Technologies of Educational Consulting Accompanied by Pedagogical Practice of University Students

2018 ◽  
pp. 17-22
Author(s):  
Н. Саханский ◽  
N. Sakhanskiy
Keyword(s):  
University Students ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Innovative Technologies ◽  
Consulting Services ◽  
Academic Group

The article deals with innovative technologies of educational consulting in support of preparation and conduct of teaching practice, the role of the teacher consultant academic group, consulting pedagogical practice of future teachers, the contradictions and benefi ts of innovative technologies in key consulting services, organizing and conducting practices, improving the quality of management of the pedagogical practice of the students, the functions of educators, pedagogical conditions of realization of activity of a curator of academic groups, aimed at improving the quality of management of teaching practice, there are concerns the interaction with the “network consultants” .

Summer Pedagogical Practice As a Part of Professional Training of Students

2019 ◽  
Vol 7 (1) ◽  
pp. 25-31
Author(s):  
Н. Павлова ◽  
N. Pavlova ◽  
М. Борисова ◽  
M. Borisova
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Future Teachers

The article deals with the organization of summer teaching practice, approaches to the training of counselors. It is said about the pedagogical potential of summer practice as a form of improving the quality of professional training of future teachers, improving the skills of pedagogical activity.

scholarly journals Game technologies as a tool of motivation and improvement the quality of university students’ training

2020 ◽  
Vol 87 ◽  
pp. 00108
Author(s):  
E.F. Mazanyuk ◽  
A.L. Tretyakov ◽  
L.R. Amichba
Keyword(s):  
University Students ◽  
Professional Education ◽  
Professional Training ◽  
Teaching Practice ◽  
The Crimea ◽  
Higher Professional Education ◽  
Pedagogical Approaches ◽  
Pedagogical Science

The article discusses and describes in detail the specifics of equipping the system of higher professional education with tools of modern pedagogical technologies – game technologies that have a significant impact on the quality of professional training of future specialists and their motivation to obtain general and special competencies. The most relevant game technologies are considered separately. and their effectiveness (or inefficiency) is confirmed by means of a survey of leading teachers of the Crimea who actively use game technologies in their teaching practice. In addition. a significant segment of the study is devoted to reviewing and comparing the experience of predecessors in this matter. The role of various pedagogical approaches in the system of higher professional education is identified and updated. and their separate elements. especially significant for research. are highlighted. The author compares the opinions of various scientists (both practitioners and theoretical researchers) who address the study of the system of modern pedagogical technologies in general and game technologies in particular. on the basis of which a comprehensive conclusion is made. which is reflected in the final part of the article. A special place in the structure of the study is occupied by the selected key method – a questionnaire based on data provided by more than 100 teachers of higher and secondary professional education. This method is one of the most effective and promising methods of scientific-analytical and reflexive research. which is especially important in the framework of pedagogical science.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

scholarly journals A System of Objectives for Teaching Discrete Mathematics to Future Mathematics and Informatics Teachers within an Integrative and Modular Approach to Education

2020 ◽  
pp. 84-99
Author(s):  
E. I. Deza ◽  
L. V. Kotova ◽  
D. L. Model
Keyword(s):  
Educational Process ◽  
Discrete Mathematics ◽  
Modern World ◽  
Practical Implementation ◽  
Modular Approach ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Science And Education ◽  
Level Model

The article deals with the theoretical foundations, methodological features and practical problems of teaching discrete mathematics to future teachers of mathematics and computer science in terms of integrative-modular approach to the organization of the educational process. In particular, the multilevel system of purposes of continuous teaching discrete mathematics according to the scheme “school — bachelor — master” is constructed. The role of discrete mathematics in the modern world, science and education is analyzed. The necessity of introduction to the basic questions of discrete content line of schoolchildren and students is justified. The place of discipline “Discrete Mathematics” in the system of modern domestic general and higher education is revealed. Methodical expediency of development and implementation in the pedagogical practice of continuous learning methods of discrete mathematics in the system “school — bachelor — master” on the basis of integrative-modular approach to the organization of the educational process is justified. Based on the basic provisions of the competence approach, guided by the principles of fundamentality, continuity, integrativeness, professional orientation and modularity, a multi-level model of subject competencies — a system of goals for teaching discrete mathematics to future teachers of mathematics and computer sciences has been developed. The issues of practical implementation of the developed method are considered.

scholarly journals Perception of Teaching Practice of Croatian Students of Educational Faculties/Percepcija nastavne prakse hrvatskih studenata nastavničkih fakulteta

2019 ◽  
Vol 21 ◽  
Author(s):  
Marina Đuranović ◽  
Irena Klasnić ◽  
Marjan Ninčević
Keyword(s):  
Qualitative Research ◽  
Teaching Practice ◽  
Phenomenological Approach ◽  
Male Students ◽  
Future Teachers ◽  
University Department ◽  
Research Students ◽  
The University ◽  
Purposive Sample

