scholarly journals Developing Communicative Competence of Future Teachers on the Basis of Ethnic and Cultural Values Intrinsic to Highlanders of the Ukrainian Carpathians

2014 ◽  
Vol 1 (2-3) ◽  
pp. 240-244
Author(s):  
Maria Stakhiv
Keyword(s):  
Teacher Training ◽  
Cultural Values ◽  
Primary Schools ◽  
Communicative Competence ◽  
Native Language ◽  
Language Teaching ◽  
Training System ◽  
Future Teachers ◽  
Mountain Areas ◽  
Mountain Area

The article presents challenges and methods of teacher training activities aimed todevelop communicative competence and prepare teachers for work in mountain area schools in theUkrainian Carpathians. Research shows that specifics of social and cultural environment should betaken into account in the process of teaching native language and developing communicativecompetence of future teachers. Sociocultural approach defines language teaching strategies in thelight of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular.Teacher training programs should include studies on material, cultural and spiritual values ofhighlanders. Such topics can be incorporated in the main native language course. Study andanalysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguisticcommunity of the Ukrainian Carpathians can be of great value in achieving the goal. Small classesin mountain schools also place a demand upon educators to constantly upgrade approaches, formsand methods of teaching.The article offers an integral teacher training system aimed at developing communicativecompetence and preparing teachers to work in the mountain areas schools. A special place in thissystem is given to folk pedagogy, which accumulates the national and regional spiritual values.The author presents the components of communicative and socio-cultural competence of futureteachers. The suggested algorithm for training primary school teachers insures reaching anappropriate level of socio-cultural, historical, linguistic and communicative competenciesnecessary for language teaching at primary schools in mountain regions of the UkrainianCarpathians.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

scholarly journals origins of the teacher’s worldview, culture and ethics formation in northern Russia

2020 ◽  
Vol 6 ◽  
pp. 112-118
Author(s):  
Alla Dmitrievna Nikolaeva ◽  
Aya Petrovna Bugaeva ◽  
Sofia Nikolaevna Shadrina ◽  
Venera Petrovna Marfusalova
Keyword(s):  
Human Capital ◽  
Teacher Training ◽  
Training System ◽  
Moral Experience ◽  
Future Teachers ◽  
University Teachers ◽  
Northern Russia

The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.

scholarly journals The origins of the teacher’s worldview culture and ethics formation in northern Russia

2020 ◽  
Vol 6 (Especial) ◽  
pp. 112-118
Author(s):  
Alla Dmitrievna Nikolaeva ◽  
Aya Petrovna Bugaeva ◽  
Sofia Nikolaevna Shadrina ◽  
Venera Petrovna Marfusalova
Keyword(s):  
Human Capital ◽  
Teacher Training ◽  
Training System ◽  
Moral Experience ◽  
Future Teachers ◽  
University Teachers ◽  
Northern Russia

The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.      

scholarly journals When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

2020 ◽  
Vol 3 ◽  
pp. 1-11
Author(s):  
Marco Cappellini ◽  
Yu-Yin Hsu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Present Article ◽  
Small Groups ◽  
Language Teaching ◽  
Language Education ◽  
Future Teachers ◽  
Experiential Approach ◽  
Training Teacher ◽  
Integration Of Technology

The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

scholarly journals MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING

2021 ◽  
Vol 32 (1) ◽  
pp. 143-155
Author(s):  
Natalia Kosharna
Keyword(s):  
Teacher Training ◽  
Teacher Educator ◽  
Integrated Approach ◽  
Teaching Profession ◽  
Training System ◽  
Practical Training ◽  
Special Role ◽  
Future Teachers ◽  
European Experience ◽  
State Educational

The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

FORMATION DES ENSEIGNANTS DE FLE EN ROUMANIE: PASSÉ, PRÉSENT ET PERSPECTIVES TRAINING TEACHERS OF FRENCH AS A FOREIGN LANGUAGE WITHIN THE ROMANIAN CONTEXT: REALITIES, OUTCOMES, STRATEGIES

2019 ◽  
Vol 12 (3) ◽  
pp. 99-110
Author(s):  
Cosmina Simona Lungoci ◽  
◽  
Mariana Pitar
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Bologna Process ◽  
Training Programme ◽  
Training System ◽  
Practical Training ◽  
Future Teachers ◽  
Training Requirements ◽  
Noticeable Increase ◽  
The Status

This article aims at offering a presentation – both from a diachronic, as well as from a contrastive perspective – of the teaching training programme provided by the West University of Timișoara, for future teachers of French as a Foreign Language. The training of future teachers has known two distinct stages at the above-mentioned University, in terms of chronology, content and organizing system. The connection between these stages was the Bologna Process, hence we can talk about a pre-Bologna training system and post-Bologna one. Some important landmarks distinguish these two stages, landmarks derived from different concepts regarding the training requirements for future teachers. Thus, the first stage is defined by a relatively limited number of imposed subjects of study (Pedagogy, Psychology, Teaching Methods, accompanied by an important number of practical training classes. This type of training was compulsory, and it was the only professional option of a graduate. The Bologna System once implemented; the disciplines imposed to the students’ teacher training process have a status of their own. They become optional, since teaching is no longer considered the only professional option for the graduates in Letters and French. The training as a whole consists of two main modules, one completed within the BA studies, the other, within the MA studies. Given the relatively important number of hours dedicated to this type of training, there is also a noticeable increase in the number and variety of the disciplines, both optional and mandatory. A synoptic table offers a parallel presentation of the two systems and of the dissimilarities between them. For a better understanding of the teacher training activities, the article gives a detailed presentation of both requirements, as well as of the stages of post- BA training a teacher must answer to, the status of teacher once attained: the ”definitivat” status, and the didactic degrees I and II, as well as other activities that ensure life-long training. We conclude with a presentation of the prospects of improving teacher training through the legal procedures the Ministry of Education has in view for the coming years.

