scholarly journals FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN

2018 ◽  
pp. 98-108
Author(s):  
Nataliya Melnyk ◽  
Keyword(s):  
Professional Competence ◽  
Preschool Teachers ◽  
School Teacher ◽  
Educational Process ◽  
Early Years ◽  
Professional Activities ◽  
Scientific Terminology ◽  
The United Kingdom ◽  
Key Competencies ◽  
The Uk

The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.

Development of readiness of future preschool teachers to innovative activity

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 207-218
Author(s):  
Laura Taytelieva ◽  
Aigul Iskakova ◽  
Saira Zhienbaeva ◽  
Rosa Nabuova ◽  
Aiymkul Balabaeva
Keyword(s):  
Professional Competence ◽  
Preschool Teachers ◽  
Educational Process ◽  
Innovative Activity ◽  
Pedagogical Practice ◽  
Innovative Technologies ◽  
New Knowledge ◽  
High Level ◽  
Creative Teacher ◽  
Pedagogical Science

One of the important components of professional competence of teachers today is their involvement in innovation. In pedagogical science innovative activity is defined as purposeful pedagogical activity based on understanding of own pedagogical experience by means of comparison and studying, change and development of educational process for the purpose of achievement of higher results, receiving new knowledge, introduction of qualitatively other pedagogical practice. The relevance of our article is determined by the society's order for a creative teacher with a high level of readiness for innovative pedagogical activity, the need to develop a holistic system of improving readiness for innovative activity. The system-forming factor of readiness of the teacher for innovative activity is the need for transformation, improvement of pedagogical activity through innovative technologies of education.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals Comparative analysis of cadets’ satisfaction with vocational training in departmental institute of the Federal Penitentiary Service of Russia

2016 ◽  
Vol 5 (2) ◽  
pp. 176-181
Author(s):  
Olga Vladimirovna Oshchepkova ◽  
Igor Vadimovich Popov
Keyword(s):  
Extracurricular Activities ◽  
Vocational Training ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activities ◽  
The Third ◽  
Positive Tendency ◽  
Direct Management

Satisfaction of students of higher educational institutions with their professional activities in todays reality is one of the key indicators which diagnoses the quality of specialists training and efficiency of professional competence development. Satisfaction assumes personal students inclusion in educational process which is inseparably linked with the personality relation to the quality of these or those objects, to living conditions and activity as well as to himself or herself. The assessment is the most important element of the emotional sphere of the person, emotions stimulate motivation to activity. We understand the integrated characteristic including motivational and emotional spheres of the personality as satisfaction. This estimated relations between trainers according to the activity which they carry out, its results and implementation conditions. Vocational training of cadets is carried out in specific conditions of their stay in barracks on the territory of departmental higher education institution. In the integrated characteristic of satisfaction of trainees vocational training included three criteria: satisfaction with the educational process; satisfaction with extracurricular activities; relationship satisfaction. The first criterion contains satisfaction: 1) organization of educational process; 2) level of teachers professionalism; 3) quality of teaching. We put satisfaction indicators into the second criterion: 1) organization of work of circles, sections and clubs; 2) organization of sports and mass actions; 3) organization of events which help to develop professional competence of a future officer of Penitentiary system. The third criterion assumes satisfaction with relations with teachers, with collective and the direct management. Questioning of the 2nd and the 5th year cadets of Samara Law Institute of the Federal Penitentiary Service of Russia showed that by the 5th course the positive tendency in a satisfaction assessment is found with vocational training. The criterion satisfaction with extracurricular activities needs a separate additional analysis, as by the 5th course the amount of students satisfied with circles, sections and clubs is less than a third of a total number of the course students. By the third criterion some complexity in relationship with the direct management (with commanders of front divisions) is found out and it also should become a subject of special additional consideration.

scholarly journals The Peculiarities of Preparation of Masters for Teaching of the Pedagogical Disciplines in the Institutions of Higher Pedagogical Education

2020 ◽  
Vol 12 (4) ◽  
pp. 103-117
Author(s):  
Oktaviia Fizeshi ◽  
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
School Teacher ◽  
Educational Process ◽  
Active Listening ◽  
Primary School Teacher ◽  
History Of

