scholarly journals SKILLS OF THE 21st CENTURY IN THE CONTEXT OF QUALITY ASSURANCE OF TEACHER PROFESSIONAL TRAINING

2020 ◽  
pp. 28-33
Author(s):  
L. Kuzemko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Professional Training ◽  
Cognitive Activity ◽  
Scientific Research ◽  
Education Institution ◽  
Basic Medium ◽  
Higher Education Institution ◽  
Digital Skills

The article deals with the problem of quality of professional training. It emphasizes the importance of the 21st century skills developmentamongfuture teachers to ensure quality pedagogicaltraining. The results of theoretical study of normative documents in the field of higher education in Ukraine and foreign works on the formation of general and professional competencies of primary school teachers and educators of preschool education are disclosed. As a result of scientific research, the skills that provide competence training for students of pedagogical specialties in a higher education institution have been identified, in particular: critical thinking, digital skills and cooperation skills. The problem of training teachers of preschool and primary institutions, the content of the current professional standards, the European reference system on key competencies for lifelong learning are studied. The results of the questionnaire survey of 1st-4th year students of specialties and teachers-practitioners are summarized in order to determine the necessary skills and abilities for a modern teacher. The results of diagnostics of the formation of digital skills, interaction skills and critical thinking in first-year students of the Pedagogical Institute of Borys Grinchenko Kyiv University are presented. According to the selected criteria of personal and professional self-development of the teacher (value-motivational, cognitive, activity), the levels (basic, medium and high) and indicators of formation are determined. The levels of their formation are defined: basic (digital skills — 28 people, critical thinking — 52 people, skills cooperation — 23 people); medium (digital skills — 29 people, critical thinking — 24 people, cooperation skills — 34 people); high (digital skills — 21 people, critical thinking — 2 people, cooperation skills — 21 people). The results of studying the qualifications of future teachers of primary and preschool institutions of the 21st century are generalized and the need for purposeful and systematic work on their formation is substantiated. Scientific research examines practical experience in the development and implementation of content-methodological support for the formation of skills of students of pedagogical specialties in a higher education institution.

Ways to increase student’s cognitive activity in higher education institution

2020 ◽  
Vol 77 (1) ◽  
pp. 37-41
Author(s):  
Eduard Skibitsky ◽  
◽  
Nazgul Ramazanova ◽  
Aizhan Baidildina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Cognitive Activity ◽  
Education Institution ◽  
Higher Education Institution

Portfolio As Students’ Research Skills Development Method

2015 ◽  
Vol 4 (1) ◽  
pp. 10-13 ◽  
Keyword(s):  
Higher Education ◽  
Cognitive Activity ◽  
Education Institution ◽  
Self Organization ◽  
Skills Development ◽  
Higher Education Institution ◽  
Research Skills ◽  
Development Method ◽  
Activity Organization

Analysis of pedagogical technologies which promote students’ cognitive activity organization with further self-organization has showed that the portfolio is such pedagogical technology which promotes higher education institution students’ research skills development, as this technology involves students in search process, forms abilities to use the science for reasoning and improvement of their future practical activities.

scholarly journals Value-intentional strategies of psychological adaptation to the professional environment

2019 ◽  
pp. 77-82
Author(s):  
Valeriy M. Golyanich ◽  
Aleksandr F. Bondaruk ◽  
Ol'ga V. Khodakovskaya
Keyword(s):  
Higher Education ◽  
High Efficiency ◽  
Cognitive Activity ◽  
Education Institution ◽  
Psychological Adaptation ◽  
Higher Education Institution ◽  
Social Success ◽  
Professional Environment ◽  
Intentional Strategies

The paper analyses the value-intentional mechanisms and strategies of psychological adaptation to the conditions of the professional environment of a military higher education institution. The results allowed the authors to identify two strategies, including non-specific (universal) and specific (unique) mechanisms. Nonspecific mechanisms are inherent in both strategies, arise in all respondents and have manifestations by neutralisation of fears, actualisation of social success and value-intentional destabilisation. Specific mechanisms are different in individuals with low and high efficiency of adaptation: the first there is a weakening of group-centric intentions and enhanced hedonistic-egocentric distancing; the second noted group-centric cohesion and activation of cognitive activity.

