scholarly journals Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community

2021 ◽  
Vol 14 (33) ◽  
pp. e15776
Author(s):  
Zinovii Onyshkiv ◽  
Yaroslava Kodliuk ◽  
Tetiana Lesina ◽  
Olena Malyna ◽  
Nadya Kichuk
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
European Community ◽  
Professional Training ◽  
National Standard ◽  
Practical Training ◽  
University Graduates ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Pedagogical Training

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

scholarly journals Areas of modernization of preparation of future elementary school teachers in the countries of the European community

2021 ◽  
Vol 14 (33) ◽  
pp. e15615
Author(s):  
Zinovii Onyshkiv ◽  
Yaroslava Kodliuk ◽  
Tetiana Lesina ◽  
Olena Malyna ◽  
Nadya Kichuk
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
European Community ◽  
Professional Training ◽  
National Standard ◽  
Practical Training ◽  
University Graduates ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Pedagogical Training

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

scholarly journals Practice as a component of professional training of the elementary school teachers

2018 ◽  
Vol 55 ◽  
pp. 03022
Author(s):  
Тatyana Ulyanitskaya
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Vocational Training ◽  
Professional Training ◽  
General System ◽  
English Speakers ◽  
Practical Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Goals And Objectives

In this article, the author considers practical training as an independent component of the general system of vocational training for future teachers, as well as goals and objectives, the structure, content, and organization of the practice of future primary school teachers and English speakers.

scholarly journals Pengaruh Supervisi Kepala Sekolah dengan Teknik Kelompok (Meeting) terhadap Peningkatan Prestasi Kerja Guru di Gugus V Nakula Kecamatan Serengan Surakarta

2016 ◽  
Vol 28 (1) ◽  
pp. 19-23
Author(s):  
Ismiyatun Ismiyatun
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Action Research ◽  
Elementary School Teachers ◽  
Scientific Paper ◽  
National Standard ◽  
Graduate Degree ◽  
School Teachers ◽  
Average Percentage ◽  
Teaching Learning

The purposes of this research were based on the above problem statement, therefore, the purposes of the research which would be reached were: 1) To know whether there is influence of the headmaster supervision on the performance of the elementary school teachers in Gugus V Nakula of Serengan Sub-district, Surakarta; 2) To know how much the influence of the headmaster supervision on the performance of the elementary school teachers in Gugus V Nakula of Serengan Sub-district, Surakarta was. This scientific paper applied the School Action Research (PTS) that was an effort of increasing the work discipline of teachers in the teaching learning process through an individual supervision through a technique approach of class visit consisting of two cycles and each cycle consisted of four stages: (1) planning, (2) implementation of action, (3) observation/evaluatiom, and (4) reflection. This School Action Research was conducted in Elementary Schools all over Gugus V Nakula of Serengan Sub-district, Surakarta Municipality. Gugus V Nakula consisted of 5 elementary schools, 2 public elementary schools and 3 private elementary schools SMP only the national standard in the district of Nusa Penida includes two (2 ) regions and villages Desa Lembongan Jungutbatu, with the amount of students was 315 (three hundres and fifteen) students, consisting of 12 (twelve) classes, with the amount of teachers was 31 (thirty one) teachers, 3 (three) people had qualification of S2 (post graduate degree), 28 (twenty eight) people had qualification of S1 (undergraduate degree), 1 (one) person had Diploma I (D1) degree. Based on the results of data analysis, either in cycle I or cycle II, it could be concluded that 1) there was an influence of the headmaster supervision on the performance of 1-6 grades teachers in the elementary schools all over Gugus V Nakula, Serengan Sub-district, Surakarta. It was proved from the analysis scores in the cycle I which the average percentage was 67.26%  which increased into 78,12%; 2) The amount of influence of the headmaster supverision on the performance of 1-6 grades teachers in the elementary schools all over  Gugus V Nakula, Serengan Sub-district, Surakarta in this research was 10.86%

Professional training for primary school teachers on the basis of the task-based approach

2021 ◽  
Vol 5 (S4) ◽  
pp. 409-418
Author(s):  
Karina Oleksenko ◽  
Olena Kryvylova ◽  
Natalya Sosnickaya ◽  
Valentin Molodychenko ◽  
Tetiana Kushnirova
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
Elementary School Teachers ◽  
Professional Training ◽  
School Teachers ◽  
Theoretical Justification ◽  
Primary School Teachers ◽  
Regulatory Documents ◽  
Pedagogical Literature

The aim of the article is the theoretical justification of the task-based approach as a methodological basis for the formation of future elementary school teachers' readiness to design the learning environment. The research methodology includes the analysis of regulatory documents, psychological and pedagogical literature and scientific research to determine the essence of the task-based approach and its implementation features in the formation of future elementary school teachers' readiness to design the learning environment. Distinguishing between the stages of preparing future elementary school teachers for designing learning environments and their purpose influenced the development of a specialized task system and practical problems which can be divided into three groups: adaptive, stabilizing, specialized. When selecting and developing specialized tasks and practical problems have been acted according to the following algorithm: assignment of a task or practical problem (adaptation, stabilization, specialization) determination of expected results in accordance with the components of readiness and the predominant choice; evaluation of the content complexity on the B. Bloom's scale.

scholarly journals Tools and Techniques to Organize Distance Pedagogical Practice of Future Elementary School Teachers

2021 ◽  
pp. 318-324
Author(s):  
Olga Vasilevna Makarova ◽  
◽  
Galina Aleksandrovna Neverovich ◽  
Marina Anatolyevna Tsyvareva ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Tools And Techniques

