scholarly journals Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study

2013 ◽  
Vol 38 (5) ◽  
Author(s):  
Doris Choy ◽  
Angela F. L. Wong ◽  
Kam Ming Lim ◽  
Sylvia Chong
Keyword(s):  
Beginning Teachers ◽  
Pedagogical Knowledge ◽  
Knowledge And Skills ◽  
Teachers Perceptions ◽  
Pedagogical Knowledge And Skills

A Confirmatory Factor Analytic Approach on Perceptions of Knowledge and Skills in Teaching (PKST)

2012 ◽  
Vol 110 (2) ◽  
pp. 589-597 ◽  
Author(s):  
Doris Choy ◽  
Kam Ming Lim ◽  
Sylvia Chong ◽  
Angela F. L. Wong
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Teacher Education Program ◽  
Pedagogical Knowledge ◽  
Knowledge And Skills ◽  
Factor Pattern ◽  
Confirmatory Factor ◽  
Graduate Teacher Education ◽  
Pedagogical Knowledge And Skills

This paper reports the cross-validation of the factor pattern of the Perceptions of Knowledge and Skills in Teaching (PKST) survey, which was used to assess the self-perceived pedagogical knowledge and skills of pre-service and beginning teachers. The sample comprised 323 pre-service teachers enrolled in a 1-yr. post-graduate teacher education program in Singapore. The survey had 37 items distributed across six scales: student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern. A confirmatory factor analysis (CFA) was used to cross-validate the survey's factor pattern. The results showed that the model was an acceptable fit to the data. The PKST survey can thus be adapted by different teacher education programs to assess pre-service and beginning teachers' progress in developing their pedagogical knowledge and skills.

scholarly journals ASSESSMENT OF THE QUALITY OF EDUCATION OF LISTENERS WHEN DEVELOPING ADDITIONAL VOCATIONAL PROGRAMS

2020 ◽  
pp. 126-133
Author(s):  
Ирина Дмитриевна Борченко ◽  
Ольга Борисовна Дударева
Keyword(s):  
Information And Communication Technologies ◽  
Professional Education ◽  
Professional Competence ◽  
Pedagogical Knowledge ◽  
Teaching Staff ◽  
Knowledge And Skills ◽  
Diagnostic Data ◽  
Professional Programs ◽  
Professional Activities ◽  
Pedagogical Knowledge And Skills

Введение. Представлены результаты ежегодного мониторинга входной и итоговой диагностики освоения слушателями дополнительных профессиональных программ. Цель – определение степени сформированности профессиональных компетентностей слушателей при освоении дополнительных профессиональных программ, а также определение динамики изменения субъектной позиции слушателей относительно их профессиональной компетентности. Материал и методы. Материалом исследования послужили полученные данные итоговой диагностики, разработанной институтом дополнительного профессионального образования. Представлены выявленные затруднения при прохождении обучения слушателями, а также интересная динамика по четырем разделам анкеты: позиция слушателей курсов относительно их правовой компетентности, психолого-педагогической компетентности, профессиональных умений, актуальности использования информационно-методических ресурсов института. Результаты и обсуждение. Анализ данных проводимой входной и итоговой диагностики уровня подготовки слушателей при освоении дополнительных профессиональных программ за 2019 г. позволил выявить типичные и оставшиеся затруднения, с которыми сталкиваются слушатели. В анкетировании приняли участие две категории: «Педагогические работники» и «Руководящие работники». Данные диагностики показали, что большинство слушателей испытывают потребность в развитии своей профессиональной компетентности. Актуальным в работе как педагогических, так и руководящих работников остается потребность в развитии умений, которые позволяют выстраивать собственную профессиональную деятельность в соответствии с законодательством в сфере образования. Важным является вопрос применения слушателями психолого-педагогических знаний и умений в профессиональной деятельности. Данные входной диагностики показывают достаточно небольшой процент слушателей, применяющих психолого-педагогические знания и умения, а также использование систематически и на естественной основе. Еще одной проблемой остается осознание недостаточного уровня владения информационно-коммуникационными технологиями. Несмотря на достаточную открытость информационных ресурсов института, представленность их на официальном сайте, довольно большой процент слушателей не в полной мере знаком с проектными и информационно-методическими ресурсами, так как, по мнению самих же слушателей, это не входит в круг их обязанностей. Заключение. Выявленные оставшиеся затруднения позволят отрегулировать работу проведения оперативной корректировки содержания и форм работы профессорско-преподавательского состава со слушателями в ходе освоения дополнительных профессиональных программ, а также определить подходы к принятию эффективных управленческих решений, направленных на обеспечение положительной динамики результатов освоения слушателями дополнительных профессиональных программ. Introduction. The results of the annual monitoring of the input and final diagnostics of the development of additional professional programs by students are presented. Aim and objectives. The goal is to determine the degree of formation of students’ professional competencies when mastering additional professional programs, as well as to determine the dynamics of changes in the subject position of students regarding their professional competence. Material and methods. The research material was the data obtained from the final diagnosis developed by the Institute of Continuing Professional Education. Identified difficulties in the training of students, as well as interesting dynamics in four sections of the questionnaire are presented: the position of students of the courses regarding their legal competence, psychological and pedagogical competence, professional skills, and the relevance of using the Institute’s information and methodological resources. Results and discussion. An analysis of the data of the conducted input and final diagnostics of the level of training of students in the development of additional professional programs for 2019 revealed the typical and remaining difficulties that students experience. Two categories took part in the survey: “Pedagogical workers” and “Leading workers”. Diagnostic data showed that most students feel the need to develop their professional competence. The need for the development of skills that allow you to build your own professional activities in accordance with the legislation in the field of education remains relevant in the work of both teachers and managers. An important issue is the use by students of psychological and pedagogical knowledge and skills in professional activities. Input diagnostic data show a fairly small percentage of students who use psychological and pedagogical knowledge and skills, as well as the use of a systematic and natural basis. Another problem remains the awareness of an insufficient level of knowledge of information and communication technologies. Despite the sufficient openness of the institute’s information resources and its presence on the official website, a fairly large percentage of students are not sufficiently familiar with project and information-methodological resources, including those presented on portals and sites located on the official website, since this is not in their circle duties, according to listeners. Conclusion. The remaining difficulties identified will allow us to adjust the work of carrying out operational adjustments to the content and forms of work of the teaching staff with students during the development of additional professional programs, as well as to determine approaches to making effective management decisions aimed at ensuring positive dynamics in the results of the development of additional professional programs by students.

