Preparation of future teachers of pre-school educational institutions to professional self-development

2018 ◽  
pp. 86-90
Author(s):  
О. М. Dobosh ◽  
Keyword(s):  
Educational Institutions ◽  
Future Teachers ◽  
Self Development ◽  
Professional Self

scholarly journals IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART

2021 ◽  
pp. 51-58
Author(s):  
Tetiana Ageykina-Starchenko ◽  
Natalia Chorna
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Cognitive Activity ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Self Development ◽  
Professional Self ◽  
Comparison Of The Results ◽  
Development Of Students

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results. Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

scholarly journals Students’ Multilevel Artistic and Pedagogical Communication Mastering

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Lidiia Ivanivna Lymarenko ◽  
Nataliia Hunko ◽  
Tetiana Kornisheva ◽  
Mykola Pichkur ◽  
Olena Shevtsova ◽  
...  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Role Playing ◽  
Future Teachers ◽  
Self Sufficiency ◽  
Self Development ◽  
Professional Self ◽  
Multi Level ◽  
Theatre Pedagogy ◽  
Characteristic Features

The article substantiates the feasibility of introducing student theatre in the professional training of future teachers on the basis of generalizing the experience of theatre pedagogy. The student theatre is considered as a form of art and pedagogical activity, oriented on personal development, self-development, and improvement of creative abilities of future teachers, formation of professional self-sufficiency by means of multilevel artistic and pedagogical communication in the system of higher pedagogical education. The characteristic features of the phenomenon of “artistic and pedagogical communication” are analysed and considered in two conceptual meanings: artistic and pedagogical. The multi-level artistic and pedagogical communication of the student theatre is defined as the interdependent process of professional training of future teachers, which integrates the internal and external interaction of subjects of artistic and creative activity. In this regard, the multi-level artistic and pedagogical communication of the students' theatre participants is presented as a consistent acquirement of role-playing in the process of certain levels of artistic and pedagogical communication. The characteristics of the levels of artistic and pedagogical communication are divided into: contemplative-oriented, creative-performing, artistic-active, and art studies. The article gives a determination of criteria and corresponding levels of mastering of multilevel artistic and pedagogical communication by future teachers.

MATHEMATICAL TASKS AS A MEANS OF FORMING PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 172
Author(s):  
Tatiana Gavaza ◽  
Svetlana Lebedeva ◽  
Natalya Perkova ◽  
Victoriia Fakhretdinova
Keyword(s):  
Point Of View ◽  
Professional Competencies ◽  
First Year ◽  
Future Teachers ◽  
Mathematical Culture ◽  
Self Development ◽  
Mathematical Problems ◽  
Professional Self ◽  
Special Complex ◽  
The University

An important result of the preparation of the future teacher of mathematics is the formed professional competences. The process of formation should be carried out systematically, starting from the first year. While studying at the university, the foundations of modern mathematical knowledge should be laid, the need for professional self-development and self-education should be formed. The purpose of the study: the development of tools that contribute to the formation and development of professional competencies of students, future teachers of mathematics, in the study of mathematical disciplines. The study analyzed the professional competencies of a mathematics teacher, the components of mathematical culture and established their relationship. The competencies that can be formed during the first year of study are defined. Identified the need to convert standard mathematical problems. Based on the research, a technology for creating special complex problems based on standard mathematical problems has been developed. Tasks consist of two parts: subject (mathematical) and professionally-oriented. Tasks can be used to form subject and professional competencies, diagnose their formation. The article presents the requirements for them, types and examples of tasks. The result of the assignments from the point of view of the formation of subject and professional competences is described. 

scholarly journals Role of foresight sessions in professional self-development of students

2021 ◽  
Vol 12 (35) ◽  
pp. 504-515
Author(s):  
Nikolay P. Dedov ◽  
Elena B. Fantalova ◽  
Olga I. Vaganova ◽  
Anna V. Lapshova ◽  
Vladimir A. Kuznetsov
Keyword(s):  
Professional Competence ◽  
Rapid Development ◽  
Rapid Change ◽  
Educational Institutions ◽  
The Social ◽  
Self Development ◽  
Article Analysis ◽  
Professional Self ◽  
Development Of Students

The rapid development of innovative technologies and the rapid change in the social environment necessitate the search for tools for the formation of professional competence that meet the modern requirements of training students in vocational educational institutions. Purpose of the article: analysis of the implementation of foresight sessions in the professional self-development of students. Methodology: the article presents the dynamics of student participation in foresight sessions, an increase in the number of students over several years, as well as the results of a survey of participants in foresight sessions to determine the advantages of the method. Results: Conducting foresight sessions expands the possibilities of forming the professional competence of future specialists.

scholarly journals The ways of transforming personal qualities into professional qualities in students’ of the educational organization of the system of the Ministry of Internal Affairs of Russia

2019 ◽  
Vol 2019 (2) ◽  
pp. 208-216
Author(s):  
Тамара Журавлева ◽  
Tamara Zhuravleva
Keyword(s):  
Educational Institutions ◽  
Adaptation Period ◽  
Institutions Of Higher Education ◽  
Self Assessment ◽  
Educational Organization ◽  
Self Development ◽  
Professional Self ◽  
Personal Qualities ◽  
Internal Affairs ◽  
Identification Mechanism

