scholarly journals Formation of Aesthetic Direction of the Teacher of Preschool Education

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
I. B. Bicheva ◽  
S. N. Kaznacheeva
Keyword(s):  
Professional Development ◽  
Preschool Education ◽  
Aesthetic Education ◽  
Aesthetic Judgment ◽  
Point Of View ◽  
Professional Activity ◽  
Federal State ◽  
Preschool Teacher ◽  
Educational Organizations ◽  
The Aesthetic

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

scholarly journals Aesthetic education of preschool children in the new socio-cultural conditions

2020 ◽  
pp. 127-134
Author(s):  
Tamara S. Komarova ◽  
Anna S. Moskvina
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Integrated Approach ◽  
Social Institution ◽  
Aesthetic Education ◽  
Preschool Age ◽  
Theory And Practice ◽  
Federal State ◽  
The Aesthetic ◽  
State Educational

In this article, the researchers draw the attention of the professional pedagogical community in the field of preschool education to the new meaning of the aesthetic education of preschool children in the sociocultural situation of the 21st century. The tasks of the education system as a social institution of society are revealed. The history of the concept of sustainable development as applied to the theory and practice of preschool education is presented briefly. The role of aesthetic education in the holistic development of the personality of a child of preschool age is defined. The analysis of the Federal state educational standard of preschool education in terms of the aesthetic education of preschool children is presented. The mission of an integrated approach in the aestheticization of preschool childhood is formed. The methods and scientific and pedagogical conditions of the aesthetic education of children of preschool age in a new socio-cultural reality are reflected.

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

Organization of Practice-Oriented Assessment of Educational Results of Future Preschool Teachers by WorldSkills Standards

2020 ◽  
Vol 15 (5) ◽  
pp. 94-101
Author(s):  
Ulsutueva Oyuna D. ◽  
◽  
Lysikova Tatjyana S. ◽  
Tayurskaya Olga Yu. ◽  
◽  
...  
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Professional Activity ◽  
Preschool Teacher ◽  
State University ◽  
Higher Education System ◽  
Professional Activities ◽  
Integrated Practice ◽  
The University ◽  
Operational Component

The authors of the article note the relevance of introducing into the educational system of the university the possibility of choosing forms of evaluation of educational results of students, which will reveal the skills of professional activities that are important for the labor market. The article reveals the specifics of the organization of a practice-oriented assessment of the educational results of future preschool teachers according to WorldSkills standards in the conditions of quasi-professional activity, Namely, the characteristics of the activities of the teacher of preschool education, provided in various standards, presented the experience of the participation of teachers of the Department of Theory and Methodology of Preschool Education of the Transbaikal State University as compatriots and experts in the competition of professional skills WorldSkills Russia, on the basis of which the criteria for evaluating educational results were developed on the examination of the discipline “Mathematical Development of early and preschool children” teachers of pre-school education, as well as described the possibility of organizing a demonstration exam at the university on the example of one discipline. Consequently, the training of a preschool teacher has a special place in the operational component of professional readiness, and the organization of integrated practice-oriented assessment of the educational results of the graduate becomes important in the higher education system.

scholarly journals Personal and professional development of the individual in the civil service of the Russian Federation

2021 ◽  
Vol 108 ◽  
pp. 05010
Author(s):  
Ekaterina Nikolaevna Sepiashvili ◽  
Tatyana Vyacheslavna Maltseva ◽  
Ekaterina Anatolyevna Sumina ◽  
Natalya Nikolaevna Bashlueva ◽  
Mariya Andreevna Bashlueva
Keyword(s):  
Professional Development ◽  
Russian Federation ◽  
Organizational Support ◽  
Professional Education ◽  
Civil Service ◽  
Civil Servants ◽  
Professional Activity ◽  
Federal State ◽  
The Russian Federation ◽  
The Individual

The presence of professional highly qualified personnel in the civil service, together with modern information technologies, is possible thanks to the existence of a democratic state governed by the rule of law. The professional activity of civil servants acts as a subsystem within the civil service system. The study of the peculiarities of personal and professional development of the individual in the civil service will contribute to the disclosure of the psychological mechanisms of this process, the resolution of a number of pressing questions about the methods and possibilities of optimizing professional and personal development, which in turn will contribute to improving labour efficiency. To study the features of personal and professional development of the individual in the Russian Federation Civil Service. Survey among civil servants and comparative analysis of the results obtained in all study groups; statistical processing of the results. 120 respondents took part in the study: federal-state civil servants (40 people) and civil servants of other types (80 people). The main problems and features of personal and professional development of the individual in the civil service of the Russian Federation are identified and the main directions of optimization of the studied process are determined. The process of personal and professional development of civil servants, as will be shown in this study, is an overall result of the professional education and additional professional education, including retraining, advanced training, and internships. The main directions of optimization of the studied process are the following: improving scientific, methodological, and organizational support; increasing the motivation for professional activity and career advancement; improving the efficiency of additional professional education; developing a program for personal and professional self-development; introducing additional forms and technologies for improving professional skills of state civil servants.

scholarly journals Preschool Educational Organizations Educational Technologies to Improve the Content of Training of Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 1597-1608
Author(s):  
Surayo Rahimova
Keyword(s):  
Professional Development ◽  
Preschool Education ◽  
Educational Technologies ◽  
Educational Organizations ◽  
Short Term ◽  
Professional Skills ◽  
Professional Development Of Teachers

This article is aimed at improving the content of professional development of teachers in preschool education on the basis of educational technologies, the development of professional skills of educators, and focuses on important aspects of improving the content of professional development of teachers. In addition, the curriculum for short-term courses of 36 hours is widely covered, as well as the content of the organization of the process as a model.

