scholarly journals THEORETICAL AND METHODOLOGICAL APPROACH TO THE FORMATION OF LAW COMPETENCE OF FUTURE TEACHERS OF VOCATIONAL EDUCATION

2015 ◽  
pp. 155-163
Author(s):  
D. Moskovtsev
Keyword(s):  
Vocational Education ◽  
Methodological Approach ◽  
Future Teachers

scholarly journals ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

scholarly journals PRACTICAL ASPECTS OF THE PROBLEM OF TRAINING SPECIALISTS IN THE SOCIAL SPHERE TO INTERPROFESSIONAL INTERACTION

World Science ◽  
2019 ◽  
Vol 1 (9(49)) ◽  
pp. 50-57
Author(s):  
Yana Raievska
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Methodological Approach ◽  
Educational Institution ◽  
Interdisciplinary Approach ◽  
High Quality ◽  
Social Sphere ◽  
The Social ◽  
New Knowledge ◽  
Higher Educational

The concept of research is based on the needs of a network of practice bases, based on the use of theories and concepts of psychology, sociology, pedagogy, social work and other humanities, the study of laws and approaches to understanding the content of interprofessional interaction.The content of the research concept is to develop a procedural model of training professionals in the social sphere to interprofessional interaction and implemented on 2 levels: theoretical-methodological and practical, each of which is represented by a set of scientific approaches.The methodological basis of the research is systematic, terminological, socio- systematic, structural-activity and synergetic, sociological, and competent methodological approaches.The result of obtaining future specialists in the social sphere of high-quality vocational education is a set of acquired in the higher educational institution acquired competences in the process of learning: educational-cognitive, interpersonal interaction, communicative, intercultural, socio-cultural and technical (skills).The structure of the content of vocational education, which includes the following components: social, psychological and pedagogical, methodical, is defined in order to determine the effectiveness of the training of future specialists in the social sphere at a higher educational establishment. Determining the role of interdisciplinary material in the classroom will help to understand the nature of the interaction between the elements of individual disciplines - linear (new knowledge serves to deepen the already acquired); the opposite (new knowledge specifies or directs the assimilated earlier information); problem (new knowledge creates conditions for solving educational problem). Correct building classes will help to understand the nature of content relationships that can be synchronous, reproductive, and promising. In practice, an interdisciplinary approach can be implemented in two main areas: the relationship between different sciences (disciplines), without violating their autonomy, uniqueness, originality; interdisciplinaryism acts as a real tool for the consolidation of sciences (disciplines), the further development of which is crucial for both science and education.The chosen integration methodological approach of the study does not exclude the trilateral structure of the marked interprofessional interaction in the form of a combination of motivational, target and implementation (executive) planes. The result of obtaining future specialists in the social sphere of high-quality professional education is a set of acquired in the process of studying in the institution of higher education competencies. This is evidenced, in particular, by the analysis of professionally important competences that, according to respondents, should be characteristic of specialists in the social sphereThe results obtained prompted us to investigate, and what, according to experts, is the basis of interprofessional interaction.

scholarly journals Requirements for the Modernization of General Vocational Education Programs (GVEP) for Teachers’ Training in Accordance with the Professional Standard of the Teacher: Proposals for the Implementation of the Activity Approach in Teachers’ Training

2014 ◽  
Vol 6 (2) ◽  
pp. 1-18 ◽  
Author(s):  
A.A. Margolis
Keyword(s):  
Vocational Education ◽  
Professional Practice ◽  
Training Programs ◽  
Educational Institutions ◽  
Practical Training ◽  
Professional Standard ◽  
Future Teachers ◽  
Research Competencies ◽  
Education School ◽  
Teachers Training

The article discusses the problem of modernization of teachers’ training programs in the context of bringing them into line with the requirements of the professional standard of the teacher. The author distinguishes two basic tasks of professionalization of pedagogical programs aimed at achieving this goal: to strengthen the practical training of future teachers on the basis of the networking of educational institutions of general and higher education (school and university partnership), and to develop research competencies of future teachers, providing them the opportunity to carry out professional development (restructuring of their professional actions) on the basis of a mini-research embedded in professional practice and reflection of their bases. The author substantiates the basic positions of the activity approach in preparing teachers and shows the place of this approach in the context of modern practitioner-researcher and reflective teacher approaches. The article defines the basic requirements for the development of vocational education teachers’ training programs developed by the author on the basis of the activity approach in the context of tasks and professionalization of such programs, in accordance with the requirements of the professional standard of the teacher.

