The Use of the Active Methods of Education and Personal Experience for the Mastering of Special Competencies for High School Teacher

2015 ◽  
Vol 3 (5) ◽  
pp. 22-26
Author(s):  
������ ◽  
Galina Meychik ◽  
����� ◽  
A. Karma
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
Personal Experience ◽  
Vocational Training ◽  
Training Programs ◽  
School Teacher ◽  
High School Teacher ◽  
Educational Programs ◽  
Federal System ◽  
Pedagogical Competence

The article focuses on the problems associated with the design of additional professional educational programs in the context of the competency approach. These programs are designed for implementation in the system of additional professional education (APE) of teachers. Results of the analysis of the scientifi c literature on the issue of implementation of the competence-based approach are described in the article. Authors consider, that the professional pedagogical competence can be represented in the unity of its theoretical and practical component. The authors propose requirements for the design of additional professional educational programs implemented in the APE. Training programs in Moscow and the federal system of additional vocational training in �Teacher education� are analyzed in terms of their implementation in the context of competence approach. Recommendations for the design of additional professional educational programs from the perspective of competence-based approach are proposed for Moscow.

scholarly journals Pedagogical Competence of the High School Teacher

2020 ◽  
Vol 9 (8) ◽  
pp. 84 ◽  
Author(s):  
Anastasiya Viktorovna Fakhrutdinova ◽  
Mayya Rashidovna Ziganshina ◽  
Veronika Alexandrovna Mendelson ◽  
Lyubov Grigorevna Chumarova
Keyword(s):  
Higher Education ◽  
High School ◽  
Professional Competence ◽  
Training Programs ◽  
Higher Education Institutions ◽  
School Teacher ◽  
High School Teacher ◽  
Optimal System ◽  
Professional Competencies ◽  
Pedagogical Competence

The need conditions the relevance of the article for the formation of higher education teachers’ pedagogical competence as the optimal system and purposeful work in this direction has not yet been formed. The goal of the article lies in the analysis of the study of the theoretical aspects of higher education teachers’ pedagogical competence and identifying the main types of professional competence. The leading approach to the study of this problem for the authors was their understanding of the concept of "competence", the distinction between the concepts of “qualification” and “competence”, as well as an understanding of the essence of higher school teacher’s pedagogical competence. The article presents a scheme of competencies of a higher school teacher, a distinction between key, subject and professional competencies. Taking into account the results of this study, it is possible to identify several scientific problems and promising areas that require further consideration: in particular, the development of new training programs for teachers of higher education institutions.

High Possibility Classrooms

TPACK ◽  
2019 ◽  
pp. 518-547 ◽  
Author(s):  
Jane Louise Hunter
Keyword(s):  
High School ◽  
Teacher Education ◽  
Technology Integration ◽  
Experiential Learning ◽  
School Teacher ◽  
Exemplary Teachers ◽  
High School Teacher ◽  
Whole School ◽  
High Possibility

This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

The Use of the Active Methods of Education and Personal Experience for the Mastering of Special Competencies for High School Teacher

2015 ◽  
Vol 3 (5) ◽  
pp. 18-21
Author(s):  
�������� ◽  
Olga Machekhina
Keyword(s):  
High School ◽  
High School Teachers ◽  
Personal Experience ◽  
School Teacher ◽  
High School Teacher ◽  
Professional Activity ◽  
Professional Experience ◽  
School Teachers ◽  
Trained Teachers ◽  
Individual Professional

In the article the organization of occupations on the basis of use of the active methods of training, focused on the greatest possible actualization of individual professional experience of the trained teachers is considered as a resource of eff ective increase of professionalism of high school teachers. Professionalism of the high school teachers is seen in a prism of realization of universal and special professional competencies, possession with which is necessary for successful professional activity. Universal competences are typical for all teachers, who are carrying out professional activity at any step of education at high comprehensive school. Special competencies are defi ning specifi cs of professional activity of the teachers working at 9-11 classes of high school, who are carrying out the training, education and developing of the high school pupils. Productive subject - subject relations in the course of realization of each directions of professional activity of high school teachers are possible on the basis of use of the active methods of training approved during their own professional development.

scholarly journals The Analysis of Vocational Teacher Readiness at Culinary Education Program in Participating in Online Professional Teacher Education Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Siva Saramoya ◽  
Basyirun Basyirun ◽  
Murdani Murdani
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Computer Literacy ◽  
Professional Competence ◽  
Teacher Education Program ◽  
School Teacher ◽  
Vocational School ◽  
Personal Competence ◽  
Professional Teacher ◽  
Pedagogical Competence

This study aims to: (1) describe the readiness of vocational school teacher of culinary program in the implementation of online  - based Professional Teacher Education (PTE); (2) find factors driving and inhibiting the readiness of teachers in the implementation of online – based PTE. This quantitative descriptive study was conducted at SMK N 6 Semarang (Tourism Vocational School) and SMK N 1 Bawen (Agricultural Vocational School) involving 14 productive skill teachers of the Culinary Program. The data were obtained using questionnaires and analyzed descriptively using percentages. The results of the study were: 57% of teachers had very high readiness, 36% were high and only 7% had sufficient readiness. The factors supporting the readiness of productive teacher skill at culinary program during the implementation of online – based PTE are facilities and infrastructure (79%), Knowledge on the field of culinary program (86%), pedagogical competence (79%), personal competence (86%), social competence (86%) and professional competence (93%). Factors inhibiting the readiness of the online – based PPG is the computer literacy (57%) and networking access (64%). It was concluded that teachers have a high readiness in the implementation of online – based PTE. Factors supporting the readiness of the online PTE are infrastructure, the knowledge, pedagogical competence, personal competence, social and professional competence. The inhibiting factor is the ability to operate a computer and access the network.

