scholarly journals FORMATION OF PEDAGOGICAL TOLERANCE OF FUTURE TEACHERS

2021 ◽  
pp. 157-166
Author(s):  
Наталья Ростиславовна Скребнева ◽  
Изабелла Арташесовна Арутюнян
Keyword(s):  
Vocational Education ◽  
Social Relations ◽  
Educational Process ◽  
Integrative Approach ◽  
Structural Components ◽  
World Culture ◽  
Future Teachers ◽  
Distinctive Features ◽  
Secondary Vocational Education ◽  
The Individual

В статье анализируется возможность применения современных педагогических технологий (на примере интегративного подхода) в процессе преподавания дисциплин студентам педагогических специальностей СПО в целях формирования педагогической толерантности. Рассмотрены понятия «толерантность», виды, формы, классификации толерантности, а также понятие «педагогическая толерантность» и его структурные компоненты. Выявлены противоречия в процессе формирования педагогической толерантности будущих педагогов на социально-педагогическом и научно-методическом уровнях. Сущность педагогической толерантности выражается в построении социальных отношений с участниками образовательного процесса на диалогической основе и на основе понимания, признания и принятия их отличительных особенностей. Для определения уровня сформированности педагогической толерантности будущих педагогов был предложен диагностический комплекс заданий. Формирование педагогической толерантности возможно на основе интегративного подхода. Отмечено, что в условиях организации учебной деятельности студентов педагогических специальностей СПО формирование педагогической толерантности личности возможно средствами искусства, через приобщение к сокровищам мировой культуры. The article analyzes the possibility of using modern pedagogical technologies (on the example of an integrative approach) in the process of teaching disciplines to students of pedagogical specialties of secondary vocational education in order to form pedagogical tolerance. The concepts of«tolerance», types, forms, classifications of tolerance, as well as the concept of «pedagogical tolerance» and its structural components are considered. Contradictions in the process of forming pedagogical tolerance of future teachers at the socio-pedagogical and scientific-methodological level are revealed. The essence of pedagogical tolerance is expressed in building social relations with the participants of the educational process on a dialogical basis and on the basis of understanding, recognition and acceptance of their distinctive features. To determine the level of formation of pedagogical tolerance of future teachers, a diagnostic set of tasks was proposed. The formation of pedagogical tolerance is possible on the basis of an integrative approach. It is noted that in the conditions of the organization of educational activities of students of pedagogical specialties of secondary vocational education, the formation of pedagogical tolerance of the individual is possible by means of art, through familiarization with the treasures of world culture.

scholarly journals RESULTS OF STUDYING THE PROCESS OF FORMATION OF REFLEXIVE SKILLS AMONG FUTURE MANAGERS IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION

2021 ◽  
Vol 57 (3) ◽  
pp. 38-48
Author(s):  
V.A. Adolf ◽  
◽  
O.N. Bukhov ◽  
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Professional Training ◽  
Scientific Literature ◽  
Modern Society ◽  
Educational Process ◽  
Theory And Practice ◽  
Secondary Vocational Education ◽  
Methods And Techniques ◽  
Analysis And Synthesis

