scholarly journals Educational Environment of Higher Educational Establishments as the Factor of Forming the Future Foreing Languages Teachers’ Conflict Competence

2019 ◽  
pp. 142-156
Author(s):  
Hanna Polishchuk
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Educational Environment ◽  
Point Of View ◽  
Foreign Languages ◽  
Future Teachers ◽  
Teaching Environment ◽  
The Future ◽  
Higher Educational ◽  
Educational Conditions

The article is devoted to the problem of the educational environment of higher educational establishments as the factor of forming the future foreing languages teachers’ conflict competence. In this article, the essence of the following notions has been analyzed: educational environment in higher educational establishments, teaching environment, educational space. The notions of «educational space» and «teaching environment» have been given detailed description; the notion of «educational environment» is regarded in contemporary scientific literature from the point of view of institutional approach (social environment) and substantial approach (personal environment). The author of the article notes that the educational environment of a higher educational establishment is viewed as the system of different impacts and conditions for creating personality with the help of modern technologies and educational content. Also it is regarded as complex phenomenon of requirements and modes of behavior which are used for professional and personal growth of future teachers. The author claims that the notions of «educational environment» and «educational space» are closely connected: an educational space is defined as a special sphere of sociocultural practices that includes educational environment as the total of social and educational conditions which influence the personality of a student and its future professional orientation. While analyzing the structure of educational environment the author examined its components taking into consideration the peculiarities of professional growth of the future teachers of foreign languages: resourse-technological, intrapersonal, strategic-technological, sociocultural and communicative. These structural elements of analyzed phenomenon have been given detailed observation. It is also noted that the investigation of the structure of educational environment is interconnected with the topic under consideration – the formation of conflict competence of the future foreign languages teachers. The prospects for further exploration are seen by the author in highlighting a strategic line for the formation of the future foreign languages teachers’ conflictual competence with the application of certain pedagogical technologies in the educational environment of higher education institutions.

scholarly journals PEDAGOGICAL CONDITIONS FOR THE FORMATION OF THE COMPETITIVENESS OF FUTURE TEACHERS OF MATHEMATICS

2021 ◽  
pp. 329-332
Author(s):  
Mykhailo Povidaichyk
Keyword(s):  
Professional Growth ◽  
Research Work ◽  
Educational Environment ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
School Students ◽  
Student Body ◽  
Mental Work ◽  
The Future

The presence of fierce competition in all spheres of modern society requires appropriate training of professionals who have a new style of thinking and non-standard approaches to solving problems. The competitiveness of the teacher is seen as a competitive advantage, manifested in his unique abilities. This is an indicator of successful professional activity, the ability to be more in demand compared to other teachers due to a number of personal and professional qualities that determine a high level of professionalism in his field. The purpose of the article is to substantiate the pedagogical conditions for the formation of the competitiveness of the future teacher of mathematics. Research methods: analysis of scientific literature, systematization (to clarify the key concepts of the study), generalization (in order to form the author’s conclusions). There are identified the internal (personal practical experience, activity, communication) and external factors (educational environment, the nature of interpersonal relationships in the student body), which actualize the development of competitive advantages of future teachers. It is substantiated that the efficiency of formation of competitiveness of the future teacher of mathematics increases through realization of such pedagogical conditions: creation of motivational-axiological space for the professional growth of future teachers of mathematics (gives the chance to form motivational, value-ethical and behavioral image of the person, its morality); formation of a competitive educational environment (the formation of the competitiveness of the teacher occurs through the implementation of the functions of the educational environment – adaptive, socio-cultural, developmental); organization of professional selection of school students (provides the admission of young people with a strong interest and inclination to teaching, the desire to master this profession, developed creative potential) and ensure continuity between educational degrees (allows more efficient use the time and resources for professional and personal growth of students, enables continuity of development, adaptation of the future specialist to new conditions of training and vital activity, promotes formation of his general and professional culture); strengthening of the individual and creative nature of educational activities (involves the use of individual forms of work aimed at forming a culture of mental work, training in diagnostic activities, professional observation); early involvement of students into scientific research work (involves the formation of research skills of students).

