Organization of Exploratory Activity of Pre-School Teachers in the Process of Professional Development

2017 ◽  
Vol 5 (4) ◽  
pp. 32-37
Author(s):  
Л. Никитина ◽  
L. Nikitina
Keyword(s):  
Professional Development ◽  
Preschool Children ◽  
First Graders ◽  
Exploratory Activity ◽  
Advanced Training ◽  
Creative Potential ◽  
School Teachers ◽  
Organization Of Work ◽  
Educational Activities ◽  
Training Courses

The article describes the features of organization of work with students of advanced training courses in order to form their readiness to open and use in their practical pedagogical activities various ways of preparing preschool children for school. Particular attention is paid to the involvement of teachers in the preparatory classes in exploratory activities, which allows them to most effectively formulate the preconditions for educational activities among future first-graders, include them in new types of cooperation, preserve and multiply the creative potential of children.

scholarly journals PROFESSIONAL DEVELOPMENT OF THE TEACHER DURING CONSTANT ADVANCED TRAINING

2021 ◽  
pp. 158-166
Author(s):  
Людмила Александровна Обухова ◽  
Ольга Анатольевна Попова ◽  
Наталья Евгеньевна Орлихина
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teaching Staff ◽  
Advanced Training ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Current State ◽  
Positive Effect

Исследовано современное состояние повышения квалификации педагогических работников на научно-теоретическом и научно-методическом уровнях. Цель исследования - выявить факторы, положительно влияющие на развитие их профессиональных компетенций. Исследованы основные функции учреждений повышения квалификации, квазипрофессиональные ситуации, способствующие профессиональному развитию учителя, и самообразовательная деятельность учителя в межкурсовой период. Представлена динамика развития профессиональных компетенций слушателей курсов учителей начальных классов и воспитателей дошкольных образовательных организаций. The article focuses on the analysis of the current state of the advanced training among teaching staff on the theoretical and methodical levels. The purpose of the research is to identify the factors, which have a positive effect on the development of teacher’s professional competences. In this article are studied core functions of the retraining institutions, paraprofessional situations, which encourage the professional development of the teacher, and teacher’s self-educational activities during intercourse period. There is represented dynamic of development of the listener’s professional competences during courses of the primary school teachers and teachers of pre-school institutions.

Realization of the “Design of the Meta-subject Сomponent of Primary General Education” Module in the Program of Professional Development of Elementary School Teachers

10.12737/7332 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 22-27
Author(s):  
Храмцова ◽  
Natalya Khramtsova
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
General Education ◽  
Elementary School Teachers ◽  
Federal State ◽  
Advanced Training ◽  
School Teachers ◽  
Educational Standard ◽  
Training Courses ◽  
State Educational

By designing a meta-subject component of the content of education thisarticle displays actual problems of developingcompetencies declared in the professional teacher’s standard by elementary school teachers. The paper describes implementation of the meta-subject component module design through the use of various forms of advanced training courses as one of the effective ways of training elementary school teachers for solving tasks to fulfil the requirements of the Federal state educational standard of the primary general education (FSES PGE ) regarding achievement of meta-subject academic results of junior school children.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

scholarly journals THE CONTENT OF PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE CREATIVE POTENTIAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN POSTGRADUATE EDUCATION

2016 ◽  
pp. 163-172
Author(s):  
Yelena Krivolap
Keyword(s):  
Primary School ◽  
Postgraduate Education ◽  
Primary School Students ◽  
Creative Potential ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Potential Development ◽  
Training Courses ◽  
Teachers Training

