The Results of an Empirical Study of High School Lecturers’ Concept of Semiotic Competence

2020 ◽  
Vol 8 (2) ◽  
pp. 8-22
Author(s):  
V. Danyushenkov ◽  
O. Korshunova ◽  
E. Shkalikov
Keyword(s):  
Empirical Data ◽  
Information Society ◽  
Training System ◽  
Future Teachers ◽  
Data Array ◽  
Main Research ◽  
University Teachers ◽  
The University ◽  
Teachers Training ◽  
Comparative Content

The semiotic transprofessional competence of a modern person becomes more popular in the coherent arsenal of cognitive and communicative competencies of a digital society representative. Semiotic means “sign”, therefore, the information society suggests a new format for the subject, who knows how to understand, create, transfer, change signs and sign systems that carry information. To prepare a successful representative of the community, a teacher with appropriate abilities is needed. The teacher, fi rst of all, is formed in the process of vocational training at the university, therefore, the university teacher is obliged to possess the corresponding knowledge, skills and competencies. This article aims at identifying of the university teacher’s representations about semiotic competence. The objectives are: a) to determine the diff erence between semiotic competence and informational competency, with which the former is often identifi ed; b) justifi cation of the semiotic competence phenomenon importance for the education system and for the 21st century’s teachers training system; c) the development of measuring tools to identify the representations of the university educator, who works with future teachers, about semiotic competence; d) interpretation of the results of empirical research in the designated problem fi eld of educational semiotics.The main research methods are: comparative content analysis of scientifi c literature on the problem of the informational and semiotic competencies interaction; Google questionnaire; scaling; qualitative methods for processing an empirical data array. The novelty of the article material lies in the theoretical justifi cation and presentation of the approach to determining the relationship of semiotic and informational competencies; clarifi cation of the concept of «semiotic dominant» on three diff erent grounds for students — future teachers — in accordance with their training fi eld; interpretation of processing an empirical data array results and capturing specifi c facts of the current state in the representations of university teachers, working with students in “Pedagogical Education” fi eld, about semiotic competence (in a sense, revealing the willingness of teachers to respond to the challenges of the information society). The results of the article are: justifi cation for the inclusion of information competence in the semiotic one; development of measurement procedures to identify the representations of university teachers, who works with future teachers, about semiotic competence in the form of a questionnaire of 27 questions; obtaining and capturing specifi c facts about the state of information and semiotic skills of higher school teachers.

Development of university teachers’ readiness to forming polylingual competences of the future teacher

2020 ◽  
Vol 45 (4) ◽  
pp. 178-186
Author(s):  
A. Zhorabekov ◽  
◽  
Zh. Abilkhairova ◽  
Keyword(s):  
Professional Competence ◽  
Future Teacher ◽  
Integrated Learning ◽  
Future Teachers ◽  
University Teachers ◽  
Education Organization ◽  
Learning Development ◽  
Globalization Of Education ◽  
The University ◽  
Teachers Training

In the current conditions of globalization of education in the process of training future teachers in the university, one of the most effective approaches is polylingual education. To implement this approach, it is necessary to determine the competence range of the university teacher in the aspect of polylingual education; formation of interest and motivation of university teachers to content-language integrated learning; determination of the principles of constructing the content of teaching a university teacher in the aspect of polylingual education; organization of a special workshop for university teachers “Formation of professional competence of future teachers based on a polylingual approach”. The aim of this special workshop is to increase the level of teachers’ training in the field of competence and polylingual approaches. The course of lectures and seminars is designed for 36 class hours and it is determined by the following objectives: formation of knowledge and skills in the use of models, technologies and methods of content-language integrated learning; development of teachers’ interest and creativity; formation of readiness for the use of technologies and techniques of content-language integrated learning; development of the ability to plan and organize the process of formation of professional competence of future teacher based on a polylingual approach; development of skills to diagnose, analyze and evaluate the effectiveness of the formation of professional competence of future teacher based on the polylingual approach.

scholarly journals origins of the teacher’s worldview, culture and ethics formation in northern Russia

2020 ◽  
Vol 6 ◽  
pp. 112-118
Author(s):  
Alla Dmitrievna Nikolaeva ◽  
Aya Petrovna Bugaeva ◽  
Sofia Nikolaevna Shadrina ◽  
Venera Petrovna Marfusalova
Keyword(s):  
Human Capital ◽  
Teacher Training ◽  
Training System ◽  
Moral Experience ◽  
Future Teachers ◽  
University Teachers ◽  
Northern Russia

