IMPLEMENTATION OF PROFESSIONAL EDUCATION OF THE FUTURE TEACHER

2021 ◽  
Author(s):  
Sergey Ivanovich Aksenov ◽  
Elena Yuryevna Ilaltdinova ◽  
Svetlana Vladimirovna Frolova
Keyword(s):  
Professional Education ◽  
Future Teacher ◽  
The Future

scholarly journals Professional education of the future teacher: a discussion about conceptual provisions //

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
S. V. Frolova
Keyword(s):  
Professional Education ◽  
Scientific Literature ◽  
Research Problem ◽  
Rate Of Change ◽  
Future Teacher ◽  
Professional Life ◽  
Complex Phenomenon ◽  
The Future ◽  
The Individual ◽  
Scientific Pedagogical

Introduction. In the article, the author analyzes the conceptual provisions of the organization of professional education of a future teacher in the space of a pedagogical university. The modern trends in the socio-cultural space and changes in educational reality taking place in the present are analyzed. The period of powerful growth of technologization, the pace of globalization and the emergence of a pandemic allow us to speak of an unprecedented rate of change and change in society, when we have already gone beyond the image of the notorious VUCA world to the unknown and unpredictable world. The author analyzes the essence of the educational result and educational space. The article presents the reasoning about the phenomenon of the goal in the professional education of the teacher, the essential core of which is the professional worldview of the future teacher, who absorbs the complex phenomenon of his professional life.Materials and Methods. The methods of analysis, systematization and generalization of scientific literature on the research problem were used. The purpose of the article is to determine the conceptual provisions of the professional education of the future teacher.Results. The goal of professional education of a future teacher is defined as the formation of a professional worldview based on the development of the basic spiritual and moral imperative of the individual. The methodology of organizing professional education in the space of a pedagogical university is determined by the methodological unity of the conventional, spatial, event-driven and axiological approaches. By the principles of professional education, the author defines the principle of freedom and awareness, faith, conventions of generations, cohabitation of educational reality. The environmental solution to the implementation of professional education is the conventional co-existence of a teacher and a student.Discussion and Conclusions. In conclusion, the author emphasizes the need to study the pedagogical conditions for the implementation of conventional practices in the educational space of a pedagogical university, as well as to search for overcoming the problems of organizing professional education of a future teacher, which is the prospect of further research. The article is addressed to the scientific pedagogical community, researchers of education in higher education, organizers of educational activities in pedagogical universities.

scholarly journals The use of productive technologies of professional education as a means of developing critical thinking and forming the subject of future teachers

2021 ◽  
Vol 113 ◽  
pp. 00005
Author(s):  
N.A. Kalugina ◽  
T.V. Dmitrochenko
Keyword(s):  
Critical Thinking ◽  
Theoretical Analysis ◽  
Experimental Work ◽  
Professional Education ◽  
Future Teacher ◽  
Future Teachers ◽  
Actual Problem ◽  
The Future ◽  
The Subject ◽  
Diagnostic Complex

The article describes the actual problem of the development of critical thinking and the formation of the subjectivity of the future teacher in modern conditions. A theoretical analysis of the literature on the problem considered is presented. On the basis of the analysis, in accordance with the purpose and subject of the research, the definitions of the concepts "subjectivity" and "critical thinking", specified by the author of this article, are given. The course and results of experimental work on the development of critical thinking and the formation of subjectivity of future teachers are described. The article provides the rationale for the developed diagnostic complex of methods necessary for the study. As a hypothesis, the authors put forward the statement that the subjectivity and critical thinking of future teachers do not develop without the use of a complex of productive technologies of professional education. The article provides a rationale for the complex of pedagogical technologies necessary for the development of critical thinking and the formation of the subjectivity of future teachers. The results of the study are presented, confirming the effectiveness of the used complex of pedagogical technologies and the dynamics of the formation of the studied personality traits of the future teacher.

scholarly journals FORMATION OF METHODOLOGICAL CULTURE OF THE FUTURE TEACHER-MUSICIAN

2021 ◽  
Vol 1 (195) ◽  
pp. 196-201
Author(s):  
Nina Roytenko ◽  
Keyword(s):  
Education System ◽  
Professional Education ◽  
Educational Process ◽  
Future Teacher ◽  
Research Activity ◽  
Educational Innovations ◽  
Academic Knowledge ◽  
Project Method ◽  
Stage Of Development ◽  
The Future

