scholarly journals Approaches to the Implementation of a Teacher’s Professional Standard: Labor Actions and Systemic Meanings

2020 ◽  
Vol 12 (1) ◽  
pp. 3-15
Author(s):  
S.A. Uskova
Keyword(s):  
General Education ◽  
Empirical Test ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Standard ◽  
System Implementation ◽  
Study Program ◽  
Primary School Teachers ◽  
Main Components ◽  
Education Courses

The article presents the analysis of the introduction of the professional standard of the teacher (the Standard), and analyzed the risks the formal implementation of the requirements of the Standard situation when the teacher can not organize and build relationships in the framework of functional maps of the profession and driving its operations to implement the desired work functions that does not allow the execution of one of the main functions of the Standard - improve the effectiveness of the educational process. The author presents a theoretical model of modern educational process; the proposed mechanism is a system implementation of the Standard proved the importance of the consideration of the necessary skills and knowledge as the employment action; it shows the variability of implementation of the Standard in accordance with emerging problems in the professional activity of the teacher, the peculiarities of the system of implementation of the Standard by the example of one work function: teaching activities for the implementation of the programmes of primary General education. Testing showed the importance of using the system implementation of the Standard as methodological tools in the process of thinking as a teacher this document. An empirical test of performance was carried out on the basis of an analysis of the final work of 98 students of continuing education courses (primary school teachers). 78% of teachers designed EP, identified the main\ components in it and correlated them with the main labor functions. 83% of teachers switched from formal adherence to the standard to the conscious design of the study program.

scholarly journals ACTIVITY APPROACH AS A PRACTICE-ORIENTED BASIS FOR THE FORMATION OF PROFESSIONAL QUALITIES OF CADETS OF AVIATION NAVIGATORS

2021 ◽  
pp. 126-136
Author(s):  
S.A. Seliverstov ◽  
Keyword(s):  
Educational Process ◽  
Point Of View ◽  
Flight Training ◽  
Professional Activity ◽  
Military Aviation ◽  
Flight Instructors ◽  
Personal Qualities ◽  
Main Components ◽  
The Relationship ◽  
Goals And Objectives

The article discusses the issue of the formation of professionally important qualities (PIQ) in future military aviation navigators in the educational environment of a military university. The goal is to substantiate the activity approach as a practice-oriented basis for the formation of professional qualities in cadets-navigators. A review and analysis of scientific research, publications is carried out, allowing to discover the significance of the activity approach as a methodological direction of research. The methodological basis of the research is the provisions of the activity approach, which are used as the basis for the development and formation of the PIQ among cadets-navigators in the process of a practice-oriented educational process. The description of the results is associated with the characteristics of the content and organization of the professional activity of cadets-navigators in the process of implementation of industrial practice in the form of flight training. Using the activity approach, the main components of the activities of flight instructors, teachers and cadets-navigators are considered, from a unified methodological point of view, and thus the nature of their interaction is revealed. Emphasis have been determined that need to be paid attention to in the course of pedagogical activity on the formation of professional qualities among cadets-navigators. A definition is given and pedagogical technologies are proposed for the formation of professional experience and professional qualities in a future specialist in the context of a practice-oriented pedagogical process. The relationship between the experience gained by the trainee in the practice-oriented pedagogical process and the formation of professionally important personality traits of a specialist is considered. The main goals and objectives for the formation of the necessary professional qualities of cadetsnavigators during flight training have been determined. At the entrance of each stage of flight training, technologies are determined aimed at rational and purposeful impact on the student in order to develop competencies and personal qualities. Recommendations are offered to teachers and instructors to improve the efficiency of development and formation among cadets-navigators of the PIQ.

Modern Pedagogical Technologies As a Tool of Modeling of Professional Activity in Educational Process of Pedagogical College

2017 ◽  
Vol 5 (6) ◽  
pp. 34-39
Author(s):  
В. Сморчкова ◽  
V. Smorchkova ◽  
К. Сумнительный ◽  
K. Sumnitel'nyy
Keyword(s):  
General Education ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Professional Activity ◽  
Future Teachers ◽  
Teacher Training College ◽  
The Russian Federation ◽  
Legislative Changes ◽  
Selection Of

In article the urgency of development of modern educational technologies by teachers of pedagogical colleges is justifi ed. Relevance is considered as part of the philosophy of education, and in the context of legislative changes enshrined in the law “On education in the Russian Federation” and the FSES at all levels. We considered two aspects of this process: educational technology used in teaching, and support of college students in the selection of complex educational technologies to replenish professional tools for future teachers. The factors which prevent not only the process of implementation of pedagogical technologies in educational process of pedagogical colleges, but also in the practice of General education are considered. The measures to facilitate the organization of such a process are off ered and criteria that can be used both for the selection of the most eff ective for teaching in a teacher training college, and for the creation by future teachers of their own complex of pedagogical technologies are given.

