scholarly journals USING E-COURSES TO ENHANCE THE FUTURE TEACHERS` DIGITAL COMPETENCE

2018 ◽  
pp. 44-62
Author(s):  
Oksana Buinytska ◽  
Svitlana Vasylenko
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Joint Research ◽  
Scientific Publications ◽  
Laboratory Staff ◽  
Steam Education ◽  
E Learning

The article presents the experience of developing the digital competence level as one of the main components of future teachers’ success, including the implementation of STEAM education in the educational process of secondary education institutions. An overview of modern scientific publications was performed, mainly published by foreign researchers and also by researchers from Ukraine, which define the concept of digital competence, reveal different approaches to determine the level of digital competence of future specialists using the digital competence wheel; STEAM education and digital competence communication, formed enough to integrate STEAM principles into the educational process of secondary education institutions. The author presents the results of the implementation e-learning courses, that were developed for key disciplines in the specialization «Management of e-learning in the intercultural space» and joint research of IT in Education Laboratory staff, teachers of the Department of Computer Science and Mathematics and students of the Pedagogical Institute of Borys Grinchenko Kyiv University on training courses to enhance the digital competence of future teachers. The description of the two key disciplines of the e-learning course presents information on the development of integrated, professional and digital competences. While updating the content and selection of teaching methods, the recommendations and articles issued in the framework of the project «Modernization of Pedagogical Higher Education through the Use of Innovative Teaching Instruments» (MoPED) of the EU program Erasmus + KA2 – Development of Higher Education Capacity, No. 586098-EPP- 1-2017-1-UA-EPPKA2-CBHE-JP, JP, which is affiliated with Borys Grinchenko Kyiv University, are included.

scholarly journals Development of Digital Competence in the Training of Future Teachers in Ukraine and China

2021 ◽  
Vol 7 (1) ◽  
pp. 103-112
Author(s):  
Tetyana M. Sobchenko
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Academic Disciplines ◽  
The European Union ◽  
Future Teachers ◽  
Digital Competence ◽  
National Educational Policy

The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

scholarly journals Methods of Formation of Digital Competence of Future Teachers of Art Disciplines in Higher Education Institutions of China

2021 ◽  
pp. 125-137
Author(s):  
Ji Yiping
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Living Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Digital Competence

With the introduction of digital educational technologies, the learning process is changing. Digital technologies are not only a tool, but also a living environment for modern learners, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational routes for students. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities for work, in particular the formation of their digital competence in the digital educational space. In these conditions, the system of pedagogical education should provide training for future teachers of art disciplines, which has a high level of digital competence. The purpose of the article is to reveal the essence of the concept of «digital competence» on the basis of the analysis of scientific literature and to determine the methods of formation of future art disciplines teachers’ digital competence in higher education institutions of China. To achieve the goal of the study, the following research methods were used: analysis of scientific literature, observation, systems analysis, comparative analysis, modeling method, classification method; methods of comparative analysis and analogy, design method; methods of systematization, generalization, logical analysis, analysis of personal experience of teaching and learning, comparison and interpretation of the obtained data. The results of the study show that the digital competence of future teachers of art disciplines consists of four components: motivational-personal (internal and external motives for their future professional activity), cognitive (a set of theoretical knowledge, skills and abilities of future teachers to effectively organize the educational process using digital teaching aids), activity (practical implementation of professional and pedagogical knowledge of a future teacher, his intellectual, cognitive, technical, design and technological skills, necessary skills for effective implementation of digital technologies in the educational process) and reflection-evaluation (ability to analyze and self-analyze, coordination of goals, methods and results, awareness of their style of activity, readiness for their creative change). Conclusions. These components of digital competence of future teachers of art disciplines should be formed taking into account the specifics of professional activity and appropriate methods.

scholarly journals ON THE ESSENCE AND DIFFERENT FORMS OF INTRODUCTION THE PRACTICAL-ORIENTATED TRAINING TO THE TEACHING-LEARNING PROCESS OF THE FUTURE MATHEMATICS’ TEACHERS AT INSTITUTIONS OF HIGHER EDUCATION

2019 ◽  
pp. 78-86
Author(s):  
Helena Sinyukova ◽  
Oleg Chepok
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Learning Process ◽  
General Purpose ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Future Teachers ◽  
Training Material ◽  
The Future ◽  
Teaching Learning

Practical-orientated form of organization of teaching-learning process is one of the modern educational trends for all levels and all directions of education. It is obvious, by this, that such teaching-learning process must have different content and different forms of implementation on various levels and directions of education. The fact is bound up both with the general purpose of education in every separate direction and with age and psychological peculiarities of those who are going through the educational process. The authors consider practical-orientated training on the level of higher education a training directed onto the deliberate application of its results during the subsequent stages of training and during the subsequent professional activities. The authors’ concept of the essence of practical-orientated teaching-learning process for future teachers of mathematics at institutions of higher education is represented in the paper. The concept has been created on the base of analyzing the possible directions of organization of practical-orientated teaching-learning process in mathematics for secondary education institutions students. At the present situation the authors suggest to redistribute credits and training material between subjects of higher mathematics and subjects of elementary mathematics and methods of teaching mathematics at general secondary education institutions in the way that eliminates the incontestable duplication in training material existing at present. By the authors’ opinion, the proposed redistribution will create the necessary pre-conditions for organizing the integrity system of practical-orientated training at the corresponding direction of higher education and will essentially improve the quality of the process of training as a whole. For the suggested concept the possible ways of its implementation to the real teaching-learning process are introduced. For the future teachers of mathematics at institutions of general secondary education it is advisable to begin the process of working out the corresponding experimental Educational Professional Program of training with the purpose of its subsequent approbation in the educational process.

