scholarly journals Forms and methods of professional training future teachers for tutoring in terms of education's individualization

2020 ◽  
pp. 145-162
Author(s):  
Kateryna Osadcha
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Educational Games ◽  
Round Table ◽  
Point Of View ◽  
Interactive Methods ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Evaluation ◽  
Literary Sources

The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring. The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice. Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring. The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring. The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers. Conclusions. As a result of research on the basis of studying literary sources it is established that in the course of professional preparation for future teachers to tutoring activity both traditional and specific forms of training are applied. Tutorials, consultations, and educational events are singled out in the study as specific forms of professional training of future teachers for tutoring. It is determined that the appropriate methods of professional training for future teachers to tutoring are active methods, portfolio method, conversation method, problem method, interactive methods. Among the interactive methods, special attention is paid to such as lecture with the inclusion of conversation, problem lecture, interactive seminar, consultation, "round table", group and intergroup discussion, "brainstorming", business and educational games.

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.

scholarly journals Educational Activity of a Pedagogical Higher Educational Institution Student in the Interconnection with Personal Development Spheres in the Professional Training

2013 ◽  
Vol 2 (1) ◽  
pp. 91-94
Author(s):  
G. K. Parinova ◽  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
The Other ◽  
Educational Activity ◽  
Pedagogical Practice ◽  
Applied Aspect ◽  
Higher Educational ◽  
The One

The article discusses the problem of multi aspect function of the internal nature of a personality, on the one hand, and versatile forms of its manifestation in the personal professional training of students of the Pedagogical Higher Educational Institution, on the other hand. It determines the grounds for research of productive educational activity of a student in the complex of four spheres of personal development. It shows productive generalized educational activity as a form of versatile activities of a student, that includes actualization of personal spheres in the process of the work of productive generalization mechanism, followed by the intensive flow of the processes itself, which as a unity provides its success in achieving professional competence as the ability and readiness for pedagogical activity. The applied aspect of the problem under study can be realized in the pedagogical practice of the professional training of future teachers.

scholarly journals Interactive Methods of Communication and Training to Deal with Adolescents and Youths with Deviant Behavior

2019 ◽  
Vol 9 (3) ◽  
pp. 72-83
Author(s):  
M.R. Dushkina ◽  
R.V. Chirkina
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Deviant Behavior ◽  
Modern Society ◽  
Interactive Methods ◽  
Simulation Games ◽  
Social Pedagogy ◽  
Social Communications ◽  
The Social ◽  
Educational Concept

The article examines the problematique of increasing the effectiveness of specialists training in psychology and education of dealing with deviant behavior through the use of innovative interactive and interdisciplinary educational methods. Studying, discussing and analyzing the complex of current problems of socialization and personal development is delivered out with specific examples within the framework of the “Social Pedagogy” Course. It enables students to gain an in-depth understanding of the mechanisms, factors and determinants of deviant behavior, and contribute to the development of prevention and correction technologies. The key elements of the educational concept are scientific and practical orientation, increasing its relevance to the tasks of professional training by focusing on active methods of mastering the discipline and using modern technologies of social communications (simulation games, various types of discussions, TIPS-techniques, etc.). The result of this approach is the acquired skills and abilities, allowing them to design, organize and deliver appropriate work with children, adolescents and youth, including those with deviant behavior, in a modern society with a new technological context.

Modern Approaches to Quality Assurance of Teacher Training

2020 ◽  
Vol 29 ◽  
pp. 91-102
Author(s):  
Ольга Біляковська
Keyword(s):  
Quality Assurance ◽  
Teacher Training ◽  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Programmes ◽  
Practice Development ◽  
Organizational Innovations

The article deals with the problem of modern approaches to teacher training in the context of its quality assurance. The concept of ‘innovation’ is defined and the system of classification is introduced on the grounds of the analysis of scientific and pedagogical resources. Ensuring qualitative education means innovative processes of pedagogical practice development, as well as purposeful managerial influence on the system of professional training, significant corrections of its content and way of performance of pedagogical intuitions, i.e. educational system transferring to perform on new grounds. Organizational innovations happening in the organization of the educational process of higher education institutions are analyzed alongside content innovations reflected in the content of teacher training (new educational programmes, introduction of new disciplines, modern courses, integration of subjects, development of methodologies, etc.). Technological innovations include introducing new teaching forms and methods, assessment approaches (testing, rating); use of modern information technologies in the process of teacher training. Building professional competency, individual and professional qualities, the capacity to work and live in an innovative pace is exclusively important for future teachers. Effective forms and methods of teaching future teachers are introduced.