One of the problems of primary school teachers’ training in postgraduate education is to prove the guidelines vector of teaching activities on the development of creative abilities of every child. From the early school years it is necessary to enhance the student’s tendency to creative performance with new creative and intellectual abilities and effective methodologies. The realia of the new millennium requires the activation of personality’s creative potential, creative activity of primary school students, creating psychological and pedagogical conditions for their professional self-expression and creative fulfillment.The aim of the article is to analyze the content of primary school teachers’ training on the development of primary school students’ creative potential in postgraduate education.The content of primary school teachers’ training for the creative potential development of primary school students during training courses in postgraduate teachers’ education complies with such features as: concentric (allows to establish a connection between the known and the unknown, to develop, enhance, organize teachers’ ideas on the types and methods of the development of primary school students’ creative abilities); transfer from simple to complex in teaching of adults, from the known to the unknown or little known (makes it possible to gradually expand, enrich the content of each topic); the relationship of learning content during training courses with practical activities in primary school (includes visiting methodologist teachers’ lessons at schools); providing students with positive motivation during learning to fix the interest in the development of primary pupils’ creative activity in the classroom; interdependence of methods and techniques of training (for their efficient optimal combination in different learning situations).Thus, the content of primary school teachers’ training to the development of primary school students’ creative potential in postgraduate education combines didactic, andragogical and psychological foundations of teachers’ education as a particular category of working adults. In the long term we shall search pedagogical conditions of training.

scholarly journals IMPROVING COMPETENCE OF PEDAGOGICAL STAFF AS AN INDICATOR OF THE IMPLEMENTATION OF THE NEW UKRAINIAN SCHOOL REFORM

2021 ◽  
pp. 88-102
Author(s):  
Oksana Denysiuk ◽  
◽  
Nataliia Tytarenko ◽  
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
School Reform ◽  
Service Providers ◽  
Educational Process ◽  
Advanced Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Definition Of

The concept of reforming general secondary education «New Ukrainian School» defines a number of components that focus on the activities of a contemporary teacher, namely: a motivated teacher who has freedom for creativity and professional development. This component draws attention to the need for the teachers to constantly improve their professional level. This involves improving the competencies acquired during professional higher / pre-higher education and obtaining new competencies, required due to the development of society and modernization of education. Thus, society currently expects teachers to understand the four components of the educational process: what to teach; whom to teach; how to teach and how those who are taught learn. Society’s expectations become reality through the changes caused by the reform of the general secondary education, namely in relation to postgraduate pedagogical education of teachers. The article considers the definition of «postgraduate pedagogical education» and the transformation of approaches to its implementation in regulations, for example, the Procedure for in-service training states that the teacher can choose at their discretion the types and areas of in-service training and service providers for advanced training. To investigate how the teachers use the opportunities provided by the state to improve their professional level, the SSI «Institute of Educational Analytics» has been monitoring the process of implementing the reform of the New Ukrainian School for three years in a row. The group of questions in the questionnaires for teachers participating in the framework of the NUS reform concerned their professional development. The survey was conducted in May-June 2021 among a representative sample of teachers, involving 2217 respondents. The obtained statistics gave grounds to say that primary school teachers use the opportunities provided to them to improve their professional level, which indirectly indicates their desire to successfully implement the reform of the New Ukrainian School.

scholarly journals USING THE EXPERIENCE OF TRAINING THE BRITISH TEACHERS OF HIGH SCHOOL IN UKRAINE

2020 ◽  
Vol 1 (190) ◽  
pp. 141-146
Author(s):  
Oksana Starostina ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Professional Activity ◽  
Advanced Training ◽  
Corporate Education ◽  
Economic Changes ◽  
Active Involvement ◽  
Special Programs ◽  
Training Courses ◽  
The University

The article considers the recommendations for the domestic system of advanced training of scientific and pedagogical staff of higher educational institutions on the basis of the British experience. It is noted that it is appropriate for the domestic system of professional development of scientific and pedagogical staff to use the ideas of corporate education and network approach, which will allow teachers to better adapt to new requirements due to socio-economic changes, timely update and improve their professional knowledge. There is also a need for systematic monitoring of the problems and needs of teachers in order to respond quickly and develop current and modern programs and training courses. It is stated that to improve the efficiency of coordination of work on professional development of scientific and pedagogical staff it is necessary to organize such activities in different departments of the university, which will build an effective individual route of professional growth of teacher from assistant to professor at different levels and in different areas. It is concluded that in order to ensure that the content of the programs meets the needs of students of advanced training courses, it is necessary to significantly improve the feedback between teachers who improve their skills and course developers, including through the Internet and other modern technologies. It is also noted that in order to organize the process of professional development, relevant to each teacher, it is necessary to develop special programs that would take into account the interests and needs of each such teacher. In turn, to optimize the methods and forms of professional development of university teachers it is necessary to use an orderly system of interaction between the moderator and students of the course, the use of e-interactive learning in combination with traditional methods in accordance with the program of advanced training. The active involvement of teachers of domestic universities in the process of professional development will also be facilitated by constructive changes in determining their workload and in the material stimulation of professional activity.

