical culture and the formation of the foundations of pedagogical mastery. On the foundation of research of methodological and psychological and pedagogical bases of professional training of teachers, as well as theoretical and practical aspects of pedagogical education, the content and structure of the scientific concept "pedagogical mastery" are analyzed. Pedagogical mastery is a higher degree of pedagogical activity, which is manifested in the creativity of the teacher, the constant improvement of the art of teaching, upbringing and development of pupils.Tasks of universities in relation to the formation and development of pedagogical skills of future teachers and improvement of teachers-practitioners in the context of the tasks of the new Law of Ukraine "On Education" – to form professional qualities in them: scientific outlook, moral consciousness, aesthetic views; emotional-sensory, intellectual and volitional activity; psychophysiological readiness; pedagogical cycle, style and manner of behavior; possession of relevant psychological and pedagogical knowledge, the ability to organize educational work, educational activities, participate in research work, creative pedagogical search  for  the formation of key competencies of pupils; the ability to continuous self-improvement. The optimization of future teachers' training aimed at further research of scientifically grounded changes in the organizational structure of the management of the educational process, its forms and methods, which should be applied in the process of reforming higher education and teacher education system.

scholarly journals New pedagogical reality: challenges and answers

2021 ◽  
Vol 101 ◽  
pp. 03003
Author(s):  
Yuliya Drobotenko ◽  
Natalia Makarova ◽  
Nadezhda Chekaleva
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
Training Materials ◽  
Basic Functions ◽  
The University ◽  
The Impact

The relevance of the research is expressed in the study of the impact of changes in society on pedagogical reality and in determining the directions of its transformation. The purpose of the paper is to identify the professional challenges of the teaching profession and to substantiate the need to revise the basic functions of teaching activities. The research methods are: theoretical analysis of factors influencing the teaching profession; synthesis and interpretation of data on the characteristics of the activities of the subjects of the educational process, difficulties, and opportunities of pedagogical interaction. The result of the research is revealed in the substantiation of the provisions on advanced professional training of future teachers at the university, the formation of their pedagogical picture of the world. The conclusion about the need for future teachers to master the norms of the pedagogical ethos has been made, and the stages of this process have been provided. The scientific novelty of the research lies in the enrichment of the theory of pedagogy with knowledge about the value foundations and the content of pedagogical activity in a society of high modernity; new functions of pedagogical activity; features of the development of teaching practice. The practical significance is seen in the possibility of using the paper materials for further research; studying the processes of teaching, upbringing and development in new conditions; development of training materials for university students and students of advanced training courses.

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