The origins of the teacher’s worldview culture and ethics formation in northern Russia

The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.

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origins of the teacher’s worldview, culture and ethics formation in northern Russia

LAPLAGE EM REVISTA ◽

10.24115/s2446-622020206especial955p.112-118 ◽

2020 ◽

Vol 6 ◽

pp. 112-118

Author(s):

Alla Dmitrievna Nikolaeva ◽

Aya Petrovna Bugaeva ◽

Sofia Nikolaevna Shadrina ◽

Venera Petrovna Marfusalova

Keyword(s):

Human Capital ◽

Teacher Training ◽

Training System ◽

Moral Experience ◽

Future Teachers ◽

University Teachers ◽

Northern Russia

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Developing Communicative Competence of Future Teachers on the Basis of Ethnic and Cultural Values Intrinsic to Highlanders of the Ukrainian Carpathians

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.1.2-3.240-244 ◽

2014 ◽

Vol 1 (2-3) ◽

pp. 240-244

Author(s):

Maria Stakhiv

Keyword(s):

Teacher Training ◽

Cultural Values ◽

Primary Schools ◽

Communicative Competence ◽

Native Language ◽

Language Teaching ◽

Training System ◽

Future Teachers ◽

Mountain Areas ◽

Mountain Area

The article presents challenges and methods of teacher training activities aimed todevelop communicative competence and prepare teachers for work in mountain area schools in theUkrainian Carpathians. Research shows that specifics of social and cultural environment should betaken into account in the process of teaching native language and developing communicativecompetence of future teachers. Sociocultural approach defines language teaching strategies in thelight of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular.Teacher training programs should include studies on material, cultural and spiritual values ofhighlanders. Such topics can be incorporated in the main native language course. Study andanalysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguisticcommunity of the Ukrainian Carpathians can be of great value in achieving the goal. Small classesin mountain schools also place a demand upon educators to constantly upgrade approaches, formsand methods of teaching.The article offers an integral teacher training system aimed at developing communicativecompetence and preparing teachers to work in the mountain areas schools. A special place in thissystem is given to folk pedagogy, which accumulates the national and regional spiritual values.The author presents the components of communicative and socio-cultural competence of futureteachers. The suggested algorithm for training primary school teachers insures reaching anappropriate level of socio-cultural, historical, linguistic and communicative competenciesnecessary for language teaching at primary schools in mountain regions of the UkrainianCarpathians.

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The Results of an Empirical Study of High School Lecturers’ Concept of Semiotic Competence

Standards and Monitoring in Education ◽

10.12737/1998-1740-2020-8-22 ◽

2020 ◽

Vol 8 (2) ◽

pp. 8-22

Author(s):

V. Danyushenkov ◽

O. Korshunova ◽

E. Shkalikov

Keyword(s):

Empirical Data ◽

Information Society ◽

Training System ◽

Future Teachers ◽

Data Array ◽

Main Research ◽

University Teachers ◽

The University ◽

Teachers Training ◽

Comparative Content

The semiotic transprofessional competence of a modern person becomes more popular in the coherent arsenal of cognitive and communicative competencies of a digital society representative. Semiotic means “sign”, therefore, the information society suggests a new format for the subject, who knows how to understand, create, transfer, change signs and sign systems that carry information. To prepare a successful representative of the community, a teacher with appropriate abilities is needed. The teacher, fi rst of all, is formed in the process of vocational training at the university, therefore, the university teacher is obliged to possess the corresponding knowledge, skills and competencies. This article aims at identifying of the university teacher’s representations about semiotic competence. The objectives are: a) to determine the diff erence between semiotic competence and informational competency, with which the former is often identifi ed; b) justifi cation of the semiotic competence phenomenon importance for the education system and for the 21st century’s teachers training system; c) the development of measuring tools to identify the representations of the university educator, who works with future teachers, about semiotic competence; d) interpretation of the results of empirical research in the designated problem fi eld of educational semiotics.The main research methods are: comparative content analysis of scientifi c literature on the problem of the informational and semiotic competencies interaction; Google questionnaire; scaling; qualitative methods for processing an empirical data array. The novelty of the article material lies in the theoretical justifi cation and presentation of the approach to determining the relationship of semiotic and informational competencies; clarifi cation of the concept of «semiotic dominant» on three diff erent grounds for students — future teachers — in accordance with their training fi eld; interpretation of processing an empirical data array results and capturing specifi c facts of the current state in the representations of university teachers, working with students in “Pedagogical Education” fi eld, about semiotic competence (in a sense, revealing the willingness of teachers to respond to the challenges of the information society). The results of the article are: justifi cation for the inclusion of information competence in the semiotic one; development of measurement procedures to identify the representations of university teachers, who works with future teachers, about semiotic competence in the form of a questionnaire of 27 questions; obtaining and capturing specifi c facts about the state of information and semiotic skills of higher school teachers.