Modern technologies of preschool education

2020 ◽  
Author(s):  
Elena Andrianova ◽  
Mariya Bogomolova ◽  
Anna Grishina ◽  
Larisa Dormidontova ◽  
Larisa Zaharova ◽  
...  
Keyword(s):  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Study Guide ◽  
Educational Standards ◽  
Educational Organizations ◽  
Ulyanovsk Region ◽  
State Educational ◽  
Modern Technologies

Study guide tailored to the needs identified in the GEF PRIOR to the organization of educational process in preschool educational organizations, and areas of development and education of the child. Used experience pre-school educational institutions of Ulyanovsk, Ulyanovsk region, operating in the mode of innovation. Meets the requirements of Federal state educational standards of higher education of the last generation. For bachelors of higher educational institutions enrolled in the profile "Primary education" and educators of preschool organizations.

Implementation of Federal State Educational Standard of Preschool Education in the practice of organizations implementing preschool education programs

2019 ◽  
Vol 7 (3) ◽  
pp. 3-12
Author(s):  
Е. Кроер ◽  
E. Kroer
Keyword(s):  
Program Development ◽  
Preschool Education ◽  
Federal State ◽  
Educational Organizations ◽  
Education Programs ◽  
Educational Standard ◽  
Federal Districts ◽  
The Russian Federation ◽  
State Educational

The article is devoted to the analysis of monitoring federal state educational standard implementation results for preschool education in educational organizations introducing educational programs for preschool education. The federal state educational standard introduction results, and federal state educational standard implementation results for preschool education for 2016–2018 were reviewed and analyzed. According to the requirements for the federal state educational standard implementation, all monitoring indicators are divided into fi ve groups. Within each group, the analysis was conducted and conclusions were drawn on the results of the federal state educational standard implementation for preschool education in federal districts. Promoting the development of preschool education is one of the priorities of the state program «Development of Education», aimed to ensure the availability and quality of preschool education in all constituent territory of the Russian Federation.

scholarly journals USE OF FOREIGN LANGUAGE ONLINE TRAINERS FOR FORMING A FOREIGN LEXICAL COMPETENCE OF A FUTURE PEDAGOGUE

2019 ◽  
pp. 143-155 ◽  
Author(s):  
Angelika Solomakha
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Preschool Education ◽  
Point Of View ◽  
Practical Significance ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Digital Competence ◽  
On Line ◽  
Main Component

The article considers modern approaches and innovative means of development of the foreign language communicative competence of future teachers. The author emphasizes and substantiates the necessity of widespread usage of digital technologies in the process of modern students` foreign language training as a component of professional pedagogical competence. The usage of on-line resources contributes not only to the acquisition of a foreign language, at the same time it is also an example, according to the methodological point of view, and can be used in further pedagogical activities in foreign language classes in pre-school establishments and in foreign language lessons in the New Ukrainian School. After graduating the university modern bachelors will work with the children – representatives of Generation Z, so the ability to use digital means of teaching a foreign language is a demand of time, because modern children, born in the digital would, must be taught by digital means. This is their natural environment. World leading countries understand the necessity of preparing teachers with a high level of a formed digital competence. So, the task of the XXI century modern university, which trains future educators for professional activity, is to form their readiness to teach in the New Ukrainian School by such means that follow the demands of time and will allow to form the XXI Century Competences. The article states that mastering the foreign language lexical material and deepening the level of lexical skills and abilities formation of students-bachelors of the specialty 013 Primary education, 012 Preschool education have a great general and practical significance, because the word is the main component of foreign language communicative competence, and the dictionary on-line simulators, which the author uses in the discipline "Foreign Language and Teaching Methodology (the German language)", allow to intensify the learning process both in the classroom and during the students’ self-work.

scholarly journals FORMATION OF SELF-EDUCATIONAL COMPETENCE FUTURE EDUCATORS PRESCHOOL EDUCATION INSTITUTIONS

2021 ◽  
Vol 32 (1) ◽  
pp. 180-193
Author(s):  
Tetiana Potapchuk ◽  
Nadija Kravets
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Preschool Education ◽  
Research Problem ◽  
Learning Technologies ◽  
Professional Activity ◽  
Skilled Worker

In the article self-education as a component of professional training acts as a way to implement it. In this context, the self-education of future educators, we mean the process that ensures the continuity of raising the educational level and expanding the information field of professionals, improving the quality and raising the level of their competence and professionalism, related to personal development and participation in general and pedagogical culture. Serves to form a worldview, because the student is the subject of management of their own educational activities during professional training. Based on the analysis of different approaches to the definition of "self-educational competence" in the context of this study, we consider this term as an integrative phenomenon characterized by stable internal motivation, the formation of professionally significant personal qualities, skills and abilities to organize cognitive personality. search activities aimed at a continuous process of professional development; and is an integral part of the professional competence of the specialist and an indicator of the success of his professional activity. Given the above, it is possible to state the close connection between the concept of "self-education" and the concept of "vocational training"; self-education should be understood as a way to implement this training, which, accordingly, aims to form a skilled worker capable of developing strategies for professional development as a result of self- education. This is one of the most important prerequisites for further professional realization of him as a specialist In this regard, higher education faces the task of developing more effective learning technologies and creating conditions that would be focused on stimulating students' self- education. The purpose of the article is to theoretically substantiate the key concepts "educator", "future educator", "self-education", "competence", "formation of self- educational competence". Methods: analysis, systematization and generalization of psychological and pedagogical literature in order to clarify the state of development of the research problem and clarify the conceptual apparatus.

scholarly journals Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 135-139
Author(s):  
Iryna Knyazheva
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

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