Designing a Content Component of Methodical Training of Future Teachers in the Conditions of Implementation of the New Standards

2018 ◽  
Vol 6 (2) ◽  
pp. 32-38
Author(s):  
Ольга Тумашева ◽  
Ol'ga Tumasheva
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Basic Unit ◽  
Educational Standards ◽  
Future Teachers ◽  
Higher Education Institution ◽  
New Approaches ◽  
Younger Generation ◽  
Special Relevance

In the conditions of implementation of new educational standards special relevance was acquired by researches of problems of preparation of the pedagogical shots which are capable to realization of new approaches to training of younger generation. Methodical training of future teachers is a backbone component of pedagogical education. Despite essential interest of scientists in a problem of improvement of methodical training of future teachers in pedagogical higher education institution and the considerable results received so far it is possible to note that in substantial aspect the allocated problem still is completely not solved that causes relevance of this article. Author’s approach to projection of content of methodical preparation in the conditions of implementation of new educational standards is presented in article. The main projection stages of a substantial component of methodical preparation are described. Urgent types of methodical activity are allocated. As the basic unit of content of methodical preparation is considered professional training tasks is considered. The requirements to system of professional training tasks are formulated. The examples of professional training tasks are given.

scholarly journals MOTIVATION AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

2021 ◽  
Vol 6 (44) ◽  
Author(s):  
O. M. Sahach
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Education Institution ◽  
Continuous Professional Development ◽  
Future Teachers ◽  
Higher Education Institution ◽  
Professional Activities ◽  
Level Of Motivation ◽  
Training Professional

The work of a teacher requires constant enrichment of knowledge, development of skills; therefore, it is important to find out the level of motivation of a student for continuous professional development.The purpose of the article is to consider motivation as one of the fundamental factors of continuous professional development of future teachers in the process of studying in a higher education institution. The purpose determines the following tasks: to study the motives for choosing the profession of a teacher and the level of development of motivation for continuous professional advancement in the process of professional training.The methodological basis of the article is philosophical, psychological, pedagogical theories and ideas that reveal the conceptual approaches to the studied issues.The student's professional motivation is the basis of the professional training they receive in a higher education institution. The completion of educational tasks is the basis through which the needs and interests that motivate the student to study future professional activities are met.Key words: motivation, professional training, professional development, continuous professional development, students of the Faculty of Physical Education.

Diagnostic Methods of Development of Design Competence of Future Teacher in the Period of Teaching Internship

2018 ◽  
Vol 6 (3) ◽  
pp. 28-33
Author(s):  
Сергей Латынцев ◽  
Sergey Latyncev ◽  
Надежда Прокопьева ◽  
Nadezhda Prokopeva
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Institution ◽  
Diagnostic Methods ◽  
Future Teacher ◽  
Diagnostic Tools ◽  
Future Teachers ◽  
Higher Education Institution

The article is devoted to questions of development of a technique of diagnostics of development of design competence of future teacher in the course of his training in a pedagogical internship. The need of development of design competence of future teachers, proceeding from requirements of an education system is proved. The concept about a pedagogical internship as in a special way to the organized form of education in pedagogical higher education institution allowing students to plunge on professional Wednesday that contribute to the development of their professional competences, including design is given. The structure of design competence of the teacher is considered, levels of her development are allocated, their short characteristic is given. The appraisal and diagnostic tools developed by authors directed to diagnostics of the level of development of design competence of students when passing a pedagogical internship are given. Examples of tasks during which performance the design competence develops are also off ered and there is assessment of level of her development.

scholarly journals Teaching of bachelors of pedagogical education to the implementation of design and research activities in the conditions of digitalization of the school

2021 ◽  
Vol 18 (2) ◽  
pp. 115-127
Author(s):  
Sergei D. Karakozov ◽  
Natalia I. Ryzhova ◽  
Natalia Y. Koroleva ◽  
Elena V. Filimonova
Keyword(s):  
Higher Education ◽  
Science Teacher ◽  
Professional Training ◽  
Education Institution ◽  
Practical Experience ◽  
Federal State ◽  
Future Teachers ◽  
Education Standards ◽  
Research Activities ◽  
State Education

Problem and goal. In the context of digitalization of school education and update of requirements of Federal State Education Standards to implementation of project and research activities of school children the relevance of development of professional training of bachelors of pedagogical education in higher education institutions is substantiated. Methodology. As a summary and systematization of the accumulated practical experience of project-based teaching as well as its scientific and methodological analysis, training of bachelors of pedagogical education for project and research activities based on cross-subject interaction is described. Results. The examples for training of future teachers in project and research activities by use of cross-subject interaction in higher education institution are provided. Conclusion. The need to develop bachelors of pedagogical education - future teachers - in fundamental, technological skills to solve subject and cross-subject tasks using means of digitalization and digital educational resources in the context of professional interaction between subject teachers and computer science teacher is proved.

scholarly journals МОНІТОРИНГ ПРОЦЕСУ ФОРМУВАННЯ ПРАВОВОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ ТА ПРАВОЗНАВСТВА У ФАХОВІЙ ПІДГОТОВЦІ

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 19-27
Author(s):  
Коваль Д. С.
Keyword(s):  
Higher Education ◽  
Educational Program ◽  
Professional Training ◽  
Education Institution ◽  
Legal Culture ◽  
Education History ◽  
Future Teachers ◽  
Internal Factors ◽  
Legal Information ◽  
Legal Competence

