scholarly journals Preparation of Future Teachers for the Formation of Information-Digital Competence of Primary School Age Students Through the Prism of a Competence-based Approach

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 75-83
Author(s):  
Kseniia Sinenko ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Age ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age ◽  
The Impact

The article is devoted to the actual problem of the professional training of future primary school teachers for the formation information-digital competence of primary school age students from the point of view of the competence-based approach. The urgency of the problem under study has been proved, taking into account the transformation processes taking place in society, in particular: digitalization, updating the content of education, the impact of the consequences of a global pandemic, etc. The essence of the concepts «competence», «competence-based approach», «information-digital competence» has been determined. The priority of the competence-based approach to the problem of professional training of future primary school teachers, including the formation of various competencies of primary school age students, is noted. The leading competencies that make up the information-digital competence of a primary school teacher have been determined (the ability to: navigate the information space, search and critically evaluate information, operate it in professional activities; effectively use existing and create (if necessary) new electronic (digital) educational resources, use digital technologies in the educational process) and a primary school age students (the ability: to understand the essence of information, analyze it, search in different sources and critically reflect on it; to use media for educational purposes; to effective communication on the Internet; to create and distribute various content on the network Internet).

scholarly journals INTERCONNECTION BETWEEN THEORY AND PRACTICE BASED ON THE INTRODUCTION OF NEW EDUCATIONAL TECHNOLOGIES AS A PEDAGOGICAL CONDITION OF PROFESSIONAL TRAINING FUTURE PRIMARY SCHOOL TEACHER

2021 ◽  
pp. 141-146
Author(s):  
V. MELASH ◽  
Y. SHEVCHENKO ◽  
A. VARENYCHENKO
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Technologies ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Ecological Culture

The analysis of training a future primary school teacher for the formation of environmental culture of primary school children revealed certain drawbacks: in the professional training of students of higher educational establishments, namely to theory and methods of ecological education studying is paid little attention; among the forms of organization of the educational process are dominated traditional ones (lectures and practical classes) of a reproductive nature; the potential of ecology as an integrated science has not been used; the resource of psychological and pedagogical subjects for environmental training of primary school teachers is not fully involved. All this creates a significant gap between the achievements of science and practice of environmental education in the direction of preparing future primary school teachers for the formation of environmental culture of primary school children. The article is devoted to the search for effective pedagogical conditions for training future primary school teachers for the formation of ecological culture of pupils. The literature on this problem is analyzed, which allows us to conclude that the opinions of scientists are marked by a contradiction about what conditions should be created to ensure the greatest efficiency of the educational process. In general, they determine the pedagogical conditions depending on the direction of their research, in particular: environmental training of future teachers; environmental training of future primary school teachers; formation of the teacher's readiness to intensify the educational process in primary school; development of ecological culture (pupils, future teachers); formation of pupils' caring attitude to nature, a sense of responsibility of pupils. We attach the following meaning to the essence of the concept «pedagogical conditions of preparation of the future primary school teacher for formation of ecological culture of pupils»: it is purposeful and objective possibilities of educational process and the factors and circumstances providing the corresponding process in unity of traditional and innovative approaches. The following pedagogical condition is defined: the organization of the educational process by means of interrelation of theoretical and practical training on the basis of introduction of new educational technologies.

scholarly journals HISTORICAL AND PEDAGOGICAL SOURCES OF PRIMARY SCHOOL TEACHERS’ TRAINING IN SECONDARY PEDAGOGICAL EDUCATION IN EASTERN UKRAINE AT THE BEGINNING OF THE 20TH CENTURY

2020 ◽  
pp. 104-110
Author(s):  
Володимир Марків ◽  
Ірина Онищенко
Keyword(s):  
Twentieth Century ◽  
Secondary Education ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Analysis ◽  
The Impact

