scholarly journals Linking theory and practice in teacher training: pandemic lessons from three countries (Russia, Kazakhstan and Slovakia)

XLinguae ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 186-208
Author(s):  
Tatiana A. Baklashova ◽  
Kulzhanat N. Bulatbayeva ◽  
Juan Jose Mena Marcos ◽  
Peter Plavcan
Keyword(s):  
Teacher Training ◽  
Professional Training ◽  
Social Institutions ◽  
Point Of View ◽  
Theory And Practice ◽  
Assessment Tools ◽  
Educational Activity ◽  
Practical Training ◽  
Joint Research ◽  
Systematic Analysis

The objective of this comparative study devoted to the theoretical and practical training of future teachers (as e.g. French as a foreign language) in the context of Covid-19 is conditioned by the challenge that the pandemic represents for social institutions, by the global trends of the evolution of teacher training, by national priorities in the implementation of professional training in Russia, Kazakhstan, Slovakia as well as by the institutional educational strategies of the universities of the above-mentioned countries (Federal University of Kazan, National University Eurasian named after LN Goumilev and Comenius University of Bratislava). In this article, we analyze the institutional contexts of the training of future French teachers under the conditions of Covid-19 and from the point of view of changes in content and procedural aspects as well as the evaluative component of their professional training. The research priority was to assess the influence of pandemic conditions on the quality of the training of future French teachers and on the degree of training of their teaching skills, as well as to identify and justify a certain number of principles of the future training of French teachers. The study is based on systemic and task-based approaches. Research data was provided by 20 teachers and 44 university students from Russia and Kazakhstan; and by 11 students from Comenius University in Bratislava. The authors performed a reflexive-systematic analysis of educational activity and a qualitative factor analysis of unstructured interviews. The research results indicate the potential of integrating the theoretical and practical training of a future teacher of French in a pandemic environment, respecting a number of principles: 1) modularity; 2) polymodality (multimedia); 3) continuity of the contents of disciplines and practices; 4) dialogue between educational actors; 5) combination of assessment tools from theoretical and practical disciplines. The transition from face-to-face to distance training as well as the presence of gaps in digital teaching constitute a particular challenge in the training of future French teachers. The results of the study can be used for the development of educational programs for the training of French teachers and the implementation of joint research in the field of comparative pedagogy.

scholarly journals Professional Training of a Teacher to the Practical Realization of the Idea of the New Ukrainian School

2019 ◽  
pp. 211-225
Author(s):  
Olena Khmelnytska
Keyword(s):  
Adaptive Learning ◽  
Professional Training ◽  
School Teacher ◽  
Cognitive Activity ◽  
Virtual Classroom ◽  
Theory And Practice ◽  
Educational Activity ◽  
Practical Training ◽  
Future Teachers ◽  
Holistic View

The article describes the main components of the teacher’s professional training for the implementation of the idea of the New Ukrainian School, the role of integrating the theoretical and practical training of future teachers, and the peculiarities of the introduction of dual education into pedagogical activity. The innovative methods, technologies and forms of educational activity organization during the study of theoretical foundations of pedagogy, the peculiarities of their application in practical and seminary classes, have been separated, in particular, individualized and differentiated learning, group forms of activity, mixed and adaptive learning, a digital storytelling, a personalized learning, an inverted class, a virtual classroom, a gaming education, STEM education, a training, debate, etc. The main aspects that promote the professional competencies of students, their technological and personal readiness, and the formation of a competitive specialist in this field during the pedagogical practice are investigated. The correlation between theory and practice in pedagogical activity has certain regularities. The objective laws of pedagogical activity determine only its main direction. The forms of manifestation of pedagogical patterns are multivariate; in different situations they can be different and determined by specific conditions. The theory of pedagogy gives only a possible choice of methods, techniques, means and forms of content implementation, but can not predict many specific situations, give timely guidance for each case. The integration of theoretical and practical future teachers’ training contributes to activating cognitive activity of students, forming a holistic view of the future profession, creating the optimal conditions for gaining strong knowledge and skills in the work. A student integrates into the school system, improves the theoretical and methodological knowledge, practical skills and examines the age and psychological characteristics of children. The New Ukrainian School is designed to form a person capable of being successful in life, holistic and versatile, initiative, patriot with an active position, an innovator capable of changing the world. To accomplish the above tasks, a professional teacher must possess a range of competencies such as informational, digital, research, civic, linguistic-communicative, social, technological, etc. An educational activity at the institution of higher education is constructed in such a way as to ensure the formation and improvement of the professional competences necessary for the New Ukrainian School teacher. The specificity of the professional training of future teachers is to ensure continuity and integration of the theoretical and practical components of training.

