scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals Adaptation of students to professional activity through innovative technologies

2021 ◽  
Vol 13 (4) ◽  
pp. 1102-1123
Author(s):  
Pakizat Rakhimgalieva ◽  
Nurgul Serikbayeva ◽  
Perizat Seiitkazy ◽  
Assel Kaishatayeva ◽  
Zhansaya Suleimenova
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Professional Activity ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Innovative Technologies

The aim of this research is to reveal the views of primary school teachers, students and parents on distance education activities during the Covid-19 pandemic period, in order to evaluate the adaptation of students to professional activities through innovative technologies. This research was carried out in qualitative research designs in accordance with phenomenology. The data were collected by the researcher through semi-structured interview forms prepared separately for teachers, students and parents. The participants of the study consisted of 10 primary school teachers, 20 primary school students and 25 parents of students who were working in various primary schools in the city of Shymkent, Kazakhstan in the 2020-2021 academic year and agreed to participate in the research voluntarily. As a result of the research, it has been revealed that the majority of teachers, students and parents find the quality of distance education insufficient, they prefer face-to-face education to distance education, and they encounter many problems in the distance education process. Keywords: Covid-19 pandemic, distance education, education during the pandemic, quality of distance education  

scholarly journals USING WEB QUEST TECHLOGIES IN FUTURE PRIMARY SCHOOL TEACHERS’ TRAINING

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nina Rudenko ◽  
◽  
Denys Shyrokov ◽  
Keyword(s):  
Primary School ◽  
Teaching Method ◽  
Educational Institution ◽  
Educational Process ◽  
Innovative Technology ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Level Of Training

The intensive development of educational technologies is presenting serious challenges to education in Ukraine, which requires to review educational content, forms, teaching methods and technologies for promoting pupils’ cognitive activities, increasing their motivation that enhance the development of professional and key life competencies, which enables to bring up a personality ready for independent creative professional activities. The main innovations in education are interactive technologies along with ICT, therefore there is an urgent need in training future primary school teachers in using those technologies, particularly in organizing educational web quest. The notion of quest, types of quests, quest technologies and the innovating teaching method such as web quest technology are analyzed in the article. The experience in using web quest technology in training future primary school teachers has been examined in Ukraine and other countries. In this work, the peculiarities of using web quest technology are considered and the necessity of using new approaches in training future primary school teachers is substantiated, the advantages of integrating modern internet technologies into educational process, the usage of web quests at lessons and during self-studying are described. The notion of web quest is clarified, its typology is given, as well as the possibilities of using this innovative technology in educational process in a higher educational institution is considered. In the article the practical usage of web quest on the platform Padlet is described, the peculiarities of organizing work based on web quest technology for a teacher and the requirements to a student’s level of training are given. Using web quest technology with the virtual interactive board Padlet in training future primary school teachers is quite an efficient way to develop theoretical and practical competencies of a specialist who will be able to plan their own professional activity and work in a team to achieve the set objectives.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

scholarly journals CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL

2021 ◽  
Vol 32 (1) ◽  
pp. 129-142
Author(s):  
Olga Rybak
Keyword(s):  
Primary School ◽  
Interactive Learning ◽  
Learning Technologies ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Current State ◽  
Interactive Training ◽  
Level Of Use

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

scholarly journals SPECIFICS OF PREPARING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE PROFESSIONAL ACTIVITY IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 235-238
Author(s):  
Halyna Loik ◽  
Vira Vyhrushch ◽  
Nadiya Bryzhak
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Inclusive Education ◽  
New Technologies ◽  
Necessary Condition ◽  
Professional Activity ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Number Of Children

Education reform in Ukraine is a necessary condition for the training of highly qualified specialists. This also applies to inclusive education. Modernization and renewal of the educational system of Ukraine is provided through the introduction of new technologies. It is the latest technologies that contribute to the quality training of primary school teachers. A special place in such training is the training of teachers who are able to work in an inclusive environment. The problem of working with children with abnormalities in physiological and physical development is relevant. Its relevance is explained by the fact that in Ukraine an increasing number of children with various disabilities are born. There are many reasons for this, but teachers need to prepare children for life, for professional realization. Their preparation requires specific methods and tools of teaching and education. Therefore, the aim of the study is to identify effective ways of quality training of future teachers to work in an inclusive environment. The following methods were used to study the readiness of future teachers to work in an inclusive environment: theoretical − synthesis, analysis, generalization; empirical - observations, conversations, questionnaires, testing, interviews, surveys, pedagogical experiment (ascertaining and formative); methods of mathematical statistics (Fisher’s F-test). The results of the study are to determine the specifics of the preparation of primary school teachers to work in an inclusive environment to develop ways to improve such training. The further directions of research: improvement of educational programs, development of modern techniques of the personal plan, developing scenarios of various games.

scholarly journals A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS

2019 ◽  
Vol 17 (2) ◽  
pp. 97-100 ◽  
Author(s):  
G. Terzieva
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
General Education ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Effects

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

scholarly journals КРИТЕРІАЛЬНО-РІВНЕВА СТРУКТУРА ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ЗАСТОСУВАННЯ ЗАСОБІВ ЕЛЕКТРОННОЇ ЛІНГВОМЕТОДИКИ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