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MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING

Educological discourse ◽

10.28925/2312-5829.2021.1.10 ◽

2021 ◽

Vol 32 (1) ◽

pp. 143-155

Author(s):

Natalia Kosharna

Keyword(s):

Teacher Training ◽

Teacher Educator ◽

Integrated Approach ◽

Teaching Profession ◽

Training System ◽

Practical Training ◽

Special Role ◽

Future Teachers ◽

European Experience ◽

State Educational

The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

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FORMATION DES ENSEIGNANTS DE FLE EN ROUMANIE: PASSÉ, PRÉSENT ET PERSPECTIVES TRAINING TEACHERS OF FRENCH AS A FOREIGN LANGUAGE WITHIN THE ROMANIAN CONTEXT: REALITIES, OUTCOMES, STRATEGIES

Journal of Linguistic and Intercultural Education ◽

10.29302/jolie.2019.12.3.6 ◽

2019 ◽

Vol 12 (3) ◽

pp. 99-110

Author(s):

Cosmina Simona Lungoci ◽

◽

Mariana Pitar

Keyword(s):

Teacher Training ◽

Foreign Language ◽

Bologna Process ◽

Training Programme ◽

Training System ◽

Practical Training ◽

Future Teachers ◽

Training Requirements ◽

Noticeable Increase ◽

The Status

This article aims at offering a presentation – both from a diachronic, as well as from a contrastive perspective – of the teaching training programme provided by the West University of Timișoara, for future teachers of French as a Foreign Language. The training of future teachers has known two distinct stages at the above-mentioned University, in terms of chronology, content and organizing system. The connection between these stages was the Bologna Process, hence we can talk about a pre-Bologna training system and post-Bologna one. Some important landmarks distinguish these two stages, landmarks derived from different concepts regarding the training requirements for future teachers. Thus, the first stage is defined by a relatively limited number of imposed subjects of study (Pedagogy, Psychology, Teaching Methods, accompanied by an important number of practical training classes. This type of training was compulsory, and it was the only professional option of a graduate. The Bologna System once implemented; the disciplines imposed to the students’ teacher training process have a status of their own. They become optional, since teaching is no longer considered the only professional option for the graduates in Letters and French. The training as a whole consists of two main modules, one completed within the BA studies, the other, within the MA studies. Given the relatively important number of hours dedicated to this type of training, there is also a noticeable increase in the number and variety of the disciplines, both optional and mandatory. A synoptic table offers a parallel presentation of the two systems and of the dissimilarities between them. For a better understanding of the teacher training activities, the article gives a detailed presentation of both requirements, as well as of the stages of post- BA training a teacher must answer to, the status of teacher once attained: the ”definitivat” status, and the didactic degrees I and II, as well as other activities that ensure life-long training. We conclude with a presentation of the prospects of improving teacher training through the legal procedures the Ministry of Education has in view for the coming years.

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Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.8.1.24-34 ◽

2021 ◽

Vol 8 (1) ◽

pp. 24-34

Author(s):

Olena Budnyk

Keyword(s):

Teacher Training ◽

Primary School ◽

Inclusive Education ◽

Professional Training ◽

Training System ◽

Educational Process ◽

Practical Training ◽

Pedagogical Practice ◽

Future Teachers ◽

Individual Counseling

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects. The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

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Changes in the Teacher Training and Qualification in Bulgaria

Педагогически форум ◽

10.15547/pf.2019.016 ◽

2019 ◽

Vol 7 (3) ◽

pp. 3-23

Author(s):

Viara Gyurova

Keyword(s):

Teacher Education ◽

Teacher Training ◽

20Th Century ◽

Future Development ◽

Training System ◽

Development System ◽

The Past ◽

Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

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