Designing a Content Component of Methodical Training of Future Teachers in the Conditions of Implementation of the New Standards

2018 ◽  
Vol 6 (2) ◽  
pp. 32-38
Author(s):  
Ольга Тумашева ◽  
Ol'ga Tumasheva
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Basic Unit ◽  
Educational Standards ◽  
Future Teachers ◽  
Higher Education Institution ◽  
New Approaches ◽  
Younger Generation ◽  
Special Relevance

In the conditions of implementation of new educational standards special relevance was acquired by researches of problems of preparation of the pedagogical shots which are capable to realization of new approaches to training of younger generation. Methodical training of future teachers is a backbone component of pedagogical education. Despite essential interest of scientists in a problem of improvement of methodical training of future teachers in pedagogical higher education institution and the considerable results received so far it is possible to note that in substantial aspect the allocated problem still is completely not solved that causes relevance of this article. Author’s approach to projection of content of methodical preparation in the conditions of implementation of new educational standards is presented in article. The main projection stages of a substantial component of methodical preparation are described. Urgent types of methodical activity are allocated. As the basic unit of content of methodical preparation is considered professional training tasks is considered. The requirements to system of professional training tasks are formulated. The examples of professional training tasks are given.

scholarly journals The methodology of cognitive activity as the basis for developing children’s evaluative and controlling actions

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 120-128
Author(s):  
Alla Bogush ◽  
Irina Sarajeva
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Cognitive Activity ◽  
Education Institution ◽  
Educational Activity ◽  
The Future ◽  
Controlling Actions ◽  
Future Education ◽  
The Impact ◽  
Education Managers

Relevance. The current changes in the field of education require the systematic updating of educational and professional training programs intended for future managers, the developing of new competences and the using of innovative training technologies, which confirms the significance and necessity of the dominance of practice-oriented training in the training of modern education managers who must be competitive on the labour market . The purpose of the article is to identify the features of the practice-oriented training as a means of professionalisation and to justify the specifics of its implementation into the system of professional training aimed at future education managers. Research Methodology. These theoretical methods were used in the study: analysis, generalisation and systematisation of scientific literature in order to clarify the concepts “professionalisation”, “professionalism” as well as the features of the practice-oriented training; to identify the specificity of the training aimed at the future education managers at an institution of higher education. In addition, questionnaires were used as a method of empirical research to identify the difficulties experienced by the future education managers in the period of their professional training within Master programmes. It has been proved that the professionalisation of the future education managers is a process of professionalism development. The authors have generalised the twelve-year experience of the Department of Educational Management and Public Administration of Ushynsky University in training future education managers to use a practice-oriented approach; to consider the challenges of today and the modern requirements set as a result of the reforms and innovations; to improve the content and to choose training tactics, taking into consideration corresponding teaching / learning forms, methods and tools which provide for the ability to autonomously make decisions under conditions of uncertainty, identifying risks, the impact of internal and external factors on the development of a higher education institution in the period of changes. The necessity to use the information-factual base of reasonably expected situations in the process of the future education managers’ independent educational activity has been substantiated since it promotes the development of higher education seekers’ individual abilities, the creation of conditions for their active, fruitful educational and cognitive activities and provides for creative use of organisational forms and methods.

scholarly journals Communicative Competence in Training Future Language and Literature Teachers

2020 ◽  
Vol 9 (29) ◽  
pp. 530-541
Author(s):  
Ihor Halian ◽  
Olena Halian ◽  
Liudmyla Gusak ◽  
Halyna Bokshan ◽  
Ihor Popovych
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Professional Training ◽  
Communicative Competence ◽  
Personality Development ◽  
Education Institution ◽  
Higher Education Institution ◽  
Language And Literature ◽  
Fear Of Rejection ◽  
Affiliation Motivation

The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence. The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance.

scholarly journals ADAPTATION OF STUDENTS TO RESEARCH AND PROFESSIONAL ACTIVITIES BASED ON THE USE OF THE UNIVERSITY HACKATHON ECOSYSTEM

