scholarly journals Mastering the basics of pedagogical skills as a pedagogical condition of forming the professional thinking culture of the prospective teachers

2021 ◽  
pp. 110-121
Author(s):  
Larysa Kovalchuk ◽  
Keyword(s):  
Prospective Teachers ◽  
Professional Growth ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Integrative Model ◽  
Pedagogical Training ◽  
Teacher Skills ◽  
Literary Sources ◽  
Pedagogical Skills

The article clarifies theoretical, methodological, organizational and methodical, practical, diagnostic-corrective aspects of studying the issue of students mastering their basic pedagogical skills. It is viewed as a pedagogical condition for forming the culture of the prospective teachers’ professional thinking. The author substantiates methodological approaches (systemic, synergetic, activity-based, personal, culturological, competence-based) in the basis of the research tasks and analyses scientific literary sources to identify the essence of pedagogical skills. In the study, pedagogical skills are considered as an integrated set, the triad of the terms “teacher-pedagogical skills-skillsˮ. By pedagogical skills, the author means a dynamic unity of personal qualities, values, professional competence, developed pedagogical abilities and experience, which contribute to the creative activity, successful professional growth and self-realization of a teacher. The integrative model described in the article, represents the structure of pedagogical skills. It is determined that the structural components of pedagogical skills are humanistic orientation, professional competence, pedagogical technique, pedagogical abilities and pedagogical experience. On the example of professional and pedagogical training of the students in the Faculty of Chemistry, the author presents the content, methods, and organizing forms of educational process, which ensure students’ mastery of basic pedagogical skills. They are mainly developed at various pedagogical courses, methodology of teaching or teaching practice in higher education institutions. Certain criteria and indicators determine the levels of studentsʼ acquisition of pedagogical skills. They were defined during the pedagogical experiment conducted at the Faculty of Chemistry. Keywords: pedagogical activity, teacher, skills, pedagogical skills, professional skills, culture of professional thinking.

scholarly journals Factors Facilitating Teacher’s Professional Competence Development

Linguaculture ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 103-112
Author(s):  
Alyona Shyba
Keyword(s):  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Foreign Language Learning ◽  
Interactive Methods ◽  
Personality Factor ◽  
Teaching Staff ◽  
Affective Factors ◽  
The Impact

The objective of the article is to further study the concept “teacher’s professional competence” as well the ways of its formation. The research was conducted among the students as prospective teachers, and teaching staff of Yuriy Fedkovych Chernivtsi National University. The analysis of the research helped prove the essential role of some factors in the professional development of future teachers. In particular, such factors as knowledge of the teaching subject, knowledge of effective teaching methods and skills to implement them, the importance of teaching practice, the personality factor, teacher’s self-education were singled out. Therefore, the paper aims to outline a few ideas on how to ensure the implementation of the above-mentioned considerations. We also dwell upon the impact of the human behavior on the process of foreign language learning and teaching. That is why knowledge about affective factors is consequential in the academic process and using some interactive methods can also help lower the affective filter. Types of motivation and ways to enhance it are described in the paper too.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals Future Military Pilots’ Professional Competence Formation

2020 ◽  
Vol 12 (4) ◽  
pp. 357-368
Author(s):  
Tetiana Plachynda ◽  
◽  
Roman Nevzorov ◽  
Liliya Baranovska ◽  
Pavlo Onypchenko ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Armed Conflicts ◽  
Educational Institutions ◽  
Control Group ◽  
Initial Stage ◽  
Literary Sources ◽  
Military Pilots ◽  
Tactical Knowledge

The article foregrounds the need for future military pilots’ professional competence formation taking into consideration the growing amount of armed conflicts. The analysis of the literary sources indicates that scientists are interested in improving the professional training of future military pilots, but not enough attention is paid to the formation of professional competence of these specialists. Our research set a goal to experimentally test the singled out organizational and pedagogical conditions for future military pilots’ professional competence formation (interdisciplinary integration with the goal of future military pilots’ tactical thinking forming; the use of simulator-based training to practice different types of combat flights by future military pilots; making use of operational pilots’ experience and analysis of combat employment of aviation for the purpose of updating air-tactical knowledge and improving air-tactical training of future military pilots) whether they contribute to the effective formation of the abovementioned definition. The experiment involved 227 persons (undergraduate future military pilots (20–22 years old)), the experimental group consisted of 127 persons, the control group made 100 persons. These groups were qualitatively homogeneous at the initial stage of the experiment. The implementation of distinguished organizational and pedagogical conditions into the educational process of higher military educational institutions provided an opportunity to effectively shape the professional competence of future military pilots, which is confirmed by the methods of mathematical statistics. Thus, the conducted scientific search confirms the effectiveness of proposed conditions of future military pilots’ professional competence formation.