scholarly journals Professional Standard as a Basis for Competency Development in Teachers: The Experience

2016 ◽  
Vol 8 (2) ◽  
pp. 40-55
Author(s):  
L.V. Mozgaryov ◽  
T.V. Dubovitskaya
Keyword(s):  
Professional Development ◽  
Advanced Training ◽  
Professional Standard ◽  
Competency Development ◽  
School Teachers ◽  
Knowledge And Skills ◽  
Teaching Function ◽  
Teachers Professional Development ◽  
The Relationship

Thepaperanalysesthe ‘Teaching’ function defined in the professional standard for preschool and school teachers. This analysis aims to identify basic directions in teachers’ professional development in the process of advanced training or self-education. The authors review the relationship between the teacher’s work actions, knowledge and skills necessary for efficient teaching. As they are only defined in general in the professional standard, the authors suggest how they can be decomposed into elements underlying the directions of the teacher’s professional development, helping to meet the requirements of the professional standard.

scholarly journals Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education: A Qualitative Study

2021 ◽  
Vol 44 (1) ◽  
pp. 202-231
Author(s):  
Stephanie Truelove ◽  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary School ◽  
Physical Education ◽  
Elementary School Teachers ◽  
Technology Use ◽  
Self Efficacy ◽  
Advanced Training ◽  
School Teachers ◽  
Training Professional

Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices. Keywords: physical education, elementary school, generalist, specialist, physical activity

scholarly journals IMPLEMENTATION OF REMOTE EDUCATIONAL INTERACTION IN POSTGRADUATE PEDAGOGICAL EDUCATION

2020 ◽  
pp. 169-180
Author(s):  
Larissa Familyarskaya
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Academic Staff ◽  
Educational Communication ◽  
Teaching Staff ◽  
Practical Training ◽  
Advanced Training ◽  
Digital Competence ◽  
Development Organization ◽  
Training Courses

Updating the ways of interaction between the subjects of educational space, changing the formats of professional activity of a specialist requires a search for improvement of educational practices aimed at developing the digital competence of academic staff in postgraduate pedagogical education. The main challenges in distance educational interaction implementation at advanced training courses in an institution of postgraduate pedagogical education under the conditions of quarantine restrictions are investigated in the article. The approaches offered in the article implement educational communication using the possibilities of digital technologies in postgraduate pedagogical education. The advantages and limitations of distant interaction in the process of teaching adults are highlighted. The means of remote interaction organization in the process of professional development of teachers are systematized. The peculiarities of modern educational environment design in the institution of postgraduate pedagogical education are highlighted, which allows to create and implement a set of educational strategies aimed at implementing remote educational interaction. The definitions of the notions «distance learning», «online learning» are considered and the models of teachers professional development organization on the platform of distance learning of Communal institution «Zhytomyr Regional Institute of Postgraduate Pedagogical Education» of Zhytomyr Regional Council are characterized. The results of the research survey of teaching staff and teachers of advanced training prove that the use of learning environment, system of practical training courses requires adaptation of content, forms and means of teaching to the requirements of social demand, changes in the work of academic staff of postgraduate pedagogical education and improving the digital competence of subject teachers.

scholarly journals Innovative approaches to improving qualifications of the primary school teachers in the Great Britain

2019 ◽  
Vol 65 (2) ◽  
pp. 95-100
Author(s):  
Tetiana Zorochkina
Keyword(s):  
Educational Programs ◽  
Educational Institutions ◽  
Advanced Training ◽  
Teacher Qualifications ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Training Courses ◽  
Inspection Service

The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.

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