Pedagogical Fundamentals of Methods of Teaching Choreographic Disciplines

2020 ◽  
Vol 6 (2) ◽  
pp. 145-152
Author(s):  
Olga Ya. Kvetsko
Keyword(s):  
Empirical Research ◽  
Professional Growth ◽  
Professional Competence ◽  
Practical Significance ◽  
Future Teachers ◽  
Internal Motivation ◽  
The Future ◽  
Group A ◽  
Professional Self ◽  
Pedagogical Methods

The study of art disciplines has its specific features and, in some ways, differs from other educational subjects. Choreographic disciplines are closely related to pedagogy and psychology and form an integral part of the development of the future leader of the amateur choreographic team, teacher of choreographic disciplines, choreographer, dancer. The study explores the problem of development of didactic fundamentals at teaching choreographic disciplines by means of which not only skill of future teachers, but also performing skill of dancers develops. The purpose of this study is to investigate the influence of pedagogical foundations on the process of teaching choreographic disciplines and creative choreographic work on the development of adolescents. According to the results of the study, different approaches to the problem of becoming the future leader of an amateur choreographic group, a teacher of choreographic disciplines, a choreographer, an artist of a dance ensemble are described. The study covered the essence of pedagogical fundamentals of methods of teaching choreographic disciplines that motivate students to professional self-improvement; the study also argued the need for the development of internal motivation for professional growth in future teachers of choreography. Studying the influence of creative choreographic work on the development of adolescents' personality, the results of empirical research on the relevance of the needs of students of the Professional College of Culture and Arts (city of Kalush) in professional self-improvement, motives of professional self-improvement, and analysis of professional competence. The practical significance of this study lies in the research of the fundamentals of pedagogical methods of choreographic disciplines to further improve this process, as well as to improve the skills of teachers

scholarly journals The Study of School Educational Environment in the Context of Ensuring Equal Access to Quality Education

2019 ◽  
Vol 21 (7) ◽  
pp. 69-89
Author(s):  
E. V. Ivanova ◽  
I. A. Vinogradova ◽  
S. A. Zadadaev
Keyword(s):  
Professional Growth ◽  
Quality Index ◽  
Assessment Tool ◽  
Educational Environment ◽  
Quality Education ◽  
Equal Access ◽  
Practical Significance ◽  
Education For All ◽  
Management Problem ◽  
Educational Conditions

Introduction. Today, official international and State Russian documents require ensuring equal access to quality education for all citizens regardless of place of residence and social status. In this regard, it becomes relevant to determine the quality of school environment and its potential in terms of compliance with the requirements of delivery of quality education services for all representatives of the oncoming generation.The aim of the present research is to study the educational environment of Moscow schools in the context of ensuring equal access to quality education.Methodology and research methods. An international assessment tool – the SACERS scale – was chosen as the main method of the research. The SACERS scale was modified by the employees of Laboratory of Educational Infrastructures of the Institute of System Projects of Moscow City University (MCU). The data were processed using descriptive statistics methods, dispersion and regression analysis, T-student’s criterion in the modification of Welch.Results and scientific novelty. On the basis of random sample (22 educational complexes), the peculiarities of educational conditions in different Moscow schools were diagnosed; the quality index of their educational environment and its structural components were determined (n = 58). The study sample revealed the “heterogeneity” of secondary educational establishments in the organisation of the subject-spatial environment of schools, extracurricular activities and additional education, as well as availability of educational infrastructure for students with special educational needs. Sufficiently equal indicators of educational conditions were identified: “Attendance”, “Space for Gross Motor Activities”, “Discipline”, “Peer Interactions”, “Interactions between Staff and Parents”, “Opportunities for Professional Growth”. Six “homogeneous” and ten “inhomogeneous” complexes were revealed in the studied sample. In “homogeneous” complexes, there are educational conditions, which provide relatively equal access to quality education, as compared with “heterogeneous” complexes. This fact is confirmed by the range of values of the quality index of the educational environment and the values of standard deviation.Practical significance. The present research allowed the authors to obtain a differentiated understanding of the existing educational conditions of Moscow schools, which formed the basis to solve the management problem in the development of education system, which guarantees quality education for all students.

scholarly journals The formation of acmeological competence among the future foreign languages teachers in higher education institutions

2021 ◽  
Vol 101 (1) ◽  
pp. 73-78
Author(s):  
E.A Kostina ◽  
◽  
G.K. Tleuzhanova ◽  
D.K. Dzholdanova ◽  
◽  
...  
Keyword(s):  
Foreign Languages ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Advancement ◽  
Transmission Of Knowledge ◽  
Concept Definition ◽  
Self Development ◽  
The Future ◽  
Personal Qualities ◽  
Positive Effect

The article examines the degree of acmeological competence formation among the future foreign languages teachers, since, according to scientists’ research in this field, acmeological competence plays an important role in the formation of a future teacher’s personal and professional attributes, as well as in his selfdevelopment throughout his career. The need for the trilingual education policy, where such personal qualities as self-development, self-realization, and self-improvement important for implementation, has been revealed as well. Such concept definition as «acmeological competence» has been defined, and the level of future teachers’ knowledge concerning this concept has been studied. The study resulted in the following conclusions: most of the future teachers are able to independently solve problems related to their professional activity, which can have a positive effect on their competencies; future foreign languages teachers attach particular importance to the transmission of knowledge, skills, as well as modern teaching methods, whereas the knowledge concerning the personal and professional advancement and motivation for self-development are relegated to the background; the majority of future teachers have no idea of the acmeological competence essence and make no effort on bringing out the best in themselves. Thus, the conclusion says that the future foreign languages teachers are not sufficiently informed about the «acmelogical competence» concept and the importance of its study. Hence, the degree of acmeological competence formation among future foreign languages teachers leaves much to be desired.

