Support of Research Activities of Future Teachers through Organization of Tutoring

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.

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ORGANIZATION OF PROJECT ACTIVITIES IN TRAINING IN EDUCATIONAL ROBOTICS OF FUTURE TEACHERS OF INFORMATICS

Bulletin Series of Physics & Mathematical Sciences ◽

10.51889/2021-2.1728-7901.10 ◽

2021 ◽

Vol 74 (2) ◽

pp. 77-85

Author(s):

Sh.T. Shekerbekova ◽

◽

G. A. Abdulkarimova ◽

G.S. Arynova ◽

A. Erbol ◽

...

Keyword(s):

Teaching Methods ◽

Educational Robotics ◽

Future Teachers ◽

Ability To Work ◽

Knowledge And Skills ◽

Project Activity ◽

Research Activities ◽

New Knowledge ◽

Basic Competencies

The article analyzes the experience of organizing project activities in teaching educational robotics to bachelors, future teachers of informatics. The main methodological possibilities of using this method for the formation of basic competencies are considered: the foundations of design, programming, the ability to work with the online constructor TRIK Studio, as well as the development of skills for collective research activities. The article formulates the stages of work on the project and the functions of its participants within the discipline «Educational robotics». The analysis of projects completed by students in the online constructor TRIK Studio was also carried out: the movement of the robot in a circle, along a line and along a maze. Based on the experience of using project activities, certain aspects of the implementation of project activities in teaching students have been established. Project activity allows you to implement your ideas and analyze the results of research, i.e., acquire new knowledge and skills that cannot be acquired using theoretical teaching methods.

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Teaching of bachelors of pedagogical education to the implementation of design and research activities in the conditions of digitalization of the school

RUDN Journal of Informatization in Education ◽

10.22363/2312-8631-2021-18-2-115-127 ◽

2021 ◽

Vol 18 (2) ◽

pp. 115-127

Author(s):

Sergei D. Karakozov ◽

Natalia I. Ryzhova ◽

Natalia Y. Koroleva ◽

Elena V. Filimonova

Keyword(s):

Higher Education ◽

Science Teacher ◽

Professional Training ◽

Education Institution ◽

Practical Experience ◽

Federal State ◽

Future Teachers ◽

Education Standards ◽

Research Activities ◽

State Education

Problem and goal. In the context of digitalization of school education and update of requirements of Federal State Education Standards to implementation of project and research activities of school children the relevance of development of professional training of bachelors of pedagogical education in higher education institutions is substantiated. Methodology. As a summary and systematization of the accumulated practical experience of project-based teaching as well as its scientific and methodological analysis, training of bachelors of pedagogical education for project and research activities based on cross-subject interaction is described. Results. The examples for training of future teachers in project and research activities by use of cross-subject interaction in higher education institution are provided. Conclusion. The need to develop bachelors of pedagogical education - future teachers - in fundamental, technological skills to solve subject and cross-subject tasks using means of digitalization and digital educational resources in the context of professional interaction between subject teachers and computer science teacher is proved.

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FEATURES OF IMPROVING ASYNCHRONOUS ENGINES IN THE CONTEXT OF TRAINING FUTURE TEACHERS OF TECHNOLOGY

Scientific bulletin of KRHPA ◽

10.37835/2410-2075-2020-12-10 ◽

2020 ◽

pp. 93-104

Author(s):

Mykola Kurach ◽

Oleksandr Yemets

Keyword(s):

Energy Efficiency ◽

Electric Drive ◽

Economic Effect ◽

Constant Current ◽

Stator Winding ◽

Case Method ◽

Future Teachers ◽

Current Frequency ◽

Noise Characteristics ◽

Research Activities

The article covers issues related to the ways of improvement an asynchronous engine. The features of modernization of asynchronous motors aimed at increasing their energy efficiency are considered. The reasons for the low average load of this engine in the electric drive, especially the traditional and the newest approaches to the calculation of such engines, are analyzed. A new method of executing a stator winding (combined windings) of an electric motor, which has a significant economic effect, is characterized. It is noted that this method of performing the stator winding provides: the ability to adjust the speed at a constant current frequency by gradually changing the voltage throughout the speed range; soft and stable mechanical characteristics; consumption of smaller starting currents and increase of a twisting moment; improvement of vibration and noise characteristics. The importance and peculiarities of studying the methods of increasing the energy efficiency of asynchronous engines by future teachers is substantiated. In this context, the study of improving the efficiency of electrical installations, in particular induction motors, is important in the formation of professional competencies of teachers related to the ability to analyze and evaluate objects of the technological environment and the ability to organize research activities of students in the process of working on educational projects. . The main methods of forming these competencies are the method of specific situations (case method), as well as the method of algorithm for solving inventive problems. Key words: asynchronous engine, energy efficiency, technological processes, electric drive, combined windings, future teachers of technology, the method of specific situations (case method), the method of algorithm for solving inventive problems (the Innovation Algorithm).