Statement of the problem. The purpose of professional education is to provide managers with professional qualities which form the competence of an individual. In this context, much attention is paid to the formation of reflexive skills of future managers that contribute to understanding, awareness, analysis, and evaluation of large amount of information. The lack of universal understanding in Pedagogy of the features of the process of forming reflexive skills among future managers proves the relevance of this study. The purpose of the article is to identify the features of the process of formation of reflexive skills among future managers in the system of secondary vocational education and to analyze the results of experimental work on the implementation of the developed organizational and pedagogical conditions in the educational process. Review of the scientific literature on the problem. The analysis and synthesis of professional and educational standards, normative legal documents of secondary vocational education is carried out. The analysis of scientific works of philosophers who have studied human reflection and thinking is carried out. The works on psychology devoted to the problem of understanding the essence of the process of reflection and the formation of reflexive competence of the individual’s personality in modern society are considered. In the field of pedagogical science and practice, the analysis of scientific works devoted to the competence approach and the study of the essence of the process of forming reflexive skills is carried out. The elements of the methodology of pedagogy and the theory of pedagogical research are systematized, in particular, the concept of humanization of the educational process, the methodology of personality-oriented learning, the competence approach, the theory of reflexive activity, on the basis of which systematization of an educational process is carried out within the framework of modern tendencies and trends. Methodology (materials and methods). Based on the research of scientific works of Russian and foreign authors devoted to the development of pedagogical theory and practice in the field of vocational education and arrangement of an educational process in vocational education institutions. The analysis and synthesis of practical methods and techniques that contribute to systematization of the process of formation of reflexive skills among future managers in the Secondary Professional Education (SPE) system is carried out. The analysis of scientific literature, a survey among teachers and heads of institutions in the SPE system, allowed us to identify and justify the features of the formation of reflexive skills among future managers in the SPE system and to develop organizational conditions for the process of developing these skills. The article shows the content, features, and results of the implementation of these conditions. Research results. The article deals with current methods and techniques that provide effective professional training of management students in the system of secondary vocational education, who are able to detect and formulate professional tasks and find ways to solve them. On the basis of the philosophical understanding of reflection, the content of reflexive skills aimed at discovering meanings in their own activities and in the “teacher – student” interaction is determined. The conditions for the formation of reflexive skills in the pedagogical process are revealed: creation and implementation of the typology of reflexive tasks; creation of a dialogic context in educational activities based on construction of the process of solving educational tasks; ensuring personal acceptance of the subject of a reflexive task; filling an educational process with a reflexive component; creation and implementation of the mechanism for development of reflexive skills among future managers in the SPE system. The results of the formation of reflexive skills in the system of secondary vocational education are presented. Conclusion. As a result of the conducted research, the organizational and pedagogical conditions for the formation of reflexive skills among future managers in the SPE system were developed providing a qualitative increase in the level of formation of reflexive skills among students. Consequently, the reconstruction of the educational process in the SPE system, based on the implementation of the presented organizational and pedagogical conditions, significantly optimizes the process of forming the reflexive skills among future managers.

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.

Adaptation of the assessment system of the Olympiad to secondary vocational education

2021 ◽  
Vol 2 (4) ◽  
pp. 465-467
Author(s):  
I. N. Nosyreva
Keyword(s):  
Vocational Education ◽  
Practical Experience ◽  
Educational Process ◽  
Assessment System ◽  
Federal State ◽  
Highly Qualified ◽  
Structural Units ◽  
Secondary Vocational Education ◽  
Railway Industry ◽  
State Educational

The main tasks of the Olympiad of diploma projects of the Federal Agency for Railway Transport are to improve the quality of training, develop the creative abilities of students, increase the interest of students and teachers in the development and improvement of the railway industry, and form highly qualified human resources. The practice of participation of branches (structural units) of secondary vocational education of the Irkutsk State Transport University shows that not all indicators can be achieved.The educational process in secondary vocational education is focused on preparing for practical activities in production. In accordance with federal state educational standards for secondary vocational education programs, a student must master general and professional competencies, acquire certain knowledge, skills and practical experience. It is proposed to make a number of changes in the system of evaluating the Olympiad of diploma projects in terms of criteria. The assessment system of the Olympiad must be adapted taking into account the possibilities of secondary vocational education to stimulate the participation of structural units in their conduct.

Fundamentals of Philosophy

2021 ◽  
Author(s):  
Boris Lipskiy ◽  
Stanislav Gusev ◽  
Grigoriy Tul'chinskiy ◽  
Boris Markov
Keyword(s):  
Vocational Education ◽  
Social Relations ◽  
Self Control ◽  
Federal State ◽  
Basic Training ◽  
Secondary Vocational Education ◽  
The World ◽  
Simple Language ◽  
State Educational ◽  
Main Ideas

"The textbook consists of five sections, each of which is devoted to one of the fundamental areas of philosophical knowledge. The first section describes the problem of the emergence of philosophy as a field of scientific knowledge and its main objectives; the second identifies the problems of the knowability of the world and examines the main forms of organization of knowledge; the third section is devoted to the problem of man and his place in the world; the fourth section concerns the analysis of social relations from family to political; the fifth section discusses the main ideas of the philosophy of history. It is designed for the level of basic training of students of secondary vocational education institutions, written in simple language, includes numerous examples from history, mythology, ethnography and art. Each section contains individual and group questions and tasks focused on both self-control and checking the depth of understanding of the educational material. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students and teachers, as well as anyone interested in philosophy."