Summer Pedagogical Practice As a Part of Professional Training of Students

2019 ◽  
Vol 7 (1) ◽  
pp. 25-31
Author(s):  
Н. Павлова ◽  
N. Pavlova ◽  
М. Борисова ◽  
M. Borisova
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Future Teachers

The article deals with the organization of summer teaching practice, approaches to the training of counselors. It is said about the pedagogical potential of summer practice as a form of improving the quality of professional training of future teachers, improving the skills of pedagogical activity.

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 THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS

2021 ◽  
pp. 76-82
Author(s):  
Ирина Геннадьевна Санникова
Keyword(s):  
General Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Pedagogical Practice ◽  
Pedagogical Workshop ◽  
Future Teachers ◽  
Educational Activities ◽  
State Pedagogical ◽  
Independent Work

Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственного педагогического университета, а также разработанный автором психолого-педагогический практикум. На основе данных анкетирования определены ресурсы развития содержания педагогического образования, в качестве одного из механизмов решения задачи актуальной профессиональной подготовки будущих педагогов предлагается психолого-педагогический практикум. На основе анализа научно-педагогической литературы и опыта подхода к реализации психолого-педагогического практикума избран формат практико-ориентированной организации курса, основанный на сочетании нескольких вариантов учебной деятельности (учебная деятельность по изучению теоретических сведений, учебное моделирование, проектирование и конструирование, учебное взаимодействие и самостоятельная работа в период педагогической практики), описана логика распределения учебного материала на вариативный и инвариантный модули. Психолого-педагогический практикум как элемент создания практико-ориентированной образовательной среды позволяет осуществить внутреннюю взаимосвязь между предметными, психолого-педагогическими и методическими курсами, способствуя формированию педагогически значимых качеств выпускника педагогического вуза. The article considers the set of requirements for a teacher of a general education school in the format of a teacher’s professionogram, and the resources of the educational practice of a pedagogical university aimed at forming the professional competence of a graduate. The purpose of the study is to summarize the experience and present a model vision of the author’s psychological and pedagogical workshop as a dispersed training course for the future teacher. The material of the study was: the results of the survey of students of the pedagogical university of the final courses and teachers of the basic schools of the Tomsk State Pedagogical University, as well as the psychological and pedagogical workshop developed by the author. On the basis of the presented survey data, the resources for the development of the content of pedagogical education are identified, and a psychological and pedagogical workshop is proposed as one of the mechanisms for solving the problem of actual professional training of future teachers. Based on the analysis of the scientific and pedagogical literature and the experience of the approach to the implementation of the psychological and pedagogical workshop, the format of the practice-oriented organization of the course is chosen, based on a combination of several variants of educational activities (educational activities for the study of theoretical information, educational modeling, design and construction, educational interaction and independent work during pedagogical practice), the logic of the distribution of educational material into variable and invariant modules is described. The psychological and pedagogical workshop as an element of creating a practice-oriented educational environment allows for the internal relationship between subject, psychological, pedagogical and methodological courses, contributing to the formation of pedagogically significant qualities of a graduate of a pedagogical university.

scholarly journals Professional training of future Foreign language teacher in conditions of system-activity approach

2020 ◽  
pp. 96-105
Author(s):  
Aliona Shyba
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Teachers ◽  
Interactive Methods ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Interactive Technologies ◽  
System Activity ◽  
Teachers Training ◽  
The Impact

