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.

scholarly journals DEVELOPMENT OF THE AXIOSPHERE OF THE FUTURE TEACHER IN THE DIALOGUE SPACE OF MODERN EDUCATION

2018 ◽  
Vol 20 (7) ◽  
pp. 32-67 ◽  
Author(s):  
N. A. Astashova ◽  
S. K. Bondyreva ◽  
A. P. Smantser
Keyword(s):  
Conceptual Model ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
Educational Activity ◽  
Practical Significance ◽  
Future Teachers ◽  
Value System ◽  
The Future ◽  
The Individual

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development. 

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.

CULTURAL ASPECTS OF THE EDUCATIONAL PROCESS

2021 ◽  
pp. 103-106
Author(s):  
N. V. Vinitskaya ◽  
◽  
E. P. Shabalina ◽  
M.N. Shipunova ◽  
◽  
...  
Keyword(s):  
Moral Development ◽  
Social Experience ◽  
Educational Process ◽  
The Self ◽  
Self Determination ◽  
Cultural Aspects ◽  
The Social ◽  
The Individual

The article deals with the interaction of culture and education, the influence of culture on the self-determination of the individual, its development as a person. The article describes the analysis of the study of the social experience of generations and its impact on the spiritual and moral development of the individual.

ЖОГОРКУ ОКУУ ЖАЙЛАРЫ КЕЛЕЧЕКТЕГИ МУГАЛИМДЕРДИН КЕСИПТИК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУ

2020 ◽  
pp. 144-146
Author(s):  
Назира Кенжекулова
Keyword(s):  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Competencies ◽  
Future Teachers ◽  
University Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

Аннотация: Макалада жогорку окуу жайлары келечектеги мугалимдердин кесиптик компетенттүүлүгү заманбап көз караш менен каралганы жана кесиптик милдеттерин ийгиликтүү чечүү жөндөмдүүлүгүнүн калыптандырууга болгон педагогдордун кесиптик компетенттүүлүгүнө өбөлгө болуучу шарттар каралат. Алардын негизгилери болуп, окуу жайлардын билим берүү тартибинде жаңыча окутуу технологияларын колдонуу, аларды окутуунун иш- аракетинде кесиптик компоненттүүлүктүн компоненттерин өздөштүрүүсү болуп саналат. Келечектеги мугалимдин кесиптик компетентүүлүк системасынын мазмунун жана багытын ачып, кесиптик компетенттүүлүктүн калыптанышынын натыйжалуулугуна керек болгон жаӊы билим берүү технологияларынын зарылчылыгы каралган. Макаланын актуалдуулугу жогорку окуу жайларындагы келечектеги мугалимдердин кесиптик компетенттүүлүгүн калыптандыруу көйгөйлөрүнө кызыгуу жогорулаганына байланыштуу, “компетентүүлүк” жана “кесиптик компетентүүлүк” сөздөрүнө жалпы түшүнүк берилет. Түйүндүү сөздөр: компетентүүлүк, кесиптик компетентүүлүк, келечектеги мугалимдер, кесипкөйлүк ,өзүнүн билимин жогорулатуу ,өзүн-өзү өнүктүрүү. Аннотация: В статье рассматривается современный взгляд на профессиональную компетентность будущих педагогов в вузе, а так же, условия, способствующие становлению профессиональной компетентности педагогов, способных успешно решать профессиональные задачи. Основными из них, на наш взгляд, являются: использование в образовательном процессе вуза педагогических технологий, моделирующих будущую профессиональную деятельность; овладение компонентами профессиональной компетентности в ходе педагогической практики. Актуальность статьи связана с усилением интереса к проблемам формирования профессиональной компетентности будущих педагогов в вузе. Раскрываются содержание и направления системы профессиональных компетенций будущего педагога, обосновывают необходимость новых педагогических технологий, способствующих эффективному формированию профессиональных компетенций будущего педагога. В статье дано понятие о «компетентности» и «профессиональной компетентности». Ключевые слова: компетентность, профессиональная компетентность, будущие педагоги, профессионализм, самообразование, саморазвитие. Аnnotation: The article discusses the modern view on the professional competence of future university teachers. The content and directions of the system of professional competencies of the future teacher are revealed, they justify the need for new pedagogical technologies that contribute to the effective formation of the professional competencies of the future teacher. The main ones, in our opinion, are: the use in the educational process of the university of pedagogical technologies that model future professional activities; mastering the components of professional competence in the course of teaching practice. The relevance of the article is associated with increased interest in the problems of the formation of professional competence of future teachers at the university. The content and directions of the system of professional competencies of the future teacher are revealed, the need for new pedagogical technologies conducive to the effective formation of professional competencies of the future teacher is substantiated. The article gives the concept of “competence” and “professional competence”. Keywords : competence, professional competence, future teachers, professionalism, self-education, self-development.

