scholarly journals Multidimensionality of Modern Pedagogical Knowledge as a Factor of the Methodological Approach to the General Training of Future Teachers

2019 ◽  
pp. 25-36
Author(s):  
Ludmila Butenko ◽  
Keyword(s):  
Methodological Approach ◽  
Pedagogical Knowledge ◽  
Future Teachers ◽  
General Training

scholarly journals PROBLEMS OF INTEGRATION OF PSYCHOLOGICAL AND PEDAGOGICAL KNOWLEDGE IN THE PROCESS OF PREPARATION OF FUTURE TEACHERS

2020 ◽  
Author(s):  
Іnna Melnyk ◽  
◽  
Oleksandr Moisak ◽  
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Integrated Approach ◽  
Psychological Research ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
Clear Understanding ◽  
Future Teachers ◽  
Psychological Knowledge ◽  
Primary School Age

The article is devoted to the problems of psychological and pedagogical preparation of future educators and primary school teachers for professional activity. The aim of the article is to highlight the results of the study of the peculiarities of future teachers' awareness of the need to acquire psychological competencies for further work with children and outline the basic principles of interdisciplinary and integrated approach to teaching psychological and pedagogical disciplines in universities. A brief theoretical overview of modern research on professional and personal growth of teachers is given. The results of an empirical study of the peculiarities of students' awareness of the need to acquire psychological competencies for further work with children of preschool and primary school age are highlighted. It was stated that a significant part of the surveyed students are generally aware of the need to apply psychological knowledge in the future profession, but such awareness is significantly "blurred" and unstructured. It has been found that the vast majority of students are not fully aware of the purpose for which psychological and pedagogical disciplines are combined into a common integrated course, which may indicate a lack of work to implement integrated and interdisciplinary approaches. It is determined that psychological knowledge is practically used more by students to improve their own lives and personal self-development, rather than directly in working with children. In this regard, some practical aspects of the integration of psychological and pedagogical knowledge in the training of specialists in the field of preschool and school education, in particular, in the study of such an integrated course as "Anthropology". The purpose, tasks and structure of the course are described, strategies of combination of psychological and pedagogical knowledge in the process of its teaching are defined, which consist in clear understanding by teachers of disciplines of psychological and pedagogical cycle of necessity of interaction among themselves and orientation on practical side of their subject application. The view of such structuring and teaching of this course is described, when the study focuses on psychological concepts and categories, that is the complete system of psychological research and indicates the possibility and method of application of this research in the pedagogical process.

scholarly journals Concepciones erróneas sobre alimentación en futuros profesores. Construcción de conocimiento pedagógico

10.14201/991 ◽  
2009 ◽  
Vol 20 ◽  
Author(s):  
Maximiliano Rodrigo Vega ◽  
José Manuel Ejeda Manzanera
Keyword(s):  
Educational Practice ◽  
Pedagogical Knowledge ◽  
Nutritional Knowledge ◽  
Future Teachers ◽  
Educational Content

RESUMEN: El presente estudio responde al interés de unir la investigación en la práctica educativa con el desarrollo del conocimiento pedagógico. En concreto, a partir de una investigación sobre la enseñanza de los conocimientos en alimentación en futuros profesores, se plantea una secuencia de niveles de concepciones que pueden constituir una guía de selección de contenidos educativos para trabajar en la Educación de la Alimentación.ABSTRACT: The present study responds to the interest of uniting research in educational practice with the development of pedagogical knowledge. Specifically, based on research into the teaching of nutritional knowledge to future teachers, a sequence of concept levels is proposed which may serve as a guide for selecting educational content to work with in the area of Nutrition Education.SOMMAIRE: Cette étude répond à l’intérêt d’unir la recherche dans le domaine de la pratique éducative au développement de la connaissance pédagogique. À partir d’une recherche sur l’enseignement des connaissances en alimentation à des futurs professeurs, on y développe une séquence de niveaux de conception qui pourraient constituer un guide pour la sélection des contenus éducatifs à travailler dans l’Éducation à l’Alimentation.

