scholarly journals Digital Footprint in the Educational Environment as a Regulator of Student Vocational Guidance to the Teaching Profession

2021 ◽  
Vol 14 (9) ◽  
pp. 1388-1398
Author(s):  
Dmitry M. Lapchik ◽  
◽  
Galina A. Fedorova ◽  
Elena S. Gaidamak
Keyword(s):  
Learning Environment ◽  
Professional Training ◽  
Career Guidance ◽  
Vocational Guidance ◽  
Teaching Profession ◽  
Practical Training ◽  
Future Teachers ◽  
Practical Result ◽  
Digital Footprint ◽  
Pedagogical Orientation

The article is devoted to the digital footprint in education as a method of improving the career guidance of students of pedagogical higher education at all stages of their theoretical and practical training. The article discusses approaches to students’ career guidance and pedagogical orientation based on the analysis of their digital footprint in the learning environment and external resources. The review of researches in collecting, analysing and interpreting students’ digital footprint and in career guidance of future teachers is provided. Moreover, the article outlines preliminary adjustments to the concept of vocational guidance to the teaching profession in a digital learning environment. The authors analyse the possibility of using the technology of fixing and interpreting various digital data to manage the process of gradual development of career guidance grounded in the actualization of pedagogical orientation. As a result, the authors conclude that the use of digital footprint brings the process of students’ vocational guidance to the teaching profession to a new quality level by regulating the pedagogical orientation of future teachers and identifies areas of their professional interests and motives in order to individualize professional training. The practical result is a section «Vocational guidance» in the personal account of the pedagogical university student

scholarly journals PLACE OF THE COURSE "MODERN EDUCATIONAL TECHNOLOGIES" IN THE SYSTEM OF PROFESSIONAL TRAINING OF DOCTORS OF PHILOSOPHY OF ECONOMIC PROFILE

2021 ◽  
Author(s):  
Galyna Yevseieva ◽  
◽  
Galyna Lysenko ◽  
Svitlana Volkova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Technologies ◽  
Practical Training ◽  
Future Teachers ◽  
National Agency ◽  
Pedagogical Training ◽  
Teaching Aids ◽  
Pedagogical Competence ◽  
Economic Profile

The article substantiates the importance of proper organization of professional and pedagogical training of candidates for the degree of Doctor of Philosophy (in particular, economic profile) as future scientific and pedagogical workers of high qualification; it is also determined the role and place of the course “Modern educational technologies” in the system of professional training of doctors of philosophy of economic profile. In order to understand the peculiarities of scientific and pedagogical activities in the educational program of PhD students it should be normatively provided educational components aimed at providing theoretical and practical training of future scientific and pedagogical workers (by the way, as required by the National Agency for Quality Assurance in Higher Education). Analysis of postgraduate curricula suggests that in most of the analyzed institutions, educational programs for doctors of philosophy contain educational components of both theoretical and practical orientation, which is also confirmed by the availability of educational and methodological literature aimed at organizing pedagogical training of future teachers. In general, an integral part of the training of future doctors of philosophy in higher education is the formation of their professional and pedagogical competence, as well as methodological culture, which involves the possession of methodological knowledge (theoretical, methodological, subject methodology, methodology of knowledge of the relevant field of science). Thus, the system of professional and pedagogical training of future teachers of economic disciplines should include the use of modern forms, methods and teaching aids, as well as the latest pedagogical technologies, differentiation and individualization of professional training of future doctors of philosophy, implementation of innovative programs into pedagogical training of potential teachers.

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.

Vocational Guidance in School: Relevance and New Challenges

2019 ◽  
Vol 7 (1) ◽  
pp. 39-46
Author(s):  
С. Усова ◽  
S. Usova
Keyword(s):  
Professional Training ◽  
Career Guidance ◽  
Vocational Guidance ◽  
Early Career ◽  
Self Determination ◽  
Educational Organizations ◽  
Professional Self ◽  
New Challenges

The article analyzes the results of studies of the features of the choice of profession and university by modern youth, conducted in 2018. The problems of professional self-determination of schoolchildren are revealed and new tasks of vocational guidance work at school are identifi ed. The material of the authors can be useful for creating an environment for professional self-determination, early career guidance and pre-professional training of schoolchildren in educational organizations.