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.

scholarly journals The Technique of Development of Readiness of the Future Teachers to Designing of Individual Methodical System

2020 ◽  
pp. 105-116
Author(s):  
Iryna Koteneva ◽  
◽  
Serhii Vovk ◽  
Keyword(s):  
Vocational Training ◽  
Future Teacher ◽  
Future Teachers ◽  
English Curriculum ◽  
Theoretical Substantiation ◽  
Internal Position ◽  
The Future ◽  
Account Standard ◽  
Mutual Relations ◽  
The Individual

Article is devoted to a problem of vocational training of the future teachers. The theoretical substantiation of methodical culture of the future teacher is given, as integrative set of its professional and personal values, qualities and methodical competence which allows to carry out creatively the future methodical activity on the basis of a reflexion, the got experience and self-development taking into account standard requirements of the state. The characterised process of methodical preparation of the future teacher has allowed to offer structure of methodical preparation. It is defined that the individual methodical system displays pedagogical ideals, values, an internal position and experience of professional work of the future teacher, its personal qualities and system of mutual relations. In a theory context curriculum (from English curriculum), it is proved a technique of development of readiness of the future teachers to designing of individual methodical system, stages and steps which are characterised. The structure of an investigated phenomenon - readiness of the future teacher for designing of individual methodical system which is presented by four components (motivational -modeling, cognitive- designing, constructive-technological and reflexive-estimated) is defined. The training maintenance has found reflexion in «The program of formation of methodical culture of the future teachers» which is constructed by a modular principle. The conclusion is drawn - the technique of development of readiness of the future teachers to designing of individual methodical system includes a complex of methods which cover all development of the considered readiness: from ordering of knowledge available for the future teacher about methodical system before control of its efficiency. It promotes development of each structural component of investigated readiness of the future teachers to designing of individual methodical system: motivational-modeling, cognitive-designing, constructive-technological and reflexive-estimated. The offered technique is designed on use in vocational training of the future teachers in higher education establishments.

scholarly journals A categorical analysis of the «personality self-determination» concept in the context of the problem of students’ orientation towards moral self-determination

2021 ◽  
Vol 10 (3) ◽  
pp. 269-273
Author(s):  
Oksana Konstantinovna Pozdnyakova
Keyword(s):  
Moral Education ◽  
Value Orientations ◽  
The Self ◽  
Self Determination ◽  
Moral Choice ◽  
Moral Self ◽  
Categorical Analysis ◽  
The Individual ◽  
Level Of Analysis