Methodology of pedagogical sciences

2017 ◽  
Author(s):  
Александрова ◽  
Ekaterina Aleksandrova ◽  
Асадуллин ◽  
Rail' Asadullin ◽  
Бережнова ◽  
...  
Keyword(s):  
Quality Management ◽  
Master's Degree ◽  
Pedagogical Knowledge ◽  
Education Quality ◽  
Future Teachers ◽  
Methodology Development ◽  
Knowledge Implementation ◽  
Master's Degree Students ◽  
Master’S Degree ◽  
Pedagogical Science

In the monograph theoretical conceptualizations of the methodology of elaboration and the study of fundamental pedagogical categories are presented; methodological strategies of the historical-pedagogical process description are defined; contemporary condition and the process of searching of methodological orienting points of didactic research are examined; the methodology of education quality management is established and the ways of pedagogical knowledge implementation into the practice of future teachers’ education and upbringing, the perspectives of pedagogical methodology development are defined. The book can be useful for the researchers, dealing with the pedagogical sciences, for everybody who is interested in the studying of pedagogical science, for teachers, bachelor’s and master’s degree students, candidates for a doctor’s degree of pedagogical education institutions.

scholarly journals Continuity of General Training of Future Teachers and Academics in the Context of a Three-level System of Education

2021 ◽  
pp. 22-31
Author(s):  
Ludmila Butenko ◽  
Keyword(s):  
Higher Education ◽  
Scientific Discourse ◽  
Level System ◽  
Future Teachers ◽  
Graduate Course ◽  
Master's Students ◽  
Postgraduate Students ◽  
Post Graduate ◽  
General Training ◽  
Teachers Training

The author has analyzed the term ‘general teachers’ training’ in modern scientific discourse. Peculiarities of general training of future teachers and academics in the context of a three-level system of higher education (Bachelor’s course, Master’s course and post-graduate course) have been disclosed. The researcher has substantiated the need for contiguity of general training of future teachers, Master’s students and postgraduate students who have teaching as their major. The ways, the content and the peculiarities of the methodological support for providing contiguity of general training of future teachers and academics at university have been described. General teachers’ training of future specialists in the field of education (bachelor's, master's, postgraduate) should provide conceptual-target continuity; content and information continuity, technological and activity continuity.

scholarly journals Extracurricular activities of students - a means of forming professional motivation

2020 ◽  
Vol 210 ◽  
pp. 18028
Author(s):  
Galina Marchenko ◽  
Sergey Timofeev ◽  
Ksenia Vodopianova
Keyword(s):  
Extracurricular Activities ◽  
Pedagogical Knowledge ◽  
Future Teachers ◽  
Primary Interest ◽  
Human Relationships ◽  
The World ◽  
The Future

The article analyzes the specificities of future teachers` extracurricular activities as a means of forming their professional motivation. The author proves that extracurricular work can be considered as a factor of generating students` primary interest to the future occupation. The variety and complexity of extracurricular activities allow to reveal the diversity of the world, the job, human relationships and lead to increased motivation for getting professional pedagogical knowledge.

scholarly journals Case Testing as a Tool of Control in the Process of Future Teachers’ General Pedagogical Training

2020 ◽  
pp. 45-57
Author(s):  
Olena Sevastianova ◽  
◽  
Iryna Shama ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Primary Sources ◽  
Future Teachers ◽  
Advantages And Disadvantages ◽  
Pedagogical Training ◽  
History Of ◽  
Case Technologies ◽  
General Training ◽  
Teachers Training

The expediency of using practice oriented technologies in training teachers, the potential of case technologies as a type of interactive educational technologies for solving problems of forming professional knowledge and skills of students of teaching specialties, and sources of cases (primary, secondary) have been characterized in the article. The essence and the main types of pedagogical cases appropriate to be used in the process of professional training of future teachers have been elucidated. The authors have presented the peculiarities of implementing testing as one of the types of students’ academic performance. Modern approaches to the use of case technologies in the process of assessment of the professional competence of specialists in different fields have been characterized. The practicability of using case testing as a tool to monitor the knowledge of future teachers in the process of general training has been substantiated. The primary sources for the preparation of teachers’ training case tests (a teaching situation, a piece of a scientific or fiction text, statistical materials, etc.) have been determined. The examples of case tests used in the process of studying pedagogical disciplines for 2nd and 3rd year students in the context of the modules «Pedagogy», «History of Pedagogy» and «Fundamentals of Pedagogical Excellence» have been given. The advantages and disadvantages of using case testing have been analysed in comparison with traditional testing used to determine the level and quality of general training of future teachers.

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