scholarly journals The methodological essence of training primary school teachers in their interconnected educational and foreign language professional activities

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 69-76
Author(s):  
Aryna Frumkina
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Driving Forces ◽  
Fine Arts ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Major Subject ◽  
The Future ◽  
The Law

The article highlights the problems related to the training of the primary school teachers in their interconnected educational and foreign language professional activities. It is stated that training of future primary school teachers cannot consist only in teaching isolated subject content, but it should be carried out on the basis of the formation of several types of competencies, such as: psychological and pedagogical, major subject-centred, methodology-oriented. The combination of these competencies will lead future teachers to their readiness to teach schoolchildren any of the curriculum subjects. The aim of the work is to substantiate the possibility of developing the readiness of primary school teachers for integrated teaching educational and foreign language speech activities using the example of teaching Fine Arts in English. An attempt to substantiate this action is supposed to be based on the laws of dialectics, namely: the law of unity and diversity of the world, the law of unity and struggle of opposites, the law of the transition of quantitative changes to qualitative ones, the law of the negation of negation, which are considered the main driving forces for the development of nature, society and intelligence. The research methods are as follows: theoretical – the analysis of pedagogical, psychological, didactic literature on the research problem, which allows further theoretical substantiation of the expediency of the training intended for the future Primary School teachers for integrated teaching educational and foreign language speech activities. Taking into account the results of the work, we came to the conclusion that it can be considered dialectically legitimate for the future Primary School teachers to integrate teaching an educational course in a foreign language, during which primary schoolers obtain knowledge and develop skills in their major subject, as well as foreign language knowledge, skills and abilities, allowing both to learn the basic discipline by means of a foreign language, and to conduct educational activities at the lesson by means of a foreign language. Keywords: integrated education, training of Primary School teachers, educational and foreign language speech activities.

scholarly journals MODELING THE PROCESS OF DEVELOPING THE METHODOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS FOR TEACHING EDUCATIONAL DISCIPLINES IN A FOREIGN LANGUAGE

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Raisa Martynova ◽  
◽  
Aryna Frumkina ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Fine Arts ◽  
Educational Activity ◽  
Basic Knowledge ◽  
Linguistic Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Major Subject ◽  
The Subject

The article presents the problem of modeling the process of developing the methodological competence of future primary school teachers for teaching educational disciplines in a foreign language. The notion “methodological competence of future primary school teachers” is defined. It is determined as the ability to master a methodological apparatus for presenting and activating basic knowledge in a particular discipline, and, concerning our work, it also includes the transfer of this knowledge to students in a foreign language. The process of developing methodological competence of future primary school teachers for teaching educational disciplines in a foreign language is modeled. It is based on the concept of procedural integration of two different subjects, one of which is a foreign language. This process provides simultaneous learning of different kinds of material. On the one hand, this material is related to learning the major subject, on the other hand, to learning a foreign language meaning expressing the essence of this major subject. The step-by-step model of developing the methodological competence of future primary school teachers for teaching educational disciplines in a foreign language is presented. The model covers the following links: stages of pedagogical process (1st stage – contour and art on the basis of imitation and speech, 2nd stage – subject and art on the basis of conscious speech, 3rd stage – creation and art on the basis of creative speech), educational objectives, elements of the subject, components of the content of education, methods and means of learning, as well as the control of learning outcomes. The first stage of developing the methodological competence of future primary school teachers for teaching fine arts in a foreign language is described in detail. It presents systematic and gradual growth of both major subject and linguistic knowledge and skills. This is manifested in the fact that learning each subsequent subject action involves the performance of previous actions, thus preventing pupils from forgetting the material under study. At the same time, with the development of subject and linguistic skills of different levels of complexity, the foreign language educational activity of the teacher also gradually expands, which leads to the increase in the subject and foreign language abilities of pupils.

scholarly journals КРИТЕРІАЛЬНО-РІВНЕВА СТРУКТУРА ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ЗАСТОСУВАННЯ ЗАСОБІВ ЕЛЕКТРОННОЇ ЛІНГВОМЕТОДИКИ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

2019 ◽  
Vol 69 (1) ◽  
pp. 160
Author(s):  
Inna A. Khyzhniak
Keyword(s):  
Primary School ◽  
Professional Growth ◽  
School Teacher ◽  
Level Structure ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future

The issue of measuring the quality of higher pedagogical education is considered in the article, in particular in the process of training the future primary school teachers. The author studies the structure of the future teachers’ preparedness to use the means of electronic linguomethods in their professional activities through the system of the components of this personal phenomenon, the criteria for revealing each of them, the indicators for their being measured and the levels of their being formed. The theoretical investigation has shown that the structure of the professional growth of future pedagogues is mostly considered in the unity of the motivational, cognitive, operational and evaluating components. Defining and characterising these components in the structure of the preparedness of future primary school teacher to use the means of electronic linguomethods in the professional activities has given the author the opportunity to find out the overall component-level structure of this personal-professional formation, which helps to comprehensively measure the quality of its development in the primary school teachers education. As a result, this structure illustrates the interconnection and subordination of the components of preparedness (motivational-valuable, cognitive, operational-activity, projective); the criteria of their measurement (directedness and aspiration, knowledge, skills and abilities), the indicators of each criterion (professional-personal, acmeological, linguomethodic aspiration and others; theoretical and methodological, linguomethodic, projective-methodical and other knowledge; methodical, motivational and other skills and abilities); the levels of mastery of future primary education specialists preparedness to use the means of electronic linguomethods in their professional activities: intuitive-receptive, reproductive, productive, research-creative. Characterising the level of preparedness of future primary school teachers to use the means of electronic linguomethods in their professional activities as stages of developing the skills of work with the means of electronic linguomethods, the author also tracks the individual regularities of transition from one level to another during studying at the institution of higher education.

