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.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

The use of teaching methodology in the development of online courses on personal data protection

2021 ◽  
pp. 227-239
Author(s):  
Светлана Александровна Корягина
Keyword(s):  
Educational Institution ◽  
Cognitive Activity ◽  
Personal Data ◽  
Educational Process ◽  
Quality Level ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Personal Data Protection ◽  
The University

Основные проблемы современного образования нельзя решать без его развития. Ученые и практики обращают внимание на устаревшие формы и технологии управления работой со студентами. В современных условиях решать проблемы образования традиционными системами управления и методами становится все сложнее, поэтому возникает необходимость в адекватном построении методической оснащенности образовательного процесса в учебном заведении, что актуализирует необходимость обеспечения системы образования методическими  разработками, дидактическими материалами, которые отвечают современным требованиям педагогической практики. Организационными формами методической работы вуза являются: научно-методическая и педагогический совет; аттестация преподавателей; предметные кафедры, творческие лаборатории преподавателей; школа молодого преподавателя; психолого-педагогические и методические семинары; методические школы преподавателей-новаторов; подготовка методических пособий, публикаций в периодических и профессиональных изданиях. Большинство вышеупомянутых видов методического обеспечения являются традиционными, но все они дают возможность внедрять инновации. Однако обращается внимание только на формы и методы организации образовательного процесса, а не на психолого-педагогическое сопровождение познавательной деятельности преподавателей и методическое обеспечение управленческой деятельности как источника качества и результативности их профессиональной деятельности. Реалии выдвигают новые требования к методическому обеспечению образовательного процесса в вузt, требуя менять цели, функции и содержание, превращая уровень его качества в научно-методический. Суть и назначение научно методического обеспечения заключается в создании условий для формирования и личностно-профессионального становления преподавателей, развития их педагогических способностей, творческого потенциала. The main problems of modern education cannot be solved without its development. Scientists and practitioners pay attention to outdated forms and technologies of managing work with students. In modern conditions, it is becoming increasingly difficult to solve the problems of education with traditional management systems and methods, therefore, there is a need for an adequate construction of methodological equipment of the educational process in an educational institution, which actualizes the need to provide the education system with methodological developments, didactic materials that meet modern requirements of pedagogical practice. Organizational forms of methodological work of the university are: scientific and methodological and pedagogical council; certification of teachers; subject departments, creative laboratories of teachers; school of a young teacher; psychological, pedagogical and methodological seminars; methodological schools of innovative teachers; preparation of methodological manuals, publications in periodicals and professional publications. Most of the above-mentioned types of methodological support are traditional, but all of them make it possible to introduce innovations. However, attention is drawn only to the forms and methods of organizing the educational process, and not to the psychological and pedagogical support of the cognitive activity of teachers and methodological support of managerial activities as a source of quality and effectiveness of their professional activities. The realities put forward new requirements for the methodological support of the educational process at the university, requiring changing the goals, functions and content, turning its quality level into a scientific and methodological one. The essence and purpose of scientific and methodological support is to create conditions for the formation and personal and professional development of teachers, the development of their pedagogical abilities, creative potential.

scholarly journals INTERDISCIPLINARY RELATIONS IN THE STUDY OF LITERATURE IN THE SYSTEM OF UNIVERSITY PHILOLOGICAL EDUCATION

2021 ◽  
Vol 23 (79(1)) ◽  
pp. 18-21
Author(s):  
A.L. Fokeev ◽  
Keyword(s):  
School Education ◽  
Russian Language ◽  
Future Teachers ◽  
Teaching Literature ◽  
Interdisciplinary Relationships ◽  
The University ◽  
The Russian Language

The article deals with the importance of studying interdisciplinary relationships in teaching literature at a university. On the example of the author's academic course working program "Literature and Cinematography in School Education", the main methods of working with students in the studied discipline are shown, attention is drawn to the importance of this subject in the training of future teachers of the Russian language at the Pedagogical Department at the 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 Formation of students’ creativity in the classroom of the Russian language

2021 ◽  
Vol 5 (S1) ◽  
pp. 467-477
Author(s):  
Dilbar Jabborova
Keyword(s):  
Cultural Identity ◽  
Language Teaching ◽  
Russian Language ◽  
Theoretical Knowledge ◽  
Pedagogical Practice ◽  
Mobile System ◽  
School Life ◽  
Free Communication ◽  
The Russian Language