The paper raises the problem of students orientation towards moral self-determination as one of the directions of moral education of students. The necessity of carrying out a categorical analysis of the personality self-determination concept to determine the content and methods of orientation of students towards moral self-determination is substantiated. Personality self-determination is considered at the philosophical, psychological and pedagogical levels of analysis. At the philosophical level of analysis, the essence of the personality self-determination phenomenon and the concept adequate to it is revealed; it consists in a persons choice of certain actions and deeds in a given situation; shows the role of moral choice in the self-determination of the individual. At the psychological level of analysis, the author substantiates the relationship between the self-determination of the individual and the system of his/her relations (to the surrounding reality, other people and himself/herself), which determine the content of the personalitys position. At the pedagogical level of analysis, the self-determination of a person is associated with his/her choice of values, the source of which is his/her needs. The paper argues that the self-determination of a person is both a process and a result of a persons choice of his/her own position, there is a choice of relations that form the content of a position, there is a choice of values, the focus on which constitutes the value orientations of a person, which become the core of self-determination. The author also has determined some practical pedagogical tasks, the solution of which is aimed at creating conditions for the orientation of students towards moral self-determination: the task of students moral principles development, which will ensure their choice of their position, goals and means of self-realization in life; the task of familiarizing students with the value of good, which is the essence of their ethical attitude to the world, to people and to themselves; the task of developing students ability to substantiate the foundations of moral choice and its principles to reflection.

scholarly journals SUPPORT OF SELF-EDUCATION IN A DISTANCE RETRAINING PROGRAM OF TUTORS

2020 ◽  
Vol 14 (4) ◽  
pp. 719-728
Author(s):  
T. A. Klimova ◽  
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Determination ◽  
Educational Activity ◽  
Self Organization ◽  
Digital Environment ◽  
The Individual ◽  
Restrictive Measures

Introduction. The paper addresses the issue of support of the students involved in a fully online retraining program, which imposes special requirements on the development of the self-education ability. The study aims to establish the conditions for organizing the support of self-education in a digital educational environment. Materials and methods. The study relies on the methodology proposed by G.N. Prozumentova for reconstructing the innovative experience to analyze the reflexive text materials of the Logbook of students of the retraining program; to identify the points of stress, misunderstanding, breaks, and transitions during training; and make an analytical generalization. Results of the study. Categories of difficulties encountered by students of the program in their self-educational activity were identified, and the conditions necessary to support self-education were established. These are points of self-determination, professional trials, points of reflection, and individual educational route. Conclusion. In the context of restrictive measures during the pandemic and the transition to the online educational process, self-skills related to self-education, i.e., self-organization, independence, and self-determination, become essential. These competences are an indispensable part of the work of a tutor. However, before the tutor can support someone, they need to build these self skills themselves. The established conditions in the retraining programs will facilitate this process. At the same time, additional studies are required to reveal in more detail the individual progress of a person under these conditions for building a model for supporting the development of self-education ability, and to determine the methods for tutors to provide the support of this progress. Keywords. Self-education, self-determination, individual educational route, professional retraining, tutor, digital environment, self skills.

scholarly journals Practice-oriented Training of School Children in the Conditions of the Federal State Educational Standard

2020 ◽  
Vol 6 (11) ◽  
pp. 408-419
Author(s):  
N. Smirnova ◽  
I. Aleksandrova
Keyword(s):  
Cognitive Activity ◽  
Educational Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Federal State ◽  
Krasnoyarsk Krai ◽  
Educational Standard ◽  
The Individual ◽  
State Educational ◽  
Additional Education

The article deals with one of the directions of educational practice — practice-oriented training. In the implementation of practice-oriented training in modern education can help institutions of additional education, because they have a high adaptation to changes in society, quickly respond to individual educational and other needs of children, and most importantly, unlike regulated school education, offer the freedom to choose programs, directions of training, education and development. New requirements for the organization of the educational process in the system of additional education was a prerequisite for the development of a model of formation of universal educational actions on the basis of Children’s Ecological and Biological Center of Zheleznogorsk, Krasnoyarsk Krai. When creating the model, we took into account that the educational activity of the Children’s Ecological and Biological Center is based on a system-activity approach, which will ensure: the formation of readiness for self-development and continuous education, design and construction of the social environment of students in the education system, active educational and cognitive activity of students, construction of the educational process taking into account the individual age, psychological and physiological characteristics of students. The proposed model can be implemented in all institutions of additional education of natural Sciences.

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