scholarly journals Algorithmic methodological and mathematical literacy of the future primary education teacher: Perspective of learning technology

2021 ◽  
Vol 13 (4) ◽  
pp. 758-774
Author(s):  
Zhupat Astambayeva ◽  
Aziya Zhumabayeva ◽  
Marina Romanova ◽  
Nurbanu Nygymanova ◽  
Rabiga Bazarbekova ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Systematic Position ◽  
Future Teacher ◽  
Learning Technology ◽  
Mathematical Literacy ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future

The relevance of the study is based on the development of algorithmic methodological and mathematical literacy of future primary school teachers, the use of knowledge, practical skills and abilities acquired at universities in real professional activities, in everyday life. In this regard, this article is aimed at determining the dynamics of the development of algorithmic methodological and mathematical literacy of the future teacher through exercises of various content and directions. The main bases of research on the development of algorithmic, methodological and mathematical literacy of the future teacher of primary education were taken as systematic, operational, anthropological, axiological and competence. Systematic platform for the development of literacy on the basis of a systematic position in teaching methodological and mathematical materials were considered. The research included algorithmic literacy of 68 new students, a survey of 3rd year students 38 3rd year students and 38 primary school teachers. The essence and methods of teaching exercises aimed at developing literacy were revealed.  The materials of the article are practical assistance to young teachers of pedagogical higher educational institutions of specialties 6B013 – Pedagogy and methods of primary education, pedagogical colleges and schools. Keywords: algorithmic methodological and mathematical literacy; functional literacy; algorithmic literacy; mathematical literacy; methodological literacy;  exercises aimed at developing literacy.

The New Japanese Electoral Law

1926 ◽  
Vol 20 (2) ◽  
pp. 392-395
Author(s):  
Harold S. Quigley
Keyword(s):  
Primary School ◽  
House Of Representatives ◽  
General Election ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Government Contractors ◽  
The Law ◽  
Electoral Law

A new statute for the election of members of the House of Representatives was promulgated in Japan on May 5, 1925, and will be applicable in the next general election. It is Japan's fourth electoral law, the previous ones having been promulgated in 1889, 1900, and 1919, respectively. All three of the earlier laws based the suffrage upon a tax-paying qualification, the first requiring voters to pay fifteen yen in direct national taxes, the second reducing the required tax to a minimum of ten yen, the third decreasing it still further to three yen. The present law abolishes the tax-paying qualification and provides that all males twenty-five years of age and over, who are not otherwise disqualified, and who do not receive “public or private relief or help for a living, on account of poverty,” shall be entitled to exercise the suffrage. In addition to paupers and vagabonds, there continue to be excluded from the franchise active members of the army and navy, certain classes of civilian officials, women, and the heads of noble houses. Priests, religious teachers, primary school teachers, government contractors, and certain classes of students hitherto unenfranchised now gain the suffrage and may become candidates for election. Under the law of 1889 the franchise was exercisable by 450,000 men, and under that of 1900 by 983,000; the act of 1919 increased the electorate to 2,860,000; while the present law raises it to an estimated total of 12,000,000.

Internship Organization for Bachelor Students of Psycho-pedagogical Education (Primary School Teacher) as Training Direction

2015 ◽  
Vol 7 (4) ◽  
pp. 32-41 ◽  
Author(s):  
I.M. Zakharova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Personal Characteristics ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Psychological Training ◽  
School Networking ◽  
Academic Year

bachelor program of "Psycho-pedagogical Education" (Primary School Teacher) training direction in a network of university and school. There is need to change the psychological training in internship of future primary school teachers. Changes in the content, forms and methods of work with intern student have regulatory grounds. New requirements for the development of the bachelor professional competencies determine the need for university and school networking. We established cooperation areas between the supervisor, university teacher and intern student and described reflexive reports on the results of students’ internship at school. We have identified the main difficulties of applying activity-related technologies by intern bachelor students and provide expert evaluations of student’s professional and personal characteristics, as well as student professional activities in dynamics during the academic year.

THE METHODICAL COMPETENCIES’ PROPAEDEUTIC OF THE FUTURE PRIMARY SCHOOL TEACHERS AT THE NATURAL SCIENCE LECTURES IN HIGH SCHOOL

2019 ◽  
Vol 1 ◽  
pp. 491
Author(s):  
Tatiana Solovyeva ◽  
Olesia Karpovich
Keyword(s):  
High School ◽  
Primary School ◽  
Natural Science ◽  
Future Teachers ◽  
School Teachers ◽  
The Unconscious ◽  
Primary School Teachers ◽  
Instructional Activities ◽  
The Future

The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.  

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