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Features of training 3d computer modeling and visualization of future teachers of informatics

«System analysis and applied information science» ◽

10.21122/2309-4923-2018-4-83-88 ◽

2019 ◽

pp. 83-88

Author(s):

O. G. Rylova

Keyword(s):

Computer Graphics ◽

Computer Science ◽

Computer Modeling ◽

Information Technologies ◽

Three Dimensional ◽

Training System ◽

Academic Disciplines ◽

Future Teachers ◽

Professional Activities ◽

Research Activities

The cognitive, developing, illustrative potential of three-dimensional computer graphics actualizes the training of future teachers in its technologies. The future teacher of computer science should be able to develop three-dimensional models and animations of the studied objects (phenomena and processes) in computer science, physics, mathematics and other academic disciplines, create copyright electronic educational resources with three-dimensional illustrations, apply augmented reality and 3D printing in professional activities.The article describes the features of teaching three-dimensional computer modeling and visualization of future informatics teachers, identified on the basis of an analysis of the training system for students studying in specialty 1–02 05 02 Physics and Informatics at the Maxim Tank Belarusian State Pedagogical University.The main directions for improving the learning process of three-dimensional computer graphics of future informatics teachers are indicated. Questions on three-dimensional computer modeling and visualization will pass through the content line through the content of six academic disciplines («Computer graphics and multimedia», «Computational methods and computer modeling», «Programming Technologies and Algorithmization Methods», «Information Technologies in Education», «Methods teaching informatics» and «Architecture and software of computer systems»). This will ensure consistency in the introduction and study of concepts, the choice of forms and methods of teaching, the development of teaching and methodical support. For the implementation of interdisciplinarity, it is proposed to carry out practice-oriented interdisciplinary educational projects in the framework of the study of academic disciplines in three subject areas «Computer Science», «Physics» and «Mathematics». The development of a methodical system of interdisciplinary education will ensure the formation of readiness to teach three-dimensional graphics at the stage of general secondary education and to realize its didactic possibilities in organizing educational and research activities of students.

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The main directions of introducing bachelors-future teachers to research activities

Vestnik of North-Ossetian State University ◽

10.29025/1994-7720-2021-3-100-105 ◽

2021 ◽

pp. 100-105

Author(s):

Larisa T. Zembatova ◽

Ilona U. Puhaeva

Keyword(s):

Professional Training ◽

Successful Implementation ◽

Future Teachers ◽

Higher Education System ◽

Economic Progress ◽

Research Activities ◽

Creative Initiative ◽

Postgraduate Studies ◽

Scientific Practical ◽

The University

The article actualizes the problem of introducing bachelors-future teachers to research activities. Today, in connection with the reform of the higher education system, increased attention is paid to the competence of future teachers. Society requires a competent, creative, initiative, independent specialist, competitive in the labor market, able to develop ideas and find non-standard solutions to professional problems. For the most successful implementation of the goals of professional training of future specialists in a pedagogical university, research activities should become an integral part of it. Thus, the provisions of the Bologna Declaration speak about the fundamental nature of education, the focus on training specialists who are able to engage in science. Socio-economic progress is impossible without science. The authors, having analyzed the scientific and methodological literature on the problem of introducing bachelors-future teachers to research activities, identified the most effective areas that improve the quality of this process. Among them, the authors include: the use of the research principle in the process of training future teachers; the implementation of the project-research model of “learning through action”; the construction of training based on a competence-based approach; their involvement in the research space of the university. The article describes the main types of research activities in which future teachers can be involved in order to form research skills. These are: a pedagogical workshop; an experimental platform; participation in scientific, practical, theoretical and pedagogical conferences, seminars; compilation of a reference book, dictionary, thematic collections (together with teachers); writing articles in collections, magazines, newspapers; preparation of reports, speeches; development of abstracts on topical topics; conducting diagnostic studies; studying at the master’s degree, and then postgraduate studies, job application ( long-term plan).