Management ◽  
2022 ◽  
Vol 34 (2) ◽  
pp. 62-76
Author(s):  
Iryna Goncharenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Social Institutions ◽  
Education Institution ◽  
Scientific Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Design Assessment ◽  
Research Activities ◽  
The University

BACKGROUND AND OBJECTIVES. For student youth the process of entering the profession and harmonization of interactions with professional environment and future professional activity is the key moment of life activity. This process, according to the majority of modern researchers, is a certain complexity and contradiction both for students and for higher education institution, as well as social institutions and organizations acting as social customers.METHODS. The study of the process of adaptation of student youth to research and professional activity was carried out on the basis of the Kyiv National University of Technologies and Design. Assessment of students' expectations regarding studies, the level of students' awareness of the future professional and scientific activity was carried out with the help of the University Hackathon Ecosystem toolkit. Processing of the obtained results of the survey was carried out on the basis of the "Methodology of research of students' adaptability to dual education in higher education". The methodology includes two scales: adaptability to professional activity and adaptability to research activity.FINDINGS. The following directions of training are distinguished: professional, social and research, as well as stages of adaptation to professional training: learning identification, learning-professional activation, professional-value reflection. Integration of these directions allows us to organize activities that ensure formation of necessary professionally important qualities (competences) in students (graduates), agreed with potential employers and demanded by the corresponding profession. The conducted experiment on the basis of Hackathon-ecosystem of the university was carried out taking into account the directions of training and their corresponding adaptation criteria: professional direction – activity-result and motivation-value criteria; humanitarian – communication-professional criterion; research – personal-creative criterion.CONCLUSION. Students' adaptation to future professional and research activities can be defined as one of the most urgent social problems at the pre-production stage. This is due to the fact that the student spends one of the main periods of his life in a higher education institution, since it is at this time he is formed as a professional and as a person, masters the necessary competencies in order to achieve a certain professional and research level. At this stage the professional intentions of the individual and the requirements of the profession come into alignment, i.e. there is an adaptation to professional and research activities.

scholarly journals Art Education in Latgale in the 20th-21st Century

2013 ◽  
pp. 186
Author(s):  
Vladislavs Paurs
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Art Education ◽  
21St Century ◽  
Education Institution ◽  
Teaching Staff ◽  
Higher Education Institution ◽  
Art And Design ◽  
Applied Art ◽  
Art Schools

In his paper the author deals with the origin of art education and the ways of its development in Latgale. The first significant art school was founded in Daugavpils in the 1920s and operated till the middle of the 20th century. After changing the statehood of Latvia during World War II it was reorganized into a vocational school and was closed in the post-war period. In the 1950s due to the initiative of Latgalian culture enthusiasts there was opened Rezekne Branch of Riga Secondary School of Applied Art. The school is still existing and functioning nowadays as a Secondary School Of Design and Art. In 1990 there was observed a significant change in art education when there was opened the first higher education institution of art in Rezekne – Latgale Branch of Art Academy of Latvia. Later on in 1992 in Daugavpils there was renewed “Sun School” and in 1996 at Daugavpils University there was founded the Art Department. In 2006 the first students of design programs were enrolled into the Faculty of Education and Design of Rezekne Higher Education Institution. Opening of art schools contributed to: - increase of cultural and educational level in Latgale; - development of skills in obtaining crafts of applied arts; - facilitation of the art's understanding in the society; - creation of opportunities to organize art education in Latgale. Existence of art schools encouraged: - to improve education of teachers and lecturers and develop creative skills; - to motivate students to participate in cultural activities and exhibitions; - to improve and develop the traditional types of Latgale applied art in a creative way. Art education in the 20th-21st Century gave opportunities: - to obtain higher education in art in Latgale, acquire new professions in the field of art and design; - to improve competences of teaching staff in exhibitions, workshops, conferences, projects; - to increase the creative-scientific level of lecturers by participation in international exhibitions and conferences; - to cooperate with universities in Latvia and abroad, exchange art exhibitions of their students and lecturers. In the 20th-21st Century there is a wide vocational network of art schools in Latgale. There are established two art secondary schools and three higher education institutions where artists or designers can acquire the appropriate education.

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