scholarly journals CONTENTS OF METHODICAL TRAINING OF FUTURE TEACHERS-MUSICIANS FOR THE USE OF BELL RINGING MEANS IN PROFESSIONAL ACTIVITY

2021 ◽  
pp. 60-69
Author(s):  
LINA ILCHUK
Keyword(s):  
Extracurricular Activities ◽  
Professional Training ◽  
Music Teachers ◽  
Research Work ◽  
Educational Process ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Future Teachers ◽  
Creative Development ◽  
Professional Activities

The urgency of improving the professional training of future music teachers in connection with the growing public demand for the professional qualities of teachers is substantiated. It is established that the teacher’s search for a new content of education, in particular among ethnopedagogical bell ringing means, the use of non-traditional methods and forms of teaching will promote creative development of an individual, the formation of value attitude to the traditions and customs of his/her nation. The necessity of formation of methodical readiness of future teachers-musicians for the use of bell-ringing means in professional activity is defined. The development of students’ motives for studying bell ringing will be more effective by directing the educational process of art and pedagogical faculties to the development of future music teachers’ bell ringing competencies. The purpose of the article is to highlight the author’s contribution to the content of academic disciplines included in the cycle of professional training of future music teachers, information about bell ringing, as well as to present the methodological content of lectures and practical classes. Among the vectors of innovative adjustments, making changes to the work programs of educational components, the organization of independent extracurricular activities of music students have been defined. The author’s system of semantic additions to the disciplines of the professional cycle of training future teachers of music has been presented. Instructional and methodical materials for lectures, seminars and practical classes, organization of independent work have been developed. The practical value of the paper lies in the presentation of creative, didactic tasks that will contribute to the formation of students’ skills and abilities to use the bell-ringing means in professional activities. Cognitive and research work, excursions, expedition and on field collection of materials about bell-ringing of the region, production of photomontages, slide compositions, video materials, presentations of the developed creative projects have been suggested as extracurricular forms of work. Thus, the introduction of bell-ringing material in the normative and practical component of higher education will make it possible to eliminate contradictions between students’ acquisition of theoretical knowledge and their practical application.

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

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.

scholarly journals ENABLING FUTURE TEACHERS OF PHYSICS TO APPLY INVARIANTS OF EDUCATIONAL AND COGNITIVE ACTIVITIES

2019 ◽  
pp. 95-103
Author(s):  
Oleksandr Ivanytskyi
Keyword(s):  
Professional Training ◽  
Research Work ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Activities ◽  
Physics Teachers ◽  
Teachers And Students

The article examines the concept of invariant which is presented as an indicative framework for teachers and students and describes a sequence of actions which reflect teacher's understanding of future activities. The author identifies a generalized invariant of students’ educational activity methods which corresponds to each element of knowledge: a) activity on knowledge creation; b) recognition of situations that correspond to knowledge; c) reproduction of situations that correspond to knowledge. The article also considers the hierarchy of invariant specialization levels in terms of teacher and students' work in the context of teaching physics notions. To aquire the skill to use educational invariants in their professional activity, future teachers of physics are supposed to do specially selected tasks which enable them to vary the acquired skills and abilities for a more profound learning. To achieve this, students should be provided with guidelines which help them unify educational process and create real situations that reflect their own learning activities. These guidelines are descriptions of invariants to train physics teachers and students. In addition, authorial system of future physics teachers' activities is invariant according to the criteria for evaluation and self-assessment of authorial system components work. Future teachers of physics' skill to use invariants of educational activities was acquired due to the fact that their professional training was based on the context approach which implements a dynamic model of students' educational activity: from their own educational activities (in the form of lectures) through quasi- professional (role and business games) and educational-professional (research work of students, pedagogical practice) to the professional activity of the teacher of physics.

scholarly journals THE SYSTEM OF PREPARING FUTURE PHYSICS TEACHERS FOR THE ORGANIZATION OF STUDENTS’ INNOVATIVE ACTIVITIES.

