scholarly journals Neuropsychological Bases of Self-Improvement of Own Physical Health of Future Teachers in the Course of University Education

2021 ◽  
Vol 12 (3) ◽  
pp. 171-190
Author(s):  
Anatoliy Kosholap ◽  
Borys Maksymchuk ◽  
Tetiana Branitska ◽  
Liliia Martynets ◽  
Artem Boichenko ◽  
...  
Keyword(s):  
Diagnostic Techniques ◽  
University Education ◽  
Practical Skills ◽  
Future Teachers ◽  
Formative Experiment ◽  
Empirical Level ◽  
Methods And Techniques ◽  
Expert Assessments ◽  
Professional Self ◽  
Experimental Stage

The article says that despite the decline in health as a professional value and self-realization, future teachers have neurobiological inclinations for self-improvement and reflection. In this regard, new pedagogical conditions and stages of the formation of students 'readiness for physical self-improvement are proposed, namely: students' awareness of the importance of health as a necessary prerequisite for personal and professional self-realization; their mastery of diagnostic techniques, reflective analysis and practical skills to improve their own physical condition; providing pedagogical support for students in physical self-improvement. The experimental stage used a set of methods and techniques: step ergometry, Rufier's and Cooper's tests, watching movies, photos, test tasks, observations, interviews, questionnaires, expert assessments and etc. The number of students being at the local reflexive level increased from 12.2% to 22.2% and at the adaptive algorithmic level – from 28.1% to 41.3%. The percentage of students at the directive empirical level of competency in physical self-improvement decreased from 52.4% to 21.4%. The effectiveness of the designed methodology for developing students’ competency in physical self-improvement was verified by the formative experiment. The hypothesis of the study, which was the subjective neurobiological basis of motivation to improve and reflect on future teachers, was also confirmed, which contributed to the choice of the appropriate profession in order to implement and transmit these personal values.

scholarly journals FORMATION OF PROFESSIONAL CONSCIOUSNESS OF FUTURE TEACHERS

2020 ◽  
Vol 1 (191) ◽  
pp. 108-111
Author(s):  
Ruslana Liubar ◽  
◽  
Inna Liubar ◽  
Keyword(s):  
Cognitive Skills ◽  
Process Development ◽  
Personality Development ◽  
Role Playing ◽  
Professional Activity ◽  
Training Methods ◽  
Future Teachers ◽  
Professional Literature ◽  
Methods And Techniques ◽  
Professional Self

The article is based on the analysis of scientific sources, reveals the essence of the concept of «professional self-consciousness», identifies the factors of its formation. Various forms of self-consciousness, its components, stages and levels of development of this complex formation are considered. The concept of «self-education» as a certain level of personality development, its self-consciousness is considered. Ways of professional abilities development, introduction of new forms and training methods are given. The components of professional self-consciousness include professional interests and attitudes, the desire to engage the chosen type of professional activity; diverse general and professionally necessary knowledge, cognitive skills and abilities; effective solution of professional situations, creativity as a recession from stereotypes in solving professional problems; adequate assessment of their professional qualities, attitude as a professional to himself. The author identifies the main aspects of professional self-consciousness of future teachers, identifies pedagogical conditions that contribute the process of professional self-consciousness: the usage of personality-oriented approach in the learning process, development of creative and communicative abilities, personal awareness of professional self-development, adequate self-esteem, motivational-pedagogical self-education, application of special methods and techniques of teaching in the process of training future teachers. There are methods and techniques that highlight the effectiveness of this process, namely: the study of professional literature, the study of foreign and national pedagogical experience; participation in professional competitions, contests, conferences; creative tasks performances of professional orientation; usage of game teaching methods, business role-playing games, etc.; discussion of success and failures in the process of performing creative work; determination of acquired knowledge, formation of skills and abilities that are necessary for one's own professional activity; formation of a critical attitude to one's own activity; planning their activities and analysis of what has been done; perception of own positive and negative qualities in pedagogical work. Thus, the formation of professional self-consciousness of the future teacher is a motivated, purposeful activity that leads to improve professional knowledge, skills and abilities, the development of professionally significant personal abilities and qualities.

