scholarly journals Opinie studentów pedagogiki na temat swoich szkolnych nauczycieli

2021 ◽  
pp. 113-127
Author(s):  
Ewa Skrzetuska ◽  
Keyword(s):  
Social Skills ◽  
Professional Training ◽  
School Teachers ◽  
Critical Hermeneutic

The article reviews the opinions of beginning pedagogy students. They were asked about their school teachers, those who they valued the most and the least. Students mainly described their moral and practical competences. Students appreciate the most the ability to establish rapport and to communicate and deal with students. According to the critical-hermeneutic theory, these competences have the greatest impact on the students, but they are difficult to teach during professional training. Making students aware of this can increase their inclination to develop their social skills.

scholarly journals Social Success of Future Primary School Teachers in the Process of Professional Training

2015 ◽  
Author(s):  
Marfuga Absatova ◽  
Аkkenzhe Ussenova ◽  
Alma Ordahanova ◽  
Аdlet Kariyev ◽  
Ainur Duisenbayeva
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Success

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 PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО САМОРЕАЛІЗАЦІЇ В СУСПІЛЬСТВІ СПОЖИВАННЯ

2021 ◽  
pp. 288-291
Author(s):  
М. О. Семенова
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
Market Reforms ◽  
Main Task ◽  
Digital Environment ◽  
School Teachers ◽  
Primary School Teachers

As Ukraine embarks on the path of market reforms, this process also affects education, which for the most part turns into market-oriented education, and in a digital environment. In such conditions, the professional training of future primary school teachers acquires a new meaning, although his preparation for self-realization is the main task of higher education at all levels.

scholarly journals Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community

2021 ◽  
Vol 14 (33) ◽  
pp. e15776
Author(s):  
Zinovii Onyshkiv ◽  
Yaroslava Kodliuk ◽  
Tetiana Lesina ◽  
Olena Malyna ◽  
Nadya Kichuk
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
European Community ◽  
Professional Training ◽  
National Standard ◽  
Practical Training ◽  
University Graduates ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Pedagogical Training

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

PROFESSIONAL TRAINING OF FUTURE SCHOOL TEACHERS FOR MANAGING YOUNGER SCHOOLCHILDREN’S RESEARCH AND PROJECT ACTIVITY

2018 ◽  
pp. 14-19
Author(s):  
Polina Viktorovna SMIRNOVA ◽  
Yulia Aleksandrovna SEREBRENNIKOVA
Keyword(s):  
Cognitive Abilities ◽  
Professional Training ◽  
Independent Research ◽  
School Teachers ◽  
Project Activity ◽  
Research Activities ◽  
Moscow City ◽  
Training Research ◽  
High Level ◽  
The University

We present the experience of reflexive activity approach to the preparation of future teachers to work on the management of project and research activities of younger schoolchildren. The theoretical basis of the research conducted at the university school of the Moscow City University is revealed. The description of an empirical stage of research of process of acquisition by bachelor degree students of the important labor functions focused on development of cognitive interests and cognitive abilities of younger schoolchildren is stated. The described program includes several interrelated blocks: theoretical block of the course “Research and Project Activities of Schoolchildren”, training research abilities, independent research practice of students and monitoring research activities of students. The experiment showed a high level of readiness for the management of research and project activities of younger schoolchildren. In addition, the generalized reflective data obtained during the training of students of different courses. As a result, we discovered that the training of students in the framework of reflexive activity approach creates conditions for the formation of future teacher’s competencies, the most popular in the modern labor market, the so-called “future skills”: general research skills; critical thinking; communication skills; teamwork skills; creative approach; skills in situations of uncertainty and risk.

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