scholarly journals Essence and structure of the concept of “Project competence of future teachers in the university environment”

2021 ◽  
pp. 77-80
Author(s):  
O.Yu. Muller ◽  
Keyword(s):  
Professional Education ◽  
Social Order ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Effective Implementation ◽  
The Social ◽  
Analysis And Synthesis ◽  
Environment Identification ◽  
The University

This article is devoted to the formation of the project competence of future teachers in a university environment. Important tasks are the requirements of the social order for the training of pedagogical personnel who have the skills of project activities: the teacher’s personal and professional readiness for creativity, ability to make non-standard decisions and interact with students. The purpose of the article is to consider the essence and structure of the concept of “project competence of future teachers in a university environment”. Research methods: generalization, analysis and synthesis of information, comparison. The scientific novelty of the research lies in the concretization of the essence and structure of the project competence of future teachers in a university environment, identification and detailed description of their content. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of professional education in the field of forming the project competence of future teachers; the practical significance lies in the effective implementation of the model for the formation of the project competence of future teachers in a university environment.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course Learning to work on a project into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education Surgut State University. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

scholarly journals Structural and Substantive Model of Forming Project Competence of Future Teachers in University Environment

2021 ◽  
Vol 2 (36) ◽  
pp. 109-114
Author(s):  
Olga Y. Muller ◽  
Keyword(s):  
Educational Institution ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Higher Education System ◽  
Wide Range ◽  
Structural Content ◽  
The Subject ◽  
Methodological Approaches ◽  
The University

. The relevance of the problem under study is associated with an important task of the higher education system, the preparation of future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the study is to develop a structural, content model in which key importance is attached to pedagogical conditions as a connecting link in the system of vocational training blocks, it contributes to the formation of project competence of future teachers in university environment. In this model the subject of the research is the model of forming the project competence of future teachers in university environment, which is a combination of the following interrelated blocks: target, technological and effective, including principles and approaches, developed stages and levels of forming the project competence of future teachers, as well as their criteria and indicators. Building a structurally meaningful model allows you to qualitatively analyze and plan the research and the implementation of this process in university practice. The methodological approaches and principles that are the basis of the model, the structure and content of its components reveal the mechanism for the development of project competence of future teachers. Research methods used are generalization, analysis of information, its synthesis and comparison. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; the practical significance lies in the effective formation of the project competence of future teachers in the conditions of the university.

Experimental work for forming of project competence of future teachers under conditions of University

2021 ◽  
pp. 80-83
Author(s):  
O.Yu. Muller ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Practical Significance ◽  
State University ◽  
Future Teachers ◽  
University Environment ◽  
Project Method ◽  
Analysis And Synthesis ◽  
Experimental Base ◽  
Independent Work

Substantiated is implementation’s effectiveness of the pedagogical conditions of the model of the formation of project competence of future teachers in a university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course «Learning to work on a project» into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical and practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education “Surgut State University”. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students.

Richard Mackenney, Venice as the Polity of Mercy: Guilds, Confraternities, and the Social Order, c. 1250–c. 1650. Toronto Italian Studies. Toronto, Buffalo, and London: University of Toronto Press, 2019, xiii, 471.

Mediaevistik ◽  
2020 ◽  
Vol 32 (1) ◽  
pp. 551-552
Author(s):  
Thomas Willard
Keyword(s):  
Social Order ◽  
Merchant Of Venice ◽  
Legal Scholar ◽  
University Of Toronto ◽  
Italian Studies ◽  
The Merchant Of Venice ◽  
The Social ◽  
University Town ◽  
The University

Shakespeare is well known to have set two of his plays in and around Venice: The Merchant of Venice (1596) and The Tragedy of Othello, the Moor of Venice (1603). The first is often remembered for its famous speech about “the quality of mercy,” delivered by the female lead Portia in the disguise of a legal scholar from the university town of Padua. The speech helps to spare the life of her new husband’s friend and financial backer against the claims of the Jewish moneylender Shylock. The play has raised questions for Shakespearean scholars about the choice of Venice as an open city where merchants of all nations and faiths would meet on the Rialto while the city’s Senate, composed of leading merchants, worked hard to keep it open to all and especially profitable for its merchants. Those who would like to learn more about the city’s development as a center of trade can learn much from Richard Mackenney’s new book.

Zeitzeuge der Zeitschrift für Evangelische Ethik von 1970 bis 2003

2008 ◽  
Vol 52 (5) ◽  
pp. 29-35
Author(s):  
Theodor Strohm
Keyword(s):  
Social Order ◽  
World Wide ◽  
Central Place ◽  
Reform Process ◽  
Evangelical Church ◽  
Scientific Debate ◽  
The Social ◽  
Willy Brandt ◽  
The University ◽  
The Welfare State

Abstract This article shows clearly the experiences of the author concerning the social restart of Germany after 1945. The ZEE was and is a place for reflection and reorientation. Personal encounters with personalities of the »first hour« constitute the opening. This is followed by five central situations which were witnessed and devised by the author. They had a direct effect on the ZEE. 1. The participation in the senior staff of Willy Brandt had an effect on the contemplation of an »ethos of inner reforms«. 2. The reform process in South Africa with its »peaceful revolution« brought the author there, having intense working relations to the leaders of the »black majority«. These experiences found their way into the ZEE. 3. As chairman of the chamber for social order of the EKD (Evangelical Church in Germany) the author worked nearly 20 years intensively on memoranda concerning the reorientation of the welfare state in many dimensions. The ZEE was a central place of scientific debate. 4. and 5. As head of the Diakoniewissenschaftliches Institut (I. for Christian social work) of the University of Heidelberg basic questions of deaconry theologically and at the same time world wide aspects were at the centre of interest also at the ZEE

scholarly journals Idea uniwersytetu kształcącego ludzi zaangażowanych w pracę

1970 ◽  
pp. 387-397
Author(s):  
Konrad Kulikowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Work Engagement ◽  
Social Learning Theory ◽  
Job Demands ◽  
University Education ◽  
Job Crafting ◽  
University Environment ◽  
The Social ◽  
The University