The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.

scholarly journals The origins of the teacher’s worldview culture and ethics formation in northern Russia

2020 ◽  
Vol 6 (Especial) ◽  
pp. 112-118
Author(s):  
Alla Dmitrievna Nikolaeva ◽  
Aya Petrovna Bugaeva ◽  
Sofia Nikolaevna Shadrina ◽  
Venera Petrovna Marfusalova
Keyword(s):  
Human Capital ◽  
Teacher Training ◽  
Training System ◽  
Moral Experience ◽  
Future Teachers ◽  
University Teachers ◽  
Northern Russia

The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.      

METHODOLOGY OF DEVELOPING CRITICAL THINKING OF FUTURE TEACHERS

2021 ◽  
Vol 71 (3) ◽  
pp. 132-143
Author(s):  
M.Zh. Sultanbek ◽  
◽  
G.T. Sadvakas ◽  
А.Т. Аkzholova ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Initial Level ◽  
Future Teachers ◽  
Reading And Writing ◽  
University Teachers ◽  
Elective Course ◽  
Points Of View ◽  
The Individual ◽  
High Level ◽  
The University

The article describes the methodology of the development of critical thinking of the individual in the conditions of the university. The essence, the hierarchy of the categories "criticism", "critical thinking" are analyzed from the philosophical, psychological and pedagogical points of view. The levels of development of critical thinking of future teachers (initial level, intermediate level, high level) are characterized. The content of the methodology for the development of critical thinking of future teachers is offered on the model of the elective course program "Fundamentals of critical thinking" for students of 2-3 courses of higher education institutions. The content of the elective course, which we offer in the article, covers several topics. These are: "the content of normative legal acts related to the development of critical thinking of future teachers"; the philosophical Genesis of the concept of "critical thinking"; psychological and pedagogical features of the development of critical thinking; the main categories of the concept of critical thinking ("criticism", "thinking", etc.); the concept of D.D. Kluster's The methodological significance of the development of critical thinking of the individual; the principles of the development of critical thinking through reading and writing; critical thinking – a means of forming a methodological base; identification of critical thinking, special diagnostics". The methodology proposed in the article is intended for students and university teachers, including 15 hours of lectures, 30 hours of practical classes.

scholarly journals Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers

2015 ◽  
Vol 5 (2) ◽  
pp. 35-55
Author(s):  
Klara Skubic Ermenc ◽  
Nataša Živković Vujisić ◽  
Vera Spasenović
Keyword(s):  
Bologna Process ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Main Research ◽  
University Teachers ◽  
Previous Decade ◽  
Pedagogical Theory ◽  
The University ◽  
The Bologna Process ◽  
The Relationship

Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagoguesat the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based  approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization. 

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.

ЖОГОРКУ ОКУУ ЖАЙЛАРЫ КЕЛЕЧЕКТЕГИ МУГАЛИМДЕРДИН КЕСИПТИК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУ

2020 ◽  
pp. 144-146
Author(s):  
Назира Кенжекулова
Keyword(s):  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Competencies ◽  
Future Teachers ◽  
University Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