Formation of transdisciplinary competence of future teachers: system-pedagogical approach

2021 ◽  
pp. 126-139
Author(s):  
О.В. Крежевских ◽  
Н.В. Ипполитова ◽  
Н.А. Каратаева ◽  
А.И. Михайлова
Keyword(s):  
Vocational Education ◽  
Real Life ◽  
Preschool Education ◽  
Future Teacher ◽  
Practical Significance ◽  
Structural Elements ◽  
Future Teachers ◽  
Higher Vocational Education ◽  
Life Problems ◽  
Innovative Solutions

Трансдисциплинарная компетентность рассматривается в статье как итог образования будущего педагога в системе высшего профессионального образования (ПО). Она позволяет человеку успешно интегрироваться в команду разнопрофильных специалистов, рассматривать вопросы на стыке профессиональных компетенций, выходить за рамки традиционных знаний и разрабатывать инновационные решения реальных жизненных проблем. Цель настоящей статьи — исследование возможности проектирования оптимальной, саморазвивающейся (эмерджентной), сложной педагогической системы высшего ПО, содействующей становлению трансдисциплинарной компетентности у будущих педагогов в вузе. В ходе исследования была спроектирована педагогическая система, которая представляет собой часть традиционной системы ПО, но обладает признаками, способствующими становлению у будущих педагогов трансдисциплинарной компетентности (функциональность, открытость, сложность, адаптивность, упорядоченность и т. д.). В качестве структурных элементов данной системы определены целевой, содержательный, методический и оценочно-результативный подходы. Подобная структура позволяет системе оставаться тождественной самой себе в условиях быстро меняющегося окружающего мира. Практическая значимость статьи выражается в описании содержания образования и технологий, которые применены для развития трансдисциплинарной компетентности будущих педагогов дошкольного образования Transdisciplinary competence is considered in the article as a result of training of a future teacher in the system of higher vocational education (VE). It allows a person to successfully integrate into a team of diverse specialists, consider issues at the intersection of professional competencies, go beyond traditional knowledge and develop innovative solutions to real-life problems. The purpose of this article is to study the possibility of designing an optimal, self-developing (emergent), complex system of higher vocational education of a future teacher, aimed at developing students ‘ transdisciplinary competence. In the course of the study, a system of vocation education was designed, which is part of the traditional software system, but has features that contribute to the formation of transdisciplinary competence in future teachers (functionality, openness, complexity, adaptability, orderliness, etc.). As structural elements of this system, target, content, methodological and evaluative-effective approaches are identified. This structure allows the system to remain identical to itself in a rapidly changing environment. The practical significance of the article is expressed in the description of the content of education and technologies that are used to form the transdisciplinary competence of future teachers of preschool education.

Reorganização Curricular da Escola Estadual Heronides Araújo: Articulação Entre o Ensino Médio e a Educação Profissionalizante

2018 ◽  
Vol 19 (2) ◽  
pp. 160
Author(s):  
Laura Isabel Marques Vasconcelos de Almeida ◽  
Camila Rodrigues Viana Ferreira ◽  
Marta Maria Gama
Keyword(s):  
High School ◽  
Vocational Education ◽  
Vocational Training ◽  
Methodological Approach ◽  
Field Research ◽  
High School Education ◽  
Pedagogical Practices ◽  
State School ◽  
Technological Education ◽  
Training Policy

Este artigo tem como objetivo analisar a articulação das práticas pedagógicas decorrentes da Matriz Curricular Nacional para o Ensino Médio da Escola Estadual Heronides Araújo e sua articulação com o Centro de Educação Profissional e Tecnológica – CEPROTEC. O embasamento dessa articulação é a Lei de Diretrizes e Bases da Educação (LDB) nº. 9394/96 e as Diretrizes Curriculares Nacionais do Ensino Médio, desenvolvido por meio da pesquisa de campo, com abordagem metodológica qualitativa. O estudo aponta que apesar da possibilidade de integração entre a formação básica do estudante e a formação profissionalizante, a política de educação profissional ainda processa-se mediante programas focais e contingentes numa travessia marcada por intensos conflitos e no terreno da contradição.Palavras-chave: Educação Profissionalizante. Ensino Médio. Práticas Pedagógicas. Escola Estadual Heronides Araújo.AbstractThis article aims to analyze the articulation of pedagogical practices arising out of the National Curricular Matrix for High school of Heronides Araújo State School and its articulation with the Center of Vocational and Technological Education - CEPROTEC. The basis of this articulation  is the Education Guidelines and Bases Law  (LDB) number 9394/96 and the National Curricular Guidelines of the High School education, developed by means of field research, with a qualitative methodological approach. The study points out that despite the possibility of integration between the student’s basic formation and the vocational training policy, vocational education is still processed through focal and uncertain programs in a journey marked by intense conflict and on the ground of contradiction.Keywords: Vocational Education. High School. Pedagogical Practices. Heronides Araújo State School.

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