scholarly journals MOOC: PLATFORMS OF PROFESSIONAL SELF-DEVELOPMENT OF PRIMARY SCHOOL TEACHERS OF ENGLISH

2021 ◽  
pp. 33-38
Author(s):  
Olena Beskorsa
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Theoretical Research ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

The Possibilities of Arithmetic of L.F. Magnitsky in Stimulating Professional Self-Development of Future Teachers

2020 ◽  
Vol 8 (2) ◽  
pp. 23-30
Author(s):  
Natal'ya Chirkova
Keyword(s):  
Primary School ◽  
Mathematical Knowledge ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids ◽  
Self Development ◽  
Professional Self ◽  
Educational Potential ◽  
Development Of Students

The preparation of future primary school teachers includes the analysis of textbooks and teaching aids in mathematics. The first domestic printed textbook on mathematics in Russia — “Arithmetic” by L.F. Magnitsky. The article describes the educational potential of this book as a source of methodological and mathematical knowledge, and as a means of stimulating professional self-development of students. The contents of a professionally oriented project aimed at introducing this book and its creator are disclosed.

scholarly journals Problemy pidhotovky vchyteliv pochatkovykh klasiv u zakladakh vyshchoi osvity v umovakh dystantsiinoho ta zmishanoho navchannia [The problems of primary school teachers’ training in the conditions of distance and blended teaching in higher education establishments]

2021 ◽  
Vol 4 (2) ◽  
pp. 41-46
Author(s):  
K. B. Avramenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Primary School ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers

Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.

scholarly journals FEATURES OF TRAINING OF FUTURE TEACHERS IN THE CONTEXT OF PRIMARY SCHOOL REFORM

2021 ◽  
pp. 315-319
Author(s):  
Marianna Ostrovska
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Primary School ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Professional Standard ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers

The introduction of the Concept of the New Ukrainian School, first of all the implementation of the competency paradigm in the school, brought the process of teacher training to one of the central places in higher education institutions. This problem became especially relevant with the introduction of the new Professional Standard for Teachers. This requires a review of ways to train future primary school teachers, taking into account the development of senior specialized school and the needs of the modern labor market in specialists who have developed general and professional competencies. The purpose of the article is to specify the methods and means of preparing future teachers for effective educational activities in the reforming primary school. Research methods used: analysis and synthesis of scientific literature (to clarify the basic concepts of research), systematization (in order to identify scientific approaches to solving this problem), theoretical generalization of research results (to formulate recommendations and conclusions). The article considers the current problems of training primary school teachers in higher education institutions to implement the main tasks of the Concept «New Ukrainian School», taking into account the new Professional Standard of Teachers.  It is shown that the training of a competent teacher in higher education institutions and his further effective innovative and humanistic educational activities at school is one of the leading tasks of education reform in Ukraine. The main attention is focused on the features of innovative educational activities of higher education institutions of pedagogical orientation in the training of teachers of the new generation and the role of disciplines of the psychological and pedagogical cycle in the system of professional training of future teachers.

scholarly journals PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE FORMATION OF STUDENTS' SKILLS IN WORKING WITH A GRAPHIC EDITOR

2021 ◽  
pp. 197-204
Author(s):  
Olha Komar ◽  
Yevhenii Harashchuk
Keyword(s):  
Primary School ◽  
Professional Training ◽  
The State ◽  
Future Teachers ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Graphic Editor ◽  
Teacher Professional ◽  
Training Professional

The article analyses the state of modern research on professional training of future primary school teachers to form students' skills to work with a graphic editor. The study uses scientific methods of analysis, synthesis, and comparison to identify the state of modern research on this topic. The authors analyse the views of leading Ukrainian scientists and Ukrainian and foreign founding teachers on the professional training of future teachers. The study highlights the basic definitions of training and vocational training. The content of the concepts of training and professional training is specified. The graphic editor as a component of information and communication competence is described by the authors. Some peculiarities and differences of pupils’ and students’ usage of the graphic editor in primary school are mentioned in the article. The authors describe the main stages of studying the graphic editor by primary school students and analyse the works of outstanding scientists on the professional training of future primary school teachers for students to study the graphic editor. The main mistakes of teachers in studying the graphic editor by students are described, and the further prospects of studying the researched problem is determined. As a result, it is outlined that the works of domestic and foreign scientists are mainly focused on the history of the concepts but not on the disclosure of the main features of training. It is determined that the professional training of future teachers has been studied quite widely, but there are many aspects of training, in particular, the preparation of future teachers for the use of graphic editors by students has not been studied enough. Keywords: training, professional training, professional training of future teacher, professional skills, pedagogical activity, primary school, formation of skills, computer graphics, graphic editor.