scholarly journals Art/Design Content in Teacher Training Programs

2021 ◽  
Author(s):  
Eylem Tataroğlu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary School ◽  
Training Programs ◽  
School Teacher ◽  
Primary School Teacher ◽  
Historical Survey ◽  
Teacher Training Programs ◽  
Art Design

This is a historical survey model for teacher education on pre-schools. It focuses on art/design content who trained for being a primary school teacher.

scholarly journals Hubungan Kompetensi Pedagogik Dengan Kompetensi IPA Mahasiswa Pendidikan Guru Sekolah Dasar [Relationship of Pedagogical Competence and Science Competency of Elementary School Teacher Education]

2019 ◽  
Vol 8 (2) ◽  
pp. 149 ◽  
Author(s):  
Asrial Asrial ◽  
Syahrial Zakariyya ◽  
Dwi Agus Kurniawan ◽  
Retno Septiasari
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Standard Deviation ◽  
Research Method ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Education Students ◽  
Pedagogical Competence ◽  
Relationship Of ◽  
Teacher Education Students

This study has the purpose of (1) How is the pedagogic competence of students of elementary school teacher education; (2) How is the science competency of elementary school teacher education students; (3) Is there a relationship between pedagogic competence and science competence of elementary school teacher education students. The research method used in this study was a quantitative survey. Based on the results of the study, students' data obtained from elementary school teacher education for pedagogic competence and science competency fall into the unfavorable category with a pedagogic percentage of 67.9% and IPA of 63.52% and obtained data for the meaning of pedagogic efficiency (7.632), min 2.0), max (13.0) and standard deviation (2.2921) while for science competencies, the average (7.84), min (0), max (16) and standard deviation (2,773) and also between pedagogic competencies with natural science competencies produce 0,483 These figures reflect the variables of pedagogic competence with science competence because the value of r is below 0.5. Pedagogic competence with IPA competency obtained probability = 0,000 <0,005, so there is a significant existence. Instead of offering a pedagogic with IPA competencies mark '*'. Means together with pedagogic competencies with IPA competencies have a significant relationship.

scholarly journals Professional Education for Traditional Crafts in Kosovo

2016 ◽  
Vol 1 (3) ◽  
pp. 97
Author(s):  
Kastriot Haxhiu
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Regular Education ◽  
New Technologies ◽  
Training Programs ◽  
Lifelong Education ◽  
Professional Schools ◽  
Individual Education

Youth vocational education belongs to the general sphere of an individual education, having in mind that regular education is not a conclusion but an ongoing process. Knowledge is not limited to or has any limits whatsoever, but simply are one of the conditions to materialize lifelong education. Requirements to approach the European community dictate the need for the Kosovar society in general and its youth in particular must continue their education to meet the challenges and obstacles of life are changing rapidly. The use of new technologies is one of the most dramatic changes in professional education. Along with this new reality that is before us young people must inevitably continue to track participation in vocational education as one of the alternatives for easier access to employment and development their career. Qualified professions and crafts are those jobs or activities that produce products made by individuals or providing specialized technological services. Qualifications for these specialized professions and crafts are obtained through professional education based on concrete programs. To motivate young people to attend a vocational training as a prerequisite to reach easily to the labor market, the Kosovar state needs a reforming flexibility in curriculum reorientation of vocational training. Therefore, result oriented efficient training programs must be catalyst for young Kosovar today in continuing education in professional schools.

scholarly journals Activity Approach in Teacher Training: Formation and Implementation

2020 ◽  
Vol 25 (5) ◽  
pp. 109-119
Author(s):  
E.I. Isaev
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Professional Education ◽  
Large Scale ◽  
Educational Process ◽  
Professional Standard ◽  
State University ◽  
Pedagogical Competence ◽  
Scale Experiment ◽  
The One

The article analyzes changes in modern Russian education and related changes in pedagogical activity. Defining personal, metasubject and subject-based educational outcomes of students as the goals of education sets high requirements for the professionalism of the teacher, for his psychological and pedagogical competence. The professional standard for teachers, adopted in 2013, has captured new realities of pedagogical activity, providing definitions of the teaching, educational, and developmental functions of a teacher and a list of requirements for work actions and skills necessary for their implementations. The professional standard is defined as a target reference point for teacher education. The implementation of the professional standard requirements is possible with a serious restructuring of the system of teacher training practices. Traditional teacher education has always been characterized by a weak orientation to school, academism and verbalism, and the dominance of subject-based and methodological training at the expense of psychological and pedagogical, activity-based components of professional education. The article analyzes the cases of employing the activity approach in Russian teacher education, such as the one at the Krasnoyarsk state University and at the Tolstoy Tula State Pedagogical University. Also, the article describes a productive experience of implementing the activity approach in a large-scale experiment on the modernization of teacher training in 2014—2017 by the Moscow State University of Psychology and Education. It outlines the main components of the activity approach implementation in this experiment: orientation on the professional standard for teachers, modular structure of educational programs, practical orientation of the educational process.

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