scholarly journals Methodological bases for the formation of professional competence of future art specialties teachers

2021 ◽  
pp. 232-245
Author(s):  
Liudmyla Romanyshyna ◽  
Oleksandr Polishchuk
Keyword(s):  
Art History ◽  
Professional Training ◽  
Professional Competence ◽  
Process Analysis ◽  
Methodological Approach ◽  
Research Process ◽  
Educational Process ◽  
Future Teachers ◽  
Theoretical Substantiation ◽  
Methodological Approaches

The article is devoted to the theoretical analysis of methodological bases for the formation of professional competence of applicants of higher art and pedagogical education. The purpose of the article is to substantiate the leading methodological approaches to the formation of professional competence of future teachers of art specialties. Methods. The following methods were used in the research process: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. The results. The authors of the article highlight the essence of the concept of "professional competence of future teachers of art specialties" and outline the directions of formation of this pedagogical category. The article suggests the analysis of the concept of "methodology" and "methodological approach". The benefit of the study is that the authors proved that the successful formation of professional competence of future teachers of art specialties will contribute to the implementation in the educational process of higher pedagogical education ideas of competency, system, activity, culturological, axiological and acmeological approaches. The essence and content of the mentioned methodological approaches in the context of art pedagogy are characterized. Conclusions. The authors of the article state that the analysis of scientific literature together with the essence and specifics of forming the professional competence of future teachers of art specialties enabled definition and theoretical substantiation of the leading methodological approaches, which realization in educational process of establishments of higher pedagogical education will promote achievement of the stated purpose. Among the outlined methodological approaches, the authors define the most important as studies have shown, they are acmeological, culturological and competence approaches. The competence approach helped to increase the professional competence of future teachers of art history. The acmeological approach allowed us to outline new plans and tasks, more complex than the previous ones. The culturological approach allowed outlining the main tasks of professional training of future teachers of art history. Their use should be done due to a number of factors defined by the authors according to every approach.

scholarly journals THEORETICAL SUBSTANTIATION OF THE MODEL OF FORMATION OF READINESS FOR PROFESSIONAL AND CREATIVE SELF-REALIZATION OF FUTURE TEACHERS OF FINE ARTS

2021 ◽  
pp. 7-13
Author(s):  
Li Qing
Keyword(s):  
Professional Training ◽  
Fine Arts ◽  
Research Process ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Theoretical Substantiation ◽  
Technological Unit ◽  
Pedagogical Research ◽  
Creative Self

The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. The purpose of the article is to substantiate the model of formation of the studied formation. The methodological basis of the study are dialectical and systematic methodologies used in the field of pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. This model includes following aspects: setting the purpose of the study and its objectives – the target unit; components of readiness for professional and creative self-realization (motivational and orientational, cognitive and active, subjective) content block; didactic principles (professional orientation, scientificity, optimization, emotionality of the pedagogical process). Moreover, it includes pedagogical conditions on which the experimental method of forming readiness for professional and creative self-realization (actualization of the value attitude of future teachers of fine arts to artistic and creative activity; organization of self-improvement of future teachers-artists in the context of future professional activity; creation of reflective-educational environment educational process HEI) are based. Methods, forms, technologies and means aimed at increasing the level of readiness for professional and creative self-realization of students are presented in technological unit, that is followed by the expected result of the study. It is proved that the introduction of the model of formation of readiness for professional and creative self-realization of future teachers of fine arts contributes to the optimization of the research process. Keywords: model; modeling; readiness; professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts.

scholarly journals Linguo-sociocultural competence in the structure of the professional training of foreign language teachers

2018 ◽  
Keyword(s):  
Cultural Studies ◽  
Cultural Competence ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers

The article is devoted to the analysis of the role and the place of linguo-sociocultural competence in university teaching of the language and preparation for professional work of foreign language teachers, in particular, Chinese teachers of the Russian language. The invariant and variable aims of education and the communicative needs of students-philologists – future teachers in the current branches of communication are formulated: professional, socio-cultural, business, socio-political and colloquial. The modern points of view on the structure of professional competence of future foreign language teachers, the place of linguistic and socio-cultural competence in its structure are analyzed. The result of mastering a foreign language by this contingent of students should be an integrative communicative competence, which is a complex of key competencies: linguistic, conversational, socio-cultural and professional. The role of mastering the aspects of the language system, productive and receptive types of speech activity in the process of forming the professional skills of students in communication and studying in the socio-cultural sphere is described. Cultural studies components of the educational process organization are emphasized. The training of linguistic and socio-cultural competence should be carried out within the framework of the culturological approach. The most developed in the methodology aspect of this approach is linguistic and cultural studies. The linguistic-cultural knowledge, abilities and skills of foreign languages future teachers are systematized. The analysis of the main data formation of linguistic and socio-cultural competence is carried out on the example of the organization of the teaching Russian to Chinese students. Methodical solutions for the formation of professionally oriented linguistic and socio-cultural competence based on its cognitive-active model are proposed.