A Green Heat Transfer Design Project to Introduce Globalization and Society Awareness

2010 ◽  
Author(s):  
Shirley Fleischmann ◽  
Mehmet Sozen ◽  
Wael Mokhtar
Keyword(s):  
Heat Transfer ◽  
Developing Countries ◽  
General Education ◽  
Environmental Issues ◽  
Design Project ◽  
Engineering Problems ◽  
General Education Courses ◽  
Main Components ◽  
Education Courses ◽  
Or In Developing Countries

Energy, environmental issues and society awareness are three of the main components in many engineering problems. Engineering Schools use general education courses to address these issues. However, the bridge between the engineering skills and these issues is still a challenge. In the present work, an open-ended design project was used in a senior level Heat Transfer course to address this need. The students were asked to work in teams to design and build a one- or two-person shelter that is built from recycling material and has no active heat source. The shelter should be portable and easily assembled and disassembled using limited tools to match the use in the time of crises or in developing countries. The details of the project are presented and supported by samples from the students’ work.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals Training teachers of mathematics under the conditions of introduction of the professional standard

2021 ◽  
Vol 26 (4) ◽  
pp. 154-160
Author(s):  
Alyona S. Babenko ◽  
Nataliya L. Margolina ◽  
Tat’yana N. Matytsina ◽  
Kirill Ye. Shiryayev
Keyword(s):  
Educational Program ◽  
Service Sector ◽  
Educational Institution ◽  
Extreme Points ◽  
School Curriculum ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Professional Standard ◽  
The Future

This article belongs to the field of methodological science that analyzes the interaction of school mathematics with the teaching of mathematical disciplines in higher educational institutions, in particular, to students of pedagogical directions. The article presents two extreme points of view on modern education. The first of them perceives education as a kind of value, completely ignoring the relevance of this or that educational program. The second focuses exclusively on the market conditions of the educational program, perceiving an educational institution as an enterprise in the service sector. The authors of the article criticize both extremes, considering the educational process as a phenomenon that combines the features of both value and market phenomena. Further, in the presented work, an attempt is made to answer the question, is knowledge of only the school curriculum of mathematics sufficient for high-quality professional activity in school as a teacher? The authors of the article unequivocally answer this question - no, not enough. A number of examples are given when the knowledge of university special mathematical disciplines not only contributes to a more perfect knowledge of the taught subject in the future teacher, but is also fundamentally necessary for the formation of specific skills and abilities of the future teacher of mathematics. As examples, such mathematical sections as complex numbers, the theory of limits, the construction of counterexamples, projective geometry, etc. The work also provides links to the professional standard of a pedagogue, adopted in 2019.

scholarly journals A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS

2019 ◽  
Vol 17 (2) ◽  
pp. 97-100 ◽  
Author(s):  
G. Terzieva
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
General Education ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Effects

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria

Integration of general education and vocational training on the example of phenomenon-based learning

2021 ◽  
pp. 115-122
Author(s):  
Maria Mikhailovna Parshina
Keyword(s):  
College Students ◽  
Information Technology ◽  
General Education ◽  
Vocational Education ◽  
Vocational Training ◽  
Integrated Approach ◽  
Educational Process ◽  
Professional Activity ◽  
The Impact ◽  
Development Of Students

This article discusses the possibilities of using phenomenon-oriented learning in institutions of secondary vocational education, the impact of learning based on phenomena on the integration of general education and vocational training, as well as the importance of the phenomenon-based approach for the development of students’ personality. The author prepared a brief overview of the existing experience in the implementation of phenomenon-based learning in education, including making a comparison with the integrated approach in education widely used in the 20s of the last century in our country, identified the differences between the integrated approach and phenomenon-based learning, and also conducted an experiment on the introduction of elements of phenomenon-based learning in the process of studying the discipline “Information technology in professional activity” for college students. The results of the study showed that the introduction of phenomenon-based learning into the educational process contributes to the development of a harmonious personality of the student, the development of creativity skills and the ability to independently work with information, and increases the motivation of students to study.

scholarly journals LITERASI KAWASAN SOSIOLOGI MAHASISWA DALAM MEMPERSIAPKAN KARYA AKHIR PROGRAM STUDI PENDIDIKAN SOSIOLOGI FKIP UNTAN

