scholarly journals Scientific and methodological support practical training future teachers in the process of production practices

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Inna Gruzdova ◽  
Tatyana Еmelyanova ◽  
Alla Oshkina
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Interpretation ◽  
Practical Training ◽  
A Posteriori ◽  
Future Teachers ◽  
Industrial Practice ◽  
Professional Career ◽  
Electronic Support

The relevance of the study is due to the processes of reforming the structure and content of higher education in the world, the transformation of the domestic system of professional training, focused on achieving high indicators in the professional career of university graduates. The article presents the experience of using electronic scientific and methodological support for the practical training of students at the university. The need for scientific and methodological development of issues of electronic support for the practical experience of students, the study of forms, content, mechanisms for the implementation of digital and electronic learning technologies, as well as assessing the quality of electronic channels for obtaining information, actualizes the problem of this study. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for the training of a future teacher in terms of industrial practice. The scientific novelty of the research lies in the development of the content and mechanisms for the implementation of scientific and methodological electronic support for the practical training of future teachers on the example of organizing practical training for bachelors of psychological and pedagogical education. The theoretical significance of the study lies in the fact that its results contribute to the expansion of scientific ideas about the process of practical training of a future teacher, taking into account the informatization of modern education. The study of the difficulties encountered by students in the course of distance online learning reveals contradictions of both objective and subjective nature. The resolution of contradictions is possible when organizing independent work of students in practice by means of electronic support for the experience of professional activity, aimed at enriching the spectrum of obtaining a posteriori knowledge. The article offers options for the use of distance technologies in a university, stages, forms and methods of interaction between participants in the educational process. The result of the research and the subject of discussion is the substantiation of the ways to implement the a posteriori component of the industrial practice program as a form of blended learning, which provides a seamless combination of the possibilities of traditional work and electronic support of students' practical activities. The reference point for an independent search for answers when performing practical tasks, their reflective analysis and theoretical interpretation in the course of solving pedagogical problems is provided by means of an electronic educational environment and a study developed by the authors scientific and methodological support for the practical training of future teachers. The article is addressed to teachers, researchers, heads of educational organizations interested in improving teacher education.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

scholarly journals Scientific and methodological support of future educators by means of distance education

2021 ◽  
Vol 128 ◽  
pp. 05010
Author(s):  
Inna Gruzdova ◽  
Tatyana Еmelyanova ◽  
Alla Oshkina
Keyword(s):  
Professional Training ◽  
Rapid Development ◽  
Educational Process ◽  
Assessment System ◽  
Future Teacher ◽  
Professional Activity ◽  
Digital Competence ◽  
Theoretical Substantiation ◽  
Electronic Assessment ◽  
Electronic Support

Improvement of the educational process at the university and, in particular, training of future teachers for professional activity is one of the priorities among social and scientific problems. The specificity of modern education is rapid development of electronic learning environment which entails a change in the ways of interaction between all participants in the educational process. It is important for a future teacher to master experience of scientific and methodological support in the educational process through electronic resources in the absence of a direct contact with students and their parents even during the period of professional training for successful professional activity. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for training of a future teacher in conditions of industrial practice. To achieve this goal, the research results of domestic and foreign scientists and teachers (Atanasyan, Bolbat, Davidson, Farros., etc.) reflecting the types and possibilities of electronic support of students are analyzed and systematized. They are software and electronic educational and methodological support, electronic assessment system. The problems and difficulties that arise among students in organizing remote forms of educational activities are concretized by means of a questionnaire based on the results of various types of industrial practices. They are primarily associated with difficulties in using modern digital technologies and electronic support resources, an insufficient level of digital competence. The conclusion that the need to implement scientific and methodological support of the educational process in digital educational environment actualizes the individual experience of using IT technologies and forms of e-learning and interaction by the future teacher is made. The formation of this experience is possible in conditions of a practice-oriented educational process, including performing the program of industrial practices.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE PHILOLOGY TEACHERS’ TRAINING IN THE EDUCATIONAL AND COMMUNICATIVE ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 120-127
Author(s):  
Тетяна Григоренко
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Life Experience ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Communicative Activities ◽  
Teachers Training ◽  
Communicative Activity

The article defines that in modern Ukrainian realities the teacher of Ukrainian language and literature of the new generation appears as a person who is aware of national, cultural and linguistic values, preserves and continues Ukrainian cultural and historical traditions, has creative personality, is a true patriot, professional teacher (active citizen of Ukraine), spiritual mentor. Accordingly, there is the demand to improve philology teachers’ professional training, taking into account different concepts, approaches and principles; ensuring a harmonious combination of purpose, content, structure, stages, forms, and methods of organization the educational and communicative environment of higher education institutions. Any system can function and develop successfully only under certain conditions, as well as the result of future philology teachers’ professional training in an educational and communicative environment.The optimal pedagogical conditions for future philology teachers’ training in the educational and communicative environment of higher education institutions have been identified: 1) increasing motivation and pedagogical reflection on the professional and communicative activities of future teachers of philology by means of interactive technologies; 2) the use of communicative learning strategies during the training of future teachers of philology; 3) improving the content and forms of practical training to gain experience in future professional and communicative activities; 4) creation of educational-methodical and educational-informational support of educational-communicative environment for training of teachers of philology. It was found that such pedagogical conditions would improve the educational and communicative environment, create a mechanism of mental activity of students, which will contribute to the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity. It has been confirmed that pedagogical conditions optimize the improvement of the educational process, the creation of such a mechanism of students' thought process, which will promote the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity.