scholarly journals A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus

2018 ◽  
Vol 8 (3) ◽  
pp. 127 ◽  
Author(s):  
Gulsun Baskan ◽  
Nedime Ayda
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Primary Schools ◽  
School Administrators ◽  
Training System ◽  
Faculty Members ◽  
Research Approach ◽  
National Education ◽  
The North ◽  
North Cyprus

The aim of this study is to establish the problems in training teachers who will be working at primary schools in the North Cyprus based on the opinions of faculty members, school administrators, teachers, and unionists. Using the qualitative research approach, open-ended, semi-structured questions developed by the authors were directed to the participants in order to establish the “teacher training problems” and to obtain data. The study group of the research was made up of six primary school teachers of the Ministry of National Education of North Cyprus, six school principals, six unionists from the administrative board of the Cyprus Turkish Teachers Union, and six faculty members from universities in the North Cyprus, which makes up a total of 24 people. The data obtained were analyzed using the inductive content analysis technique. The research revealed problems such as the inadequacy of application lessons in the teacher training system in the North Cyprus, the existence of selecting teacher candidates without a control or criteria, inadequacy of the pedagogical formation education, existence of teacher candidates entitled to get into permanent teaching positions after working as temporary teachers for 36 months, problems of supervision during the years of candidacy, appointing teachers for political interests, a teacher training process becoming a business for profit, inadequacy of faculty members in developing themselves, and in-service trainings not being implemented in a planned manner. In conclusion, recommendations were developed for educational faculties and the Ministry of National Education towards solving the problems of the system.

scholarly journals Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

2021 ◽  
Vol 8 (1) ◽  
pp. 24-34
Author(s):  
Olena Budnyk
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Training ◽  
Training System ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Individual Counseling

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects. The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

scholarly journals THE FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS WITH THE HELP OF PROBLEM-BASED LEARNING

2017 ◽  
pp. 11-16
Author(s):  
Iryna Zadorozhna
Keyword(s):  
Teacher Training ◽  
Problem Solving ◽  
Foreign Language ◽  
Communicative Competence ◽  
Problem Based Learning ◽  
Language Training ◽  
Future Teachers ◽  
Strategic Competence ◽  
Student Autonomy ◽  
Cultural Research

Background: The formation of the appropriate level of future teachers’ foreign language communicative competence is possible with the help of effective methods and technologies which enhance students learning, motivate them and involve in different activities. Problem-based learning is regarded as one of the most appropriate technologies to be used+ for future foreign language teacher training. Purpose: The purpose of the article is to characterize problem-based learning and substantiate the conditions of its effec­tive usage for the formation of future teachers foreign language communicative competence. Results: The formation of the appropriate level of future teachers foreign language communicative competence with the help of problem-based learning will be effective under the following conditions: individual approach to students; taking into ac­count their interests, aims; focus on the development of strategic competence; employing communicative, cognitive, cultural, research (linguistic and pedagogical) problem-based tasks which develop necessary skills; gradual difficulty increase; profes­sional approach; the development of student autonomy which means finding a unique way of problem solving. Discussion: Further investigations are necessary to substantiate and develop the methodology of the formation of future teachers’ foreign language communicative competence with the help of problem-based learning and on the basis of the inte­grative approach. Besides, the research should focus on using problem-based learning in foreign language training of students of different fields with the emphasis on their future profession.

METHODOLOGICAL TRAINING SYSTEM OF FUTURE TEACHERS FOR SPECIALIZED TEACHING AND ITS STRUCTURE

2018 ◽  
Vol 1 ◽  
pp. 488-500
Author(s):  
Amangeldi Saipov ◽  
Yusubali Kamalov ◽  
Murat Kamalov ◽  
Ainagul Uzakhova ◽  
Balnur Kendzhaeva
Keyword(s):  
Cultural Values ◽  
Teaching Methods ◽  
Professional Education ◽  
Teaching And Learning ◽  
Training System ◽  
Future Teachers ◽  
True Nature ◽  
Opportunities For Learning ◽  
Functional Features ◽  
Professional Assistance

At present, the system of teacher training for future teachers being formed does not take into account the true nature of the methodological assistance that arises in the process of solving various practical tasks of the teacher. Our research is dedicated to form a methodological preparation system of future teachers for specialized teaching in curricular and extracurricular teaching processes. In the current paper we list the opportunities for learning, teaching and learning, as well as the presence of a leading contradiction between the unidentified functional features of the components that form the methodological system for the training of future teachers in curricula and outside the learning process. Thus, scientifically formulated methodological training allows future teachers to adapt to various changes in their professional assistance, skillfully apply teaching methods and use them by changing, using traditional and innovative approaches flexibly within their pedagogical "laboratory" framework to combine methodological knowledge and skills.Purpose of the study: To develop a system of methodological training of future professional education teachers in the process of study and out-of-class learning and to describe their functional components.Research Methods: studying of the mechanism of conditions in the field of globalization, preservation of the originality, cultural values, customs, traditions, expressing the importance of self-determination.Practical value: According to the system of methodological training provided, the future teacher develops methodological knowledge, business and skill based on subject and metaphorically developed functional character. 

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