scholarly journals PEDAGOGICAL PROMOTION OF PROFESSIONAL SELF-REALIZATION OF FUTURE TEACHERS OF PH ILOLOGICAL SPECIALITIES

2020 ◽  
Vol 2 ◽  
pp. 236
Author(s):  
Kateryna Poseletska ◽  
Olena Ihnatova ◽  
Olena Kochenko ◽  
Yana Hapchuk
Keyword(s):  
Vocational Training ◽  
Teaching Practice ◽  
Rapid Change ◽  
Practical Experience ◽  
Theoretical Research ◽  
Productive Activity ◽  
Future Teachers ◽  
Development Factor ◽  
Self Development ◽  
Professional Self

In the world of rapid change, the concept of professional self-realization is becoming an essential development factor for professionals. Modern teachers of philological specialties should be not only masters in their field who have indispensable professional and methodological competencies but also be ready to provide all necessary services for the current generation, which agrees with the framework of the “New Ukrainian School”. To correspond to the above-mentioned standards, a philology teacher must strive for self-development and self-improvement. The readiness of future teachers for professional self-realization is an integrated quality manifested in independent productive activity aimed at personal self-development and self-improvement. Based on theoretical research and practical experience, we have determined pedagogical conditions for the formation of readiness of future teachers of philological specialties for professional self-realization: 1) ensuring readiness for the professional self-realization of future teachers of philological specialties based on the acknowledgement of career prospects; 2) actualization of the acmeological component of the vocational training of future philologists; 3) phased inclusion of future philologists into the practically focused activity during their teaching practice. The effectiveness of these pedagogical conditions has been examined through carrying out the pedagogical experiment and a set of questionnaires and tests to define the level of readiness for professional self-realization. As a result, we have developed a system of practical classes “I am a future professional” and corrective tutorials with future teachers of philological specialties and developed common psychological and pedagogical guidelines for supervising teaching practice.  

scholarly journals MOOC: PLATFORMS OF PROFESSIONAL SELF-DEVELOPMENT OF PRIMARY SCHOOL TEACHERS OF ENGLISH

2021 ◽  
pp. 33-38
Author(s):  
Olena Beskorsa
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Theoretical Research ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

scholarly journals IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART

2021 ◽  
pp. 51-58
Author(s):  
Tetiana Ageykina-Starchenko ◽  
Natalia Chorna
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Cognitive Activity ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Self Development ◽  
Professional Self ◽  
Comparison Of The Results ◽  
Development Of Students

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results. Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

scholarly journals Students’ Multilevel Artistic and Pedagogical Communication Mastering

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Lidiia Ivanivna Lymarenko ◽  
Nataliia Hunko ◽  
Tetiana Kornisheva ◽  
Mykola Pichkur ◽  
Olena Shevtsova ◽  
...  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Role Playing ◽  
Future Teachers ◽  
Self Sufficiency ◽  
Self Development ◽  
Professional Self ◽  
Multi Level ◽  
Theatre Pedagogy ◽  
Characteristic Features

The article substantiates the feasibility of introducing student theatre in the professional training of future teachers on the basis of generalizing the experience of theatre pedagogy. The student theatre is considered as a form of art and pedagogical activity, oriented on personal development, self-development, and 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 characteristic features of the phenomenon of “artistic and pedagogical communication” are analysed and considered in two conceptual meanings: artistic and pedagogical. The multi-level artistic and pedagogical communication of the student theatre is defined as the interdependent process of professional training of future teachers, which integrates the internal and external interaction of subjects of artistic and creative activity. In this regard, the multi-level artistic and pedagogical communication of the students' theatre participants is presented as a consistent acquirement of role-playing in the process of certain levels of artistic and pedagogical communication. The characteristics of the levels of artistic and pedagogical communication are divided into: contemplative-oriented, creative-performing, artistic-active, and art studies. The article gives a determination of criteria and corresponding levels of mastering of multilevel artistic and pedagogical communication by future teachers.

scholarly journals ILLUSTRATION AS AN INTEGRATIVE COMPONENT OF VOCATIONAL TRAINING OF TEACHERS OF ART

2020 ◽  
pp. 7-14
Author(s):  
E. A. Vidanova ◽  
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Academic Discipline ◽  
Practical Experience ◽  
Creative Work ◽  
Future Teachers ◽  
Suggested Approach ◽  
Learning And Teaching ◽  
Integration Of Learning ◽  
Functional Components

The paper considers the role of academic and creative work on illustration as an integrative component of learning and teaching activity (vocational training) in the process of vocational training of a future teacher of art (painter-teacher). The relevance of the study is caused by insufficient information about the potential of teaching illustration as a part of the vocational training of future teachers. The author considers the integration of learning and vocational activity in several aspects, which allows defining the essence and highlighting the significant elements of this process. In each aspect of integration, the author emphasizes the functional components of the teacher’s activity aimed at the formation of general professional and vocational competencies or their parts. In this respect, the paper considers the academic and creative work on illustration as an overall process where all elements are interdependent. The characteristic of the suggested approach to teaching illustration as an integrative component of vocational training of future teachers is the systemizing and improvement in the practice of the complex of knowledge, skills, and experience of activity obtained in the process of learning disciplines of vocational and general professional training throughout the training period. The academic and creative work on illustration expands the instruments of a student necessary for a future practical experience both for the development of artistic and creative skills and aesthetic education of students. An intending teacher being keen on illustration as an academic discipline in the future can implement this field of study in independent creative activity, which can be an example of professional self-fulfillment. The author based the research on the learning of the results of academic and creative work in artistic graphics of the fourth-year students of Art and Graphics Faculty of Kuban State University and further survey organized during teaching training.