Neoteny and Social Cognition: A Neuroscientific Perspective on Embodiment

2017 ◽  
Author(s):  
Vittorio Gallese
Keyword(s):  
Social Cognition ◽  
Interpersonal Relationships ◽  
Social Relations ◽  
Crucial Role ◽  
Meaning Making ◽  
Human Cognition ◽  
Distinctive Features ◽  
Somatic Development ◽  
The Individual ◽  
Evo Devo

The chapter will address the notion of embodiment from a neuroscientific perspective, by emphasizing the crucial role played by bodily relations and sociality on the evolution and development of distinctive features of human cognition. The neurophysiological level of description is here accounted for in terms of bodily-formatted representations and discussed by replying to criticisms recently raised against this notion. The neuroscientific approach here proposed is critically framed and discussed against the background of the Evo-Devo focus on a little explored feature of human beings in relation to social cognition: their neotenic character. Neoteny refers to the slowed or delayed physiological and/or somatic development of an individual. Such development is largely dependent on the quantity and quality of interpersonal relationships the individual is able to establish with her/his adult peers. It is proposed that human neoteny further supports the crucial role played by embodiment, here spelled out by adopting the explanatory framework of embodied simulation, in allowing humans to engage in social relations, and make sense of others’ behaviors.This approach can fruitfully be used to shed new light onto non propositional forms of communication and social understanding and onto distinctive human forms of meaning making, like the experience of man-made fictional worlds.

Social and pedagogical adaptation development of deaf students in vocational educational institutions of secondary vocational education

2019 ◽  
pp. 68-75
Author(s):  
Konstantin Zasyadko ◽  
Lilia Tafintseva ◽  
Svetlana Maskalyanova ◽  
Oleg Dankovtsev
Keyword(s):  
Vocational Education ◽  
Adaptive Methods ◽  
Educational Process ◽  
Educational Institutions ◽  
Deaf Students ◽  
Secondary Vocational Education ◽  
Psychological Indicators ◽  
Moral Standards ◽  
Group Data ◽  
Average Group

We show the possibility of optimizing the psychological and pedagogical support of social and pedagogical adaptation process of students with hearing impairment to educational process in vocational educational institutions of secondary vocational education through the use of an innovative author’s course of group psychological prophylaxis and correction adapted to audibly deprived students. We reveal the subject and the main content of the classes. We pay attention to the need for dead graduates of vocational educational institutions of secondary vocational education to master flexible, highly adaptive methods and techniques aimed at improving their social and psychological competence. The effectiveness of the proposed and conducted activities is confirmed by the results of monitoring the psychological sphere of deaf students’ personalities of vocational educational institutions of secondary vocational education. The analysis of the average group data showed an improvement in psychological indicators of psychological and pedagogical adaptation: a significant increase in the neuropsychological stability level, against the decrease in personal anxiety level, an increase of the personal adaptation potential value and its components, increased the communicative qualities and the behavioral regulation level, with virtually unchanged values of moral standards. The results indicate the positive dynamics presence of psychological indicators of social and pedagogical adaptation of surveyed sample after the course of group psychological prophylaxis and correction.

scholarly journals ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

scholarly journals DEVELOPMENT OF THE AXIOSPHERE OF THE FUTURE TEACHER IN THE DIALOGUE SPACE OF MODERN EDUCATION

2018 ◽  
Vol 20 (7) ◽  
pp. 32-67 ◽  
Author(s):  
N. A. Astashova ◽  
S. K. Bondyreva ◽  
A. P. Smantser
Keyword(s):  
Conceptual Model ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
Educational Activity ◽  
Practical Significance ◽  
Future Teachers ◽  
Value System ◽  
The Future ◽  
The Individual

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development. 

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

FORMATION OF A POSITIVE ATTITUDE OF SPO STUDENTS TO A HEALTHY LIFESTYLE IN PHYSICAL EDUCATION CLASSES

2020 ◽  
Vol 30 (2) ◽  
pp. 210-217
Author(s):  
T.A. Naumova ◽  
А.Е. Prichinin ◽  
E.A. Avdeeva
Keyword(s):  
Educational Technology ◽  
Theoretical Model ◽  
Physical Education ◽  
Vocational Education ◽  
Positive Attitude ◽  
Healthy Lifestyle ◽  
Well Being ◽  
Educational Process ◽  
Mathematical Statistics ◽  
Secondary Vocational Education

The article presents the results of testing and introduction of pedagogical technology for forming a positive attitude to a healthy lifestyle in physical education classes in the educational process of students of secondary vocational education. The study presents a theoretical model and an educational technology, developed on its basis, which promotes the formation of a healthy lifestyle among students of secondary vocational education corresponding to the requirements of the FGOS SPO. During the experiment, results were obtained that determine the level of attitude of students of secondary vocational education to maintaining a healthy lifestyle. The peculiarity of the experiment was that classes with students were conducted remotely. The results of the experiment were confirmed by mathematical statistics. As a result, SPO students became emotionally sensitive to their health and began to respond to changes in their well-being.

Sign in / Sign up

Export Citation Format

Share Document