scholarly journals Methods of Using Programmed Means to Organize Practical Training for Improving the Professional Skills of Future Teachers of Fine Arts

2021 ◽  
Vol 13 ◽  
Author(s):  
Azimov Sanjar Samadovich
Keyword(s):  
Professional Training ◽  
Practical Knowledge ◽  
Fine Arts ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Literature Information ◽  
Normative Documents ◽  
Self Study ◽  
The Subject

   The combination of theoretical and practical knowledge in the professional training of future teachers of fine arts, the importance of theoretical and practical exercises in the subject of Composition. The theoretical basis for improving the professional training of future teachers of fine arts is systematically analyzed in the article. The didactic possibilities of further increasing the scientific motivation of students through the use of software means in the educational process were studied. To form the virtual practical training in the teaching of the subject "Composition" in the direction of education 5110800-Fine Arts and Engineering Graphics in higher education, to develop the methodological recommendations for its use, are pedagogically based. Methodology for developing a programmed, electronic educational-methodical complex on the subject of "Composition" which covers (introduction, normative documents, lectures, practical classes, self-study topics, presentations, animations, programmed control test, keywords and terms, used literature, information about the authors) is recommended. Thoughts about the actual tasks of the development of the educational system in increasing the efficiency of the acquisition of the subject “Composition” are stated.

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 FEATURES OF FUTURE TEACHER PROFESSIONAL TRAINING FOR EDUCATIONAL AND NURTURE ACTION

2020 ◽  
pp. 42-47
Author(s):  
Лідія Хомич
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Practical Training ◽  
Professional Self ◽  
Teacher Professional ◽  
Main Components ◽  
Procedural Components

The basic concepts of the research «action», «interaction» and «activity» were analyzed. It was determined that in today`s conditions preparation for pedagogical activity is considered as a dialectical unity of all its structural components, properties, connections and relations. It was found that the main components of readiness for pedagogical activity are unity of personal and procedural components. The approaches that need to be implemented in the training of future teachers for educational and nurture action were substantiated, in particular: professional selection and propaedeutic preparation of the future teacher, which involves the use of psychological and pedagogical technologies for selecting students for the teaching profession and creating conditions for the professional self-determination of youth, as well as determining its relevance to the requirements of pedagogical activity; improvement of the content of theoretical and practical training in pedagogical universities, therefore it is necessary to revise the content of disciplines for professional training of pedagogical staff at value, content and technological levels; organization of the educational process in a modern pedagogical university should be aimed at the use of effective forms of person-oriented interaction; priority should be given to the role of practical activity in future teacher training for educational and nurture action that provides mastery of the basics of professional skills. It was generalized that development of teachers’ professional competence should include the formation of motivation, initiative, responsibility, active life and professional position.

scholarly journals Student theater in the professional training of future teachers: personal and action approach

2018 ◽  
Vol 28 (4) ◽  
pp. 68-73
Author(s):  
L. Lymarenko
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
The Subject ◽  
Effective Organization ◽  
The Individual

The article is devoted to one of the topical problems of higher education, namely, the usage of the student theater in the system of professional training of future teachers on the basis of personal and action approach. The author considers for the first time that the student theater as a form of artistic and pedagogical activity is focused on personal development, improvement of creative abilities of future teachers, formation of professional self-sufficiency by means of multilevel artistic and pedagogical communication in the system of higher pedagogical education. The article substantiates the expediency of using the fundamental personal and action approach in the functioning of the student theater in the professional training of future teachers. The paper suggests the description of psychological and pedagogical components within above-mentioned conceptual personal and action approach. This article deals with personal and action approach that provides the most effective organization of artistic and creative activity of the future teacher with its transfer to the position of the subject of self-knowledge. Within personal and action approach, the structure of self-development of the individual is formed, in which the main elements are the subject and the nature of the artistic and pedagogical interaction. It is established that successful activity of the student theater on the basis of personal and action approach is provided by the corresponding organizational and pedagogical conditions that have an influence on the goals of teaching, methods, forms and means of organizing the educational process, as well as mutuality with the educational, artistic and creative activities of the teacher-supervisor and students of theater. The author's position is that the functionality of certain organizational and pedagogical conditions is focused on: creation of the appropriate educational artistic and creative environment; dominance and active usage of theater training technologies in the educational process of the student theater; subject-to-subject interaction within multilevel communication of student theater; sequence of activity of the student theater in the professional training of the future teacher. It is proved that abidance of mentioned organizational and pedagogical conditions contributes to the professional formation of a specialist in the process of acquirement of the multilevel artistic and pedagogical communication of the theater on the basis of subject-to-subject interaction, during which the future teacher becomes a creator in a vital and professional activity.

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