Psychotherapies in Lombard public mental health services: psichiatrists' and psicologists' point of view

1997 ◽  
Vol 6 (3) ◽  
pp. 184-193 ◽  
Author(s):  
Luisa Lomazzi ◽  
Emilio Fava ◽  
Silvia Landra ◽  
Palma D'Angelo ◽  
Monica Lammoglia ◽  
...  
Keyword(s):  
Professional Training ◽  
Public Mental Health ◽  
Operating Mode ◽  
Point Of View ◽  
Systematic Analysis ◽  
Personal Training ◽  
The Public ◽  
Operating Modes ◽  
Points Of View ◽  
Question Form

SUMMARYObjective The purpose of this study is the systematic analysis of operators' points of view about psychotherapies concretely performed in the Public Psychiatric Public Services and inside the global operating mode of the assistance. Setting – The study has involved 26 CPS selected randomly in Lombardia. The sample has been built with 73 psychiatrists and 42 psychologists. Main outcome measures – All the therapeutists involved in this research have been submitted to a question-form querying socio-anagraphic data, professional training, orientations, operating modes in their CPS, rules and objectives of their psycotherapies, observations and evaluations about psychoterapic treatments and their effects. Results and conclusions: Psychiatrists and psycologists working in CPS, mostly the younger ones (less than 45 years old), followed a personal training in over the 70% of the cases. The prevalent orientation is the psycoanalityc one in both the categories. The most part of therapeutists deems that there has been an evolution in their way of conceiving psychiatry inside the public service. The lines at these evolutions have been mentioned explicitly in the article. Psychiatrists and psycologists, even with some concrete differences, seems to have mostly homogeneous points of view: psychiatrists have a more flexible vision of which practices can be considered as a psychotherapy, whereas psycologists are more rigorously linked to theoric reference models and to rules learnt during their training. They are both slightly favourable to the use of psychotherapies in their services, even if, as a matter of fact, they are used by just a few patients. No contrast between psycotherapy and psycopharmacology has been detected from operators' answers. These practices seem to be both considered useful and integrable.

scholarly journals FORMATION OF MOTIVATION OF LEARNING ACTIVITY IN STUDENTS DURING PROFESSIONAL TRAINING

2021 ◽  
pp. 16-20
Author(s):  
Nataliya Holovko ◽  
Anna Cherepakha
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Young Person ◽  
Educational Process ◽  
Point Of View ◽  
Educational Activity ◽  
Learning Activity ◽  
Professional Activity ◽  
Responsible Attitude

This article explores the problematic form of students, higher education institutions, a responsible attitude to learning. The concept of motivation from the point of view of scientists, the problem of preventing student motivation, emotions, as well as all the motivations that are in the port, and we who provide recommendations to students, as well as the responsibility for training. The professional formation of a young person during studying at a higher educational institution is an important stage in its socialization, where the leading kind of activity becomes educational-professional. Motivation is one of the leading factors in successful learning. But its features and inefficiencies differ at different stages of the educational process through which students go. From the first to the last course education and professional activity and its change of motivation. Experimentally investigated features of the motivation of learning in institutions of higher education of applicants of various courses, found dynamic changes in the dominant motives of learning in a specially organized impact. The results suggest that the motivation of students to succeed during the academic period tends to increase. Their educational activity is influenced by the system of internal motives, which ensures the effective assimilation of the future specialty.

scholarly journals THEORETICAL AND PRACTICAL ASPECTS OF TRAINING FUTURE SOCIAL WORKERS IN EUROPEAN COUNTRIES

2021 ◽  
pp. 272-279
Author(s):  
Serhii Mykhniuk
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Professional Training ◽  
Social Protection ◽  
Effective Interaction ◽  
Theory And Practice ◽  
European Countries ◽  
Practical Training ◽  
Training Time ◽  
Wide Range