scholarly journals Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

2021 ◽  
Vol 23 (3) ◽  
pp. 156-182
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
People With Disabilities ◽  
Educational Process ◽  
Integrative Model ◽  
Teaching Staff ◽  
Disabled Students ◽  
University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

scholarly journals CURRENT REQUIREMENTS FOR THE COMPETITIVENESS OF THE HIGHER EDUCATION TEACHER

2020 ◽  
pp. 35-37
Author(s):  
O. Poliak
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Aspect ◽  
Professional Self ◽  
Amount Of Knowledge ◽  
High Level

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

FROM THE EXPERIENCE OF IMPLEMENTING LESSON STUDY IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

2021 ◽  
Vol 69 (1) ◽  
pp. 36-48
Author(s):  
Zh.M. Maigeldiyeva ◽  
◽  
R.Kh. Kurmanbayev ◽  
U.B. Kojanbayeva ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Lesson Study ◽  
Professional Competence ◽  
Educational Process ◽  
Joint Work ◽  
Pedagogical Skills ◽  
The University ◽  
Student Audience

The authors of the article emphasize that in modern conditions the demand for a social, creative person who is able to independently make decisions and be personally responsible for their implementation has increased. The importance of the process of forming professional competence among teachers has objectively increased. In the article, the authors talk about the experience of introducing Lesson study into the educational process of the university in order to improve. Teaching methods, improve the pedagogical skills of teachers and other continuous professional development. Lesson study is considered as a special form of research in action directly in the student audience and aimed both at improving the quality of students' knowledge through the joint work of teachers, and the results are analyzed. The conclusion is made about the need to use this approach in university practice.

scholarly journals FORMATION OF STUDENTS' PROFESSIONAL READINESS ON THE BASIS OF INNOVATIVE WAYS OF COOPERATION IN THE CONDITIONS OF UZBEKISTAN (BY THE EXAMPLE OF FUTURE TEACHERS)

2020 ◽  
Vol 01 (01) ◽  
pp. 15-25
Author(s):  
Khusan Abdurakhimovich Umarov ◽  
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Factors Affecting ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of vocational training of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals Information and Communicative Competence Development in Prospective Teachers

2021 ◽  
Author(s):  
Fetnani Cecilia
Keyword(s):  
International Relations ◽  
Prospective Teachers ◽  
Learning Process ◽  
Professional Competence ◽  
Teaching Profession ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Organization Effectiveness ◽  
Basic Competencies ◽  
The Right

The article discusses role of teaching by taking into account modern features in the teaching profession, in the process of improving the prospective teachers’ professional competence, and the learning process organization. Effectiveness of the competence formation in prospective teachers determined by the qualitative criteria, the relevance of which relates to the educational process content and pedagogical conditions. Implementation of pedagogical activities following the principles and competent approaches to person-centered learning, new teaching methods used in pedagogical practice, plans of proposed methods for basic competencies formation in teachers, analysis effectiveness of decision making in certain pedagogical situations were discussed. Socialimplications in this study are resulted in society development changes, mainly the problem of globalization, the growth of the strategic direction of the market economy, changes in international relations and modern requirements for the teaching profession, ability to organize humanization processes, the ability to strengthen international relations, interpersonal and intercultural ties, etc., in-depth training, taking into account the above-mentioned modern requirements in the formation of the ICT competence in prospective teachers. The practical meanings associated with the learning process organized in a systematic way, where students will be able to create new ideas, further develop mentally and gain professional knowledge through a variety of activities, and gain experience in using the obtained skills in the right situations.

Sign in / Sign up

Export Citation Format

Share Document