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 FORMAL AND ORGANIZATIONAL TRENDS IN PSYCHOLOGICAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2019 ◽  
Vol 2019 (3) ◽  
pp. 21-31
Author(s):  
Ganna Slobodianiuk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Psychological Training ◽  
Independent Work

The vector of competence approach in professional formation of specialists poses to the higher education of Ukraine the question of the quality of future teachers’ preparation, the examination of which should become the professional competencies of the graduate student. The psychological competencies of the teacher require specification of the application of psychological knowledge in relation to a number of interactions that mediate the educational process and activity of a teacher. It is logical for the society to expect that the basic psychological competences of the future teacher should be acquired at the stage of primary professionalization in the educational institution which prepares teachers. Structurally normative psychological training of future teachers is indirectly reflected in the scope of teaching and distribution of teaching hours of psychological disciplines, in their content and structuring in different training courses, the ratio of classroom hours and independent work of the student in the discipline. The purpose of the work is to summarize the educational tendencies in the content of the curricula of psychological training of future teachers in the higher education system. The main results were obtained through the methods of analysis of curricula for the preparation of mathematics teachers of bachelor level in different higher education institutions of Ukraine in the context of: the volume of academic hours of disciplines of psychological cycle and their content representation; studying trends in the ratio of different forms of classroom training and their share in the general and practical training of specialists. The analysis of ten-year curricula and programs of psychological disciplines showed a variety of volumes of study of psychological disciplines, a tendency to decrease its academic hours, a reduction in the number of ECTS credits and reduction of the applied content component of developmental, pedagogical, social psychology and psychological foundations of family life. There is a certain tendency to decrease the quota of classroom study of psychological disciplines and increase the volume of students’ independent work. The lack of approved national professional standard for the teaching profession makes it difficult to include applied psychological disciplines in teacher training plans designed to ensure the formation of professional psychological competencies of future educators.

scholarly journals Formation of future teachers’ gender competence in the conditions of higher education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 290-295
Author(s):  
Natalya Sultanova ◽  
Svitlana Bezushko
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
University Students ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Practical Training ◽  
Future Teachers ◽  
General Review ◽  
Gender Culture ◽  
Gender In Education

Today the issue of ensuring gender equality in Ukraine is becoming more and more relevant. The implementation of the principle of equal rights and opportunities at all levels of social life is a necessary precondition for the formation in the state of a civilized, parity society and its integration into the European educational space. Therefore, the main task, that the scientific community now solves, is the creation of a better world for all people, in which there will be no place for any inequality: class, gender, racial or ethnic. In this aspect, fundamental changes in the content of theoretical and methodological approaches in education are naturally occurring, purposes of teaching and upbringing of youth are outlined in a new way. The clarification of the essential features and content of such concepts as «gender»,»gender culture», «gender approach» has been described. The problem aspects of gender in education institutions have been determined on the basis of a general review of scientific publications.It has been emphasized the importance of specialists’ professional training in higher education institutions. The necessity of forming a gender culture of university students based on the idea of gender public policy has been substantiated. The clarification of the essential features and content of such concepts as «gender», «gender culture», «gender approach» has been described. The problem aspects of gender in education institutions have been determined on the basis of a general review of scientific publications. It has been emphasized the importance of specialists’ professional training in higher education institutions. The necessity of forming a gender culture of university students based on the idea of gender public policy has been substantiated. The issues of introducing and improving the practical training of students as future teachers and pedagogues have been analysed.The author has emphasized the possibility of students’ preparation with additional knowledge on gender issues.

Formation of the Vocational-Oriented Environment of the School: from the Experience of the Work of the School of Moscow Region

2021 ◽  
pp. 30-34
Author(s):  
Mikhail Nechaev ◽  
Svetlana Frolova
Keyword(s):  
Professional Training ◽  
Career Guidance ◽  
Young Person ◽  
Vocational Guidance ◽  
Early Career ◽  
Self Determination ◽  
Moscow Region ◽  
Global Changes ◽  
Professional Self ◽  
Definition Of

Global changes taking place in all spheres of life have influenced the education sector. The school must prepare a graduate who can successfully socialize and be in demand and competitive. That is why the problem of professional self-determination and choice of a future profession by students is especially acute. According to the authors of the article, one of the most important conditions for the successful professional self-determination of students is the vocational guidance environment of the school. The authors give a definition of the concept of "vocational guidance environment". They describe the stages of its formation, and also present the experience of creating a career guidance environment in one of the schools in the Moscow region. The material of the authors can be useful for creating a career guidance environment, early career guidance and pre-professional training of students in educational organizations, which will ensure the emergence of a "new type" graduate - a young person who has the ability to consciously choose a professional path in unity with professional mobility.

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 FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 198-202
Author(s):  
Y. STRYZHAK
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Orientation ◽  
The Future

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

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.

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