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 Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals Simulation technologies of virtual reality usage in the training of future ship navigators

2019 ◽  
Vol 53 (1) ◽  
pp. 159-180 ◽  
Author(s):  
Michael S. Lvov ◽  
Halyna V. Popova
Keyword(s):  
Virtual Reality ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Institutions ◽  
Virtual Reality Technology ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal

Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.

scholarly journals Methodological grounds of the formation of conflictological culture of future specialists of technical specialties

2019 ◽  
Vol 66 (3) ◽  
pp. 83-89
Author(s):  
Olena Hrechanovska
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Methodological Approach ◽  
Educational Institution ◽  
Effective Interaction ◽  
Cultural Development ◽  
Educational Process ◽  
Point Of View ◽  
Self Control ◽  
Professional Activity

The article deals with the importance of methodological approach to the formation of conflictological culture. The author notes that the methodological basis for the development of a harmoniously developed personality in a technical institution of higher education is the formation of conflictological culture of future engineers, which is a component of professional competence and is based on humanitarian grounds of an educational institution. The process of formation of conflictological culture of future specialists of technical specialties, within the context of professional training, from a methodological point of view is considered from the position of systematic, activity-based, culturological and creative, and competent approaches. The systematic approach in the methodology of formation of conflictological culture is regarded as the systematization of knowledge of culturological and conflictological orientation in the hierarchy of specialized knowledge and its use during the educational process as gaining further experience of their application in professional activity. In the formation of conflictological culture the activity-based approach is a professional and creative direction, through which the skills and abilities of the components of conflictological culture based on the knowledge acquired are formed. An active-based approach in the methodology of conflictological culture will allow motivating knowledge related to the humanitarian and culturological direction, teaching students to make decisions independently and to assess the situation, to form the ability of self-control in any situation, to promote the creative mindset. The culturological approach is not only the basis of methodology in the formation of conflictological culture, and its implementation should be clearly traced throughout the whole period of young person’s studying in higher educational institution. In the implementation of culturological approach during the formation of conflictological culture, considerable attention is paid to directing young people to an understanding of national traditions and culture that are not opposed to other cultures, but bear cultural development and the ability to apply it properly in the professional field; personality’s capacity for cultural self-development and cultural realization; the creative development of future engineer, based on the cultural and technical heritage of society. This approach is basic and on the basis of this approach the methodology of formation of conflictological culture is built. In the methodology of formation of conflictological culture, the competence-based approach is considered as a basic top for the professional development of future engineer, which will allow effective interaction between the teacher and the student in the formation of necessary competences based on conflictological culture as a component of professional competence. The competence-based approach is important for the formation of professional competencies, but without using other pedagogical approaches, it is not possible to form conflictological culture as we consider. For the improvement, development and self-realization of student, the interrelation of all the approaches is required, and for their effective application in the methodology of formation of conflictological culture they should be applied in a certain order.

scholarly journals REFLECTION AS A MECHANISM OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER

2020 ◽  
Vol 1 (190) ◽  
pp. 151-155
Author(s):  
Igor Ulychnyj ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Theoretical Understanding ◽  
Continuous Growth ◽  
The Future ◽  
Self Knowledge

