The main directions of introducing bachelors-future teachers to research activities

2021 ◽  
pp. 100-105
Author(s):  
Larisa T. Zembatova ◽  
Ilona U. Puhaeva
Keyword(s):  
Professional Training ◽  
Successful Implementation ◽  
Future Teachers ◽  
Higher Education System ◽  
Economic Progress ◽  
Research Activities ◽  
Creative Initiative ◽  
Postgraduate Studies ◽  
Scientific Practical ◽  
The University

The article actualizes the problem of introducing bachelors-future teachers to research activities. Today, in connection with the reform of the higher education system, increased attention is paid to the competence of future teachers. Society requires a competent, creative, initiative, independent specialist, competitive in the labor market, able to develop ideas and find non-standard solutions to professional problems. For the most successful implementation of the goals of professional training of future specialists in a pedagogical university, research activities should become an integral part of it. Thus, the provisions of the Bologna Declaration speak about the fundamental nature of education, the focus on training specialists who are able to engage in science. Socio-economic progress is impossible without science. The authors, having analyzed the scientific and methodological literature on the problem of introducing bachelors-future teachers to research activities, identified the most effective areas that improve the quality of this process. Among them, the authors include: the use of the research principle in the process of training future teachers; the implementation of the project-research model of “learning through action”; the construction of training based on a competence-based approach; their involvement in the research space of the university. The article describes the main types of research activities in which future teachers can be involved in order to form research skills. These are: a pedagogical workshop; an experimental platform; participation in scientific, practical, theoretical and pedagogical conferences, seminars; compilation of a reference book, dictionary, thematic collections (together with teachers); writing articles in collections, magazines, newspapers; preparation of reports, speeches; development of abstracts on topical topics; conducting diagnostic studies; studying at the master’s degree, and then postgraduate studies, job application ( long-term plan).

scholarly journals METHODOLOGICAL CULTURE OF THE UNIVERSITY TEACHER AS A COMPONENT OF IT’S PROFESSIONAL AND PEDAGOGICAL CULTURE: FORMULATION OF THE PROBLEM

2021 ◽  
Vol 1 (194) ◽  
pp. 208-213
Author(s):  
Nadia Kaida ◽  
◽  
Nataliia Pasyk-Kosarieva ◽  
Antonina Rozum ◽  
◽  
...  
Keyword(s):  
Interpersonal Communication ◽  
Creative Thinking ◽  
Professional Training ◽  
Active Role ◽  
Communication Process ◽  
Successful Implementation ◽  
Higher Education System ◽  
Teacher Student ◽  
High Level ◽  
The University

The article focuses on the problem of forming of the university teacher’s methodological culture. Modernization and reorganization of the national higher education system requires teachers who have deep professional and methodological knowledge, have a high level of formation of methodological culture, have an active professional position and a creative style of activity. The analysis of approaches of scientists concerning essence of methodological culture is implemented. The author's position on the interrelation and interdependence of the formed high level of teacher’s methodological culture and the teacher’s readiness to carry out it’s methodological activity at a high level is substantiated. The formation of the methodological culture of freelance teachers involves the content of professional training of future teachers on the formation of values necessary for interactive teaching and the appropriate orientation of the individual, self-improvement, self-determination, and at the same time focuses on innovative experience for successful implementation as, in particular, methodological activities. and in general the professional pedagogical activity of the teacher. In the methodical activity of the teacher of ZVO it can be reflected in real practice of professional preparation of students: new methods of teaching, new ways of diagnostics of quality of training of students, development and use in initial process of author's methodical products, etc. Also, formed at a high level methodological culture of the teacher will be reflected in pedagogical communication in the system «teacher - student (students)», for example, in finding new communication tasks, new means of activating interpersonal communication of students during classes, new forms of student communication. process of group work, pedagogical interaction of the teacher with students on the basis of co-creation and commonwealth. In the personal sphere it is shown in definition by the teacher of individual ways of the professional development, construction of the program of self-improvement. As a result, the teacher, basing his practical activity on the basis of creative thinking, creative approach to teaching, self-improvement, begins to play an active role in regulating their professional activities.

ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK

2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  
Keyword(s):  
Professional Training ◽  
Large Scale ◽  
Educational Process ◽  
Educational Organizations ◽  
Spiritual Renewal ◽  
Future Teachers ◽  
Leading Role ◽  
Public Consciousness ◽  
The University ◽  
High Degree

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

PROFESSIONAL TRAINING OF FUTURE SCHOOL TEACHERS FOR MANAGING YOUNGER SCHOOLCHILDREN’S RESEARCH AND PROJECT ACTIVITY

2018 ◽  
pp. 14-19
Author(s):  
Polina Viktorovna SMIRNOVA ◽  
Yulia Aleksandrovna SEREBRENNIKOVA
Keyword(s):  
Cognitive Abilities ◽  
Professional Training ◽  
Independent Research ◽  
School Teachers ◽  
Project Activity ◽  
Research Activities ◽  
Moscow City ◽  
Training Research ◽  
High Level ◽  
The University

We present the experience of reflexive activity approach to the preparation of future teachers to work on the management of project and research activities of younger schoolchildren. The theoretical basis of the research conducted at the university school of the Moscow City University is revealed. The description of an empirical stage of research of process of acquisition by bachelor degree students of the important labor functions focused on development of cognitive interests and cognitive abilities of younger schoolchildren is stated. The described program includes several interrelated blocks: theoretical block of the course “Research and Project Activities of Schoolchildren”, training research abilities, independent research practice of students and monitoring research activities of students. The experiment showed a high level of readiness for the management of research and project activities of younger schoolchildren. In addition, the generalized reflective data obtained during the training of students of different courses. As a result, we discovered that the training of students in the framework of reflexive activity approach creates conditions for the formation of future teacher’s competencies, the most popular in the modern labor market, the so-called “future skills”: general research skills; critical thinking; communication skills; teamwork skills; creative approach; skills in situations of uncertainty and risk.

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals Teaching of bachelors of pedagogical education to the implementation of design and research activities in the conditions of digitalization of the school

2021 ◽  
Vol 18 (2) ◽  
pp. 115-127
Author(s):  
Sergei D. Karakozov ◽  
Natalia I. Ryzhova ◽  
Natalia Y. Koroleva ◽  
Elena V. Filimonova
Keyword(s):  
Higher Education ◽  
Science Teacher ◽  
Professional Training ◽  
Education Institution ◽  
Practical Experience ◽  
Federal State ◽  
Future Teachers ◽  
Education Standards ◽  
Research Activities ◽  
State Education

Problem and goal. In the context of digitalization of school education and update of requirements of Federal State Education Standards to implementation of project and research activities of school children the relevance of development of professional training of bachelors of pedagogical education in higher education institutions is substantiated. Methodology. As a summary and systematization of the accumulated practical experience of project-based teaching as well as its scientific and methodological analysis, training of bachelors of pedagogical education for project and research activities based on cross-subject interaction is described. Results. The examples for training of future teachers in project and research activities by use of cross-subject interaction in higher education institution are provided. Conclusion. The need to develop bachelors of pedagogical education - future teachers - in fundamental, technological skills to solve subject and cross-subject tasks using means of digitalization and digital educational resources in the context of professional interaction between subject teachers and computer science teacher is proved.

scholarly journals ON THE PROBLEM OF INVOLVING TEACHERS IN RESEARCH ACTIVITIES

2021 ◽  
pp. 92-96
Author(s):  
Светлана Ивановна Поздеева
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
The Other ◽  
Self Organization ◽  
Educational Content ◽  
Educational Innovations ◽  
Research Activities ◽  
The One ◽  
The University ◽  
High Degree