Praktyki studenckie w zakresie nauk pedagogicznych w polskiej i angielskiej edukacji akademickiej. Pragmatyczny aspekt akademickiej edukacji pedagogicznej

2018 ◽  
Vol XIV ◽  
pp. 129-139
Author(s):  
Justyna Modrzejewska ◽  
Jolanta Walaszek-Latacz
Keyword(s):  
Participant Observation ◽  
University Education ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Educational Facilities ◽  
Future Teachers ◽  
Childhood Education ◽  
The United Kingdom ◽  
The Uk ◽  
Sheer Number

The presented comparative analysis of internship systems typical of university stud-ies in the pedagogy of early childhood education in Poland and the United Kingdom aims to indicate the significance of this sphere of practical expertise for the process of future teachers’ university education. Theoretical knowledge, which is acquired due to the participation in university lectures and classes, must be supplemented by practical skills that can be only attained due to participant observation and taking relevant ac-tions in educational facilities. The number of hours spent on pedagogy internship for future teachers differs significantly in the Polish and English university education, which becomes evident when one realizes that UK students spend nearly ten times more hours on pedagogy internship than Polish students. Does it mean that a pedagogy student educated in the UK is better prepared for their future vocation than his/her equal in Poland? Since pedagogy internship constitutes a very significant (albeit not the only one) element of university education in pedagogy, the following analyses and considerations aim to initiate a debate concerning the issue. At this point, one has to emphasize that the sheer number of hours spent on pedagogy internship is definitely less significant that the quality, diversity, adequacy and orientation towards practical issues that characterize a given type of traineeship.

Serious Games in University Education of Future Teachers

2021 ◽  
Author(s):  
Mariana Sirotová ◽  
Veronika Michvocíková ◽  
Marián Hosťovecký
Keyword(s):  
Serious Games ◽  
University Education ◽  
Future Teachers

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.

Innovative Models of Pedagogical Education at the Classical University

2021 ◽  
pp. 7-13
Author(s):  
Olga Petrovna Morozova ◽  
Keyword(s):  
Holistic Approach ◽  
University Education ◽  
Teaching Staff ◽  
Highly Qualified ◽  
Future Teachers ◽  
Main Research ◽  
Classical Education ◽  
New School ◽  
Research Orientation ◽  
Pedagogical Training

The article is devoted to the role of classical university education in the training of highly qualified, highly competitive teaching staff capable of forming the image of a new school in modern conditions. The achievement of such a complex task is ensured by identifying and implementing the heuristic capabilities of a classical university in the development of pedagogical education. The author associates such opportunities with its fundamentalization, research orientation, advanced character, etc. The purpose of the article is to present the results of a scientific study related to the definition and theoretical justification of possible ways to implement models of teacher education as an optimal “scenario” for training elite teachers in a classical university. Methodology and methods of research. The methodological basis of the research is the philosophical provisions about a person as a subject of his own life activity; the unity and interrelation of processes and phenomena, general and special. The general methodology of the research is represented by a system-synergetic approach that allows us to consider professional and pedagogical training in a classical university as an open developing system in the “school-university-school”continuity relations; a holistic approach as a methodological orientation towards the formation of a holistic personality of a future teacher, as well as the integrity of the system of professional and pedagogical training at a classical university; an individual-personal approach that provides an opportunity to study along an individual educational trajectory. The main research methods were the analysis of scientific literature, theoretical generalization and modeling. The results of the study. As a result of the theoretical and experimental work carried out, it is proved that the quintessence of the heuristic capabilities of the classical university determines the development and implementation of innovative models for the development of pedagogical education. The author gives a description of each model, indicating its features and “contribution” to the training of future teachers in the system of university classical education. In conclusion, it is concluded that the proposed innovative variable models for the development of pedagogical education at a classical university will ensure the success of professional pedagogical training of future teachers, bring it to a fundamentally new level by realizing the valuable potential of a classical university.