The Lifelong Education of the Teachers in the Republic of Macedonia

2016 ◽  
Vol 11 (4) ◽  
pp. 262-270
Author(s):  
Rozalina Popova ◽  
Ljupco Koskarov
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Experience ◽  
Current Situation ◽  
Lifelong Education ◽  
School Teachers ◽  
Republic Of Macedonia ◽  
Pedagogical Training ◽  
The Republic ◽  
Different Characteristics

AbstractThis paper analyzes important issues related to the lifelong education of the teachers in the Republic of Macedonia. The goal of the research, which is a part of the project Permanent Education of the Teachers (the current situation and challenges), is to get an idea about the current situation and the need for permanent education of the elementary school teachers in the Republic of Macedonia. We analyzed the forms and content of the permanent education, and the need for this type of education while taking into consideration: the location of the school (urban or suburban area), work experience, type of initial education, gender and ethnicity. The sample of 288 teachers from 11 schools from Skopje (the city and the rural environment) was formed by stratified random sampling and an assessment sample, based on the goals of the research and the different characteristics of the respondents. The calculations in the research were made with the statistical package SPSS 17.0. The research was carried out in five planned stages from 2010 to 2012. The gathered data confirms the fact that the existing forms and content of the permanent education do not meet the needs of the elementary school teachers in full. This implies that we need a new concept of permanent professional and pedagogical training of the teachers based on their needs and modern scientific accomplishments.

scholarly journals Formation of Research Competence of the Future Elementary School Teachers—In the Process of Professional Training

2015 ◽  
Vol 8 (4) ◽  
Author(s):  
Aigul Dzhumanazarovna Syzdykbayeva ◽  
Tursynay Beysembekovna Bainazarova ◽  
Elmira Nyrmahankyzy Aitzhanova
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Professional Training ◽  
School Teachers ◽  
Research Competence ◽  
The Future

scholarly journals Formation of Methodology Culture of Would-be Elementary School Teachers in the Context of Introduction of “New Ukrainian School” Concept

2019 ◽  
Vol 11 (1) ◽  
pp. 41
Author(s):  
Tetiana Fedirchyk ◽  
Nikula Nitalia
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Professional Training ◽  
School Teacher ◽  
Educational Practice ◽  
School Teachers ◽  
Competent Person ◽  
Elementary Classes ◽  
Definition Of ◽  
School Concept

The article presents comprehensive analysis of the problem of formation of methodology culture of would-be elementary school teachers  in pedagogical theory and educational practice. The problem of the formation of a methodological culture of future teachers of elementary school was studied by us from the standpoint of scientific approaches: cultural; axiological systemic; competent; person-activity approaches. It is established that the concept of "methodological culture of the teacher of elementary classes" is an integral part of the category field in the hierarchy of concepts: “culture” ‒ “culture of the person” ‒ “professional culture” ‒ “vocational pedagogical culture” ‒ “methodical culture”. The theoretical analysis of psychological and pedagogical literature allowed to carry out the pedagogical concrete definition  of the concept “methodical culture of the teacher of elementary classes”, which is considered in the work as an integrative set of his professional-personal values and qualities, methodical competence and methodical skills, which allows creatively to carry out professional-methodical activity on the basis reflection, experience and self-development, taking into account regulatory requirements. Structure of methodology culture of an elementary school teacher has been shown as combination of components: value and motivational, cognitive and praxeological, personality and artistic, reflective and evaluational. Criteria, values for levels of formation of methodology culture of would-be elementary school teachers have been elaborated that reflect unity and connection of all structural components of the described phenomenon. Levels of formation of methodology culture of would-be elementary school teachers have been established in the process of professional training: adaptive-repetitive, reproductive, systemic-productive, integrative-creative. Efficiency of the model of formation of methodology culture of would-be elementary school teachers has been proved theoretically and experimentally, which consists of three interrelated units (theoretical and methodical, context and activity, resultative). Teacher’s guides have been elaborated and introduced for formation of methodology culture of would-be elementary school teachers in the process of professional training.

scholarly journals Training of Future Elementary School Teachers to Usage of the Communicative Strategies in Multi Ethnic Environment in Mountain Region Schools

2014 ◽  
Vol 1 (2-3) ◽  
pp. 176-180
Author(s):  
Mariya Oliyar
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Professional Training ◽  
School Teacher ◽  
Mountain Region ◽  
Professional Activity ◽  
School Teachers ◽  
Leading Role ◽  
Communicative Strategies

The article characterizes the main aspects of language-related policy in Ukraine. Itexplores the leading role of elementary school teacher in the consolidation of statehood ofUkrainian language in the mountain region of Ukrainian Carpathians. It analyzes the latestresearch and publications on the problem of training of future elementary school teachers in use ofcommunication strategies in a poly-ethnic environment of school in the mountain region. Thearticle also defines the most important tendencies that influence a professional-communicativeactivity of the teacher in a mountain region. It explores the specifics of professional activity of theelementary school teacher in the mountain region schools of Ukrainian Carpathians. It alsocharacterizes the problems encountered by a teacher at his work. The article describes thepeculiarities of training of future teachers in communicative-strategic activity in the mountainschool region. It also defines the trends of professional training of students planning to work in themountain region environment, that are not outlined in the existing curricula and study programs.Finally, the article uncovers the concept of ethic-pedagogic approach to the linguistic education ofchildren in mountain region schools, as well as formulates the conclusions and defines theguidelines for further research.

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