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 Formation of professional competences among master degree students of pedagogical universities in the process of practice-oriented learning

2020 ◽  
Vol 47 (5) ◽  
pp. 88-101
Author(s):  
Elena I. Chernysheva ◽  
◽  
Denis V. Dakhin ◽  
Alla V. Brekhova ◽  
◽  
...  
Keyword(s):  
Basic Research ◽  
Modern Society ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Future Teachers ◽  
Research Results ◽  
Higher Education System ◽  
Master Degree

Introduction. The relevance of the study is due to the need to transform the system of practice-oriented education, to search for effective mechanisms for organizing the educational process aimed at forming the professional competencies of future teachers. The process of preparing master degree students of pedagogical universities for a professional activity must meet the requirements of modern society, the higher education system, the requirements of regulatory documents and professional standards. Materials and methods. The study involved 125 master degree students of the Voronezh State Pedagogical University majoring in “Pedagogical education”. Basic research methods include the analysis of teaching activities, the study and generalization of innovative teaching and management experience, a pedagogical experiment. Pearson’s chi-squared test (χ2) was used to establish statistically significant differences between the control and experimental groups. Research results. Within the framework of the study, a practice-oriented model of formation of professional competencies in master degree students of pedagogical universities and the conditions for its effective functioning was developed and implemented. During the study, criteria and indicators of formation of professional competences among master degree students were determined: motivational (the level of educational and professional motivation), cognitive (professional knowledge, information-communication indicator) and activity-based ones (professional skills, organization, independence), levels of formation of professional competences. The experiment showed that the level of formation of professional competences among master degree students in the experimental group is higher than that of the control group (χ2 = 6.45; p<0.05). Conclusion. The research results can be used in the process of practice-oriented teaching and the organization of educational and on-the-job training of master degree students at pedagogical universities, aimed at forming professional competencies of future teachers. Keywords: activity-based approach, competency-based approach, practice-oriented learning, professional competencies, innovative technologies, practice-oriented learning model

scholarly journals ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

2021 ◽  
pp. 95-102
Author(s):  
Юлия Викторовна Августова
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Actual Problem ◽  
Professional Activities ◽  
Gradual Development ◽  
Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals PRACTICAL TRAINING OF FUTURE PSYCHOLOGISTS: HOW TO ENSURE THE ACQUISITION OF PROFESSIONAL COMPETENCES

2021 ◽  
pp. 9-21
Author(s):  
Olena Halian ◽  
Zoryana Borysenko
Keyword(s):  
Success Factors ◽  
Social Role ◽  
Quality Criteria ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Activity Levels ◽  
The Individual ◽  
Process Context

Abstract. The purpose of the article is to reveal the scientific and applied issues of organization and content of internship as components of the preparation of students of psychology for professional activities. In the article, internship represented as a component of the educational process, a practice-oriented element of acquiring professional competencies and as an environment for forming a value attitude to future professional activity. The main generalizations are made on the basis of the following methods: analysis of activity products (practice reports), observation of students᾿ work during the implementation of professional functions at the practice base, design of success factors and quality criteria of students᾿ acquisition of professional competencies, analysis of students᾿ inquiries on problematic issues of performance of tasks provided by the content of practice and professional self-determination in view of «immersion» in the profession. The obtained results showed: the content aspect of the internship program is determined by the need to objectify the knowledge component of student training in practical skills to solve problems of professional activity; the logic of stages in the construction of their activities during the testing of psychotechnologies of psychological care must be best consistent with the logic of working out the client᾿s problems and his request, the formulation of tasks allows them to perform at the individual-creative and personal-activity levels. The dependence of the content-process context of the tasks of internship and qualitative indicators of professional identification and adaptation of applicants to the new social role – psychologist is recognized. Among them: professionalization of thinking, personal and value attitude to professional activity, actualization of personal resources of mastering professional competencies, integration of personal and professional qualities, ability to self-reflection, motivation for self-development in the profession.

Study of the preparation of future teachers for the technologization of the educational process

2021 ◽  
Vol 7 (3B) ◽  
pp. 90-96
Author(s):  
Sergij Tkachov ◽  
Nataliia Tkachova ◽  
Nataliia Mordovtseva ◽  
Mariia Pochynkova ◽  
Oksana Parfyonova
Keyword(s):  
Teacher Training ◽  
Professional Training ◽  
Approaches To Learning ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Educational Standards ◽  
Future Teachers ◽  
The World ◽  
State Educational

The main purpose of the study is to characterize the effectiveness of the features of training future teachers to technologicalize the educational process. The problem of modernization of teacher training is relevant around the world. Modern preparation of teachers for work and professional activity requires rethinking the content of education, structure and forms of organization. The modern institution of higher pedagogical education faces the task of introducing the latest approaches to learning, which, along with its fundamentality and compliance with State educational standards, develop communicative, creative and professional competencies, needs in self-education based on potential diversity of content and organization of the educational process. It is expected that the technology of professional training of future teachers will help solve these problems. The result of the study is to determine the main features of the preparation of future teachers for the technologicalization of the educational process.