The article considers the experience of training future social workers in European countries. The role and significance of positive foreign experience of professional training in European countries – Germany, France, Poland, Britain are substantiated; Scandinavian countries – Sweden, Netherlands, Finland. The aim of the article is to analyze the theory and practice of training social workers in European countries. Research methods used: analysis − to study scientific sources on the research topic, comparison − to explain the scientific positions of various authors, interpretation − to make a scientific commentary on scientific sources. It is established that despite the commonality of individual European trends in the training of social workers, each European country has its own, unique experience of this training, and its own specifics of professional activities of social workers, given the priority social problems in society. The main priorities of professional training of social workers in European countries, which contribute to the formation of students' readiness for effective interaction in the professional sphere: variability of curricula, a wide range of specializations, a wide range of forms and methods of practical training, a large amount of training time for internships and etc. It is noted that the practice of pre-professional social work at the level of volunteering, participation in certain social projects, etc. is important for the training of social workers, which is a prerequisite for admission to the specialty «Social Work» in many European countries. It is concluded that in the practice of training future social workers in different countries, students receive the necessary knowledge, skills and abilities to implement interaction in its various organizational and substantive aspects (primarily with different subjects of social protection), instead of the pedagogical content of such interaction not specifically distinguished.

scholarly journals PECULIARITIES OF THE CONTENT OF PRIMARY SCHOOL TEACHER PROFESSIONAL TRAINING TO WORKING IN MULTILINGUAL ENVIRONMENT IN UKRAINE AND FLANDERS (BELGIUM)

2019 ◽  
pp. 241-258
Author(s):  
Tetiana Holovatenko
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Foreign Languages ◽  
Primary School Teacher ◽  
Teaching Methodology ◽  
Practical Training ◽  
Competency Based ◽  
Interdisciplinary Integration

The article provides a comparative analysis of future primary school teacher training programs to working in a multilingual environment on the example of Artesis Plantijn Hogeschool Antwerpen and Borys Grinchenko Kyiv University. General tendencies in teacher training at the level of content and methodological support are highlighted and systematized. They are the duration of general pedagogical training, competency-based training, interactive learning, individualization of the professional trajectory of the future teacher, interdisciplinary integration at the level of the educational program, the study of foreign languages and teaching methodology. A significant importance before the enrollment to a Hogeschool in Flanders is given to a placement test enabling various types of further individualization of the professional training. In Ukraine individualization is applied after the institutional screening test. As evidenced by a curriculum analysis in both Flanders and Ukraine, study time of general pedagogical subjects is the same. A competency-based approach goes through the entire curriculum up to practical training which occupies a major place in the teacher training process. Teacher training to working in a multilingual environment takes place while learning foreign languages, teaching methodology, and studying socio-cultural modules/subjects. This approach is ensured through interdisciplinary integration within the curriculum. For instance, in Flanders students are offered a multilingual subject program, built as a language maintenance program type A (according to J. Cenoz) in both Dutch and French. In Ukraine students are offered an integrated course of English and teaching methodology. According to the results of our research, multilingual content of teacher training is more developed in Flanders. Therefore, further research of primary school teacher training to working in the multilingual environment in Wallonia and Brussels is needed

POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART

2021 ◽  
pp. 98-103
Author(s):  
Tsuranova O.O. ◽  
Arzhanukhina S.V.
Keyword(s):  
Professional Training ◽  
Common Ground ◽  
Music Teachers ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Competencies ◽  
Necessary Condition ◽  
Practical Training ◽  
Musical Work ◽  
Musical Works

The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.

scholarly journals Сontent, Components and European Tendences of the Future Foreign Languages Teachers’ Professional Training

2019 ◽  
pp. 87-102
Author(s):  
Sabina Kotsur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Foreign Languages ◽  
Critical Study ◽  
Practical Training ◽  
The Future

The article analyzes different approaches to the  «professional training of a teacher» definition as a system of organizational-pedagogical measures and vocational training systems; a critical study, the improvement and experimental use of ideas; the purposeful, systematic and organized process of pedagogical influences; qualifications in the process of studying in the corresponding direction, specialty, educational program; systems of special knowledge, abilities and skills, competences, qualities. The peculiarities of the professional training of future foreign languages teachers are defined by the author as: a possession of units of a foreign language and the ability to use them in specific situations of communication; a consistency of the initial level of foreign languages knowledge received at school with the goals and objectives, methods and technologies of forming the personality of a student as a future specialist in the process of vocational training; the ratio of theoretical and practical training, special and psycho-pedagogical, methodical preparation; a symmetrical study of two foreign languages and bilingual life (Ukrainian and Russian); knowledge and appreciation of the cultural characteristics of a nation, the language of which is studied. The author also proposes the definition of the concept of «professional training of future foreign language teachers» as a dynamic system of organizational and pedagogical influences, which is characterized by the unity of goals, content, methods and technologies of professional training of students, which study foreign languages on a multi-lingual basis, and foresees the formation of readiness for their professional activity, a professional competence. The article deals with important components of the future foreign languages teachers’ training such as: the theoretical and linguistic training; the practical training; the professional-oriented theoretical training; the methodical one. The article analyzes the tendencies of future teacher training in the European region. Among the modern European approaches to foreign language teacher training, the author highlights the following main trends: the unification of requirements for professional training in the process of higher education integration into European educational space; the updating of goals and content of studying and teaching foreign languages, changing educational programs and state standards taking into account common European trends; the transition from the knowledge concept to the competence paradigm in higher education; the internationalization of education; the use of new flexible technologies in the study of foreign languages, the strengthening of the practical component of vocational training.