Abstract Qualitative research in the field of pedagogy has been gaining in importance over the last few decades and is increasingly being applied in order to gain a greater insight into the researched subject matter. In this paper, we used the phenomenological approach to establish how students, who will become teachers, perceive teaching practice. Students of pedagogical departments, who were interviewed, have participated in teaching practice and as such are a valuable source of information about the subject. The study involved 307 participants, 102 male students and 205 female students. The participants were students the University of Zagreb, attendees of five branches of the University: the Faculty of Teacher Education, the Academy of Music, the Faculty of Kinesiology, the Faculty of Science and the University Department of Croatian Studies. A purposive sample was used which included students of pedagogical departments. The paper presents the answers given to three open ended questions. The analysis was conducted so that the collected statements of the participants were identified and sorted into categories in order to classify the empirical material. The results suggest that teaching practice has a number of positive influences on the work of future teachers, as well as numerous disadvantages. Students, as future teachers, presented a number of concrete proposals to improve the quality of teaching practice. Students, as users of teaching practice, should be constantly questioned and changes should be made based on their statements in order to help them become competent teachers who educate capable, satisfied, creative and happy students. This work could be a contribution to the development of a new PracticeRulebook. Key words: phenomenological approach; qualitative research; students; teaching practice Sažetak Svrha ovog rada bila je dobiti uvid u to kako studenti nastavničkih fakulteta percipiraju nastavnu praksu. Kvalitativna istraživanja u području pedagogije zadnjih desetljeća dobivaju na važnosti te se sve čeće primjenjuju kako bi se dobio sadržajniji uvid u istraživanu problematiku. U radu smo primijenili fenomenoloki pristup želeći ustanoviti kako studenti, budući učitelji, percipiraju nastavnu praksu. Studenti nastavničkih smjerova, koje smo intervjuirali, nazočili su nastavnoj praksi te kao takvi predstavljaju vrijedan izvor podataka o njoj. U ispitivanju je sudjelovalo 307 ispitanika, 102 studenta i 205 studentica. Ispitanici su bili studenti Sveučilita u Zagrebu, polaznici pet sastavnica Sveučilita: Učiteljski fakultet, Muzička akademija, Kinezioloki fakultet, Prirodoslovno-matematički fakultet i Hrvatski studiji. Uzorak je bio namjerni, njime smo obuhvatili studente nastavničkih studija. Radom su prikazani odgovori na tri pitanja otvorenog tipa. Analiza je provedena tako da su prikupljene izjave ispitanika identificirane i razvrstane u kategorije kako bismo klasificirali empirijski materijal. Rezultati sugeriraju da postoji niz pozitivnih vrijednosti nastavne prakse za rad budućih učitelja, ali i brojni nedostaci. Studenti, budući učitelji, iznose i niz konkretnih prijedloga kako unaprijediti kvalitetu nastavne prakse. Studente kao korisnike nastavne prakse treba kontinuirano propitivati te na osnovi njihovih iskaza unijeti promjene kako bi oni postali kompetentni učitelji te odgajali i obrazovali sposobne, zadovoljne, kreativne i sretne učenike. Ovaj rad mogao bi biti doprinos izradi novog Pravilnika o vježbaonicama. Ključne riječi:fenomenoloki pristup; kvalitativno istraživanje; nastavna praksa; studenti

scholarly journals Problems of Out-of-Class Work of Future Teachers When Passing Pedagogical Practice

2021 ◽  
Vol 7 (9) ◽  
pp. 581-585
Author(s):  
M. Anarbekova
Keyword(s):  
Extracurricular Activities ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Methodological Problems ◽  
Work Programs

This article examines the methodological problems of the extracurricular work of future teachers in the course of teaching practice. In many work programs and programs of pedagogical practices of higher pedagogical educational institutions, for the purposes and tasks of practice, due importance is not attached to the performance of extracurricular activities by trainees. Along with the need to perform extracurricular work during the course of the internship, a recommendation is given to especially evaluate the extracurricular work of the trainee.

scholarly journals Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 127
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Practice ◽  
University Education ◽  
Visual Aids ◽  
Spanish Universities ◽  
The University

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

scholarly journals The Project of Modernization of Teacher Education: Effects on the Development of Regional Educational System

2018 ◽  
Vol 23 (1) ◽  
pp. 46-51 ◽  
Author(s):  
N.V. Fedina ◽  
I.V. Burmykina ◽  
A.A. Komkov ◽  
D.V. Kretov
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Teaching Practice ◽  
Future Teachers ◽  
State Pedagogical ◽  
Training Programmes ◽  
Education Effects ◽  
University Training

The article analyses the experience of the Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University in the arrangement of practice-oriented environment within the framework of the modernization of teacher education. It focuses on the role of the established regional pedagogical cluster in the organization of teaching practice that enables future teachers to be involved in kindergartens or schools during the whole period of their university training. The article explores the innovations concerning the following issues: teaching practice locations (introduction of university-based chairs located in schools), thesis approval (discussing topics with prospective employers), and procedure of updating available training programmes in Education and Pedagogical Sciences.

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