Use of hardware and software complexes (simulators) in practical training of trainees

2021 ◽  
Vol 2 (3) ◽  
pp. 291-295
Author(s):  
A. V. Palitsyn
Keyword(s):  
Information Technologies ◽  
Educational Process ◽  
Simulator Training ◽  
Educational Activity ◽  
Professional Competencies ◽  
Vocational Education And Training ◽  
Professional Activity ◽  
Practical Training ◽  
Software Complex ◽  
Professional Activities

Educational activity in the form of practical training provides for the demonstration of practical skills, the implementation, modeling by students of certain types of work to solve practical problems related to future professional activities in conditions close to real production.Practical training in preparation for professional activity has become an integral part of the educational process and the use of simulator training makes a significant contribution to this concept, given the fact that, under the conditions of transport security, it is not always possible for students to access real production facilities. Information technologies bring additional opportunities to the educational process in the development of professional competencies. The use of training complexes is becoming widespread in the railway industry in the development of educational programs of secondary vocational education and training of qualified personnel.In accordance with the decisions of the Program of Interaction between JSC "Russian Railways" and University Complexes of Railway Transport until 2025, training of qualified specialists ofJSC "Russian Railways" in the future of the program for the development of structural divisions and the development of the material and technical base of universities, the laboratory on specialty 23.02.01 Organization of transportation and management of transport (by type), which is a hardware and software complex "Train district dispatcher / duty at a railway station". The purpose of implementing a simulator is to improve the ability of students to skillfully apply professional competencies in train work, be able to competently use the knowledge gained in emergency and non-standard situations, make optimal decisions in operational work, and implement a system of measures to prevent defects in the production process.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

Using Case Technology and Project Method in the Process of Studying Professionally Oriented Disciplines

2021 ◽  
pp. 67-77
Author(s):  
Madina T. Bekoeva
Keyword(s):  
Educational Process ◽  
Practical Significance ◽  
Professional Activity ◽  
Practical Implementation ◽  
Case Method ◽  
University Teachers ◽  
Professional Activities ◽  
Project Method ◽  
Latent Potential ◽  
The University

The article presents a lapidary analysis of possibilities of using the case method and the project method in the formation of professional thinking of students studying philology and journalism. We also consider the possibilities of using case technology and project method in the process of studying professionally oriented disciplines. The practical significance of the work comes down to disclosing the effectiveness of the case method and the method of projects in the process of forming professional skills. The relevance of this article is determined by modern realities of educational process at the university. The case method and the method of projects make it possible to increase the motivational component of learning and contribute to the development of teachers’ progressive thinking and students’ creative potential, both of which are necessary for professional activities. In this article we also made an attempt at revealing the essence of these methods in the educational process at bachelor’s level. They turned out to be the main methods for the formation of students’ universal and professional competencies. The project method and case method act as an integral factor in the gamification of educational process contributing to the formation of skills of expedient action, activation of thinking, instilling the skills of independent search for solutions in standard and non-standard situations that may come up in the course of professional activity. Students actively and productively master the necessary competencies while revealing their latent potential. The case method and the project method demonstrate great efficiency in improving the quality of personnel training; the specific types of their practical implementation are developed jointly during classes by university teachers and employers’ representatives. The purpose of the article is to determine the methodological potential of the case method and the method of projects in the formation of professional thinking of future philologists and journalists and to consider the possibilities of using case technology and the project method in the process of studying professionally oriented disciplines. The project method is a relevant and effective technology that significantly increases the level of mastery of educational material, the internal motivation of students and their independence. The case method initiates the development of professional thinking, independence, unconventional thinking and creativity. When faced with a formulated problem, students concentrate on finding a solution to the problem and the teacher’s skillful interpretation of the problem directs students to search for non-standard ways. Everything mentioned above leads to the development of integrative thinking and significantly expands students’ capabilities. The practice of working with the case method and the project method in the classroom confirms their effectiveness in the professional development of university students, expanding their professional horizons and the formation of professional thinking.

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