scholarly journals PROFESSIONALLY-PEDAGOGICAL PREPARATION OF TEACHERS OF PUBLIC SCHOOLS IN TEACHING SEMINARIES OF UKRAINE

2019 ◽  
pp. 44-48
Author(s):  
О. Plakhotnik
Keyword(s):  
Public Schools ◽  
Public School ◽  
Primary Education ◽  
Social Order ◽  
Educational Practice ◽  
Professional Preparation ◽  
Future Teacher ◽  
Substantial Influence ◽  
Future Teachers ◽  
Modern System

The article deals with the analysis of professionally-pedagogical preparation of teachers of public schools of teaching seminaries of Ukraine, that can become valuable acquisition for professional preparation of specialists of the modern system of pedagogical education. An important accent have been done on history, forming of maintenance and principles of professional preparation of teachers of public schools in teaching seminaries. The article analyzes the tendency of instability and relative unsystematic of preparation of teachers registers for public schools, that partly predetermined by educational reforms in industry of primary education. It has been proved that requirement to semantic part of professional preparation of teacher of public school were in direct dependence on a social order on the level of its qualification. The general preparation of future teacher was limited, at the same time professionally pedagogical preparation was in the comparatively best state. The future teachers of public schools often have been studied German classic pedagogics, and educational practice rendered substantial influence on the level of professional preparedness of future teachers of public schools.

scholarly journals SIMULATION OF THE PROCESS OF PROFESSIONAL DEVELOPMENT OF THE FUTURE TEACHER OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF INDEPENDENT WORK

2020 ◽  
pp. 73-92
Author(s):  
Iryna Tsisaruk
Keyword(s):  
Professional Development ◽  
Social Order ◽  
Functional Model ◽  
Continuous Professional Development ◽  
Future Teacher ◽  
Future Teachers ◽  
Labor Education ◽  
The Social ◽  
Labor Training ◽  
Independent Work

In the article reveals the content of the structural and functional model of professional development of future teachers of labor training and technology. To visualize the specific goals, ways and results of professional development of future teachers of labor training and technology in the process of independent work, a modeling method was used, which is based on the principle of analogy and provides the opportunity to study a real object not directly but through consideration an object similar to it, that is, its model. The method of experimental research «pedagogical modeling» is revealed as the initial stage of process design, which involves creating conditions to achieve the goal, determining the stages and components of this process, developing strategies, forms, methods, tools, technologies of professional development and more. The structural-functional model is based primarily on the social order based on the expected results of the future teacher of labor training and technology for continuous professional development by means of independent work throughout life. Given the specifics of the process of professional development of future teachers of labor education and technology in the process of independent work, in our opinion, we must take into account the model of future professional activity, the structural elements of which we include taking into account the social order theoretical and methodological block (purpose, conceptual principles, methodological approaches, principles); procedural-semantic block (structural components, strategies, forms, methods, means) with an interactive development program and diagnostic-effective block (criteria, indicators, levels), focused on the preparation of future teachers of labor training and technology for continuous professional development by means of independent work during life. Also, in the article defines and theoretically substantiates the pedagogical conditions for ensuring the success and efficiency of the studied phenomenon, which ensured the continuity, efficiency and reliability of the process. Key words: model, modeling, professional development, future teachers of labor training and technologies.

scholarly journals Theoretical Substantiation of the Support Model for Master’s Degree Students’ Self-Determination during Teaching Practice

2020 ◽  
Vol 22 (9) ◽  
pp. 11-36
Author(s):  
E. V. Neumoeva-Kolchedantseva
Keyword(s):  
Teaching Practice ◽  
Web Of Science ◽  
Educational Practice ◽  
Educational Process ◽  
Future Teacher ◽  
Self Determination ◽  
Future Teachers ◽  
Theoretical Substantiation ◽  
The Individual