The prerequisite for ensuring the professional training of masters in the specialty "The Primary Education" in Ukraine is the formation of their professional competence to teach in the higher education institutions. After all, in addition to qualifying as a primary school teacher, they are also qualified as the teacher of pedagogy. Accordingly, the preparation of the modern primary school teacher requires the organization of the educational process in higher education on a scientific humanistic basis which provides purposeful systematic provision of psychological and pedagogical training of scientific and pedagogical staff for the higher education institutions of different levels of accreditation for their interaction with students. This article summarizes the author's experience of studying the teaching methods of the disciplines "Fundamentals of Pedagogy", "Didactics", "Theory and Methods of Education", "Socio-pedagogical Fundamentals of Educational Management" and "History of Pedagogy". In particular, theoretical and aspects of students' methodical activity are revealed: active listening, participation in dialogue and discussion during lectures, observation of pedagogical classes from different sections (basics of pedagogy, didactics, theory of education, history of pedagogy), development of the text of lectures on separate topics, micro-teaching and analysis of pedagogical situations, their modeling, execution of creative tasks, production of visual material. Preparation of the masters for teaching of pedagogical disciplines in the institutions of higher pedagogical education facilitates their mastery of the basic concepts and categories of pedagogy, historical aspects of the formation of pedagogy as a science, current trends in education; the content of pedagogical disciplines in the institutions of higher pedagogical education; features of the education process, its regularities and principles, the methods and organizational forms, etc. Also, in the process of studying the methodology of teaching pedagogical disciplines, the masters have the ability to prepare curricula for disciplines; to plan and conduct various types of training (lectures, seminars and practical classes); to control and diagnose students' educational achievements; to organize various types of cognitive work with students, etc.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

scholarly journals Round table technology in university educational process

2020 ◽  
Vol 9 (28) ◽  
pp. 50-56
Author(s):  
Olga I. Vaganova ◽  
Ludmila A. Sundeeva ◽  
Elena Yu. Ponomareva ◽  
Julia A. Kulagina ◽  
Anna V. Lapshova
Keyword(s):  
Vocational Education ◽  
Professional Competence ◽  
Round Table ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Higher Educational Institutions ◽  
Innovative Technologies ◽  
Professional Activities ◽  
Higher Educational

The process of building students' competence must meet modern requirements and include the use of innovative technologies. The development trends of modern society have led to the emergence of a competency-based approach in vocational education. In the process of building professional competence, it is necessary to use technologies that meet the requirements of the Federal state educational standards which contribute to the development of practical focus of training. Among such technologies we single out technologies for holding a round table. The technologies of the round table are not new, but due to combination with various innovative technologies, they become more relevant. The implementation of the round table in the training of vocational education teachers is a discussion process that speculates about a relevant topic requiring a comprehensive analysis. Modern conditions provide arrangements of round tables with their own specifics. The purpose of the article is to identify the effectiveness of holding round tables in students’ preparation in higher educational institutions. The article presents basic principles on which the technology of the round table is based, its ideas and essence, as well as the features of its holding. A study conducted at a pedagogical university during the training of vocational education teachers is presented. It showed the need for implementing round-table technologies in preparing students for future professional activities, as the ones allowing students to build effective discussions, negotiate based on arguments and facts. We have identified the effectiveness of the "round tables" in the training of students in higher educational institutions. The study made it possible to establish the level of students’ preparedness for conducting effective discussions for the implementation of future professional activities in secondary vocational educational institutions. The technology of the round table allows to increase the knowledge level of students. The results can be used in students’ training in various faculties.

scholarly journals PROFESSION COMPETENCE YAK FACTOR FORMING COMPETITIVENESS BACHELOR HOTEL-RESTAURANT RIGHT

2021 ◽  
pp. 90-94
Author(s):  
O. KAROLOP
Keyword(s):  
Professional Competence ◽  
Professional Community ◽  
Educational Process ◽  
Restaurant Industry ◽  
Professional Activity ◽  
Skilled Workers ◽  
The Social ◽  
Effective Performance ◽  
Key Competencies ◽  
Effectiveness Of Training