Аннотация: Макалада жогорку окуу жайлары келечектеги мугалимдердин кесиптик компетенттүүлүгү заманбап көз караш менен каралганы жана кесиптик милдеттерин ийгиликтүү чечүү жөндөмдүүлүгүнүн калыптандырууга болгон педагогдордун кесиптик компетенттүүлүгүнө өбөлгө болуучу шарттар каралат. Алардын негизгилери болуп, окуу жайлардын билим берүү тартибинде жаңыча окутуу технологияларын колдонуу, аларды окутуунун иш- аракетинде кесиптик компоненттүүлүктүн компоненттерин өздөштүрүүсү болуп саналат. Келечектеги мугалимдин кесиптик компетентүүлүк системасынын мазмунун жана багытын ачып, кесиптик компетенттүүлүктүн калыптанышынын натыйжалуулугуна керек болгон жаӊы билим берүү технологияларынын зарылчылыгы каралган. Макаланын актуалдуулугу жогорку окуу жайларындагы келечектеги мугалимдердин кесиптик компетенттүүлүгүн калыптандыруу көйгөйлөрүнө кызыгуу жогорулаганына байланыштуу, “компетентүүлүк” жана “кесиптик компетентүүлүк” сөздөрүнө жалпы түшүнүк берилет. Түйүндүү сөздөр: компетентүүлүк, кесиптик компетентүүлүк, келечектеги мугалимдер, кесипкөйлүк ,өзүнүн билимин жогорулатуу ,өзүн-өзү өнүктүрүү. Аннотация: В статье рассматривается современный взгляд на профессиональную компетентность будущих педагогов в вузе, а так же, условия, способствующие становлению профессиональной компетентности педагогов, способных успешно решать профессиональные задачи. Основными из них, на наш взгляд, являются: использование в образовательном процессе вуза педагогических технологий, моделирующих будущую профессиональную деятельность; овладение компонентами профессиональной компетентности в ходе педагогической практики. Актуальность статьи связана с усилением интереса к проблемам формирования профессиональной компетентности будущих педагогов в вузе. Раскрываются содержание и направления системы профессиональных компетенций будущего педагога, обосновывают необходимость новых педагогических технологий, способствующих эффективному формированию профессиональных компетенций будущего педагога. В статье дано понятие о «компетентности» и «профессиональной компетентности». Ключевые слова: компетентность, профессиональная компетентность, будущие педагоги, профессионализм, самообразование, саморазвитие. Аnnotation: The article discusses the modern view on the professional competence of future university teachers. The content and directions of the system of professional competencies of the future teacher are revealed, they justify the need for new pedagogical technologies that contribute to the effective formation of the professional competencies of the future teacher. The main ones, in our opinion, are: the use in the educational process of the university of pedagogical technologies that model future professional activities; mastering the components of professional competence in the course of teaching practice. The relevance of the article is associated with increased interest in the problems of the formation of professional competence of future teachers at the university. The content and directions of the system of professional competencies of the future teacher are revealed, the need for new pedagogical technologies conducive to the effective formation of professional competencies of the future teacher is substantiated. The article gives the concept of “competence” and “professional competence”. Keywords : competence, professional competence, future teachers, professionalism, self-education, self-development.

scholarly journals PREPARATION OF FUTURE TEACHERS TO THE IMPLEMENTATION OF NEW PEDAGOGICAL APPROACHES IN THE CONDITIONS OF THE RENEWED CONTENTS OF SCHOOL EDUCATION

2019 ◽  
Vol 16 (32) ◽  
pp. 455-470
Author(s):  
Aizat K. UMIRBEKOVA ◽  
Ryskeldi N. TOKSONBAEV ◽  
Roza Sh. ABITAYEVA ◽  
Kulbarshin S. AKHMETKARIMOVA
Keyword(s):  
General Education ◽  
Conceptual Model ◽  
School Education ◽  
Practical Significance ◽  
Future Teachers ◽  
University Teachers ◽  
Professional Activities ◽  
The University ◽  
School Period ◽  
Pedagogical Approaches

The relevance of the research issue is caused by the transition to the 12-year educational period at school and insufficient elaboration of the theoretical and scientific-methodical support of the preparation of future teachers to the implementation of new pedagogical approaches in the conditions of renewed standards of general education. So, the objective of the paper is to develop the structure-conceptual model for preparation of future teachers to the implementation of new pedagogical approaches in the conditions of renewed contents of the general secondary education in the aspect of the system-activity approach providing an opportunity to consider the ways the future teachers may independently design their cognitive capacities by their own actions in the process of practice. The leading research method is modeling that allows designing the process of preparation of future teachers to the implementation of new pedagogical approaches in the 12-year school period based on analysis, synthesis, surveys, observations, experiment, processing of the results with the methods of mathematical statistics. The paper presents the structure-conceptual model for the preparation of future teachers to the implementation of new pedagogical approaches in the conditions of renewed contents of school education, reflecting the stages, contents, targets, tasks and expected results of the experiment, as well as the value-based motivation, contents and process components, criteria and possible levels. The implementation of the model implies the professional testing of future teachers in the professional activities in the conditions of renewed standards of general education at school and is focused on testing of the scientific-methodical support and the support of their preparation process to the implementation of new pedagogical approaches. The materials of the paper imply the practical significance for the university teachers of the pedagogical specializations.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Sign in / Sign up

Export Citation Format

Share Document