scholarly journals The Substantial Characteristics of Organizational and Pedagogical Conditions of Future Primary School Teachers’ Professional Self-Development

2017 ◽  
Vol 4 (1) ◽  
pp. 126-132
Author(s):  
Artem Smoliuk
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
High Level ◽  
Teachers Training ◽  
Students Success ◽  
Communicative Space

The article presents reasonably organizational and pedagogical conditions of professional self-development of primary school teachers, namely: support of positive motivation of achievement as meeting internal needs of the individual in professional self-development; the use of cognitive and informative opportunities of the content psychological and pedagogical and methodical disciplines for the formation of didactic complex and technological knowledge and skills, abilities to integrate spatial and substantive, informative and motivational, psychological, social and communication components of the educational environment of teachers’ training college; creating rich social and communicative space in the course of interactive cooperation of learning subjects to create students’ “success situations” and demonstrating positive experience of the professional success. The result of these organizational and pedagogical conditions of the professional self-development of primary school teachers have reflexive-value treatment to the personality as a future teacher and professional considering his or her strengths and weaknesses, formed a high level of readiness for professional self-development in his or her chosen profession

scholarly journals MODERN FORMS, METHODS AND MEANS OF TRAINING FUTURE TEACHERS OF THE NEW UKRAINIAN SCHOOL FOR THE DEVELOPMENT OF CREATIVE ABILITIES IN PRIMARY-SCHOOL PUPILS

2020 ◽  
pp. 80-87
Author(s):  
Lyudmila Koroliova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Professional Training ◽  
Educational Activity ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Scholarly Publications ◽  
Creative Abilities

The study is devoted to the problem of training future teachers for the development of creative abilities of pupils during the educational activities in primary school. It is determined that the crucial professional modernization of higher education, the transition to the newest activity paradigm of the pedagogical process guide towards radical redefining of existing ideological strategies and confirmation of new ideological strategies for the training of a new generation of teachers for primary school. They are professionals capable of finding and mastering new knowledge, with the purpose of generating new ideas and initiatives to implement them for improving both their own social status and welfare, and the development of society and the Ukrainian state as a whole. The conceptual foundations of the training of future teachers for the development of creative abilities of pupils of primary schools, as well as the role of this profession in the context of historical development of education are revealed. The contradictions that impede the training of future teachers are outlined. The domestic and foreign experience of primary-school education and the current state of professional training of future specialists of the initial level in Ukraine, European countries and Great Britain are analyzed; the tasks and perspectives of solving the issues of future teachers training for the development of pupils’ creative abilities in educational activities during the process of their professional training are determined. It is proved that the significant potential in solving the above tasks can be found in a creative-oriented paradigm of teaching of future primary-school teachers: the significant strengthening of their professional training, the creation and the construction of a platform on which the interpersonal subject-subject interaction of the teacher and the student will be developed on the principles of «creative development». The analysis of scholarly publications on the subject of the research shows that the readiness of future specialists to develop the creative abilities of pupils in the educational activity of primary school is an important element of the professional formation and professional ascent of future primary-school teachers to the heights of his/her mastery and competence; it is one of the parameters of his/her professional readiness, which significantly influences the effectiveness of the pedagogical process and the results of the specialist’s activity.

scholarly journals JOINT LESSON DESIGN IN METHODOLOGICAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHERS

2021 ◽  
pp. 40-48
Author(s):  
Олеся Евгеньевна Рыбина
Keyword(s):  
Primary School ◽  
Collaborative Design ◽  
Professional Training ◽  
Russian Language ◽  
Primary School Teacher ◽  
Future Teachers ◽  
Lesson Design ◽  
School Teachers ◽  
Primary School Teachers ◽  
Joint Design