Pedagogical Fundamentals of Methods of Teaching Choreographic Disciplines

2020 ◽  
Vol 6 (2) ◽  
pp. 145-152
Author(s):  
Olga Ya. Kvetsko
Keyword(s):  
Empirical Research ◽  
Professional Growth ◽  
Professional Competence ◽  
Practical Significance ◽  
Future Teachers ◽  
Internal Motivation ◽  
The Future ◽  
Group A ◽  
Professional Self ◽  
Pedagogical Methods

The study of art disciplines has its specific features and, in some ways, differs from other educational subjects. Choreographic disciplines are closely related to pedagogy and psychology and form an integral part of the development of the future leader of the amateur choreographic team, teacher of choreographic disciplines, choreographer, dancer. The study explores the problem of development of didactic fundamentals at teaching choreographic disciplines by means of which not only skill of future teachers, but also performing skill of dancers develops. The purpose of this study is to investigate the influence of pedagogical foundations on the process of teaching choreographic disciplines and creative choreographic work on the development of adolescents. According to the results of the study, different approaches to the problem of becoming the future leader of an amateur choreographic group, a teacher of choreographic disciplines, a choreographer, an artist of a dance ensemble are described. The study covered the essence of pedagogical fundamentals of methods of teaching choreographic disciplines that motivate students to professional self-improvement; the study also argued the need for the development of internal motivation for professional growth in future teachers of choreography. Studying the influence of creative choreographic work on the development of adolescents' personality, the results of empirical research on the relevance of the needs of students of the Professional College of Culture and Arts (city of Kalush) in professional self-improvement, motives of professional self-improvement, and analysis of professional competence. The practical significance of this study lies in the research of the fundamentals of pedagogical methods of choreographic disciplines to further improve this process, as well as to improve the skills of teachers

scholarly journals Improving Future Teachers’ Digital Competence Using Active Methodologies

2020 ◽  
Vol 12 (18) ◽  
pp. 7798 ◽  
Author(s):  
Carmen Romero-García ◽  
Olga Buzón-García ◽  
Patricia de Paz-Lugo
Keyword(s):  
Teacher Training ◽  
Curriculum Design ◽  
Educational Innovation ◽  
Virtual Classroom ◽  
University Education ◽  
Quantitative Methodology ◽  
Future Teachers ◽  
Digital Competence ◽  
Educational Models ◽  
Common Framework

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers.

Introduction to pedagogical activity. Practicum

2019 ◽  
Author(s):  
Александр Орлов ◽  
Aleksandr Orlov ◽  
Алла Агафонова ◽  
Alla Agafonova
Keyword(s):  
Professional Training ◽  
Value Orientations ◽  
Training Manual ◽  
Future Teachers ◽  
Professional Self ◽  
Independent Work ◽  
Professional Value

The training manual presents a system of individualized tasks for all forms of professional training of future teachers. Performance of tasks will allow students with the help of the teacher to choose the pace, direction and forms of advancement in the study of pedagogical disciplines. The content and methodological apparatus of the workshop will help students to engage in productive independent work, the purpose of which is the development of motives and skills of teaching, the formation of professional thinking, professional value orientations and ethical positions, as well as stimulating the need for professional self-education and self-education. For students and teachers of pedagogical universities.

scholarly journals Quasi-experiment in the educational reality

2021 ◽  
Vol 12 (1) ◽  
pp. 189-201
Author(s):  
Mariana Sirotová ◽  
Veronika Michvocíková ◽  
Krzysztof Rubacha
Keyword(s):  
Teaching Practice ◽  
Positive Influence ◽  
Positive Element ◽  
Serious Game ◽  
University Education ◽  
Control Group ◽  
Second Phase ◽  
Future Teachers ◽  
Practice Teaching ◽  
Quasi Experiment

Aim. The main aim of the study is a presentation of the results of a quasi-experiment related to using a serious game in the preparation phase of supervised teaching practice as well as during its completion.  Methods. The main method of the study is a quasi-experiment with the factor rotation technique. The method comprised two phases with two unequal groups of surveyed university students. In the first phase, the experimental influence was investigated in the first group and the second group served as the control group (to compare the results). In the second phase, the groups were switched around in the quasi-experiment; the control group became the experimental group and vice versa.   Results. The presented study has a theoretical-empirical character. In the theoretical part, the characteristics of quasi-experiment and its use are briefly discussed. In the empirical part, the quasi-experiment is applied to the educational reality of future teachers. Supervised practice teaching is an important part of the university education of future teachers. Using a serious game therein is a positive element also when it comes to the development of students’ approach  towards supervised teaching practice. Conclusion. Quasi-experiment is used as an experimental method for verification of examined reality. In the educational reality, its realisation is more difficult because it is a more demanding environment than a laboratory one. By realising the quasi-experiment, the theoretical supposition about the positive influence of serious games on the development of a university student’s personality can be confirmed.

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.

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