The aim of the article is to study reflection as a mechanism of professional training of future teachers. The psychological nature of reflection as a universal mechanism of self – regulation and self – development of the personality is considered. In the scientific community there are various approaches to understanding pedagogical reflection. It is interpreted as: activity; component of pedagogical abilities of the teacher; mental neoplasm of the student's personality. The reflection of the future specialist, as his inner mental activity, is aimed at self-knowledge and understanding of their own actions and states, interpersonal relationships and communication with others, because self-knowledge is the initial stage of self-improvement. The teacher's ability to reflect is a mechanism for rethinking stereotypes of consciousness, behavior, communication, thinking, awareness of the bases, means, stereotypes of activity, their critical and heuristic rethinking, generating innovations in various aspects of professional activity. The development of reflexive-project skills allows the teacher not only to realize his professional activity, but also to make the transition from the position of «response» to the position of «self-organization». The teacher learns to teach himself to define the limits of his knowledge (ignorance) and independently find the conditions to overcome their own limitations, thereby increasing their professional competence. An experienced teacher's process of reflection is permanent, depending on: individual and personal characteristics; personal maturity; practical experience; professional erudition; level of general culture. The model of development of reflective skills of future teachers includes a set of different methods and tools, as well as various forms of organization of the educational process, such as lectures, seminars and practical classes, trainings, independent and self-educational work, individual and group consultations. Internships are a key component of each course (compulsory and optional). The key to students' professional development is to encourage continuous growth through critical theoretical understanding, practical application and experimental learning, both inside and outside the university. The ability to reflect is an important factor in the readiness of teachers to innovate, the desire for self- improvement, the introduction of educational innovative products in the educational process.

scholarly journals PEDAGOGICAL CONDITIONS OF FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS OF A TECHNICAL UNIVERSITY

2020 ◽  
Vol 17 (34) ◽  
pp. 291-302
Author(s):  
Yelena Yurievna OREKHOVA ◽  
Lidia Konstantinovna GREBENKINA ◽  
Natalya Alexandrovna SUVOROVA ◽  
Marina Alexandrovna STAVRUK
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Subject Position ◽  
Professional Activity ◽  
Federal State ◽  
Russian Society ◽  
Educational Standard ◽  
Methodological Approaches ◽  
State Educational

Fundamental government documents set the priority of the educational system in public policy, declaring the need for successful scientific and professional training and innovative educational activities of future specialists. The article is aimed to propose a solution to the formation of professional competence of future specialists of technical universities at the stage of modernization of education in modern Russian society. The work reveals the essence of the leading methodological approaches to solving the problem under study: competency, creative, personality-oriented, system-activity, technological, task-based approaches. A retrospective analysis made it possible to reveal the pedagogical conditions, simulating the real professional activity of students of a technical college. The ways of successful development of professional competence of future specialists are described (establishing innovative-creative environment; developing the subject position of a personality; strengthening practice-oriented activities; organizing reflection and self-reflection; using computing, information and telecommunication technologies, and systems; effective management of students' academic, scientific, and professional activities). Based on the leading principles, the methodological approaches, the requirements of the Federal State Educational Standard of Higher Education for the preparation of future specialists in the Russian Federation, the article presents the innovative experience of the organization of educational process, which is aimed to form a professional competence among graduate students of Ryazan Institute of Moscow Polytechnic University, as well as Ryazan State Agrotechological University named after P.A. Kostychev. This study made it possible to develop and implement a block-modular structure and content of engineering and construction training of students, which includes design, organizational and managerial, information-applied, creative competencies corresponding to the types of professional activity.

scholarly journals Pedagogical Conditions for the Use of Andragogical Principles in the Professional Training of Teachers of Economic Disciplines

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 98-108
Author(s):  
Nataliia Chernenko ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Self Awareness ◽  
Gradual Change ◽  
Future Teachers ◽  
Creative Development ◽  
Significant Process ◽  
Andragogical Principles

The article presents a structural and comparative analysis of the components of pedagogical and andragogical models of learning. The differences and parameters of using different models depending on educational needs are determined. The essence of the andragogical model is revealed, which takes into account the psychological characteristics of the student, gives more freedom for creative development, generates experience as a source of knowledge, skills and abilities, and uses the level of self-awareness as a lever in shaping future teachers of economics. The basic andragogical principles on the basis of which the organization of training of an adult category of the population takes place are allocated. It is revealed that the training of future specialists, which is based on andragogical principles of education, involves the transformation of students' learning activities into professional with a gradual change of cognitive needs and motives, goals, actions and means, subject and becomes professional; creation of certain pedagogical conditions for the possibility of determining the student's own goals and ways to achieve them, the transfer of his activities from study to work. The activity of the future specialist is considered as a personally significant process of formation of professional competence. The pedagogical conditions which will allow realizing and fully function the above-stated principles and will promote creation of comfortable conditions for development and optimization of educational process are characterized. The directions of integration of andragogical principles into professional training of future teachers of economic disciplines are presented.

Formation of professional competence of future specialists in philology during the end-to-end practice

2020 ◽  
pp. 82-95
Author(s):  
Inna Kononenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teaching Staff ◽  
Future Teachers ◽  
Oriented Activity ◽  
Professional Transformation

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question. It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed. The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized. The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified. Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative). In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

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