In the article the author considers the ways of forming the methodological culture of the future teacher-musician, which is considered as a system that includes scientific knowledge, experience of creative activity and experience of emotional and value attitude to research activity. The current stage of development of the education system in Ukraine is characterized by educational innovations aimed at preserving the achievements of the past, and, at the same time, to modernize the education system in accordance with the requirements of the time, the latest science, culture and social practice. A characteristic feature of this period of educational development is the search for new content, forms, methods and means of teaching, education and management; deployment of extensive experimental work aimed at implementing educational innovations, which provides a high level of methodological culture of the teacher. To understand the importance of project activities as the basis for the formation of methodological culture of modern teachers, it is important to understand its essence - from theory to practice, combining academic knowledge with pragmatic and maintaining the appropriate balance at each stage of learning, because today there is a wide difference in definition. We consider methodological culture as a socio-cultural philosophical phenomenon in the plane of the following parameters: project as a method; project method as a system; organizational form of formation of methodological culture of the teacher; introduction of innovative technologies in the educational process as a kind of productive activity of a modern teacher. The introduction of project activities in the practical work of teachers is becoming one of the important needs of today, but it is possible only with thorough training. Unfortunately, there is a simplified understanding of the essence of the project method only as a means of cognitive activity, in-depth study of the subject, development of new knowledge, although it is known that the mission of the project method is to overcome the contemplative dogmatic approach to knowledge, competence, skills solving life problems and the formation of the methodological culture of the teacher. Thus, the formation of the methodological culture of the teacher on the basis of project activities is one of the current areas and main tasks of modern education. This requires the teacher to understand the essence of educational phenomena, familiarize with the logic of the research process, the formation of experience to analyze and predict its further development, which, in turn, will increase the level of methodological culture, contribute to innovative solutions to extraordinary problems.. The purpose of professional education of the future teacher-musician is to form the foundations of his methodological culture. The leading tasks of professional education of a specialist include the formation of skills of practical artistic and pedagogical activities (music performance, vocal conducting, musicology, etc.); formation of bases of methodological thinking; formation of readiness for independent research activity; formation of skills of methodological analysis; formation of skills of professional reflection.

scholarly journals The future teacher of physical culture as a subject of forming the health-saving educational environment

2021 ◽  
pp. 65-69
Author(s):  
E. P. Kozak ◽  
P. D. Plakhtiy ◽  
M. V. Huycka ◽  
B. D. Zubrytskyi ◽  
A. P. Denysovets
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Environment ◽  
Future Teacher ◽  
Educational Activity ◽  
Physical Culture ◽  
Full Time ◽  
The Future ◽  
Competence System ◽  
Interactive Activity

The article presents the results of research the problem of educational environment in the system of professional education according to the basic criteria of successful learning and health. The set of algorithms of activity have been formed, which focus on special training of future specialists in physical culture to create a healthy educational environment. They concerns modern conditions of transition to the competence system of education, format of blended learning, taking into account features of distance forms of educational activity. In the context of the competence model of education (full-time or distance), the educational environment is interpreted as an interconnected interactive activity of the teacher and students, a kind of counter movement to ensure its healthy potential. There were determined he bases of semantic and technological reorientation of the system of professional training of the future teacher of physical culture according to the standards of competence education, system of competences which must be owned by a specialist.

scholarly journals Forming of the independence of future music teachers in the process of distance learning

2019 ◽  
Vol 65 (2) ◽  
pp. 90-94
Author(s):  
Zakhar Dubovyi
Keyword(s):  
Distance Learning ◽  
Music Education ◽  
Professional Education ◽  
Music Teachers ◽  
Future Teacher ◽  
Music Teacher ◽  
Educational Activity ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Remote Environment

The article reflects the main results of the study of the problem of forming the independence of future music teachers in the process of distance learning. The state of the problem of independence of future music teachers in the process of distance learning and the ways of overcoming it are analyzed. The advantages and disadvantages of distance learning are characterized, and it is being argued that nowadays the combined training has attained mass character, and the development and application of distance courses in the field of training future music teacher is not an everyday reality. The diagnostics of the developed methodology of this problem is offered. It is determined, that independent educational activity of the future teacher of music in the remote environment is interpreted as a form of external and internal activity of the individual, activity is largely structured by the students themselves, which is subject to procedural control and correction, carried out with the advisory assistance of the teacher, taking into account the psychological peculiarities and personal interests of the future teachers, is a means of their professional development, provides an intensification of processes of professional selfdetermination, self-education and self-regulation, and, in conclusion, forms the independence of the future music teacher. The main tool of distance learning is devised and developed, the main attention is paid to the issues of self-organization of the future teacher of music in the remote environment. The theoretical elaboration of the main provisions of the methodology for forming of the independence of future music teachers creates the optimal grounds for further practical testing. the main reason for the crisis situation in music education is the socioeconomic instability in the country and as a consequence, the lack of professional activity of music teachers and students of music and pedagogical specialties. However, a factor of no less importance in this situation is the unresolved problem in the field of professional music education in a number of topical problems of a theoretical and organizational-practical nature, concerning, in particular, the use of modern means and methods of musical pedagogy, continuity in the work of the system of continuous musical and pedagogical education; organization of professional education, because it is not a secret that among professional musicians the view on the profession of school teacher of music was rooted in as a secondary, compared to the profession of musician-performer, musicologist or conductor. The ways of further scientific work according the implementation of methodological achievements and their realization in the development and introduction of own distance course are outlined.