The article monitors the process of forming the legal culture of future teachers of history and jurisprudence in professional training, which included analysis of the subjects taught in the educational program in the specialty Secondary Education (History). Jurisprudence, analysis of external and internal factors that influence the process of formation of legal culture. The causes of low formation of legal culture of future teachers of history and jurisprudence are established: low requirements for the process of its formation, legal units within the disciplines of professional training offered to study, presented in the standards of pedagogical specialties autonomously from the legal courses, lack of discretion plan, insufficient legal competence of teachers, which, due to the peculiarities of the content of the discipline, it is necessary to teach the norms of Ukrainian law, professional training of future teachers of history and jurisprudence does not correspond to the level of legal culture, which should be demonstrated by a specialist after graduation from higher education institution. The criteria for selecting the content and volume of legal information needed for future history and law teachers are highlighted.

scholarly journals Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution

2020 ◽  
Vol 8 (11D) ◽  
pp. 173-178
Author(s):  
Sofiia O. Dovbnia ◽  
Nataliia I. Melnyk ◽  
Raisa A. Shulyhina ◽  
Nataliia V. Andrushchenko ◽  
Yuliia M. Kosenko
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Future Teachers ◽  
Creative Potential ◽  
Higher Education Institution

scholarly journals SKILLS OF THE 21st CENTURY IN THE CONTEXT OF QUALITY ASSURANCE OF TEACHER PROFESSIONAL TRAINING

2020 ◽  
pp. 28-33
Author(s):  
L. Kuzemko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Professional Training ◽  
Cognitive Activity ◽  
Scientific Research ◽  
Education Institution ◽  
Basic Medium ◽  
Higher Education Institution ◽  
Digital Skills

The article deals with the problem of quality of professional training. It emphasizes the importance of the 21st century skills developmentamongfuture teachers to ensure quality pedagogicaltraining. The results of theoretical study of normative documents in the field of higher education in Ukraine and foreign works on the formation of general and professional competencies of primary school teachers and educators of preschool education are disclosed. As a result of scientific research, the skills that provide competence training for students of pedagogical specialties in a higher education institution have been identified, in particular: critical thinking, digital skills and cooperation skills. The problem of training teachers of preschool and primary institutions, the content of the current professional standards, the European reference system on key competencies for lifelong learning are studied. The results of the questionnaire survey of 1st-4th year students of specialties and teachers-practitioners are summarized in order to determine the necessary skills and abilities for a modern teacher. The results of diagnostics of the formation of digital skills, interaction skills and critical thinking in first-year students of the Pedagogical Institute of Borys Grinchenko Kyiv University are presented. According to the selected criteria of personal and professional self-development of the teacher (value-motivational, cognitive, activity), the levels (basic, medium and high) and indicators of formation are determined. The levels of their formation are defined: basic (digital skills — 28 people, critical thinking — 52 people, skills cooperation — 23 people); medium (digital skills — 29 people, critical thinking — 24 people, cooperation skills — 34 people); high (digital skills — 21 people, critical thinking — 2 people, cooperation skills — 21 people). The results of studying the qualifications of future teachers of primary and preschool institutions of the 21st century are generalized and the need for purposeful and systematic work on their formation is substantiated. Scientific research examines practical experience in the development and implementation of content-methodological support for the formation of skills of students of pedagogical specialties in a higher education institution.

scholarly journals Communicative Competence in Training Future Language and Literature Teachers

2020 ◽  
Vol 9 (29) ◽  
pp. 530-541
Author(s):  
Ihor Halian ◽  
Olena Halian ◽  
Liudmyla Gusak ◽  
Halyna Bokshan ◽  
Ihor Popovych
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Professional Training ◽  
Communicative Competence ◽  
Personality Development ◽  
Education Institution ◽  
Higher Education Institution ◽  
Language And Literature ◽  
Fear Of Rejection ◽  
Affiliation Motivation

The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence. The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance.

scholarly journals ADAPTATION OF STUDENTS TO RESEARCH AND PROFESSIONAL ACTIVITIES BASED ON THE USE OF THE UNIVERSITY HACKATHON ECOSYSTEM

Management ◽  
2022 ◽  
Vol 34 (2) ◽  
pp. 62-76
Author(s):  
Iryna Goncharenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Social Institutions ◽  
Education Institution ◽  
Scientific Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Design Assessment ◽  
Research Activities ◽  
The University

BACKGROUND AND OBJECTIVES. For student youth the process of entering the profession and harmonization of interactions with professional environment and future professional activity is the key moment of life activity. This process, according to the majority of modern researchers, is a certain complexity and contradiction both for students and for higher education institution, as well as social institutions and organizations acting as social customers.METHODS. The study of the process of adaptation of student youth to research and professional activity was carried out on the basis of the Kyiv National University of Technologies and Design. Assessment of students' expectations regarding studies, the level of students' awareness of the future professional and scientific activity was carried out with the help of the University Hackathon Ecosystem toolkit. Processing of the obtained results of the survey was carried out on the basis of the "Methodology of research of students' adaptability to dual education in higher education". The methodology includes two scales: adaptability to professional activity and adaptability to research activity.FINDINGS. The following directions of training are distinguished: professional, social and research, as well as stages of adaptation to professional training: learning identification, learning-professional activation, professional-value reflection. Integration of these directions allows us to organize activities that ensure formation of necessary professionally important qualities (competences) in students (graduates), agreed with potential employers and demanded by the corresponding profession. The conducted experiment on the basis of Hackathon-ecosystem of the university was carried out taking into account the directions of training and their corresponding adaptation criteria: professional direction – activity-result and motivation-value criteria; humanitarian – communication-professional criterion; research – personal-creative criterion.CONCLUSION. Students' adaptation to future professional and research activities can be defined as one of the most urgent social problems at the pre-production stage. This is due to the fact that the student spends one of the main periods of his life in a higher education institution, since it is at this time he is formed as a professional and as a person, masters the necessary competencies in order to achieve a certain professional and research level. At this stage the professional intentions of the individual and the requirements of the profession come into alignment, i.e. there is an adaptation to professional and research activities.

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