scholarly journals Performative education: is sociology required outside the humanities?

2019 ◽  
Vol 3 (3) ◽  
pp. 20-39
Author(s):  
Albina A. Beschasnaya ◽  
Andrei A. Beschasnyi
Keyword(s):  
Social Relations ◽  
Professional Training ◽  
Academic Discipline ◽  
Educational Process ◽  
Point Of View ◽  
Academic Disciplines ◽  
Educational Activity ◽  
Practical Significance ◽  
Individual Level ◽  
The Individual

This article analyzes the importance of sociological education in the professional training of specialists outside the humanities from the point of view of “performative education”. The “performativity” of education is understood as the production of knowledge and educational activity and it becomes meaningful only in the situation of their demand and efficiency (J.-F. Liotard). The сurrent trends in the formation of the curricula of higher educational institutions by academic disciplines of a “performative” nature have been expressed in reducing the hours of general humanities, among which the sociology teaching has been minimized or completely eliminated. The material for the empirical stage of the research was the organizational and methodological documentation accompanying the educational process in a number of Russian universities. The authors performed a content analysis of the curriculum of higher education. The following methods of collecting information were used: analytical-synthetic, induction and deduction, content and comparative analyzes. The performativity of sociological knowledge and the study of sociology at the individual level is expressed in several aspects: 1) in the formation of the self-consciousness of the individual and the development of a professional integrated into social relations; 2) in the development of graduates’ ability to analyze and forecast social transformations; 3) in maintaining the value basis and civil law culture in society. The practical significance of the findings is expressed in strengthening the position of sociology as a science and academic discipline in the simulation of educational programs for professional training of university students.

scholarly journals Experimental model of professional training of pedagogical college students

2021 ◽  
Vol 27 (1) ◽  
pp. 79-82
Author(s):  
V. A. Popova
Keyword(s):  
Experimental Model ◽  
Student Development ◽  
Professional Training ◽  
Training Model ◽  
Experimental Models ◽  
Educational Process ◽  
Assessment Tools ◽  
Professional Competencies ◽  
Practical Training ◽  
Student Training

The article substantiates the necessity to create an educational space for student development to solve problem nodes. The aim is to substantiate an experimental training model of students in the Pedagogical College. The organization of the educational process partly transfers to school base. This model of student training includes four components: the educational program, the results of student training, resources, and the college school interaction. The emphasis is placed on preparing students for professional activities through the development of professional competencies and solving professional problems. The article reveals three forms of organizing classes: immersion, workshop, and club. The student's training in this model is checked by a demo exam, in the playback of the model situation of the project task. Analysis of the results of the pilot study demonstrated that the implementation of the experimental model of student training provides productive interaction with employers. Introduction of experimental models of training contributed to enrich the psycho-pedagogical knowledge, improve professional skills, acquire terminology of project activities and methodology to students of pedagogical college. However, the model also helped to identify issues in need of improvement: the adjustment of the content of work programs in order to strengthen the practical training of students, the formation of a unified system of control assessment tools for assessing students' professional competencies for school teachers and college teachers, and also emphasized the need to organize and conduct reflexive analytical seminars.

scholarly journals INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A METHOD OF ACTIVATING THE COGNITIVE ACTIVITY OF STUDENTS IN PROFESSIONAL TRAINING

2020 ◽  
pp. 9-12
Author(s):  
N. Holovko ◽  
V. Zarutska ◽  
A. Cherepakha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Modern Society ◽  
Training System ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Training ◽  
Training Problem ◽  
Short Period

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

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