Ставится вопрос о том, как вовлекать преподавателей педагогического университета в исследовательскую деятельность и применять результаты этой деятельности в образовательном процессе вуза. Показано, чем вовлеченность как высшее проявление субъектности человека отличается от активности. Выделены два уровня вовлеченности: уровень участия в деятельности и уровень влияния на ее содержание, протекание и результаты. Обоснованы сложности, возникающие у преподавателя, который пытается продолжать заниматься наукой после защиты диссертации. Это противоречие между высокой степенью исследовательской свободы и автономности, с одной стороны, и необходимостью ответственности и самоорганизации в исследовательском поиске – с другой. Выделены факторы, определяющие вовлеченность в исследование: исследовательская «зоркость», участие в образовательных инновациях и изучение их эффектов, постоянная обратная связь педагога со студентами для корректировки профессиональных проб и усиления их образовательных результатов. Делается вывод о необходимости и возможности преподавателей влиять на формирование актуальной научной повестки и тем самым обогащать образовательное содержание профессиональной подготовки будущих педагогов. The question is raised about how to involve teachers of a pedagogical University in research activities and apply the results of this activity in the educational process of the University. It is shown how involvement as the highest manifestation of human subjectivity differs from activity. Two levels of involvement are identified: the level of participation in the activity and the level of influence on its content, course and results. The author substantiates the difficulties that arise for a teacher who tries to continue studying science after defending his dissertation. This is a contradiction between a high degree of research freedom and autonomy, on the one hand, and the need for responsibility and self-organization in research search, on the other. The factors that determine involvement in research are highlighted: research “vigilance”, participation in educational innovations and studying their effects, constant feedback from the teacher with students to adjust professional tests and enhance their educational results. The author draws attention to the fact that one’s own research trajectory can be interpreted as a kind of educational trajectory of a University teacher. It is concluded that it is necessary and possible for teachers to influence the formation of a relevant scientific agenda for them and thereby enrich the educational content of professional training of future teachers.

scholarly journals Analysis of the Possibilities of the Initial Teachers Education Programs for The Development of Inclusive Competencies

2021 ◽  
pp. 251-272
Author(s):  
Lejla Muratović ◽  
Amer Ćaro
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Education Program ◽  
Analysis Procedure ◽  
Initial Teacher Education ◽  
Future Teachers ◽  
Education Programs ◽  
Inclusive Practice ◽  
The University

The implementation of inclusive education in practice results in greater complexity of the teacher's role, andpre-professional teacher's training imposes new approaches, values and expectations. The initial education is the first step in teachers’ professional training. Training of future teachers for competent performance in the field of inclusive practice should be one of the priorities in the development of curricula and programs of initial teacher's education. The aim of this research was to determine the possibilities of initial teacher's education for the acquisition and development of inclusive competencies. To obtain the necessary data, we used the documentation analysis procedure. We analyzed the initial teacher’s education programs at the University ˝Dzemal Bijedic˝ of Mostar, the University of Tuzla and the University of Zenica. The analysis of initial teacher’s education programs showed inconsistencies in the number and representation of subjects relevant to inclusive education at three universities in Bosnia and Herzegovina, lack of cross-curricular approach to inclusive education, and lack of integration of theoretical and practical participation in curricula intended for the development of inclusive competencies. The obtained results imply the direction of changes within the initial teacher education program that would lead to the more efficient acquisition of inclusive competencies of future teachers.

scholarly journals Professionally-oriented tasks in the formation of competencies in the field of students’ research activities

2021 ◽  
Vol 14 (33) ◽  
Author(s):  
Yulia Alexandrovna Kireeva
Keyword(s):  
Professional Training ◽  
Research Work ◽  
Academic Disciplines ◽  
Federal State ◽  
Special Importance ◽  
Sound System ◽  
Higher Education System ◽  
Professional Activities ◽  
Research Activities ◽  
State Educational

Due to the introduction and implementation of the requirements of the third-generation Federal State Educational Standards, the importance of students' involvement in research activities during their studies has increased. Currently, special importance in the higher education system is given to the issues related to the organization of such work with students. Having mastered the principal educational program, graduates should be ready to carry out professional activities in the field of applied research, as well as to solve various research tasks. To do this, the graduates must have a certain set of competencies, formed in various ways and methods in the course of professional training. One of the best ways to form competencies both in the field of future profession and research activities is professionally-oriented tasks. As a rule, such tasks are offered to students starting from the first year. Gradually, the level of complexity of the tasks increases, and to solve such tasks, senior-year students need knowledge across multiple disciplines. The article presents a list of academic disciplines, whose study using various forms can train and develop various competencies, including research ones. Universities regularly involve students in research work. However, at present, an appropriate pedagogically sound system of continuous involvement of students in this work is required.

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