SOCIO-PEDAGOGICAL DETERMINANTS OF THE FORMATION OF THE PERSONAL-PROFESSIONAL POSITION OF THE FUTURE TEACHER AS AN EDUCATOR

2021 ◽  
Vol 23 (3) ◽  
pp. 4-11
Author(s):  
Shakurova M.V. ◽  
Arakelyan L.S.
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Negative Consequences ◽  
Future Teachers ◽  
Complex Process ◽  
Wide Range ◽  
State Pedagogical ◽  
The Future

In the situation of increasing attention of society and the state to the educational component of the educational process, the insufficient level of formation of the personal and professional position of teachers as educators is obvious. This position, along with competence, becomes one of the markers of the quality of professional training of future teachers. The role of educational institutions of higher education in the formation of the student's position as a future specialist is underestimated, which entails a number of deformations and negative consequences. The socio-pedagogical conditions that ensure the effectiveness of formative influences on the personal and professional development of future teachers as educators are also taken into account to an incomplete extent. The purpose of the study is to identify the socio-pedagogical determinants of the formation of the personal-professional position of future teachers as educators. Materials and methods: the paper uses the results of the analysis, generalization and systematization of domestic theories of education, professional education of future teachers. The most significant determinants are identified and ranked based on the results of a survey of students of the Faculty of Humanities of the Voronezh State Pedagogical University (83 students studying undergraduate and graduate programs). The basic methodological approaches are personal-activity and socio-pedagogical. As a result of the research, it is argued that the formation of the personal-professional position of future teachers as educators is a complex process in terms of meaning, content and activity. Its effectiveness is possible only in the presence of a wide range of socio-pedagogical conditions that provide it, the basic core of which is socio-pedagogical determinants. In accordance with the components of the personal and professional position, the most significant socio-pedagogical determinants of the formation of the personal-professional position of the future teacher are identified. Ranking the results of the selection of significant determinants by students allows us to conclude that certain components of the personal-professional position (value, target, ethical, reflexive) are underestimated by students due to insufficient attention to these aspects of professional training.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Hermeneutic circle in development of methodological culture of future music teacher

2017 ◽  
pp. 154-158
Author(s):  
A. S. Koval
Keyword(s):  
Future Teacher ◽  
Music Teacher ◽  
Basic Principles ◽  
Hermeneutic Circle ◽  
High Culture ◽  
Text Understanding ◽  
Hermeneutic Approach ◽  
The Future ◽  
The Individual ◽  
Positive Effect

This article is devoted to the studying hermeneutic circle in the development of methodological culture of future music teacher. Under the conditions of globalization processes, tendencies of convergence of world cultures improvement of culturological training of student youth requires new approaches, in particular, culturological training of students of pedagogical specialties. The task of pedagogical education is to develop a teacher as a specialist and as a person of high culture, who has a special positive effect on the personality of school student. This article analyses the works of scientists dedicated to the issues of establishment and development of the hermeneutic approach in philosophical, psychological, and logical and gnosiological contexts. It is defined the essence of the concept of “hermeneutic circle” as one of the basic principles of the hermeneutic approach. There have been provided the examples of interpretation of the principle of hermeneutic circle by various scientists. Hermeneutic approach is applied in sciences such as pedagogy, psychology, economics, sociology etc. In pedagogical science the hermeneutic approach at the level of conceptual use was elaborated by A. Zakirova. She introduced the term “pedagogical hermeneutics”. Hermeneutic circle as a principle of text understanding is based on the interrelation of the part and the whole. Understanding of the whole consists of the understanding of the individual parts, and understanding of the parts requires understanding of the whole. The concepts of the part and the whole are correlated: the text is a part concerning the whole creative activity of the author, which in its turn is a part of the particular genre or literature in general, as well as the part of spiritual life and biography of the author. The idea of hermeneutic circle means also that there is no understanding of the text without certain prerequisites: understanding is preceded by some idea of what is yet to understand. There have been determined the peculiarities of the use of the principle of hermeneutic circle in the development of methodological culture of the future teacher of musical art. In light of hermeneutical trends, the penetration of which in the realm of musical art can be traced quite clearly, the use of the hermeneutic circle principle in the development of methodological culture of the future teacher of musical art appears not only in the narrow interpretation of the particular phenomenon or group of phenomena, but much wider — as a means of learning and understanding of the worldview by a person.

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