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 PROFESSIONAL SELF-CONSCIOUSNESS OF STUDENTS OF A PEDAGOGICAL UNIVERSITY: RESULTS OF THE RESEARCH

2020 ◽  
Vol 1 ◽  
pp. 67
Author(s):  
Tatyana Bugaychuk ◽  
Olga Koryakovtseva ◽  
Olga Rubleva ◽  
Galina Burakova
Keyword(s):  
Vocational Training ◽  
Self Esteem ◽  
Future Teacher ◽  
Advanced Training ◽  
Self Development ◽  
Complex Procedure ◽  
Professional Self ◽  
Self Knowledge ◽  
Development Of Students

The article is devoted to the study of the formation of professional self-consciousness of a student - a future teacher, with an emphasis on the features of professional self-esteem as an element of professional self-consciousness. The data obtained in the article using the methods of studying professional self-esteem and professional self-knowledge allow us to pay attention to the complex procedure of entering the profession by students of a pedagogical university, passing through the crises of vocational training at 2 and 5 courses, 3rd and 4th year students are completely ready to study, work, accumulate knowledge and develop in a wider professional sense, they have a focus on self-development. The dynamics of development of students’ ideas about themselves at different stages of studying at university are shown, the emphasis is on the features of formation of professional self-esteem of  future teachers. The study opens up significant prospects for advanced training and improving the quality of students' training, taking into account the characteristics of the development of their professional self-consciousness.

scholarly journals Integrating theory and practice in social work: An intervention with practitioners in Finland

2020 ◽  
Vol 19 (5-6) ◽  
pp. 1200-1218
Author(s):  
Heidi Muurinen ◽  
Aino Kääriäinen
Keyword(s):  
Social Workers ◽  
Intervention Group ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Theoretical Knowledge ◽  
The Social ◽  
Self Development ◽  
Professional Self ◽  
Group Interviews ◽  
Pilot Intervention

How could social workers apply theory in their everyday practice? According to John Dewey, theories are helpful instruments in analysing situations and forming hypotheses which are tested in practical experiments. Inspired by Dewey’s pragmatist philosophy, we designed a “Practice and Theory” pilot intervention group in which social workers were provided external, theory-driven supervision. This research is a three-case study of the pilot intervention group. Based on a thematic analysis of reflective discussions during the last group sessions and follow-up group interviews, we investigate the difficulties the social workers described in applying theoretical knowledge to practice. We explore what consequences they recognized when reflecting on and experimenting with theoretical knowledge. Our study demonstrates that the major barriers were lack of time and access to theories, difficulties in changing one’s own practice and establishing supportive structures, the lack of competence to understand the role theories and having become estranged theories. However, the positive consequences experienced in the three Practice and Theory groups suggest that the pilot intervention could serve as a potential model for integrating theoretical research into practice. The participants considered that reflecting theories enabled new understanding as well as allowed experimenting with new ways of operating. Participating in the group also improved social workers’ argumentation, helping them to recognize their own expertise. It also raised professional self-esteem and enabled self-development. In the group, the dialogical, reflective and experimental inquiry were key to understanding how theoretical knowledge can open new perspectives.

MATHEMATICAL TASKS AS A MEANS OF FORMING PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 172
Author(s):  
Tatiana Gavaza ◽  
Svetlana Lebedeva ◽  
Natalya Perkova ◽  
Victoriia Fakhretdinova
Keyword(s):  
Point Of View ◽  
Professional Competencies ◽  
First Year ◽  
Future Teachers ◽  
Mathematical Culture ◽  
Self Development ◽  
Mathematical Problems ◽  
Professional Self ◽  
Special Complex ◽  
The University

An important result of the preparation of the future teacher of mathematics is the formed professional competences. The process of formation should be carried out systematically, starting from the first year. While studying at the university, the foundations of modern mathematical knowledge should be laid, the need for professional self-development and self-education should be formed. The purpose of the study: the development of tools that contribute to the formation and development of professional competencies of students, future teachers of mathematics, in the study of mathematical disciplines. The study analyzed the professional competencies of a mathematics teacher, the components of mathematical culture and established their relationship. The competencies that can be formed during the first year of study are defined. Identified the need to convert standard mathematical problems. Based on the research, a technology for creating special complex problems based on standard mathematical problems has been developed. Tasks consist of two parts: subject (mathematical) and professionally-oriented. Tasks can be used to form subject and professional competencies, diagnose their formation. The article presents the requirements for them, types and examples of tasks. The result of the assignments from the point of view of the formation of subject and professional competences is described. 

scholarly journals Role of foresight sessions in professional self-development of students

2021 ◽  
Vol 12 (35) ◽  
pp. 504-515
Author(s):  
Nikolay P. Dedov ◽  
Elena B. Fantalova ◽  
Olga I. Vaganova ◽  
Anna V. Lapshova ◽  
Vladimir A. Kuznetsov
Keyword(s):  
Professional Competence ◽  
Rapid Development ◽  
Rapid Change ◽  
Educational Institutions ◽  
The Social ◽  
Self Development ◽  
Article Analysis ◽  
Professional Self ◽  
Development Of Students

The rapid development of innovative technologies and the rapid change in the social environment necessitate the search for tools for the formation of professional competence that meet the modern requirements of training students in vocational educational institutions. Purpose of the article: analysis of the implementation of foresight sessions in the professional self-development of students. Methodology: the article presents the dynamics of student participation in foresight sessions, an increase in the number of students over several years, as well as the results of a survey of participants in foresight sessions to determine the advantages of the method. Results: Conducting foresight sessions expands the possibilities of forming the professional competence of future specialists.

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