scholarly journals Development of the methods for the class teacher effectiveness assessment

2021 ◽  
Vol 7 (3A) ◽  
pp. 644-664
Author(s):  
Vera Nikolina ◽  
Anna Loshchilova ◽  
Sergey Aksenov ◽  
Irina Lebedeva ◽  
Nadezhda Bazarnova
Keyword(s):  
Teacher Effectiveness ◽  
Professional Growth ◽  
Teacher Performance ◽  
Educational Activity ◽  
Educational Organizations ◽  
Future Teachers ◽  
Educational Establishment ◽  
Effectiveness Assessment ◽  
Class Teacher ◽  
Clinical Internship

The  problem of developing a methodology for assessing the effectiveness of the class teacher’s educational activity and the possibility of its implementation in the context of an educational establishment has been getting more vital. The developed methodology for assessing the class teacher performance efficiency was tested on the basis of four educational establishments in Nizhny Novgorod, which are the clinical internship bases to train future teachers and class teachers at Minin University (Nizhny Novgorod), who were experts carrying out the examination of the methodology for assessing the performance efficiency according to the proposed indicators. The developed methodology for assessing the class teacher performance efficiency can be used in the practice of educational organizations to develop a system for assessing the encouragement of the class teacher performance, supervising his professional growth, developing individual trajectories of professional improvement, analytical conclusions, and expertise. 

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.  

scholarly journals FORMATION OF STUDENTS' PROFESSIONAL READINESS ON THE BASIS OF INNOVATIVE WAYS OF COOPERATION IN THE CONDITIONS OF UZBEKISTAN (BY THE EXAMPLE OF FUTURE TEACHERS)

2020 ◽  
Vol 01 (01) ◽  
pp. 15-25
Author(s):  
Khusan Abdurakhimovich Umarov ◽  
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Factors Affecting ◽  
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 vocational training 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.

scholarly journals Disposición del docente universitario respecto a la evaluación de pares / Teachers’ perceptions of peer evaluation in a public university in Mexico

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Aurora Berenice Ortega Ávila
Keyword(s):  
Teacher Effectiveness ◽  
Professional Growth ◽  
Formative Evaluation ◽  
Teacher Performance ◽  
Evaluation Process ◽  
Educational Institutions ◽  
Daily Work ◽  
Teachers Perceptions ◽  
Real Change

ABSTRACTIn order to judge the effectiveness of their programs, educational institutions measure performance of teachers students. In particular, the evaluation of teacher performance has become one of the most widely used methods for gauging the quality of teaching. In universities, the judgement of teacher effectiveness is based largely on the measurement of teacher performance. In order to accomplish real change in teacher effectiveness it is essential to create “…training programs/evaluation which accompany the teacher in their daily work.... it is about designing formative assessment programs”(Pacheco and Diaz ,2000 p.27). The purpose of formative evaluation programs is to help the teacher improve their practices over time and to encourage their participation in that process. In order to accomplish this, it is necessary to develop programs that support the teacher throughout the evaluation process. The intent of this paper is to explore the perceptions of teachers in the roles of evaluator and evaluated as they participate in an evaluation of their colleagues. With this it aims to promote a culture of evaluation where the teacher who is advised by his or her colleagues finds support in his or her teaching development. Peer review is considered an opportunity for professional growth and thereby improves the performance of teachers in the classroom.RESUMENLa presente investigación es de carácter cualitativo descriptivo y se enfoca al análisis de la de la evaluación de pares, desde la percepción de los docentes mexicanos en un contexto universitario. Para el estudio se formaron 5 díadas de profesores provenientes de las diferentes licenciaturas del campus. Cada uno de los profesores desempeñó los roles de observador y observado durante el proceso. La información fue recolectada a través de entrevistas. Entre los resultados obtenidos en esta investigación fue la percepción de la evaluación de pares como una buena práctica para mejorar tanto el desempeño profesional del docente, así como la calidad educativa de una institución. El estudio plantea la evaluación de pares como una gran experiencia de aprendizaje. La fase de retroalimentación entre los profesores resultó ser crucial en este proceso de evaluación de pares. Entre las recomendaciones se sugiere implantar una metodología y técnicas que permitan crear un ambiente de confianza y credibilidad. Finalmente como resultado del análisis de esta investigación se ofrece una serie de lineamientos para implementar el proceso de evaluación de pares. Contacto principal: [email protected]

scholarly journals ВИКОРИСТАННЯ ІКТ ДЛЯ ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ У МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ

2019 ◽  
Vol 71 (3) ◽  
pp. 196
Author(s):  
Oksana A. Kucheruk ◽  
Stanislav A. Karaman ◽  
Olga V. Karaman ◽  
Nataliia M. Vinnikova
Keyword(s):  
Vocational Education ◽  
Professional Growth ◽  
Professional Training ◽  
Virtual Space ◽  
Educational Activity ◽  
Future Teachers ◽  
Significant Information ◽  
Language And Literature ◽  
E Learning ◽  
Educational Potential

The article deals with the problem of the use of ICT means for the formation of professional competences of future teachers of the Ukrainian language and literature. The relevance of using e-learning resources in the system of vocational education of students-philologists is investigated. The essence of the concept of "professional competence of the teacher of the Ukrainian language and literature" is specified. The state of the use of ICT in the professional teaching of bachelors and masters of Ukrainian philology based on the analysis of the works of scientists, the synthesis of educational and methodical ideas, the generalization of their own pedagogical experience, questioning of students is determined; the experience of effective work of students of philology with ICT means in the context of vocational education is considered. The analysis of the use of e-learning tools for the mastery of Ukrainian philology by future teachers-speakers is carried out. The results of the survey and questioning of students-philologists concerning the activity and efficiency of using ICT tools in the professional training are described. It is empirically confirmed that the integration of ICT means into the traditional methodology of teaching the professional disciplines to future teachers of the Ukrainian language and literature makes it possible to improve the attitude of students towards vocational education. It is provided that the blog of the Ukrainian Language Cultural Center at Kyiv Borys Hrinchenko University is a significant educational potential for the professional training of students of philology since it is an important modern tool for maintaining new ways of teaching the language and it contains accessible electronic resources that are useful for the professional growth of future language teachers and affects educational activity of students positively. This article focuses on the educational potential of the Facebook community of the mentioned Center which brings professional education closer to the student, helps him to study, communicates in the Internet, and acquires the ability to continuous education despite the distance between the members of this Facebook community. It is generalized that active activities in the environment of the Facebook community of the Center develops the skills of critical thinking, communication in the virtual space, emotional intelligence, ability to process and structure significant information of the Ukrainian-speaking direction. The prospects of research on the use of ICT means for the professional training of the teacher of the Ukrainian language and literature have been determined.

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK

2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  
Keyword(s):  
Professional Training ◽  
Large Scale ◽  
Educational Process ◽  
Educational Organizations ◽  
Spiritual Renewal ◽  
Future Teachers ◽  
Leading Role ◽  
Public Consciousness ◽  
The University ◽  
High Degree

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.

Mentoring pre-service educators in the development of professional disposition

2017 ◽  
Vol 6 (3) ◽  
pp. 196-209 ◽  
Author(s):  
Heather D. Kindall ◽  
Tracey Crowe ◽  
Angela Elsass
Keyword(s):  
Professional Growth ◽  
Teaching Profession ◽  
Teacher Preparation Program ◽  
Clinical Experiences ◽  
Content Type ◽  
Self Reflection ◽  
Constructive Feedback ◽  
Professional Dispositions ◽  
Internship Experience ◽  
Clinical Internship

Purpose Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience. Design/methodology/approach Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design. Findings Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring. Originality/value Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.

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.

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%.

scholarly journals Assessment of the level of readiness of future teachers to create psychological safety in the educational environment

2021 ◽  
Vol 113 ◽  
pp. 00087
Author(s):  
S.A. Tyurenkova ◽  
A.V. Shumakova ◽  
N.I. Tsvirko
Keyword(s):  
Educational Institution ◽  
Self Regulation ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Activity ◽  
Future Teachers ◽  
Wide Range ◽  
Vital Component ◽  
Personal Competencies ◽  
Teachers Training

A wide range of potential risks and threats in each educational activity segment determines the need to create the safety of educational subjects. It requires improving teachers’ training to create a safe educational environment and the formation of a safety culture in the younger generation. As a vital component of the educational environment’s integrated safety, the authors of the article consider psychological safety, in the provision of which the professional and personal competencies of the teacher in the field of self-regulation, self-government, and self-development play a unique role. The study aims to assess the level of neuropsychic stability of students of a pedagogical higher educational institution and identify the degree of development of their ability to self-government. The article presents the results of an empirical study of these indicators. More than 300 students - future teachers who are in different years of their studies - took part in the survey, which made it possible to assess the dynamics of the competencies formation. The data obtained made it possible to determine the directions for improving the institute’s work in the formation of the future teachers’ competencies necessary to create and maintain a safe, educational environment.

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