The article deals with the conditions of future foreign language teachers' training. The author clarifies the concept of system-activity approach, substantiates its importance in the academic process. It is revealed that the system-activity approach makes the process of future foreign language teachers' training more integral, scientifically oriented and systematic. A competent responsible specialist, able to meet the demands of the time, can only be prepared in an open educational system. The reason for this is because the open system constantly interacts with the environment, its source of existence lies beyond its borders. It is stated in the article that the activity approach in the process of future teachers' training allows to direct students to independence in learning; to teach them to effectively organize their activity; to set the goal and achieve its realization; to be able to apply analysis and synthesis not only for carrying an individual research, but for using them while solving practical tasks, evaluating the results of their activities. The author also analyzes the impact of interactive methods on the effectiveness of learning. Interactive learning is viewed both as the process of collective cognition, where knowledge is acquired as a result of collaborative activities, and as the use of the latest information technologies in the academic process. The application of a number of interactive technologies is described, such as the technologies of cooperative and collective-group learning, situational modeling and processing of discussion questions, as well as informational and communication technologies. It is proved that system-activity approach to training future teachers by means of interactive technologies helps increase the level of students' motivation and creates favorable conditions for mastering their future professional skills.

scholarly journals Stimulation of creative self-realization of future teachers of musical art in sociocultural vocal activity as a pedagogical condition for the formation of the scenic-figurative culture

2019 ◽  
pp. 90-96
Author(s):  
Nataliya Kosinska
Keyword(s):  
Professional Training ◽  
The State ◽  
Theory And Practice ◽  
Interactive Methods ◽  
Future Teachers ◽  
Vocal Training ◽  
Vocal Activity ◽  
Definition Of ◽  
Creative Self ◽  
Stimulation Of

The article defines pedagogical conditions of formation of stage-shaped culture in the process of vocal preparation. The important pedagogical condition is described in detail: stimulation of creative self-realization of future teachers of musical art in socio-cultural vocal activity. The main forms and methods of formation of a scenic culture according to the determined pedagogical condition are characterized, the purpose is determined, the essence of concepts is revealed and their influence on the improvement of professional training of future teachers of musical art is determined. The main tasks of the paper are to analyse the state of the problem under study in pedagogical theory and practice; definition of the pedagogical conditions that are most expedient and effective for the formation of stage-shaped culture in the process of vocal training, namely: strengthening the humanistic function of the content of vocal training on the basis of the implementation of the value meanings of musical art; the inclusion of interactive methods in the process of vocal training for future teachers of musical art; stimulation of creative self-realization of future teachers of musical art in socio-cultural vocal activity.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS OF SECONDARY SCHOOLS IN THE UNIVERSITIES OF GERMANY

2021 ◽  
Vol 2 (2) ◽  
pp. 37-54
Keyword(s):  
Secondary Schools ◽  
Professional Training ◽  
Legal Framework ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Training Standards ◽  
Four Blocks ◽  
Learning Development ◽  
German Universities

The purpose of the study is to identify key principles for structuring the content of psychological and pedagogical training of future teachers based on the analysis of the legal framework for professional training of teachers of secondary schools in Germany, and based on program-methodical and educational-methodical documentation of German universities as well. The author has found that the training of future secondary school teachers in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The author emphasizes the special significance of the block "Science of Education", because it reflects the content of psychological and pedagogical training of teachers. In the article it was revealed that the purpose of this block is to consider the main problems of teaching, education, and assessment of students, and the introduction of innovations based on the synthesis of knowledge in pedagogy, psychology, sociology. The basic fundamental task of the block "Science of Education" is to develop special reflective competence of future teachers. Teacher training standards for the block "Science of Education" are formulated in terms of competencies, which every future teacher should possess for the effective implementation of professional and pedagogical activities. There is a further development of the curriculum of psychological and pedagogical training of teachers on the basis of these standards. The central points of these standards are education and upbringing; profession and role of teacher; action strategies in decision-making situations; designing the learning process and learning environment; diagnostics, assessment, counseling; differentiation, integration, support; motivation for success and learning motivation; learning, development, socialization; communication, interaction and conflict management; media education; school development; research in the field of education. The author reveals two key areas of structuring the content of curricula in the block "Science of Education". The first one is based on the subject principle - through the definition of the list of disciplines and on the principle of interdisciplinarity. It provides conducting classes based on the synthesis of knowledge in pedagogical, psychological, and sociological sciences. It is proved that the interdisciplinary principle is determinative in the process of updating the content of psychological and pedagogical training of teachers in Germany.

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