scholarly journals Particular Issues Associated with Preparation of Future Teachers of Physical Education (PE) for Work in Inclusive Education Environment

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 65-73
Author(s):  
Olena Sokolenko ◽  
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Theoretical Foundation ◽  
Educational Process ◽  
Future Teachers ◽  
Training Course ◽  
Education Environment

The article investigates the problem of incorporation of inclusive competencies into vocational preparation of future teachers of PE for work in inclusive education environment. The purpose of the article is a theoretical foundation of inclusive competencies implementation into vocational preparation of future teachers of PE for work in inclusive education environment. Appropriate staffing is of particular importance for inclusive education environment. There is no doubt that inclusive education environment is fostered by teachers, including by the teachers of PE. On our opinion, today not enough attention is paid to the staff preparation capable to work in inclusive education environment. In order to implement inclusive education in secondary education institutions, at first it is required to make changes in the organization of educational process at the level of higher education with an aim to develop inclusive competency of future teachers of PE. We have included inclusive competency into the system of professional competencies components that future teachers of PE must master during their training course and that of importance for work with children with special needs.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

ONLINE E-LEARNING AS AN ACTUAL FORM OF PREPARING STUDENTS FOR FUTURE PROFESSIONAL ACTIVITIES

2021 ◽  
Vol 23 (8) ◽  
pp. 4-10
Author(s):  
Barakhsanova E.A. ◽  
Gotovtseva O.G. ◽  
Smetanina T.A.
Keyword(s):  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
The Arctic ◽  
Primary Data ◽  
Teaching Staff ◽  
Sources Of Information ◽  
Digital Competence ◽  
Network Learning ◽  
E Learning

The article is devoted to the actual pedagogical problem-the development of online e-learning in the conditions of digitalization of modern society. This problem is considered taking into account the increasing importance of electronic educational resources in improving the efficiency of the organization of the educational process in a remote interactive mode. The role and significance of the factors influencing the development of e-learning are presented: technical and organizational and methodological support of the educational process, the appropriate level of digital competence of the teaching staff, personal motivation of students. The results of recent studies conducted among students of the Pedagogical Institute of the North-Eastern Federal University (hereinafter-the University) and the Arctic Institute of Culture and Art (hereinafter-the Institute) for a complete picture of the state of network learning among students studying at the Institute and university, reflecting the main characteristics of the current state of digitalization of education. Based on the primary data of the study, the current problems are identified: the lack of contact interaction between the participants, which determines an individual, differentiated approach; compliance with personal conditions (motivation of the student); access to electronic sources of information; increase in the number of independent tasks in the absence of constant feedback from students, etc. The article reflects the approaches to determining the place of online e-learning in the system of professional training of future specialists using modern technologies in the organization of the educational process. The analysis of the obtained results shows that in order to implement the tasks of network learning, namely, the practical mastery of digital competence, training should be aimed at developing students ' sustainable interest in network learning.

scholarly journals USE OF INTERACTIVE LEARNING METHODS IN THE PROCESS OF PREPARATION OF FUTURE EDUCATORS

2020 ◽  
Author(s):  
God Mihalyuk
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Personal Growth ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Learning To Learn ◽  
Future Teachers ◽  
Interactive Teaching ◽  
Learning Group

In the article essence of interactive teaching methods is explained in the article and the advantages of their application in the educational process of higher education institutions are argued. The importance of the focus of the modern educational process not only on professional but also on personal growth of students is outlined. It is about the need to create conditions for the formation of personality traits such as mobility, ability to integrate into a dynamic society, critical thinking, the ability to generate new ideas, the ability to make non-standard decisions and be responsible for them, communication skills, teamwork skills, skills educational situations, etc. The essence of interactive learning is defined, which consists in mutual learning, group form of organization of educational process with realization of active group teaching methods for solving didactic problems. The peculiarities of using interactive teaching methods in the process of preparation of future teachers are revealed. The essence of the most common interactive teaching methods is considered. Working in pairs is an effective method that involves sharing ideas with a partner and further voicing your thoughts to the audience. It is effective to use the Microphone method to update background knowledge, which enables each student to say something quickly, alternately, by answering questions or expressing their opinion or position. Collective discussion, such as Brainstorming, is at the forefront of the educational process of higher education. The Carousel method is most effective for simultaneously involving all participants in the educational process in active work with different partners to discuss discussion issues. The Learning-to-Learn method enables students to pass on their knowledge to their classmates. The method of projects that determines the acquisition and application of practical skills by students. An important tool for the cognitive activity of future professionals is a discussion that involves broad public discussion of some controversial issue. The role of interactive teaching methods in the process of formation of personal and professional qualities of future teachers is revealed.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

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