2019 ◽  
pp. 67-73 ◽  
Author(s):  
Andrii Andrieiev ◽  
Nataliia Tykhonska
Keyword(s):  
Professional Training ◽  
Level Structure ◽  
Educational Process ◽  
Learning Activity ◽  
Professional Activity ◽  
Future Teachers ◽  
Physics Teachers ◽  
Professional Activities ◽  
Innovation Activities ◽  
Research Activities

The article presents conceptual provisions used for preparation of future physics teachers for the organization of students’ innovation activities, which form the basis for the development of a model for training future physics teachers for the organization of students' innovation activities in the educational process. The main idea of this model is to implement a two-component system of training future physics teachers for the organization of students’ innovative activities; its first (educational) component is related to the students’ targeted learning activity in the context of forming readiness for organizing students’ innovation activities; the second (professional) component is implemented in the future teacher’s quasi- professional activities, during which he or she is the organizer of students’ innovation activities. This idea implies the continuity of teacher's professional training and provides for: 1) updating the content of professional training for a future physics teacher by developing educational programs, curricula, programs of disciplines, teaching materials that should take into account the innovative nature of the professional activities accomplished by a future teacher; 2) the use of a three-level structure for preparing future physics teachers for organizing students' innovative activities creates conditions for: appropriate theoretical training of students (first level); acquiring practical skills and experience in implementing innovative activities in the learning process (second level); students aim at organizing their innovative search in the educational process in physics (third level); 3) organization of the educational environment in the conditions of quasi- professional activity of students provides for the approximation of educational activities of future teachers to the forms of their professional activity in order to imitate those elements of pedagogical activity that future physics teachers will have to perform; 4) the use of methods, forms and means of training in the process of vocational training that contribute to attracting students to innovative search during the class and extracurricular forms of work; 5) increasing the role of independent work of students in the educational process by involving them in research activities on the creation and implementation of innovative educational products; 6) creation of conditions for the involvement of students in the leadership of the research work in the process of their preparation for participation in national and international competitions. The model offers a three-level structure for the training of future teachers of physics for the organization of students' innovative activity.

A MODULAR APPROACH TO THE FORMATION OF COMPETENCIES OF BACHELORS OF TEACHER EDUCATION

2020 ◽  
Vol 8 (1) ◽  
pp. 272-279
Author(s):  
Roman S. Nagovitsyn ◽  
Svetlana Yu. Senator ◽  
Aleksandr Y. Ratsimor ◽  
Nataliya V. Neverova ◽  
Oleg V. Srebrodolsky
Keyword(s):  
Extracurricular Activities ◽  
Professional Training ◽  
Research Work ◽  
Educational Practice ◽  
Educational Process ◽  
Academic Disciplines ◽  
Diagnostic Tools ◽  
Control Group ◽  
Practical Implementation ◽  
Modular Approach

Purpose of the study: The purpose of this study to develop a model for the implementation of a modular approach to the formation of competencies of bachelors of pedagogical education and experimentally prove its effectiveness in the practice of professional training of students - future teachers. Methodology: Based on the diagnostic tools for B. Bloom's taxonomy in the author's modification, the levels of formation for each competency (n=19) identified for research work in the aspect of advanced (excellent), basic (good) and threshold (satisfactory) indicators were determined. Monitoring was carried out according to activity and reflective indicator. The study participants were students studying at the bachelor's degree in the direction of “Education and pedagogical sciences” (n=87). The authors used the SPSS20 program to analyze the student's t-test. Main Findings: The pedagogical experiment showed the reliability of a larger number of students of the experimental group, compared with the control group, in terms of the high - advanced level of formation of their average competencies (p<0.01). The implementation of the modular approach with the highest significance (p<0.01) had an impact on students' ability to analyze the main stages and patterns of historical development for the formation of patriotism and civic position. Using the author’s curriculum, the ability to solve the problems of upbringing and spiritual and moral development of students in educational and extracurricular activities significantly increased (p<0.01) among students. Applications of this study: The results of the experiment will be of interest to a wide circle of students and specialists in the field of pedagogical science. Novelty of this study: The practical implementation of the author’s curriculum on the basis of a modular approach to the formation of competencies at the levels of “knowledge - skill - skill - action” in the system “basic academic disciplines - varied subjects - educational practice - state certification” has made it possible to increase the efficiency of the educational process.

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.

scholarly journals The Use of Information Technologies for the Development of Competences in Future Teachers of Foreign Language and Foreign Literature

2020 ◽  
Vol 9 (7) ◽  
pp. 142
Author(s):  
Oksana V. Handabura ◽  
Valentyna I. Sliuzko ◽  
Ruslana M. Melnyk ◽  
Liudmyla M. Hlushok
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
Information Technologies ◽  
Professional Training ◽  
Scientific Basis ◽  
Educational Process ◽  
Future Teachers ◽  
Professional Activities ◽  
Foreign Literature ◽  
The Future

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher’s ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

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.

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