The article included a historical and pedagogical analysis of the primary school teachersʼ training in secondary education in eastern Ukraine at the beginning of the twentieth century. The search for new and effective theoretical and practical solutions to improve primary-school teachersʼ professional training has been accompanied by the study, generalization and creative rethinking of the historical and pedagogical experience of pedagogical education in Eastern Ukraine, in particular the impact on its genesis of pedagogical achievements at the beginning of the twentieth century, the scholarsʼ research on future elementary school teachersʼ training.The study of the history of primary school teachersʼ vocational training in the system of secondary education in Eastern Ukraine at the beginning of the twentieth century was carried out in the light of such methodological approaches: cultural, ethnopedagogical, axiological, personal, systemic, synergistic, and occupational.It was determined that in Eastern Ukraine in the early twentieth century the professional and pedagogical training of primary school teachers had its own national and socio-cultural specifics and features due to historical, cultural and socio-economic factors. The profession of the primary school teacher in the process of its formation has undergone certain changes in functional, semantic and organizational aspects. It was found that the primary school teachersʼ training in secondary education in Eastern Ukraine at the beginning of the twentieth century was in accordance with traditional and popular democratic approaches. The content and features of the teaching organization in pedagogical education institutions within a time defined frame have been described.It has been shown that an analysis of the historical and pedagogical sources of primary school teachersʼ training can be a valuable asset for planning the further development of a modern pedagogical education system.

scholarly journals FORMATION OF INFORMATION AND DIGITAL COMPETENCE OF FUTURE PRIMARY TEACHERS IN HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 435-438
Author(s):  
Oksana Tsiuniak ◽  
Halyna Rozlutska ◽  
Oksana Kravets
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Theoretical Research ◽  
Primary School Teacher ◽  
Digital Competence ◽  
School Teachers ◽  
Local Networks ◽  
Primary School Teachers

The article considers the problem of formation of information and digital competence of future primary school teachers; the essence of the concept of «information and digital competence» is revealed, its components are defined. The purpose of the study is to substantiate the theoretical foundations and practical possibilities of forming information and digital competence of future primary school teachers in higher education institutions. It was found that a contemporary primary school teacher should navigate in the information space, receive information and operate it in accordance with their own needs and requirements of professional activity (create text documents, tables, pictures, diagrams, presentations; use Internet technologies, local networks, databases develop their own electronic products (electronic lesson development; electronic textbooks, training programs, demonstration material); must acquire new knowledge and skills that will help to work comfortably and be competitive in the educational space of the information society. At the stage of theoretical research the curricula of training specialists in the field of knowledge 01 Education / Pedagogy in the specialty 013 Primary Education of Precarpathian National University named after Vasyl Stafanyk are analyzed. The content of academic disciplines, which occupy a paramount place in the formation of information and digital competence, is substantiated. It is concluded that as a result of the formed information and digital competence future teachers will be able to work with computers and multimedia technologies, use different sources of information, use new information technologies and software that will make the educational process flexible, mobile, differentiated and individual.

scholarly journals Professional Training of Primary School Teacher to Organize Dialogic Learning for Students: Theoretical Context

2021 ◽  
Vol 8 (1) ◽  
pp. 80-89
Author(s):  
Kateryna Fomin
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Learning Technologies ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Dialogic Learning ◽  
Primary School Teachers ◽  
Educational Dialogue

