scholarly journals PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE CREATION OF EDUCATIONAL ENVIRONMENT OF A NEW UKRAINIAN SCHOOL

2020 ◽  
pp. 160-165
Author(s):  
О.М. Фенцик ◽  
◽  
Т.О. Атрощенко ◽  
О.М. Пинзеник ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Environment ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Creation

scholarly journals ORGANIZATIONAL AND METHODOLOGICAL CONDITIONS FOR IMPLEMENTING THE SYSTEM OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
pp. 67-81
Author(s):  
Iryna Pinchuk ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Creative Thinking ◽  
Professional Training ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Environment ◽  
Pedagogical Practices ◽  
School Teachers ◽  
Primary School Teachers

Ensuring quality training for qualified teachers is one of the priorities of national education. The purpose of this article is to analyse and systematize the conditions for the formation of foreign language communicative competence, which make it possible to implement the aims of reforming and modernizing the professional training of future primary school teachers. An important component of ensuring the practical implementation of the professional training for future primary school teachers is to determine the organizational and methodological conditions that help increase the levels of the above-mentioned competence, indicated in the article. During the survey, experts were asked to rank 18 specific organizational and methodological conditions aimed at forming foreign language communicative competence. The study revealed certain organizational and methodological conditions: 1) creating a foreign language professionally oriented interactive educational environment as a means of increasing the motivation of foreign languages professional training; 2) interdisciplinary integration of foreign language education content based on the systematic updating and modernization of future primary school teachers’ professional training; 3) activation of students’ foreign language communicative activity by developing critical and creative thinking; 4) ensuring the constant foreign language support for pedagogical practices. According to the first condition, the process of forming a foreign language communicative competence is based on the immersion of students in an interactive foreign language environment, individualization of training through academic counselling (training), mentoring, and tutoring. The development of international relations and cooperation of the university in the context of integration into the global and European educational environment is one of the components encouraging the creation of a professionally oriented foreign language interactive educational environment. The second condition provides for the interdisciplinary integration of the foreign language education content on the basis of systematic updating and modernization of professional training for future primary school teachers, the implementation of interdisciplinary links within the cycles of general and professional training by deepening and systematizing foreign language knowledge. In order to intensify the foreign language communicative activity of students in a foreign language, a systematic, critical and creative thinking of future specialists was developed through the use of problem learning, innovative active and interactive technologies of collaboration, methods, techniques and group forms of organizing activities; thanks to the optimal combination of verbal and computer means of professional communication in a foreign language based on blended learning technology and the widespread use of ICT. Ensuring a continuous foreign language support for pedagogical practices was carried out by enriching the pedagogical practices program with the tasks aimed at forming the foreign language communicative competence of future primary school teachers.

scholarly journals PEDAGOGICAL CREATIVITY AS A SIGNIFICANT COMPONENT IN THE PROCESS OF PROFESSIONAL TRAINING OF THE FUTURE PRIMARY SCHOOL TEACHER

2021 ◽  
pp. 119-125
Author(s):  
Victoriya Makarchuk
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Educational Environment ◽  
Professional Activity ◽  
Primary School Teacher ◽  
School Teachers ◽  
Significant Component ◽  
Primary School Teachers

The main components that make up the professional activity of a teacher are professional knowledge and skills, didactic, communicative, organizational, research and creative abilities. Among the mentioned components of the pedagogical activity, one of the most significant is creative, because today society needs a specialist who has not only a functional readiness for professional activity but also develops as a creative person with clear goals. The new Ukrainian school needs a primary school teacher, who is creative in his work with junior schoolchildren. The effectiveness of the activities largely depends on how creative their pedagogical position will be, the formation of which takes place in the higher education environment of the university. The article analyses pedagogical creativity as a significant component in the process of professional training of future primary school teachers. The concept of “creativity”, “pedagogical creativity” in the context of professional training of future primary school teachers of higher education institutions is considered. The paper reveals that the formation of pedagogical creativity is facilitated by the introduction of technological elements of personality-oriented learning in lectures, seminars and practical classes. The author emphasized that the foundation for the formation of pedagogical creativity of future primary school teachers is pedagogical interaction, in which the teacher and the applicant are subjects of the educational environment of the pedagogical institution of higher education, the formation of cognitive interests and needs of students, control and self-control. It was found that pedagogical creativity is a significant component in the professional activity of primary school teachers, and hence in the training of future primary school teachers in higher education, as it is a necessary condition for the educational process, which gives teachers the opportunity to act original and creative in different situations that optimizes the learning process of junior students. Keywords: creativity; pedagogical creativity; future primary school teacher; professional training; educational environment; higher education institution; professional competencies; junior schoolchildren; pedagogical interaction.

scholarly journals Professional competence of future primary school teachers in the context of the covid19 pandemic

2021 ◽  
Vol 7 (3A) ◽  
pp. 463-469
Author(s):  
Myroslav Kryshtanovych ◽  
Olena Nevmerzhytska ◽  
Liudmyla Teletska ◽  
Inna Yankovska ◽  
Kateryna Shosh
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
School Teacher ◽  
Educational Environment ◽  
Primary School Teacher ◽  
Organizational Changes ◽  
School Teachers ◽  
Primary School Teachers ◽  
Integrated Concept

Reforming the current sphere of primary education predetermines the need to modernize the process of training future teachers in pedagogical universities. In particular, there is an urgent need to adapt the traditionally established system of training future specialists in general secondary education institutions in the regulatory and organizational changes in the field of higher education, to the prospects for the development of the profession and the expectations of society. The article analyzes the studies that reveal the content and features of the formation of professional competence of a future primary school teacher in the context of today's educational realities. The results of research are presented, substantiating various approaches to defining the essence of this integrated concept. The conditions for the effective formation of professional competence are disclosed, in particular, the effectiveness of the educational environment for the professional training of a future primary school teacher.

scholarly journals Social Success of Future Primary School Teachers in the Process of Professional Training

2015 ◽  
Author(s):  
Marfuga Absatova ◽  
Аkkenzhe Ussenova ◽  
Alma Ordahanova ◽  
Аdlet Kariyev ◽  
Ainur Duisenbayeva
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Success

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

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