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 Typology of creative skills of future music teachers and pedagogical conditions for their effective development

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 174-178
Author(s):  
Yu Peng
Keyword(s):  
Music Teachers ◽  
Point Of View ◽  
Psychological Climate ◽  
Teaching Staff ◽  
Future Teachers ◽  
Successful Development ◽  
The Future ◽  
Classification Of Varieties ◽  
Effective Development ◽  
Creative Self

The article analyses the problems related to the development of future Music teachers’ creative skills; the classification of varieties of creative skills that are necessary for a future teacher of Musical Arts and the substantiation of the pedagogical conditions for their successful development are specified. The essence of the concepts “skills”, “abilities” and “creative skills” has been clarified. Acquisition of skills is associated with the result of mastering coordinated actions of a reproductive type. Creative skills are considered as the ability to apply the acquired knowledge and skills in non-standard conditions, in new ways, in order to obtain qualitatively new, socially significant material or spiritual values. The varieties of creative skills that are typical for the activities of future teachers of Musical Arts are characterised, their classification being based on their analysis. As a result, these categories of creative skills are distinguished: performing-interpretative, verbal-hermeneutic, musical-productive, methodological and practical. The forms of their implementation in the process of interpreting and performing musical works, interpreting their artistic and figurative meanings from the pedagogical point of view, creating musical and creative products in the forms of arranged musical material, its scientific and pedagogical creativity have been determined. The pedagogical conditions for the successful development of the future Music teachers’ creative skills have been grounded. They include: presence of personal attributes which ensure person’s psychological readiness for conscious and persistent mastery of creative skills; maturity of the teaching staff of the pedagogical institution to demonstrate their attitude towards the implementation of the student-centred approach to organising classes; a dialogical, democratic style of communication; creation of a psychologically comfortable psychological climate. The complex and integrative nature of creative skills explains the importance of enhancing systemic interdisciplinary connections and interdisciplinary coordination in the process of training students as the second pedagogical condition for the formation of their creative skills. The substantiation of the third pedagogical condition is based on the analysis of two types of creativity: artistic-figurative and intellectually-creative and the need to achieve their organic combination and interpenetration in the activities of a Musical Arts teacher. The solution to this condition provides the ability of future specialists to mobilise the achievements of their own musical, artistic and scientific searching experience, integrate them in the process of acquiring professional and creative skills, developing a flexible strategy for creative self-improvement, expanding areas and ways of applying innovative and creative actions. The creation of these pedagogical conditions is to facilitate the effectiveness of the acquisition of creative skills by the future teachers of Music.

scholarly journals A MODEL OF FOREIGN LANGUAGE TEACHERS TRAINING IN THE INFORMATION-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATIONAL INSTITUTIONS

2019 ◽  
Vol 72 (4) ◽  
pp. 91-105
Author(s):  
Roman S. Gurevych ◽  
Oksana O. Rogulska ◽  
Olha V. Tarasova ◽  
Olha V. Magdiuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Educational Environment ◽  
Language Teachers ◽  
Educational Institutions ◽  
Foreign Language Teachers ◽  
Higher Educational Institutions ◽  
The Future ◽  
Higher Educational ◽  
Teachers Training

The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).

scholarly journals Creation of digital educational environment for police leaders

2020 ◽  
Vol 210 ◽  
pp. 02004
Author(s):  
Elena Radchenko ◽  
Mikhail Kozin ◽  
Galina Pyrchenkova
Keyword(s):  
Information And Communication Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Point Of View ◽  
Virtual Space ◽  
Remote Access ◽  
Teaching Staff ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Higher Educational

The article is devoted to the problems of creating a successful digital educational environment in a higher educational institution. The issues of interactive communication between teachers and students in virtual space using computer and information and communication technologies are considered. The article describes the advantages and disadvantages of creating a digital educational environment at the Academy of Management of the Ministry of Internal Affairs of Russia. The authors analyze the assessment of the organization and content of the distance learning course from the point of view of the representatives of the teaching staff. The objectives of the study include studying the issue of the level of readiness of the teachers of the educational organization to conduct training sessions in a distance mode, as well as the analysis of the degree of the students’ self-organization and their abilities for the independent acquisition of knowledge in a remote access mode. During the study, considerable attention is paid to the study of problematic aspects of creating a digital educational environment in a higher educational institution and the search for possible ways to overcome them.

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