Организация профессиональной подготовки студентов в вузе ориентирована на социальные запросы общества и обусловлена теми требованиями, которые предъявляются к учителю начальных классов. В рамках профессиональной подготовки акцент делается на ее методическую составляющую, в основе которой – вовлечение будущего учителя в процесс построения собственного образования, осознанное отношение к овладению профессией. Целью исследования является рассмотрение такого способа вовлечения будущих учителей начальных классов в процесс собственной методической подготовки, как совместное проектирование урока. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов организации профессиональной подготовки будущих учителей и их дальнейшей профессиональной деятельности. На базе Алтайского государственного педагогического университета был проведен опрос студентов «Моя методическая подготовка», который позволил определить понимание будущими учителями начальных классов собственной подготовки и своей роли в ней. Результаты анализа проведенного опроса показали, что наибольшую значимость студенты придают разработке уроков, при этом для них важно быть включенными в эту деятельность, а не просто получить методическую информацию. На основе полученных данных, а также с учетом специфики организации совместной деятельности в процессе методической подготовки будущих учителей начальных классов были разработаны и реализованы различные варианты совместного проектирования уроков в рамках дисциплины «Методика обучения русскому языку и литературному чтению»: совместное проектирование с преподавателем, совместное проектирование в парах и совместное проектирование в группах. Подробно рассмотрен вариант совместного проектирования в парах на примере организации деятельностной игры «Совместное проектирование: разработчик и эксперт». Участники игры в течение нескольких недель взаимодействовали друг с другом, создавая, анализируя и корректируя конспект урока. Совместное проектирование уроков позволяет вовлечь будущих учителей в процесс собственной методической подготовки, сделав его более осознанным, рефлексивным и методически открытым. The organization of professional training of students at the university is focused on the social needs of society and is conditioned by the requirements that are imposed on the primary school teacher. Within the framework of professional training, the emphasis is on its methodological component, which is based on the involvement of the future teacher in the process of building their own education, a conscious attitude towards mastering the profession. The goal is to consider such a way of involving future primary school teachers in the process of their own methodological preparation, as a joint lesson design. As materials for the study, we used works devoted to the consideration of the organization of professional training of future teachers and their further professional activities. On the basis of the Altai State Pedagogical University, a survey of students “My methodical training” was conducted, which made it possible to determine the understanding of future primary school teachers of their own training and their role in it. The results of the analysis of the survey showed that students attach the greatest importance to the development of lessons, while it is important for them to be involved in this activity, and not just to receive methodological information. Based on the data obtained, as well as taking into account the specifics of the organization of joint activities in the process of methodological training of future primary school teachers, various options for joint design of lessons were developed and implemented within the discipline “Methods of teaching the Russian language and literary reading”: joint design with a teacher, joint design in pairs and collaborative design in groups. This article discusses in detail the option of joint design in pairs – on the example of organizing the activity game “Joint design: developer and expert”. The participants of the game interacted with each other for several weeks, creating, analyzing and correcting the outline of the lesson. Collaborative design of lessons allows future teachers to be involved in the process of their own methodological preparation, making it more conscious, reflective and methodically open.

scholarly journals Implementation of Transdisciplinary Approach in the Process of Formation of Future Primary School Teachers’ Communicative-Strategic Competence

2021 ◽  
Vol 8 (1) ◽  
pp. 182-192
Author(s):  
Mariia Oliiar ◽  
Kateryna Fomin
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Work ◽  
Transdisciplinary Approach ◽  
Primary School Teachers ◽  
Strategic Competence ◽  
Pedagogical Discourse

The urgency of the problem of formation of communicative-strategic competence of future primary school teachers is substantiated in the article. The importance of implementing a communicative approach in the professional training of students in terms of reforming the education system in accordance with the Concept of the New Ukrainian School is emphasized. The authors of the article emphasized the specifics of pedagogical discourse as strategically planned and aimed at achieving a certain communicative goal. The results of the survey of graduate students majoring in “Primary Education” are revealed, which proved the necessity of developing a special methodology for the formation of future teachers’ communicative-strategic competence. The essence of the transdisciplinary approach as the basis of the specified technique is revealed. The characteristics, basics and the overarching purpose of the method are given. It is substantiated that in the conditions of the organization of pedagogical discourse the purpose becomes a process of educational work, ways and methods of knowledge acquiring and mastering of skills in the specific intersubjective communicative-dialogic space created by the teacher which students join as equal participants of communication among other participants with common  considering of social situation, specifics of the future profession, professional language. The communicative concepts of navigation character are defined and conceptual fields of interconnected communicative concepts for providing transdisciplinary connections are characterized. The principles of realization of the offered technique are revealed: conformity of the modeled educational process to the final purpose of future teachers’ training for work in the conditions of the communicative environment of modern primary school; taking into account specifics of future professional activity; considering psychological features of future teachers' acquisition of communicative knowledge and skills; optimal combination of theoretical knowledge and practical skills; selection of the most effective forms, methods, technologies of formation of communicative-strategic competence.

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