The urgency of the problem of future primary school teacher training for dialogic learning of students taking into account modern challenges of globalization and digitalization of education is substantiated. The contradictions taking place in the practice of professional training in pedagogical universities are emphasized. The theoretical aspect of the outlined problem is highlighted. The characteristics of the content of the following concepts are given: dialogic learning, educational dialogue, dialogic communication, pedagogical communication, the teacher’s communication culture, communication etiquette, etc. The components of teachers’ pedagogical skills as personal and professional factors of successful organization of dialogic learning in school are presented. It is proved that the organization of dialogic learning at school requires the formation of a teacher's system of skills, namely: to organize and manage the dialogic process in learning; create a positive communicative atmosphere for the exchange of thoughts and ideas; pedagogically expedient to stimulate communication between students; apply advanced dialogic learning technologies; motivate students to create or solve educational tasks using productive dialogue; effectively use means of verbal and nonverbal communication; make emotional contact and listen to the interlocutor, etc. The strategy of communicative approach in the educational process of the pedagogical university is widespread, first of all as for humanities. The author notes that the readiness of future primary school teachers to organize a productive educational dialogue is determined not only by the level of development of communicative abilities and skills, but also other personal traits: intellectual qualities, motivation for teaching, love for children, emotional balance, empathy, tolerance, professional responsibility, high level of moral culture, readiness for innovative activity, desire for self-improvement and self-education, etc. The author's material from the dissertation “Training of primary school teachers to organize dialogic learning” for the degree of Doctor of Philosophy (2020) is partially used in the article.

scholarly journals PECULIARITIES OF FUTURE PRIMARY SCHOOL TEACHER INDIVIDUAL EDUCATIONAL TRAJECTORY FORMATION IN THE CONDITIONS OF DISTANCE LEARNING

2021 ◽  
pp. 60-67
Author(s):  
Nataliya Yaremchuk
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Informal Education ◽  
Professional Training ◽  
School Teacher ◽  
Educational Process ◽  
Educational Activity ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers

The article provides an analysis of the formative aspects in the individual educational trajectory (IET) of a student in the Program Subject Area “Primary Education” in accordance with the conditions of distance learning. The reasons for the relevance of the study are identified; factors of IET influence on professional and personal development of the future primary school teacher; the advantages of IET in terms of distance learning for teacher training. During the study, it has been provided the interpretation of the concepts of «individual educational trajectory», «individual educational program», «individual educational route» from the standpoint of modern research. The chronology of the introduction of IET in the educational process of free education in Ukraine is presented, in accordance with the changes in the professional training of primary school teachers. The peculiarities of IET formation in the context of professional training of primary school teachers under distance learning are substantiated: the content factor, which is considered in accordance with the Concept of «The New Ukrainian School», «Professional Standards for Primary School Teachers», presented in educational and vocational training program; the position of systematic representation of the block of the selective educational component is formed and the possibilities of introduction of personalized educational programs on the basis of the praxiological approach (integration of formal, non-formal and informal education) are analyzed; procedural and methodological factor due to innovative forms, methods and aims of teaching in the context of informational educational Internet space; the main resource for educational platforms, blogs, social networks, forums, YouTube, etc. have been outlined; the factor of personalization of the educational environment is based on the methodology of the environmental approach and determines its design from the standpoint of management of pedagogical systems and psychological and pedagogical features of student identification as a participant in the educational process; coordinating and monitoring factor of educational activity is aimed at establishing pedagogical interaction in the system of teacher-tutor and student, the formation of his professional reflection on their own educational results; personal factor is aimed at diagnosing the readiness to learn by distance technology, readiness to choose educational content within their own educational needs, the organization of independent work, media literacy.

scholarly journals WAYS OF FORMING PRIMARY SCHOOL TEACHERS-TO-BE PROFESSIONAL COMPETENCE IN MODERN PR CHINA

Astraea ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 26-41
Author(s):  
Chen PENG
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pr China

Modern reality and the demands of society put forward new requirements not only for the content of the future primary school teachers professional training (timely updates, variety of information, etc.), but also for the forms of the educational process organization. The variety and number of forms and methods that were used in the educational process during the training process of a future primary school teacher will definitely have a positive effect on the tools that the teacher himself/ herself will use in the practice activity. This article makes an attempt to present the forms of the primary school teachers-to-be educational processorganisation during the professional training course in educational institutions in PR China. Forms that are actively used and have a long historical and pedagogical tradition (mainly collective ones) as well as the ones that have not yet become widespread and are only being tested by the Chinese pedagogical practice are analyzed. The study is made as a part of «A Comparative Study on Professional Development of Primary School Teachers in China and South Korea» research program (registration number ZKNUC2017038)