 The statistics have food, tied to the form of professional competence, which will ensure the effectiveness of training and the competitiveness of bachelors in the hotel and restaurant service. Rozkrito zmist understanding "professional competence of bachelors in hotel and restaurant law" The process of forming the professional competence of bachelors in the hotel and restaurant law has been analyzed, and the process of becoming special in the social and professional community has been analyzed. The categories of competence-based approach are substantiated: "professional competence", "key competencies", "entrepreneurial competence" etc. The content of the concept "professional competence of future specialists of restaurant services" is grounded, which is based on the specification of the knowledge, skills, professionally important qualities, which are necessary for professional activity in the restaurant industry. The process of formation of professional competence of future specialists of restaurant service, which is characterized by the formation of the personality in social and professional environments, is analyzed. In order to achieve positive dynamics in the levels of the formation of professional competence of future specialists of restaurant services, the components of the investigated phenomenon are identified, which are: value-motivational, cognitive, personal-professional and activity-reflexive. The purposeful development of these components in the educational process will provide skilled workers with the successful socialization and effective performance of their professional functions in the restaurant industry.

scholarly journals STRENGTHENING THE MOTIVATION OF FUTURE FAMILY DOCTORS TO USE WEB TECHNOLOGIES IN PROFESSIONAL ACTIVITY AS A PEDAGOGICAL CONDITION OF THEIR PROFESSIONAL COMPETENCE

2018 ◽  
pp. 192-197
Author(s):  
A. TITOVA
Keyword(s):  
Web 2.0 ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Family Doctors ◽  
Web Technologies ◽  
Professional Activities ◽  
Internet Resources ◽  
Doing Business ◽  
Scientific Substantiation

The article reveals the interpretation of the pedagogical conditions for the formation of professional competence of future family doctors, namely the ways to enhance the motivational component of the issue when prompted to train medical students. The method of webquests is considered as the main effective method in shaping the external motivation of future family doctors, as well as its phased structure and limits of use. We will design a mechanism for enhancing the motivation of future family doctors to use web technologies in their professional activities in the educational process of IHE. It is likely that the key features of the system of motivation for future family doctors are the need to gain and expand professional knowledge that is reflected in the interest of doing business with the use of web technologies.Within the framework of the scientific substantiation of the first pedagogical condition, one should rely on the research of domestic and foreign scholars (V. Bykov (2011), R. Gurevich, M. Kademiya, L. Shevchenko (2012), M. Kademiya, I. Shakhina (2007), N. Kononets (2015), E. Patarakin (2007), T. O'Reilly (O'Reilly, 2005), S. Khrastinsky (Hrastinski, 2007), V. Chang, H. Abu Amara, J. C. Shenford (Chang , Abu-Amara, Sanford, 2010), R. Ramanaou (2009), Miller Miller (2008), Holzner (2009)) devoted to Web 2.0 Web Services, a thorough analysis of which made it possible to conclude that the potential of the second generation of services Web 2.0 is now the basis not only for p scrolls on the Internet, allowing all interested to use Internet resources for training purposes, educational solve various tasks encourage students to independently acquiring knowledge, but also a powerful resource motivation future family physicians to use web technology careers.

scholarly journals Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students

2020 ◽  
pp. 142-153
Author(s):  
S.V. Bredikhina
Keyword(s):  
Primary School ◽  
Professional Competence ◽  
Material Selection ◽  
School Teacher ◽  
Effective Means ◽  
Primary School Teacher ◽  
Future Teachers ◽  
Professional Activities ◽  
Ability To Act ◽  
Didactic Material

The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.

Preschool Teachers’ training, beliefs and practices concerning mathematics in pre-schools in the UK: implication for education and practice

2021 ◽  
Author(s):  
Hiwet Mariam Costa ◽  
Laura Ann Outhwaite ◽  
Jo Van Herwegen
Keyword(s):  
Online Survey ◽  
Classroom Practices ◽  
Preschool Teachers ◽  
Early Years ◽  
Learning And Development ◽  
Early Mathematics ◽  
Beliefs And Practices ◽  
The Uk ◽  
Teachers Training ◽  
First Time

The preschool learning environment is vital for young children’s learning and development. This study reports, for the first time in the UK, an online survey of 83 preschool practitioners’ perceptions, classroom practices, and beliefs towards mathematics. Surveyed preschool practitioners rated life skills and literacy as more important than mathematics. They reported implementing activities focused on literacy in their daily classroom routine significantly more frequently than mathematics. Mathematics activities were typically formal, despite the belief that children learn mathematics best through play. Finally, preschool practitioners’ confidence and beliefs towards mathematics were associated with overall frequency of and perceived importance of mathematics in the early years, respectively. This highlights the need to enrich preschool practitioners’ awareness, knowledge, and confidence surrounding early mathematics to improve provision and raise attainment. This has important implications for addressing potential challenges as part of current proposed changes to the framework guiding early years practice in the UK.

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