This article discusses the formation of students’ creativity in a Russian language lesson in detail. Russian language teaching is carried out not only in literature classes, but also in any educational topic and outside the classroom, in free communication with students; live Russian is becoming a universal of school life. The basis for the formation of civic and cultural identity is the Russian language. Teaching is a complex, multi-component mobile system that is rebuilt depending on who needs to be taught what, for what. This is a system that requires the synthesis of all theoretical knowledge, the ability to analyze, and model the situation of communication in pedagogical practice.

scholarly journals ACTUALIZATION OF PROFESSIONAL POTENTIAL OF FUTURE EDUCATORS

2021 ◽  
pp. 6-13
Author(s):  
Svitlana Havryliuk
Keyword(s):  
Creative Thinking ◽  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Environment ◽  
Professional Activity ◽  
Future Teachers ◽  
Creative Potential ◽  
Essential Condition ◽  
Professional Self

The article reveals significant aspects of the development of the professional potential of future educators. The main features of the professional readiness of future educators of preschool education institutions to pedagogical activity are highlighted. The essence of such concepts as “professionalism”, “potential”, “creative potential”, and “professional potential” are described. The author pays attention to adverse factors, which block the professional potential of future teachers: low social status in the team; inner anxiety and lack of confidence; authoritarian style of pedagogical leadership; strict control, that prevent youth from taking the initiative; the indifference of a teacher towards professional success and achievements of students. This article draws attention to creating favourable pedagogical conditions in a higher educational institution for developing professional skills, stimulating initiative, searching and independence of future teachers. The significance of the acmeological approach to the formation of the professional potential of future teachers is introduced. It is claimed by the author that modernization of the process of professional training of future preschool teachers provides the search for new effective ways of organization educational activities addressed to actualize the professional potential of specialists. The essential condition of self-fulfilment of future teachers is a creative educational environment needed for the successful professional activity of students. It allows for creating a creative atmosphere for improving creative thinking, stimulating creative activities, initiative and formative research of students. Keywords: professionalism; potential; professional and creative potential; creative personality; creative thinking; creative educational environment; professional skill; professional self-fulfilment; acmeological approach.

scholarly journals Problems of Out-of-Class Work of Future Teachers When Passing Pedagogical Practice

2021 ◽  
Vol 7 (9) ◽  
pp. 581-585
Author(s):  
M. Anarbekova
Keyword(s):  
Extracurricular Activities ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Methodological Problems ◽  
Work Programs

This article examines the methodological problems of the extracurricular work of future teachers in the course of teaching practice. In many work programs and programs of pedagogical practices of higher pedagogical educational institutions, for the purposes and tasks of practice, due importance is not attached to the performance of extracurricular activities by trainees. Along with the need to perform extracurricular work during the course of the internship, a recommendation is given to especially evaluate the extracurricular work of the trainee.

scholarly journals Pedagogical aspects of the formation of professional competence among students of physical culture and sports

2021 ◽  
Vol 14 (33) ◽  
pp. e16602
Author(s):  
Sergij Tkachov ◽  
Mykhailo Liannoi ◽  
Olha Shapovalova
Keyword(s):  
General Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
Professional Activity ◽  
Physical Culture ◽  
Pedagogical Practice ◽  
Important Place ◽  
Analysis And Synthesis ◽  
Professional Self

The main purporse is to determine the main aspects of professional competence among students of physical culture and sports. The pedagogical practice of future physical culture teachers is an integrating and core component of the personal and professional formation of a future specialist, which provides for the formation of his professional competence through mastering various types of activity, leads to professional self-improvement, student self-knowledge in various professional roles in the real conditions of a general education school. Among the main tasks facing the system of higher pedagogical education, an important place is occupied by the task of training a competence-based specialist of a wide profile, further strengthening of fundamental education and bringing it closer to research and practical professional activity, therefore, the goal of training should provide for an optimal combination of theoretical knowledge and creative abilities of future teachers, which would allow them, after graduating from an educational institution, to independently raise the level of their education and professional training, to find fundamentally new solutions to the problems of science and practice. The study was carried out using the following theoretical methods: systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction. As a result of the study, the main aspects of professional competence among students of physical culture and sports were determined

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

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