scholarly journals Determining the structure and content of the formation of the readiness of future teachers of music for vocal and pedagogical activities in higher education institutions in Chinawang Jin

2020 ◽  
Vol 10 (8) ◽  
pp. 614
Author(s):  
Jingyi Wang
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Future Teachers

scholarly journals Formation of the orientational basis of Informatics future teachers’ professional activities

2019 ◽  
pp. 177-180
Author(s):  
Irina A. Bykova ◽  
Nadezhda I. Zavodchikova ◽  
Ul'yana V. Plyasunova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Future Teachers ◽  
Training And Education ◽  
Professional Activities ◽  
Intellectual Activities

In the article here is considered the problem of formation of students’ professional abilities in pedagogic higher education institutions when studying the course of a way of training and education in the field of informatics. Need is reasoned to use basic provisions of the theory of stage-by-stage formation of intellectual activities when developing practical tasks of the course. The model of the teacher’s and students’ activity, developed by authors, allows them to allocate types of tasks of the course of a way of training and education in the field of informatics, their use in the educational process promotes formation of the orientational basis of future Informatics teacher’s professional activities. In addition, the algorithm for development of tasks is described in the article, examples of tasks of each type are given.

СУЧАСНІ ТЕНДЕНЦІЇ ВОКАЛЬНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ-МУЗИКАНТА

2012 ◽  
Vol 33 ◽  
Author(s):  
Н. А. Овчаренко ◽  
А. В. Карпова
Keyword(s):  
Higher Education ◽  
Key Words ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Training Methods ◽  
Future Teachers ◽  
Content Structure ◽  
Vocal Training ◽  
Voice Development

У статті розглядаються сучасні тенденції дослідження мети, змісту складу, завдань, методів вокальної підготовки майбутніх педагогів-музикантів, яка є важливим компонентом фахової підготовки студентів у вищих навчальних закладах музично-педагогічного спрямування. Ключові слова: вокальна підготовка, вокальна компетентність, постановка голосу, методи вокальної підготовки. Тhe main lines of research intention, content, structure, tasks, methods of future teachers-musicians vocal training are considered in this article, which is an important component of professional training students in higher education institutions of the musical-pedagogical direction. Key words: vocal training, vocal competence, voice development, vocal training methods.

scholarly journals ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE PHILOLOGY TEACHERS’ TRAINING IN THE EDUCATIONAL AND COMMUNICATIVE ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 120-127
Author(s):  
Тетяна Григоренко
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Life Experience ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Communicative Activities ◽  
Teachers Training ◽  
Communicative Activity

The article defines that in modern Ukrainian realities the teacher of Ukrainian language and literature of the new generation appears as a person who is aware of national, cultural and linguistic values, preserves and continues Ukrainian cultural and historical traditions, has creative personality, is a true patriot, professional teacher (active citizen of Ukraine), spiritual mentor. Accordingly, there is the demand to improve philology teachers’ professional training, taking into account different concepts, approaches and principles; ensuring a harmonious combination of purpose, content, structure, stages, forms, and methods of organization the educational and communicative environment of higher education institutions. Any system can function and develop successfully only under certain conditions, as well as the result of future philology teachers’ professional training in an educational and communicative environment.The optimal pedagogical conditions for future philology teachers’ training in the educational and communicative environment of higher education institutions have been identified: 1) increasing motivation and pedagogical reflection on the professional and communicative activities of future teachers of philology by means of interactive technologies; 2) the use of communicative learning strategies during the training of future teachers of philology; 3) improving the content and forms of practical training to gain experience in future professional and communicative activities; 4) creation of educational-methodical and educational-informational support of educational-communicative environment for training of teachers of philology. It was found that such pedagogical conditions would improve the educational and communicative environment, create a mechanism of mental activity of students, which will contribute to the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity. It has been confirmed that pedagogical conditions optimize the improvement of the educational process, the creation of such a mechanism of students' thought process, which will promote the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity.

scholarly journals FORMAL AND ORGANIZATIONAL TRENDS IN PSYCHOLOGICAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2019 ◽  
Vol 2019 (3) ◽  
pp. 21-31
Author(s):  
Ganna Slobodianiuk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Psychological Training ◽  
Independent Work

The vector of competence approach in professional formation of specialists poses to the higher education of Ukraine the question of the quality of future teachers’ preparation, the examination of which should become the professional competencies of the graduate student. The psychological competencies of the teacher require specification of the application of psychological knowledge in relation to a number of interactions that mediate the educational process and activity of a teacher. It is logical for the society to expect that the basic psychological competences of the future teacher should be acquired at the stage of primary professionalization in the educational institution which prepares teachers. Structurally normative psychological training of future teachers is indirectly reflected in the scope of teaching and distribution of teaching hours of psychological disciplines, in their content and structuring in different training courses, the ratio of classroom hours and independent work of the student in the discipline. The purpose of the work is to summarize the educational tendencies in the content of the curricula of psychological training of future teachers in the higher education system. The main results were obtained through the methods of analysis of curricula for the preparation of mathematics teachers of bachelor level in different higher education institutions of Ukraine in the context of: the volume of academic hours of disciplines of psychological cycle and their content representation; studying trends in the ratio of different forms of classroom training and their share in the general and practical training of specialists. The analysis of ten-year curricula and programs of psychological disciplines showed a variety of volumes of study of psychological disciplines, a tendency to decrease its academic hours, a reduction in the number of ECTS credits and reduction of the applied content component of developmental, pedagogical, social psychology and psychological foundations of family life. There is a certain tendency to decrease the quota of classroom study of psychological disciplines and increase the volume of students’ independent work. The lack of approved national professional standard for the teaching profession makes it difficult to include applied psychological disciplines in teacher training plans designed to ensure the formation of professional psychological competencies of future educators.

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