The first part of this article introduces the work engagement concept in a framework of the Job Demands-Resources Theory and discusses a relation between work engagement and job crafting. Next, the author presents the hypothesis that university education can form engaged employees by enhancing students’ self-efficacy beliefs about their ability to effectively crafting their future job environments. On the basis of the Social Learning Theory the author proposed three possible methods on how the university community could promote job crafting behaviors among students. These methods are: trainings and persuasions, modeling, or observation of how university top researchers work, and allowing students to experience success in changing different aspects of the university environment.

scholarly journals Challenges of Higher Educational Documentary Institutions in Supporting Merdeka Belajar Kampus Merdeka Program

2022 ◽  
Vol 9 (2) ◽  
pp. 193
Author(s):  
Ciwuk Musiana Yudhawasthi ◽  
Lydia Christiani
Keyword(s):  
Professional Education ◽  
Qualitative Method ◽  
Library Science ◽  
Independent Learning ◽  
Ministry Of Education ◽  
Literature Study ◽  
University Environment ◽  
Education Culture ◽  
The University ◽  
Depth Interviews

Independent Learning Independent Campus (MBKM) was launched by the Ministry of Education, Culture, and Research and Technology to support the readiness of students to face challenges in the world of work by applying active learning. Documentary institutions in universities, namely libraries, archives, and museums, should become strategic partners in supporting the MBKM program because the documentary institution has all the necessary conditions, facilities, and infrastructure to succeed MBKM program. This study aimed to determine the readiness of documentary institutions in the university environment to exploit the opportunities and challenges and what obstacles they encountered. This study used the qualitative method and in-depth interviews for data collection and a literature study. The researcher concludes that the biggest challenges facing documentary institutions are regulation and the readiness of human resources. Due to this, changes to regulations and educational curricula and the introduction of new documentation of pure science are priorities in improving professional education providers in library science, archives, and museology.

scholarly journals DEVELOPMENT OF DIGITAL SKILLS FOR FUTURE TEACHERS BASED ON CROSS-SUBJECT INTEGRATION

2020 ◽  
Vol 68 (4) ◽  
pp. 95-102
Author(s):  
G.K. Sholpankulova ◽  
◽  
Sh.Zh. Kolumbayeva ◽  
B.T. Mahmetova ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Cognitive Activity ◽  
Compulsory Education ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Skills ◽  
The University ◽  
Interdisciplinary Integration ◽  
Subject Integration

Today, the study of the problem of interdisciplinary integration in professional education is a historically formed direction and has been studied by scientists deeply enough. However, within the framework of the implementation of the competence-based approach in teaching, which is the focus of state compulsory education standards, the problem of interdisciplinary integration acquires a new meaning. The essence of the new meaning of interdisciplinary integration is substantiated by the modern socio-cultural conditions of globalization, informatization, interdisciplinarity, and digitalization. Interdisciplinary integration is the applied focus of the components of the educational process of the university (goal, result, content, form and methodology of teaching) and manifests itself in the relationship of academic disciplines with the content and technologies of professional activity of future teachers, as well as in the consistency of the processes of teaching and upbringing at the university. The globalization of education refers to the process of creating a worldwide unified education system, which erases the differences between the educational systems included in it. Informatization of education is a process when the sphere of education is provided with the methodology and practice of the development and optimal use of modern information technologies, focused on the implementation of the psychological and pedagogical goals of training and education. Digital skills in the modern world are necessary and must be complemented by cross-cutting interpersonal skills, as the ability to effectively interact in the current environment of distance learning. In the process of distance learning, video conferences using computer communication, virtual environment, online lectures and seminars are actively used. A distinctive feature of distance learning is computer-based learning, which contributes to the development of digital skills, since it is based on the student's independent cognitive activity, is active and personality-oriented. The above requires the development of digital skills in future teachers based on cross-subject integration. This article examines the problem of developing digital skills in future teachers based on interdisciplinary integration, and also provides a meaningful characteristic of digital skills.

OUTLIERS OF ACTION RESEARCH – THE IDENTITY CONSTRUCT OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 290
Author(s):  
Jiří Kropáč ◽  
Štefan Chudý
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Good Practice ◽  
Teaching Profession ◽  
Point Of View ◽  
Future Teachers ◽  
Educational Preparation ◽  
University Environment ◽  
The University

Queries, activities and those sufficient solutions of teaching and learning situations are daily bread of the teaching profession. Thus, in learning of future teachers exist possibilities how to influence the progress of the teachers’ identity construction with self-creative and critical tools which are connected to the complexity of the personality. However, action research helps to deeply understand techniques which are behind the line of the traditional point of view and helps to understand the situations from the pragmatic way of natural learning in the process of preparation at the university. The research aim is focused on the support of integration of the action research as a tool for the teachers’ preparation in the good practice of the university environment. Mixed research methods are based on the narrative corpus which consists of the coded interviews and specific tasks connected to the educational preparation. Results reflect the current various ways of developing future teachers and their impact on future teachers‘ identities.  

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