2018 ◽  
Vol 1 (2) ◽  
pp. 61
Author(s):  
Rustiyarso Rustiyarso
Keyword(s):  
General Education ◽  
Web Search ◽  
Sociology Department ◽  
Sociology Of Education ◽  
Study Program ◽  
Survey Form ◽  
Literacy Preparation ◽  
General Education Courses ◽  
Education Courses ◽  
Final Work

  AbstractThis study aimed to describe the education of sociology departement literacy used by students of sociology of education in preparing the final work in FKIP Tanjungpura University of. The method used is descriptive method survey form with a qualitative approach. Data collected by the indirect communication. Data collection tool used is a questionnaire and documentation in the form outline and design student research. The population of this study were all students of sociology of education that has been qualified in completing course credits a number of 110-115 credits and be eligible to apply for the title of the research to the academic supervisor. The research proves that students in general education courses sociology "in line" in preparing for the writing of the final work through the proposed outline and the design of the proposed research to the academic supervisor or to the sociology of education courses. In particular: 1) student of the sociology of education before writing her college thesis to perform a wide variety of approaches and work hard to get a variety of literacy suite of social media both print and non-print; 2) student education study program of sociology in doing literacy courses to prepare for the final works in sociology of education courses to experience various obstacles whether they are economic, technical as well as non-economic and non-technical; 3) the strategies used to overcome various obstacles in literacy preparation was writing the end of college students of education and sociology are doing searching brawshing using a web search engine sociology department, namely Google and Yahoo and other web search engines. Keywords: literacy, education of sociology, end of college preparatory works

scholarly journals Digital educational environment as a factor of developing teacher’s professional reflection

2021 ◽  
Vol 14 (33) ◽  
pp. e16166
Author(s):  
Anna Konstantinovna Oreshkina ◽  
Dmitry Vladimirovich Lukashenko ◽  
Ivan Sergeyevich Samokhin ◽  
Marina Georgiyevna Sergeeva
Keyword(s):  
Communication Skills ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Self Awareness ◽  
Professional Standard ◽  
Educational Organizations ◽  
Educational Organization ◽  
Training Analysis ◽  
The Poor

The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.

scholarly journals Digital transformation of education and the analysis of possible risks: results of a survey of teachers of general education organizations

2021 ◽  
Vol 53 (5) ◽  
pp. 446-462
Author(s):  
Robert A. Galustov ◽  
◽  
Irina V. Gerlach ◽  
Inna E. Kopchenko ◽  
Olga N. Spirina ◽  
...  
Keyword(s):  
General Education ◽  
Information And Communication Technologies ◽  
Working Conditions ◽  
Education System ◽  
High Speed ◽  
Digital Transformation ◽  
Educational Process ◽  
Federal State ◽  
Teaching Staff ◽  
Professional Standard

Introduction. Digital transformation of the educational space resulted in a new problem area associated with the search for solutions to eliminate the existing gap between the pace of digitalization of society and education and the preparation of teachers to work in the digital environment in the context of digitalization of the educational process. The article is aimed at monitoring and analyzing the possible risks of digital transformation in the general education system. Materials and methods. During the study of the possible risks of digital transformation in the general education system, a survey among teachers of general education organizations of Krasnodar region was conducted (122 people). The professional standard "Teacher (Pedagogical Activity in the Field of Preschool, Primary General, Basic General, Secondary General Education) (Educator, Teacher)" dated October 18, 2013 No. 544n and the Federal State Educational Standard of Higher Education (FSES HE 44.03.01 Pedagogical Education) were analyzed and compared. The results of the study. The study aimed at determining the possible risks of digital transformation in the general education system showed that a significant number of respondents noted the following factors as risk zones: technical working conditions of teachers (21.3% of teachers are not provided with the necessary equipment), their ambiguous attitude to distance education (against 72.1% of teachers) and digital transformation of education (against 29.5% of teachers), incomplete understanding of trends in the development of modern education, insufficient level of mastering information and communication technologies (more than 55% of teachers possess ICT at an average or low level). The identified risks are not fully reflected in the professional standard of the teacher, which gives grounds for its significant revision and updating. Discussion and conclusion. Based on the results of the survey of teachers the following recommendations are offered: a) to provide the subjects of the educational process with the necessary computer and telecommunications equipment with high-speed Internet access; b) to create optimal working conditions for teaching staff contributing to the improvement of professional competencies under digitalization; c) to involve more teachers in the development of academic materials posted on Russian educational online resources; d) to implement educational and enlightenment activities among teachers to form ideas about the directions, opportunities and prospects of digital transformation of general education, to generate a new way of thinking of a modern teacher under digitalization.

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