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Quantum technologies of forming semantic reading strategies at students – future teachers

E3S Web of Conferences ◽

10.1051/e3sconf/202021018119 ◽

2020 ◽

Vol 210 ◽

pp. 18119

Author(s):

Natalia Gorlova ◽

Kurman Semyonov ◽

Elena Yakovleva

Keyword(s):

General Education ◽

Reading Strategies ◽

Federal State ◽

Scientific School ◽

Express Method ◽

Future Teachers ◽

First Year Students ◽

Research Activities ◽

The One ◽

State Educational

The paper considers the problem of forming the semantic reading strategies at students - future teachers as that being the universal educational actions [hereinafter - UEA], which they should master in the university in order to be able to use them in teaching schoolchildren. These requirements are set forth in the Federal State Educational Standards for Higher Education [hereinafter referred to as the Standard] and in the Standards for Primary General, Basic General, Secondary General Education [hereinafter referred to as the Standards for General Education], which defines the lines of their continuity. Relevance of the problem is the need to develop of semantic reading strategies for the students - future teachers - to work with students in accordance with the requirements of General education Standards, on the one hand. On the other hand, first-year students who are starting to study pedagogy, did not study at school according to the new Standards and do not know the strategies of semantic reading. Modern children have changed a lot over the past decades (they have a new "system-semantic type of consciousness"), and in a different way than adults perceive, process and assimilate information, which requires the development of new approaches and technologies for their education and upbringing. Purpose of the paper is to reveal the essence and specifics of innovative quantum technologies aimed at forming semantic reading strategies at students – future teachers as universal educational actions, which will ensure the continuity of educational programs of general education and pedagogical education. The methodological basis of the problem under study is the psycholinguistics of child development (within the framework of the A.A. Leontyev’s scientific school), which studies the issues of the interconnected development of personality and consciousness of up-to-date children in the process of mastering speech activity in the context of multilingual education (in their native, non-native, foreign language, “subject language”). In the course of the study, the following methods were used: comparative analysis of scientific papers, questionnaires, training experiment, Quantum express method, analysis and evaluation of students' activity products. The results of the study confirmed the hypothesis and proved the effectiveness of Quantum technologies for forming semantic reading strategies based on the Quantum express method. In the course of studying the discipline "Pedagogy", students mastered the strategies of semantic reading, everyone was able to prepare a "student's Pedagogical Navigator" as a product of project research activities.

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Formation of the Future Teacher’s Professional Competence: European Experience

Professional Education: Methodology, Theory and Technologies ◽

10.31470/2415-3729-2018-8-197-213 ◽

2018 ◽

pp. 197-213

Author(s):

Iryna Prokopenko

Keyword(s):

Professional Training ◽

Teaching Practice ◽

Professional Competence ◽

Educational Process ◽

Academic Disciplines ◽

Educational Institutions ◽

Professional Activity ◽

Future Teachers ◽

Research Activities ◽

The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

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RESEARCH ACTIVITIES OF FUTURE TEACHERS OF TECHNOLOGIES AT THE ELECTRICAL ENGINEERING CLASSES

Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка ◽

10.32835/2223-5752.2019.18.175-179 ◽

2019 ◽

pp. 175-179

Author(s):

Любов Павлюк ◽

Микола Пригодій

Keyword(s):

Electrical Engineering ◽

Electrical Equipment ◽

Future Teachers ◽

Search Activity ◽

Research Activity ◽

Research Competence ◽

Future Technology ◽

Technology Teachers ◽

Research Activities ◽

Teachers Training

The article proves that the formation of research competence of future technology teachers depends on the methodology and organization of educational, cognitive and research activity of students and on the formation of their educational and research skills. It is substantiated that the importance in the system of future technology teachers training belongs to laboratory, practical, laboratory-practical and individual occupations, as well as consultations with the teacher. At these classes, consolidation of theoretical knowledge, the formation of skills in the installation and operation of electrical equipment, the mastery of the apparatus and algorithms for scientific research. It is established that in the laboratory and practical classes it is necessary to focus the attention of future teachers on problem tasks for activating their search activity. Under such conditions, a situation arises when choosing the knowledge that enables the task to be properly resolved. Creative tasks encourage students to independently search for different ways of solving problems of educational and production character, assumptions, formulating hypotheses, implementing purposeful attempts to confirm them, rejecting some unsuccessful hypotheses, and replacing others with consistent considerations. It is noted that modern methodological and technical support of laboratory classes in different disciplines is designed for an abstract average student and does not always meet the requirements for organizing a developing, creative process. Significant potential for the formation of research competence of future technology teachers is concentrated in the system of laboratory classes in electrical engineering.

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