scholarly journals Analysis of Psychological Pedagogical Aspects of Professional Training of Future Teachers

2013 ◽  
Vol 2 (1) ◽  
pp. 95-98
Author(s):  
T. V. Hutoryanskaya ◽  
Keyword(s):  
Professional Training ◽  
Pedagogical Knowledge ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
Future Teachers ◽  
Professional Orientation ◽  
Knowledge And Skills ◽  
External Conditions ◽  
Definition Of ◽  
Pedagogical Knowledge And Skills

The article presents results of the analysis of psychological and pedagogical aspects of professional training of future teachers. The author marks that professional training of future teachers is primarily connected with the formation of the system of psychological and pedagogical knowledge and skills, which are necessary for carrying out pedagogical activity. He singles out internal and external conditions for professional training: interconnection of theoretical and practical thinking in the activity, collective and cooperative performance of the activity, formation of the professional orientation of a personality, creative activity and cooperation. The author comes to the conclusion that in the science of pedagogics there are different approaches to the definition of the students’ professional training, but its definition as social and personal significant purposeful pedagogical process is general and uniting. The applied aspect of the problem under study can be realized in the pedagogical practice of the professional training of future teachers.

scholarly journals Technological component of formation of professional competence of future teachers of professional training of the automotive profile

KANT ◽  
2020 ◽  
Vol 37 (4) ◽  
pp. 439-443
Author(s):  
Ernest Suleymanov
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Pedagogical Knowledge ◽  
Future Teacher ◽  
Educational Institutions ◽  
Future Teachers ◽  
Knowledge And Skills ◽  
Basic Concepts ◽  
Pedagogical Knowledge And Skills

This article examines the technological component of the formation of professional competence of future vocational training teachers. The content of the basic concepts of the research is considered. The system of professional and pedagogical knowledge and skills necessary for a future teacher of vocational training of an automotive profile for the implementation of professional and pedagogical activities in secondary vocational educational institutions with the aim of training mid-level specialists has been substantiated. The approaches to solving various kinds of pedagogical problems have been determined.

scholarly journals Substantiation of a model for forming readiness of bachelors of the automotive profile for the implementation of future professional and pedagogical activities in SVE system

KANT ◽  
2021 ◽  
Vol 38 (1) ◽  
pp. 299-304
Author(s):  
Maria Ivanovna Myhnyuk ◽  
Ernest Seidametovich Suleymanov
Keyword(s):  
Vocational Education ◽  
Pedagogical Knowledge ◽  
Knowledge And Skills ◽  
Research Results ◽  
Methodological Approaches ◽  
Pedagogical Knowledge And Skills

The article examines the structural-procedural model of the formation of the readiness of bachelors of the automotive profile for the implementation of professional and pedagogical activities in vocational education. The didactic principles and methodological approaches, components of the formation of a system of professional and pedagogical knowledge and skills, pedagogical conditions, stages of evaluating research results, criteria and levels of preparedness of bachelors for the implementation of future professional and pedagogical activities in the SVE system have been substantiated.

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