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.

Analytical and reflexive competence of future doctor: essence, structure, conditions of formation

2021 ◽  
pp. 80-86
Author(s):  
Olga V. Minakova
Keyword(s):  
Professional Training ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Federal State ◽  
Educational Standards ◽  
Training Models ◽  
Source Data ◽  
Educational Structures ◽  
State Educational ◽  
Future Doctor

Due to the release of new educational standards regulating the activities of educational structures of the Russian Federation the requirements for the results of professional training of a competent specialist with a developed set of competencies have increased. According to the requirements of the Federal State Educational Standards of Higher Education in 31.05.01 “Medical Care” and 31.05.02 “Pediatrics”, the future doctor must have a whole range of skills and abilities that determines his professionalism. These include the qualitative analysis of information, the identification of cause-and-effect relationships, the structuring of source data, and the reflection of one's own activities, which ultimately lead to the formation of analytical and reflexive activities. The formation of analytical and reflexive competence of a future doctor in the course of professional training is defined as a continuous and holistic psychological and pedagogical process aimed at strengthening motivation, ability and readiness to effectively carry out analytical and reflexive activities within the framework of professional activity. This has determined the need for the development of new didactic tools that contribute to its improvement in the process of professional training: models, pedagogical conditions, technology of formation, criteria apparatus and diagnostic tools.

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.

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.

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 Readiness of future teachers for sociocultural education of children in modern conditions of society development

2021 ◽  
Vol 10 (47) ◽  
pp. 293-300
Author(s):  
Larisa M. Zakharova ◽  
Nataliya Y. Maydankina ◽  
Tatiana A. Chibisova ◽  
Ekaterina S. Subbotina ◽  
Victoria S. Zakharova
Keyword(s):  
Process Design ◽  
Professional Training ◽  
Preschool Teachers ◽  
Human Life ◽  
Preschool Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Cultural Aspects

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

scholarly journals Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

2021 ◽  
Vol 98 ◽  
pp. 01008
Author(s):  
Irina Krishtofik
Keyword(s):  
Professional Training ◽  
Survey Methods ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Competencies ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Moscow City ◽  
The Right ◽  
Practice Development

The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.

scholarly journals PARTISIPATIVE APPROACH AS EDUCATIONAL INNOVATION OF PROFESSIONAL TRAINING FUTURE TEACHERS

2020 ◽  
pp. 176-182
Author(s):  
Olga POLEVIKOVA ◽  
◽  
Tetiana SHVETS ◽  
Keyword(s):  
Professional Training ◽  
Educational Innovation ◽  
Preschool Education ◽  
Participatory Approach ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Identification ◽  
Professional Activities ◽  
And Behavior

The article analyzes the problem of participatory approach to professional training of future teachers in the modern space of education, highlights its theoretical aspects, and outlines the scope of its practical application in the field of preschool education. In particular, the peculiarities of the organiza- tion of the educational process based on participa- tory approach are traced. The authors revealed the peculiarities of the organization of the educational process based on a participatory approach as one of the components of the theoretical and methodological basis for the development of professional competencies of future teachers. This will allow modeling the social content of future professional activity through awareness, acceptance of the principles of participation, which is an alternative to authoritarianism. The authors of the article consider the participatory approach as an educational strategy, the implementation of which allows involving future teachers in making hypothetical management decisions, promotes the formation of initiative, responsibility and independence in solving trivial and non- standard problems in educational and professional activities. The results of the application of a participatory approach in the process of development of profes- sional competencies of future teachers can be a) increase the motivation to learn, job satisfaction; b) disclosure of own potential, primary professional identification; c) satisfaction of the need to achieve, self-realization, self-affirmation; d) the formation of qualification and professional and personal guidelines of consciousness and behavior.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

Modern Approaches to Quality Assurance of Teacher Training

2020 ◽  
Vol 29 ◽  
pp. 91-102
Author(s):  
Ольга Біляковська
Keyword(s):  
Quality Assurance ◽  
Teacher Training ◽  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Programmes ◽  
Practice Development ◽  
Organizational Innovations

The article deals with the problem of modern approaches to teacher training in the context of its quality assurance. The concept of ‘innovation’ is defined and the system of classification is introduced on the grounds of the analysis of scientific and pedagogical resources. Ensuring qualitative education means innovative processes of pedagogical practice development, as well as purposeful managerial influence on the system of professional training, significant corrections of its content and way of performance of pedagogical intuitions, i.e. educational system transferring to perform on new grounds. Organizational innovations happening in the organization of the educational process of higher education institutions are analyzed alongside content innovations reflected in the content of teacher training (new educational programmes, introduction of new disciplines, modern courses, integration of subjects, development of methodologies, etc.). Technological innovations include introducing new teaching forms and methods, assessment approaches (testing, rating); use of modern information technologies in the process of teacher training. Building professional competency, individual and professional qualities, the capacity to work and live in an innovative pace is exclusively important for future teachers. Effective forms and methods of teaching future teachers are introduced.

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