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals SMART KIDS ЯК ТЕХНОЛОГІЯ НАВЧАННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

2019 ◽  
Vol 71 (3) ◽  
pp. 53
Author(s):  
Svitlana G. Lytvynova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Process ◽  
Educational Game ◽  
Primary School Teacher ◽  
School Teachers ◽  
Electronic Textbooks ◽  
Primary School Teachers ◽  
Electronic Textbook ◽  
Information And Communication

The article presents an analysis of national and foreign experience of electronic textbooks use in the system of education. It is justified the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of primary school. Four forms of Smart Kids technology implementation (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described considering the facilities of every school as well as the level of information and communication technology qualification of the primary school teacher. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in primary school environment were determined. Based on the procedural approach to work of the primary school teacher, six stages of introduction of the technology were justified. Specific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of introduction of electronic textbooks to the system of primary education of Ukraine was described, the choice of electronic textbooks by primary school teachers was justified, the comments and suggestions of teachers regarding the arrangement of electronic content in E-textbooks were summarized, the main approaches of teachers to the choice of an electronic textbook and development of their information and communication competence were specified. Proposals are given for training future primary school teachers on the use of Smart Kids technology and the inclusion in the curriculum of topics such as: the concept of EER, EEGR and electronic textbook, structure and development of EER, the use of Smart Kids technology for teaching students, the latest forms of work with students, work with network programs for organizing a survey of students. The fragments of use of electronic textbook in teaching 6-year-old pupils were provided. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching primary school pupils require further justification.

scholarly journals БАЗОВІ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА СУЧАСНОСТІ

2020 ◽  
pp. 149-160
Author(s):  
Ліліана Хімчук ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Primary School ◽  
School Teacher ◽  
Education Institution ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Basic Competencies

The article provides a theoretical analysis of the category of basic competencies of future primary school teachers in modern scientific and pedagogical studies. The current state of elaboration of the problem in scientific and pedagogical sources is generalized; the essence of the concepts “competence”, “competence approach”, “basic competences of future primary school teachers”, “features of basic competences formation” are highlighted. The content of competencies is analyzed on the basis of the educational-professional program of the first (bachelor’s) level of higher education in the field of knowledge 01 Education/Pedagogy in specialty 013 “Primary education” at the pedagogical faculty of Precarpathian National University named after Vasyl Stefanyk. An analysis of these definitions shows that most scholars consider competence to be an integral phenomenon that brings together the knowledge, skills, abilities and experience of future teachers. Scientific sources highlight a variety of competencies that must be mastered by a future primary school teacher while studying at a higher education institution. However, a significant number of concepts defined as basic, distracts higher school teachers and complicates the process of forming the most important competencies for students. According to the author of the article, formation of basic competencies would be more effective if implemented on the basis of didactic principles, namely through: the Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 5–6 (99–100) 160 principle of cordocentrism, characterized by the priority of spiritual and moral dimensions of the educational process over pragmatic and organizational and functional and encourages students to understand pedagogical reality. not only through thinking, but also through the “heart”; the principle of constructive pedagogical interaction, which involves creation of a positive cognitive field in which each subject of the educational process feels comfortable; principles of gamification and early diagnosis and development of professional interests, on the basis of which students develop the ability to create play learning environments in accordance with the personal interests of pupils; the principle of sustainable professional development, introduction of which contributes to the formation of students’ ability to design their own professional image, to outline ways to improve it. The novelty of the author’s approach to this problem is that, taking into account the above principles, the didactic system of basic competencies, combining scientific and emotional components, will be aimed at enhancing creative scientific and pedagogical activities, will have a predictive nature and ensure sustainable professional development of future primary school teachers.

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

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