DEMONSTRATION EXAM IN PROFESSIONAL TRAINING OF FUTURE TEACHERS

2019 ◽  
Vol 21 (10) ◽  
pp. 23-28
Author(s):  
Несына С.В. ◽  
Keyword(s):  
Professional Training ◽  
Future Teachers

TRAINING USE IN PREPARING FUTURE TEACHERS TO BUILD A PROFESSIONAL CAREER

2019 ◽  
pp. 46-54
Author(s):  
Taras Olefirenko
Keyword(s):  
Capacity Building ◽  
Final Stage ◽  
Professional Training ◽  
Group Discussion ◽  
Role Play ◽  
Future Teachers ◽  
Professional Career ◽  
Training Organization

The article presents the experience of using training teaching technologies in the process of future teachers’ professional training. There is considered the specificity of the training organization, which includes all types of training that affect the qualities, skills and abilities that are manifested in the process of communication with students. The main stages of the training are highlighted, which include: the stage of capacity building; the orientation phase, in the form of role play or group discussion; the stage of study and the final stage.

ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK

2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  
Keyword(s):  
Professional Training ◽  
Large Scale ◽  
Educational Process ◽  
Educational Organizations ◽  
Spiritual Renewal ◽  
Future Teachers ◽  
Leading Role ◽  
Public Consciousness ◽  
The University ◽  
High Degree

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.

scholarly journals Implementation of the meta-subject approach in the process of foreign language training of future teachers at a pedagogical university

2021 ◽  
Vol 102 (2) ◽  
pp. 195-202
Author(s):  
A. Kabbassova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
General Strategy ◽  
Future Teachers ◽  
Learning Skills ◽  
Language Knowledge ◽  
Second Year

A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

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.

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