The article discusses the development of professional skills in students, as a condition for the training of a police officer. The research is revealed that the main contradiction of professional self-development of students of educational institutions of higher education of the system of the Ministry of Internal Affairs of Russia lays between the requirements of the profession to the specialist’ personal qualities and the level of awareness to these requirements by cadets. The pedagogical conditions for the transformation of students’ personal qualities into professional qualities are considered in the article. The students features during the adaptation period are highlighted. The possibility of the professional self-development activation is revealed not only by direct, but also by indirect influence to the students, through the formation of a sociopsychological environment, where professional self-development will be approved. It describes the identification mechanism for the readiness of students to adopt professional qualities in the educational environment through the stages of professional self-development. The main way of transforming personal qualities into professional ones is revealed - this is the formation of professional self-consciousness on the basis of an adequate self-assessment of the knowledge gained about the profession. As a result of the study, the level of professional qualities of students increased. In the described study, the following methods were used: a questionnaire survey, the «Locuscontrol» technique by j. Rotter, a comparative analysis, a content analysis.

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.

PEDAGOGICAL MONITORING SYSTEM TO ASSESS HIGHER EDUCATIONAL INSTITUTIONS STUDENTS� READINESS TO CONTINUOUS PROFESSIONAL EDUCATION

10.12737/1458 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 16-23
Author(s):  
������� ◽  
Nina Lezhneva
Keyword(s):  
Monitoring System ◽  
Professional Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Self Development ◽  
Professional Self ◽  
Higher Educational ◽  
Set Up ◽  
Support Students

The author shares her own practical ideas of how to set up monitoring system to assess and correct the students� readiness for continuous professional education. Theoretical basics of such monitoring system and details of its establishment in higher educational institutions are defined. Among the main features of monitoring system are highlighted: the object, the subject, goals, main requirements and informational framework. Conceptually monitoring is based on the model of higher educational institution graduate, where the graduate continues his professional education. It is accepted that the model has value-motivational, cognitive, reflexive and activity components, which serve as initial metrics for the monitoring system designing. Various functions of monitoring system are revealed, including constructive and indicative, information and analytical, integration, research and strategic planning. In addition to a set of principles, traditional for monitoring systems designing and implementing, the author provides the rationale for the humanization principle, which makes it possible to treat monitoring system as a means to support students� professional and personality self-development, professional self-determination and self-fulfillment. Peculiarities of monitoring at different stages of students� readiness to continuous education (adaptive-and diagnostic, prospective-and-developmental, reflexive-and-regulatory) are described.

scholarly journals MOOC: PLATFORMS OF PROFESSIONAL SELF-DEVELOPMENT OF PRIMARY SCHOOL TEACHERS OF ENGLISH

2021 ◽  
pp. 33-38
Author(s):  
Olena Beskorsa
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Theoretical Research ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

scholarly journals SELF-DEVELOPMENT OF STUDENTS IN A MULTIMEDIA EDUCATIONAL ENVIRONMENT IN TERMS OF HUMANISTIC PEDAGOGY

2021 ◽  
pp. 185-192
Author(s):  
Тетяна Григоренко ◽  
Микола Захаревич
Keyword(s):  
Multimedia Learning ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Self Development ◽  
The World ◽  
Professional Self ◽  
The Individual ◽  
Development Of Students

Attention to self-development is caused by defining role in the life of the individual, the active involvement of man in the process of his own life. According to most modern scientists, the main source of development are internal contradictions, this process is, in fact, self-development (self-movement). Personal self-development is characterized by a high level of self-organization, communicativeness and the formation of a scientific “picture of the world” and a humanistically oriented attitude to themselves and others. A holistic study of the problem of preparing students of higher education institutions for self-development in a multimedia educational environment in terms of humanistic pedagogy still remains out of the attention of scientists at the theoretical and methodological level, which negatively affects the quality of training of philologists and teachers. The aim of the article is to analyze the problem of self-development of future teachers of philology in psychological and pedagogical research and to clarify the essence of the concept of “professional self-development of future teachers” as a pedagogical category. Activation of personal self-development, which we consider as a process and a phenomenon, is an integrated factor in their relationship. By “activation of personal self-development” we mean purposeful dynamics to change the internal state of the individual and the realization of their own positive movement on the path of self-development. At the same time, we consider self-control as a personal quality of a person and a mechanism of self-regulation of the success of personal and professional self-development, as well as self-education in the context of multimedia learning. The ideal condition for professional development can be ICT, multimedia (computer systems with integrated support for audio and video), virtual reality (artificial world, which in some way reflects and transforms the real world, creating a virtual environment (space) according to ideas and goals of those who build it), an automated learning system based on hypertext technology (allows to increase the assimilation of educational material, includes a set of educational and methodical materials (demonstration, theoretical, practical, control) and computer programs that control the educational process)), a powerful information resource of the World Wide Web, extensive experience in teaching multimedia technologies etc. In line with the humanistic paradigm of multimedia learning, the door to a single world cultural and educational space opens, so it is correct to consider students' self-development as a promising intellectually and morally purposeful education of themselves in new socio-cultural conditions, more precisely in multimedia learning. Taking into account the above mentioned, we are inclined to believe that Internet resources, multimedia learning systems and tools, finally, the whole educational environment are designed to become the optimal conditions for self-development of students of philology. In this case, self-development is due to the presence of personal content of educational activities (author's Internet projects, electronic textbooks).

Sign in / Sign up

Export Citation Format

Share Document