2019 ◽  
Vol 69 (1) ◽  
pp. 160
Author(s):  
Inna A. Khyzhniak
Keyword(s):  
Primary School ◽  
Professional Growth ◽  
School Teacher ◽  
Level Structure ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future

The issue of measuring the quality of higher pedagogical education is considered in the article, in particular in the process of training the future primary school teachers. The author studies the structure of the future teachers’ preparedness to use the means of electronic linguomethods in their professional activities through the system of the components of this personal phenomenon, the criteria for revealing each of them, the indicators for their being measured and the levels of their being formed. The theoretical investigation has shown that the structure of the professional growth of future pedagogues is mostly considered in the unity of the motivational, cognitive, operational and evaluating components. Defining and characterising these components in the structure of the preparedness of future primary school teacher to use the means of electronic linguomethods in the professional activities has given the author the opportunity to find out the overall component-level structure of this personal-professional formation, which helps to comprehensively measure the quality of its development in the primary school teachers education. As a result, this structure illustrates the interconnection and subordination of the components of preparedness (motivational-valuable, cognitive, operational-activity, projective); the criteria of their measurement (directedness and aspiration, knowledge, skills and abilities), the indicators of each criterion (professional-personal, acmeological, linguomethodic aspiration and others; theoretical and methodological, linguomethodic, projective-methodical and other knowledge; methodical, motivational and other skills and abilities); the levels of mastery of future primary education specialists preparedness to use the means of electronic linguomethods in their professional activities: intuitive-receptive, reproductive, productive, research-creative. Characterising the level of preparedness of future primary school teachers to use the means of electronic linguomethods in their professional activities as stages of developing the skills of work with the means of electronic linguomethods, the author also tracks the individual regularities of transition from one level to another during studying at the institution of higher education.

scholarly journals MODERN FORMS, METHODS AND MEANS OF TRAINING FUTURE TEACHERS OF THE NEW UKRAINIAN SCHOOL FOR THE DEVELOPMENT OF CREATIVE ABILITIES IN PRIMARY-SCHOOL PUPILS

2020 ◽  
pp. 80-87
Author(s):  
Lyudmila Koroliova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Professional Training ◽  
Educational Activity ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Scholarly Publications ◽  
Creative Abilities

The study is devoted to the problem of training future teachers for the development of creative abilities of pupils during the educational activities in primary school. It is determined that the crucial professional modernization of higher education, the transition to the newest activity paradigm of the pedagogical process guide towards radical redefining of existing ideological strategies and confirmation of new ideological strategies for the training of a new generation of teachers for primary school. They are professionals capable of finding and mastering new knowledge, with the purpose of generating new ideas and initiatives to implement them for improving both their own social status and welfare, and the development of society and the Ukrainian state as a whole. The conceptual foundations of the training of future teachers for the development of creative abilities of pupils of primary schools, as well as the role of this profession in the context of historical development of education are revealed. The contradictions that impede the training of future teachers are outlined. The domestic and foreign experience of primary-school education and the current state of professional training of future specialists of the initial level in Ukraine, European countries and Great Britain are analyzed; the tasks and perspectives of solving the issues of future teachers training for the development of pupils’ creative abilities in educational activities during the process of their professional training are determined. It is proved that the significant potential in solving the above tasks can be found in a creative-oriented paradigm of teaching of future primary-school teachers: the significant strengthening of their professional training, the creation and the construction of a platform on which the interpersonal subject-subject interaction of the teacher and the student will be developed on the principles of «creative development». The analysis of scholarly publications on the subject of the research shows that the readiness of future specialists to develop the creative abilities of pupils in the educational activity of primary school is an important element of the professional formation and professional ascent of future primary-school teachers to the heights of his/her mastery and competence; it is one of the parameters of his/her professional readiness, which significantly influences the effectiveness of the pedagogical process and the results of the specialist’s activity.

scholarly journals Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers

2020 ◽  
Vol 9 (7) ◽  
pp. 377
Author(s):  
Valentуna D. Melash ◽  
Valentin V. Molodychenko ◽  
Volodymyr V. Huz ◽  
Anastasiia B. Varenychenko ◽  
Svitlana S. Kirsanova
Keyword(s):  
Primary School ◽  
Education System ◽  
Teaching Practice ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Education Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Academic Paper

Modernization of education programs is carried out through the digital technologies integration into the education system, in particular, into the primary education system. This leads to the integration of courses and disciplines into curricula for the development of digital competences of future primary school teachers. The purpose of the investigation was to study the features of modernization of education programs in order to form digital competences of future primary school teachers. 48 scientific publications have been examined, studied and systematized, where the integration of disciplines for the study of digital competences into the educational process of teaching future teachers is considered; consequently, three dimensions of modernization of curricula have been investigated. The first one concerns the development of general digital competences, the second one - the competence to integrate technology into educational practice, the third one - professional digital competence. It has been revealed that general digital competences are consistent with the context of the education system. Competence to integrate technologies into teaching practice focuses on the context of integration, preparing future teachers for the opportunity to use technology in future teaching of pupils, critically assess the use and teach children, using digital devices in education process. The academic paper proposes the concept of professional digital competence as the ability of a teacher to work in the context of a school education system with a digital form of education, including the process of teaching, managing digital learning environments and professional activities of a teacher. Further research should additionally explore professional digital competence in the framework of primary teacher education.

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