Introduction. In the conditions of complexity, uncertainty, and diversity of contemporary Russian reality, the task of personal self-determination for the future teacher, understood as a mechanism of self-regulation, becomes a priority. In this regard, it is appropriate to consider teaching practice not only in the context of professional self-determination, but including personal selfdetermination. The “activity-based” interpretation of personal self-determination provides the prospects for finding an integrative pedagogical mechanism, which mediates the process of future teachers’ personal self-determination. The aim of the present research is the conceptualisation of ideas about pedagogical support as a mechanism and form of mediating personal selfdetermination, theoretical substantiation of the model for pedagogical support of students’ personal self-determination during the period of teaching practice. Methodology and research methods. To achieve the goal of the research, a reliable theoretical and methodological base has been defined: cultural-historical theory, psychological theory of activity, subject-activity approach, modern interpretation of the existential approach in psychology, environmental approach, and hermeneutic approach in pedagogy. The following methods of theoretical level are used: analysis of the main tendencies of modern pedagogical education development; analysis of basic theories and approaches; conceptualisation of pedagogical support ideas; hypothesis, modelling, extrapolation; generalization of research results. The materials of the research are: the sources of scientific information recognised in the scientific community (47 sources), included in the RSCI citation base, in the international citation systems Web of Science, Web of Science (RSCI), Scopus; well-known models of psychological and pedagogical support of a person in the educational process; local experience of testing the author’s model for supporting students’ personal self-determination during the period of teaching practice. Results. A developed theoretical model for supporting students’ personal self-determination during the period of teaching practice includes: design of the individual trajectory for development as the main means of support; justification of the interaction between tutors and students as the main mode of pedagogical support; disclosure of meaningful dominants of support at the main stages of personal interaction with the social and educational environment; general characterisation of the proposed methods and means of pedagogical support. The strategy of pedagogical support is proposed, taking into account the essential properties of personal self-determination (an activity of externally and internally mediated process) and the objective possibilities of teaching practice as a “space of self-determination”, which consists in ensuring the movement of the individual from external to internal, from unconscious to conscious, from passive to intentional, from spontaneous to a controlled process of selfdetermination. Scientific novelty. For the first time, pedagogical support is justified as a mechanism for mediating the personal self-determination of a future teacher. The model of pedagogical support as a mediating activity of a teacher is theoretically substantiated. The novelty of the model lies in the restructuring of the relations of its main elements: the support stages are isomorphic to the stages of selfdetermination; the “prolonged” means of support is an individual development path that integrates other means and methods. Special attention is focused on the role of the tutor’s personality and his or her interaction with students. Practical significance. The model of pedagogical support is presented as the basis for the prospective design and practical implementation of the maintenance procedure, designing and testing its methods and means, comprehending and “enriching” its content. Thus, the demonstrated model is designed to contribute to the formation of pedagogical support for the personal self-determination of future teachers as a real and in-demand educational practice in the current conditions of educational practice.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Using an Evaluation Hotline to Promote Stakeholder Involvement

2008 ◽  
Vol 29 (1) ◽  
pp. 58-70 ◽  
Author(s):  
Gary J. Skolits ◽  
Judith A. Boser
Keyword(s):  
Public Schools ◽  
Public School ◽  
Stakeholder Involvement ◽  
Community Leaders ◽  
Community Resources ◽  
School Evaluation ◽  
Design And Implementation ◽  
Community Stakeholders ◽  
Design And Application

This article addresses the design and application of a hotline to promote broader community-wide participation in a public school evaluation. Evaluations of community resources such as public schools present evaluators with challenges from the perspective of promoting stakeholder involvement. Although many evaluation stakeholders are readily identifiable, there are potentially many unknown and hard-to-reach community leaders and residents who may want to participate in the evaluation. An evaluation hotline offers a mechanism for potentially identifying and reaching some of these interested community stakeholders and enabling their participation. This article introduces an evaluation hotline design and implementation, along with perceived hotline strengths and weaknesses observed in its use.

scholarly journals ПРИПРЕМА БУДУЋИХ УЧИТЕЉА И ПРОБЛЕМ ФОРМИРАЊА КУЛТУРНОГ ИДЕНТИТЕТА

TEME ◽  
2021 ◽  
pp. 001
Author(s):  
Vesna Trifunović ◽  
Danijela Zdravković ◽  
Dragana Stanojević
Keyword(s):  
Cultural Identity ◽  
Primary Education ◽  
Complex Problem ◽  
Cultural Development ◽  
Future Teachers ◽  
Academic Knowledge ◽  
Normative Framework ◽  
Important Field ◽  
The Republic ◽  
Institutional Preparation

In the Republic of Serbia, education reforms have been implemented since 2000 with the aim of harmonizing this important field of society with the so-called European Education Area. The whole range of changes lawfully adopted and applied in practice at all levels of institutionalized education is mainly directed towards the standardization and unification of "domestic" education with the educational paradigms of a neoliberal society. Maintaining the continuity of cultural development and the formation of cultural identity are important issues for overall social development, and they are not given proper attention in the education strategy. In addition to that, the institutional preparation of future teachers does not sufficiently focus on this issue.In this paper we consider: (1) the normative framework that regulates the field of primary education and the formation of cultural identity in the Republic of Serbia, (2) the factors influencing the process of training future teachers for the formation of cultural identity and (3) the teachers’ competencies as a support to the formation of the cultural identity of younger school-age children.The importance of the harmonization of the basic guidelines of the normative framework regulating primary education and the formation of cultural identity with the basic intentions of preparing future teachers is emphasized. Especially from the perspective of the role of teachers in the process of establishing and preserving the cultural identity of generations reaching compulsory primary education in the context of intergenerational transmission of culture, cultural patterns and values. At the same time, the paper emphasizes the insufficient presence of content in the education of future teachers that would adequately prepare them for understanding the complex problem of forming a cultural identity.The authors point out the importance of the groundedness of future teachers’ preparation in terms of their academic knowledge of society, history and culture. The aim of the paper is to emphasize the importance of developing teachers’ competencies necessary for understanding identity issues and forming a cultural identity.The paper employs the descriptive-analytical method.

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